This study set out to profoundly examine Peer Corrective Feedback (PCF), which is believed to be one of the alternatives for improving learners' writing quality. The two aspects the researchers focused on were (1) the proportion of peers' feedback on writing aspects, and (2) the effectiveness of PCF in enhancing learners' writing quality. This is qualitative research with 34 students in the fourth semester at the English Education Faculty (FKIP) of the University of Lampung were involved as the sample. The results demonstrate that (1) the aspect taking the largest proportion of the PCF is language use, with a total of 68. It is followed by mechanics, with a total of 26. As for content, organization and vocabulary, they respectively took 22 of the total frequency. The frequencies of PCF varied, explicitly or implicitly, (2) PCF significantly increased the learners' writing quality. Nevertheless, it is notable that after the empirical data were analyzed in depth, it was found out that not all the increases had been caused by PCF. Some should be credited to self-correction. It is also noteworthy that not all the corrections made by the peers were right, especially those on language use. The results of the study are discussed on the basis of relevant theories.
{"title":"The Proportion of Peer Corrective Feedback (PCF) on Writing Aspects: Are they really effective?","authors":"Flora, Siti Farhana, K. Nisa, Retanisa Mentari","doi":"10.1145/3452144.3453835","DOIUrl":"https://doi.org/10.1145/3452144.3453835","url":null,"abstract":"This study set out to profoundly examine Peer Corrective Feedback (PCF), which is believed to be one of the alternatives for improving learners' writing quality. The two aspects the researchers focused on were (1) the proportion of peers' feedback on writing aspects, and (2) the effectiveness of PCF in enhancing learners' writing quality. This is qualitative research with 34 students in the fourth semester at the English Education Faculty (FKIP) of the University of Lampung were involved as the sample. The results demonstrate that (1) the aspect taking the largest proportion of the PCF is language use, with a total of 68. It is followed by mechanics, with a total of 26. As for content, organization and vocabulary, they respectively took 22 of the total frequency. The frequencies of PCF varied, explicitly or implicitly, (2) PCF significantly increased the learners' writing quality. Nevertheless, it is notable that after the empirical data were analyzed in depth, it was found out that not all the increases had been caused by PCF. Some should be credited to self-correction. It is also noteworthy that not all the corrections made by the peers were right, especially those on language use. The results of the study are discussed on the basis of relevant theories.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129862518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is intended to answer, what is the leading cause of the ineffectiveness of local governments and stakeholders in implementing the values contained in Pancasila to Elementary school students in the celebration of the Grebeg Pancasila. The purpose of this study is the author wishes to know the leading causes errors in the application of the values contained in Pancasila through the celebration of Grebeg Pancasila in Blitar Raya. Then the authors use a qualitative approach through the form of case studies and applying self-selection to determine Select research participants and conduct online interviews to collect all data in the research completed. The process of analyzing data obtained through five stages, namely: 1) Organize and prepare data for analyses; 2) read or see all data; 3) Start coding all data; 4) produce a description and theme; 5) describe the findings of this study. The results of the survey revealed that errors in the implication of the value of Pancasila in its Celebration in Blitar Raya were patterns of conveying the purpose of activities for students, teachers, and the community which were limited to following the Ceremony for teachers and students directly involved in activities as well as people who only see it, not giving a description of the benefits of the action.
{"title":"Implementation of Grebeg Pancasila values Against the Character of Children in Primary Schools","authors":"H. Zainuddin","doi":"10.1145/3452144.3452190","DOIUrl":"https://doi.org/10.1145/3452144.3452190","url":null,"abstract":"This research is intended to answer, what is the leading cause of the ineffectiveness of local governments and stakeholders in implementing the values contained in Pancasila to Elementary school students in the celebration of the Grebeg Pancasila. The purpose of this study is the author wishes to know the leading causes errors in the application of the values contained in Pancasila through the celebration of Grebeg Pancasila in Blitar Raya. Then the authors use a qualitative approach through the form of case studies and applying self-selection to determine Select research participants and conduct online interviews to collect all data in the research completed. The process of analyzing data obtained through five stages, namely: 1) Organize and prepare data for analyses; 2) read or see all data; 3) Start coding all data; 4) produce a description and theme; 5) describe the findings of this study. The results of the survey revealed that errors in the implication of the value of Pancasila in its Celebration in Blitar Raya were patterns of conveying the purpose of activities for students, teachers, and the community which were limited to following the Ceremony for teachers and students directly involved in activities as well as people who only see it, not giving a description of the benefits of the action.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117241545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Society 5.0 is a society that carries out all activities based on digital technology. The COVID-19 pandemic forces people to use digital technology to carry out all activities, including in Education. At present, Indonesia is in the transition to a new normal era. During this transition, the use of technology for learning is increasing rapidly with the application of online learning. This study aims to describe the impact of online learning during the COVID-19 and to find the learning methods for learning in the era of Society 5.0 during New Normal. This research used a survey method to obtain data and a descriptive quantitative method to analyze data. The samples were vocational high school teachers and students in Surakarta, Indonesia. The respondents have been selected using a random sampling method. The results of the study indicated student evaluation about online learning during COVID-19 is 56,5% student felt indifference about motivation, 56,5% bored, 53,2% felt objection and student learning outcomes got 45,2% with an average score. The problems were due to less varied learning methods. It was about 93,5% of teachers only gave assignments to students during the lessons. Most teachers and students argued that interactive learning media could be a solution for increasing learning effectiveness. Some of them also argued that face-to-face learning was more effective. However, learning cannot be done face-to-face as usual in the new normal era. The blended learning is possible to use as a learning method during new normal. The technologies of society 5.0 might contribute to increasing the effectiveness of learning.
{"title":"The Learning Method of Society 5.0 During New Normal in Indonesia: Case Study: Vocational Highschool in Surakarta, Indonesia","authors":"H. Wibawanto, Roemintoyo","doi":"10.1145/3452144.3452196","DOIUrl":"https://doi.org/10.1145/3452144.3452196","url":null,"abstract":"Society 5.0 is a society that carries out all activities based on digital technology. The COVID-19 pandemic forces people to use digital technology to carry out all activities, including in Education. At present, Indonesia is in the transition to a new normal era. During this transition, the use of technology for learning is increasing rapidly with the application of online learning. This study aims to describe the impact of online learning during the COVID-19 and to find the learning methods for learning in the era of Society 5.0 during New Normal. This research used a survey method to obtain data and a descriptive quantitative method to analyze data. The samples were vocational high school teachers and students in Surakarta, Indonesia. The respondents have been selected using a random sampling method. The results of the study indicated student evaluation about online learning during COVID-19 is 56,5% student felt indifference about motivation, 56,5% bored, 53,2% felt objection and student learning outcomes got 45,2% with an average score. The problems were due to less varied learning methods. It was about 93,5% of teachers only gave assignments to students during the lessons. Most teachers and students argued that interactive learning media could be a solution for increasing learning effectiveness. Some of them also argued that face-to-face learning was more effective. However, learning cannot be done face-to-face as usual in the new normal era. The blended learning is possible to use as a learning method during new normal. The technologies of society 5.0 might contribute to increasing the effectiveness of learning.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115599012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online learning which is currently being carried out by many schools during the Covid-19 pandemic makes the need for digital learning media very important. Many elementary school teachers feel confused in designing learning that remain attractive to students. The availability of learning media in schools is generally physical media which in pandemic conditions is difficult to use for online learning. Meanwhile, the development of learning media itself must be able to facilitate the learning needs of students. It's still considering the demands of competence and also be attractive to students. The availability of study time to learn from home is a great opportunity for teachers to insert literacy content in their online learning. This study aims to develop a digital science comic learning media for the fourth-grade elementary school based on digital literacy. This research use research and development research models from Borg & Gall. Research subjects involved in this study include elementary school teachers, students, experts from media, material, and linguist. The results of this study are the digital comic media with high feasibility, supports digital literacy, and can be used as a medium for petrifying learning in online learning.
{"title":"Development of Digital Science Comics for Elementary School as a Support for Digital Literacy in Online Learning","authors":"Mawan Akhir Riwanto, W. Budiarti","doi":"10.1145/3452144.3452221","DOIUrl":"https://doi.org/10.1145/3452144.3452221","url":null,"abstract":"Online learning which is currently being carried out by many schools during the Covid-19 pandemic makes the need for digital learning media very important. Many elementary school teachers feel confused in designing learning that remain attractive to students. The availability of learning media in schools is generally physical media which in pandemic conditions is difficult to use for online learning. Meanwhile, the development of learning media itself must be able to facilitate the learning needs of students. It's still considering the demands of competence and also be attractive to students. The availability of study time to learn from home is a great opportunity for teachers to insert literacy content in their online learning. This study aims to develop a digital science comic learning media for the fourth-grade elementary school based on digital literacy. This research use research and development research models from Borg & Gall. Research subjects involved in this study include elementary school teachers, students, experts from media, material, and linguist. The results of this study are the digital comic media with high feasibility, supports digital literacy, and can be used as a medium for petrifying learning in online learning.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123315117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to determine the level of readiness of the principals and educators consisting of class teachers and subjects teachers who will be called regular teachers as well as special guidance teachers in the implementation of inclusive education policy in the School of Inclusive education organizers. The research method uses survey research designs with data retrieval techniques using questionnaires. The research subject amounted to 57 people from 10 inclusive schools providers in Surakarta and Semarang. Analysis of data on this study used statistical descriptive analysis techniques. The validity of the instrument uses expert judgment and is declared valid with a reliability of 0.75. The results showed that: 1) The principal's readiness to implement an inclusive education policy is in a high category; 2) The readiness of regular teachers in implementing inclusive education policies are in the category of the medium; 3) The readiness of a special guidance teacher in the implementation of inclusive education policy is in a medium category; and 4) The average school principal's readiness score (81%) Higher than the average regular teacher score (66%) and special guidance teachers (73%).
{"title":"The Readiness of Principal and Educators in Implementing Inclusive Education Policies","authors":"Winda Greatta Zakiah, R. Karsidi, M. Yusuf","doi":"10.1145/3452144.3453783","DOIUrl":"https://doi.org/10.1145/3452144.3453783","url":null,"abstract":"The study aims to determine the level of readiness of the principals and educators consisting of class teachers and subjects teachers who will be called regular teachers as well as special guidance teachers in the implementation of inclusive education policy in the School of Inclusive education organizers. The research method uses survey research designs with data retrieval techniques using questionnaires. The research subject amounted to 57 people from 10 inclusive schools providers in Surakarta and Semarang. Analysis of data on this study used statistical descriptive analysis techniques. The validity of the instrument uses expert judgment and is declared valid with a reliability of 0.75. The results showed that: 1) The principal's readiness to implement an inclusive education policy is in a high category; 2) The readiness of regular teachers in implementing inclusive education policies are in the category of the medium; 3) The readiness of a special guidance teacher in the implementation of inclusive education policy is in a medium category; and 4) The average school principal's readiness score (81%) Higher than the average regular teacher score (66%) and special guidance teachers (73%).","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114109593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study based on the problem of childern with special needs at the vocational high school who experience a phase of about the career that will be chosen after graduation. The purpose of this research is to determine the level of career maturity of students with special needs and describe the career maturity guidance for student with special needs in inclusive Vocational High Schools. The samples of this research were 15 students with special needs. Data collection used was an interview and using Likert scale arranged based on aspects of career maturity. This method of research uses a quantitative descriptive approach with analysis of categorization techniques. The results of this study showed that career maturity of the student percentage of low category 40%, medium category of 46.7%, and a high category of 13.3%. The conclusion that children with special needs who are still confused in planning their careers, so it takes the development of career guidance modules to help increase the career maturity of students with special needs at inclusive Vocational High Schools.
{"title":"The Exploration of Career Maturity Level on the Children with Special Needs at Inclusive Vocational High School in Surakarta","authors":"L. Wati, Gunarhadi, Asrowi","doi":"10.1145/3452144.3452212","DOIUrl":"https://doi.org/10.1145/3452144.3452212","url":null,"abstract":"This study based on the problem of childern with special needs at the vocational high school who experience a phase of about the career that will be chosen after graduation. The purpose of this research is to determine the level of career maturity of students with special needs and describe the career maturity guidance for student with special needs in inclusive Vocational High Schools. The samples of this research were 15 students with special needs. Data collection used was an interview and using Likert scale arranged based on aspects of career maturity. This method of research uses a quantitative descriptive approach with analysis of categorization techniques. The results of this study showed that career maturity of the student percentage of low category 40%, medium category of 46.7%, and a high category of 13.3%. The conclusion that children with special needs who are still confused in planning their careers, so it takes the development of career guidance modules to help increase the career maturity of students with special needs at inclusive Vocational High Schools.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120845829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem of online learning in early childhood education during the Covid-19 pandemic was not only experienced by teachers, but parents also experienced difficulties, including the delivery of material to children through their parents. The purpose of this study was to obtain information about the perceptions of parents of early childhood education students regarding the applications used by teachers during learning at home, online forms of learning provided by the teacher, parental assistance when learning is carried out at home, the level of difficulty when learning is carried out at home, the material provided by the teacher, obstacles/constraints when learning at home, following the form of learning that parents expect during learning at home. The method used in this research is a descriptive qualitative method with data sources obtained from 62 parents of children aged 3-6 years from the provinces of West Java, Central Java, East Java, and South Kalimantan. The data collection instrument used was a questionnaire in the form of a Google Form. The results of this study show parental perceptions that the form of early childhood education learning materials during the Covid-19 pandemic is in the form of providing material, assignments, and direct conversations via video using the WhatsApp, YouTube, and zoom applications. There are several obstacles, namely limited internet networks, difficulties facing children in doing assignments, and explaining learning materials. The form of learning expected by parents includes teachers preparing interesting activity materials that can improve children's life skills and creativity by using a variety of existing technologies. Further research is in terms of the effectiveness of the application of making interactive learning videos for early childhood.
{"title":"Parents' Perceptions of Early Childhood Education Learning in the COVID-19 Pandemic Period","authors":"I. F. Zahro, Ayu Rissa Atikah","doi":"10.1145/3452144.3452199","DOIUrl":"https://doi.org/10.1145/3452144.3452199","url":null,"abstract":"The problem of online learning in early childhood education during the Covid-19 pandemic was not only experienced by teachers, but parents also experienced difficulties, including the delivery of material to children through their parents. The purpose of this study was to obtain information about the perceptions of parents of early childhood education students regarding the applications used by teachers during learning at home, online forms of learning provided by the teacher, parental assistance when learning is carried out at home, the level of difficulty when learning is carried out at home, the material provided by the teacher, obstacles/constraints when learning at home, following the form of learning that parents expect during learning at home. The method used in this research is a descriptive qualitative method with data sources obtained from 62 parents of children aged 3-6 years from the provinces of West Java, Central Java, East Java, and South Kalimantan. The data collection instrument used was a questionnaire in the form of a Google Form. The results of this study show parental perceptions that the form of early childhood education learning materials during the Covid-19 pandemic is in the form of providing material, assignments, and direct conversations via video using the WhatsApp, YouTube, and zoom applications. There are several obstacles, namely limited internet networks, difficulties facing children in doing assignments, and explaining learning materials. The form of learning expected by parents includes teachers preparing interesting activity materials that can improve children's life skills and creativity by using a variety of existing technologies. Further research is in terms of the effectiveness of the application of making interactive learning videos for early childhood.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129643262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is motivated by the lack of support for a literacy learning environment in the classroom that can function effectively to support the literacy skills of elementary school students. A literate environment is an important factor in the development of literacy skills because children who are exposed to an environment rich in literacy (functional literacy artifacts, the involvement of children in literacy activities with people around them, and activities to demonstrate literacy events and interactions) can gradually make children rich in literacy experiences and can achieve optimal literacy acquisition. The purpose of this study is to describe the condition of the literacy environment in elementary schools and how to design and function effective literacy environment artifacts to provide support in the development of children's literacy skills. The research method used is descriptive qualitative. The results of field findings of the literacy environment in class II SDN 1 Pasirhalang, Sukaraja District, Sukabumi Regency were obtained from observations using instruments developed from the Classroom Literacy Environment Checklist (CLEC). The findings from the observed schools indicate that from the aspect of the physical environment in the form of the availability of libraries, books in class, already exist but still need improvement, especially in their function as learning materials. Likewise, from the aspect of the social environment, teacher activities in learning have been seen, although they are not yet varied. These findings recommend that teachers need to design a classroom environment with an effective physical environment (literacy artifact) by providing reading books that are relevant to children's needs, printed materials, writing tools, and their function in learning activities. Besides, teachers also need to create a social literacy environment, through interactions between children and peers (discussion, sociodrama), interactions between children and teachers (information-rich conversations), literacy games, reading storybooks, sharing reading experiences, writing activities, as well as integrated literacy activities that focus on content (reading, writing, listening).
{"title":"Literacy Environment: What Must Teachers Do?","authors":"Hilman Hilmawan, Bachrudin Musthafa, Mubiar Agustin","doi":"10.1145/3452144.3452195","DOIUrl":"https://doi.org/10.1145/3452144.3452195","url":null,"abstract":"This research is motivated by the lack of support for a literacy learning environment in the classroom that can function effectively to support the literacy skills of elementary school students. A literate environment is an important factor in the development of literacy skills because children who are exposed to an environment rich in literacy (functional literacy artifacts, the involvement of children in literacy activities with people around them, and activities to demonstrate literacy events and interactions) can gradually make children rich in literacy experiences and can achieve optimal literacy acquisition. The purpose of this study is to describe the condition of the literacy environment in elementary schools and how to design and function effective literacy environment artifacts to provide support in the development of children's literacy skills. The research method used is descriptive qualitative. The results of field findings of the literacy environment in class II SDN 1 Pasirhalang, Sukaraja District, Sukabumi Regency were obtained from observations using instruments developed from the Classroom Literacy Environment Checklist (CLEC). The findings from the observed schools indicate that from the aspect of the physical environment in the form of the availability of libraries, books in class, already exist but still need improvement, especially in their function as learning materials. Likewise, from the aspect of the social environment, teacher activities in learning have been seen, although they are not yet varied. These findings recommend that teachers need to design a classroom environment with an effective physical environment (literacy artifact) by providing reading books that are relevant to children's needs, printed materials, writing tools, and their function in learning activities. Besides, teachers also need to create a social literacy environment, through interactions between children and peers (discussion, sociodrama), interactions between children and teachers (information-rich conversations), literacy games, reading storybooks, sharing reading experiences, writing activities, as well as integrated literacy activities that focus on content (reading, writing, listening).","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129898339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Sulistyani, Z. Prasetyo, Rizki Noor Prasetyono, F. Hanum
This study aims to determine the effect of using the Student Worksheet (SW) oriented to the Myth of Telaga Ranjeng (Ranjeng Lake) to foster an attitude of caring for the environment. The research subjects were 7th-grade junior high school students on the theme of learning Environmental Pollution. The research design was a pre-experimental design with a one-shot case study type. Based on the results of the analysis of linear regression data using SPSS is obtained p-Value Sig. 0,000 < 0,05. These results indicate that the use of student worksheets oriented to the Telaga Ranjeng myth influences the attitude of caring for student's environment. 62.8% of students' environmental care attitudes are influenced by the use of the Telaga Ranjeng myth-oriented student worksheet. The linear regression equation, Y = 21,567+7,535x, means that the student worksheet oriented in the Telaga Ranjeng myth has a positive influence to foster a student's environmental care attitude.
{"title":"The Effect of Student Worksheets Oriented to The Myth of \"Telaga Ranjeng\" to Foster an Attitude of Caring For The Environment","authors":"A. Sulistyani, Z. Prasetyo, Rizki Noor Prasetyono, F. Hanum","doi":"10.1145/3452144.3452159","DOIUrl":"https://doi.org/10.1145/3452144.3452159","url":null,"abstract":"This study aims to determine the effect of using the Student Worksheet (SW) oriented to the Myth of Telaga Ranjeng (Ranjeng Lake) to foster an attitude of caring for the environment. The research subjects were 7th-grade junior high school students on the theme of learning Environmental Pollution. The research design was a pre-experimental design with a one-shot case study type. Based on the results of the analysis of linear regression data using SPSS is obtained p-Value Sig. 0,000 < 0,05. These results indicate that the use of student worksheets oriented to the Telaga Ranjeng myth influences the attitude of caring for student's environment. 62.8% of students' environmental care attitudes are influenced by the use of the Telaga Ranjeng myth-oriented student worksheet. The linear regression equation, Y = 21,567+7,535x, means that the student worksheet oriented in the Telaga Ranjeng myth has a positive influence to foster a student's environmental care attitude.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125387769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the History of Material of National Movement in Secondary Schools to Foster the Values of Tolerance and Patriotism. This type of research is qualitative. This research was conducted in one of the secondary schools, namely SMA Negeri 11 Yogyakarta. Data were collected through observation, in-depth interviews, and document study. Data analysis used the interactive model of Miles and Huberman's analysis. The results showed: 1) Planning, the history teacher had done it before carrying out the learning process, the history teacher prepared and compiled the lesson plans which contained the values of tolerance and patriotism. 2) Implementation, the teacher teaches not only one national movement figure, but almost all-important figures of the national movement are studied by students, especially teachers teaching figures of the national movement organization Budi Utomo, 3) Evaluation is successful because students bring home knowledge of the value of tolerance and patriotism. 4) The obstacles faced are the lack of learning time, and now online learning makes it difficult for teachers to socialize with students. In the end, after the obstacles are overcome, the values of tolerance and patriotism will increase.
本研究旨在确定中学民族运动教材的历史，以培养宽容和爱国主义的价值观。这种类型的研究是定性的。这项研究是在一所中学进行的，即SMA Negeri 11日惹。采用观察法、深度访谈法和文献研究法收集数据。数据分析采用Miles和Huberman分析的交互模型。结果表明:1)策划，历史教师在进行学习过程之前就已经做好了策划，历史教师编制了包含宽容和爱国主义价值观的教案。2)实施，教师不仅教授一个民族运动人物，几乎所有民族运动的重要人物都被学生研究，特别是教师教授民族运动组织Budi Utomo的人物。3)评价是成功的，因为学生把宽容和爱国主义的价值知识带回家。4)面临的障碍是缺乏学习时间，现在的在线学习使得教师很难与学生进行社交。最终，在克服障碍之后，宽容和爱国主义的价值观将会增加。
{"title":"Historical Learning of National Movement Material in Secondary Schools To Foster The Values of Tolerance and Patriotism","authors":"Muslim, Warto, Djono","doi":"10.1145/3452144.3453763","DOIUrl":"https://doi.org/10.1145/3452144.3453763","url":null,"abstract":"This study aims to determine the History of Material of National Movement in Secondary Schools to Foster the Values of Tolerance and Patriotism. This type of research is qualitative. This research was conducted in one of the secondary schools, namely SMA Negeri 11 Yogyakarta. Data were collected through observation, in-depth interviews, and document study. Data analysis used the interactive model of Miles and Huberman's analysis. The results showed: 1) Planning, the history teacher had done it before carrying out the learning process, the history teacher prepared and compiled the lesson plans which contained the values of tolerance and patriotism. 2) Implementation, the teacher teaches not only one national movement figure, but almost all-important figures of the national movement are studied by students, especially teachers teaching figures of the national movement organization Budi Utomo, 3) Evaluation is successful because students bring home knowledge of the value of tolerance and patriotism. 4) The obstacles faced are the lack of learning time, and now online learning makes it difficult for teachers to socialize with students. In the end, after the obstacles are overcome, the values of tolerance and patriotism will increase.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128564890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：