The research objective is to make adaptive learning for eye studying nursing medical surgery study program nursing diploma three. Lesson plan adaptive arranged for facilitating student nursing to increase mastery draft eye KMB college . Development learning adaptive using the ADDIE model. Procedure development consists of 5 steps, namely 1) Analyze, 2) Design, 3) Development 4) Implementation 5) Evaluate. Data collection is done with spread questionnaire to student nursing year to two semesters three already _ doing KMB learning later observation and interview to lecturer support. Results show the response from students to learning via zoom, result in observation, and interview with lecturer support produce recommendation platforms or media that can support learning and design learning adaptive for a pandemic or after, Thing that for support increase understanding student, miscellaneous source learning, and needs exam competence.
{"title":"Analysis Learning Adaptive Nursing Courses Medical Surgery","authors":"Kahfi Azzuhry, R. W., M. Winarsih","doi":"10.29062/edu.v6i2.412","DOIUrl":"https://doi.org/10.29062/edu.v6i2.412","url":null,"abstract":"The research objective is to make adaptive learning for eye studying nursing medical surgery study program nursing diploma three. Lesson plan adaptive arranged for facilitating student nursing to increase mastery draft eye KMB college . Development learning adaptive using the ADDIE model. Procedure development consists of 5 steps, namely 1) Analyze, 2) Design, 3) Development 4) Implementation 5) Evaluate. Data collection is done with spread questionnaire to student nursing year to two semesters three already _ doing KMB learning later observation and interview to lecturer support. Results show the response from students to learning via zoom, result in observation, and interview with lecturer support produce recommendation platforms or media that can support learning and design learning adaptive for a pandemic or after, Thing that for support increase understanding student, miscellaneous source learning, and needs exam competence.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117156527","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: (1) the relationship between the principal's supervision and the teacher's pedagogic competence; (2) the relationship between achievement motivation and teacher pedagogic competence; and (3) the relationship between Principal Supervision and achievement motivation with teachers' pedagogical competence. The research subjects were teachers of SMP Negeri Se- Binjai Timur with a total sample of 118 people. Sampling was done by proportionate random sampling. The research method is descriptive which aims to obtain information about a symptom in the study. Before this research was conducted, the research instrument was first tested, followed by validity and reliability tests. The valid teacher Pedagogic Competency questionnaire instrument obtained 25 items out of 30 tested questionnaires, and has a reliability of 0.90. The valid principal supervision questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. The valid achievement motivation questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. Based on the hypothesis testing, it can be concluded: (1) there is a significant relationship between the supervision of the principal and the teacher's pedagogical competence of ry1.2 = 0.54 > rtable = 0.18 and tcount = 7.19 > ttable = 1.65; (2) there is a significant relationship between achievement motivation and teacher pedagogical competence of ry2.1 = 0.31 > r table = 0.18 and t count = 3.67 > t table = 1.65; and (3) there is a significant relationship between principal supervision and achievement motivation with teacher pedagogic competence of Ry(12) = 0.68 > rtable = 0.18 and Fcount = 48.37 > Ftable = 3.23. The results showed that the principal's supervision and achievement motivation together contributed 46% to the teacher's pedagogic competence, and the rest was determined by other conditions.
{"title":"The Relationship of School Principal Supervision and Achievement Motivation with the Pedagogic Competence of Teachers Of State Junior High School In East Binjai","authors":"Fachruddin Azmi, M. Lubis, M. Muslim","doi":"10.29062/edu.v6i2.395","DOIUrl":"https://doi.org/10.29062/edu.v6i2.395","url":null,"abstract":"This study aims to determine: (1) the relationship between the principal's supervision and the teacher's pedagogic competence; (2) the relationship between achievement motivation and teacher pedagogic competence; and (3) the relationship between Principal Supervision and achievement motivation with teachers' pedagogical competence. The research subjects were teachers of SMP Negeri Se- Binjai Timur with a total sample of 118 people. Sampling was done by proportionate random sampling. The research method is descriptive which aims to obtain information about a symptom in the study. Before this research was conducted, the research instrument was first tested, followed by validity and reliability tests. The valid teacher Pedagogic Competency questionnaire instrument obtained 25 items out of 30 tested questionnaires, and has a reliability of 0.90. The valid principal supervision questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. The valid achievement motivation questionnaire instrument obtained 26 items out of 30 tested questionnaires, and the reliability coefficient was 0.88. Based on the hypothesis testing, it can be concluded: (1) there is a significant relationship between the supervision of the principal and the teacher's pedagogical competence of ry1.2 = 0.54 > rtable = 0.18 and tcount = 7.19 > ttable = 1.65; (2) there is a significant relationship between achievement motivation and teacher pedagogical competence of ry2.1 = 0.31 > r table = 0.18 and t count = 3.67 > t table = 1.65; and (3) there is a significant relationship between principal supervision and achievement motivation with teacher pedagogic competence of Ry(12) = 0.68 > rtable = 0.18 and Fcount = 48.37 > Ftable = 3.23. The results showed that the principal's supervision and achievement motivation together contributed 46% to the teacher's pedagogic competence, and the rest was determined by other conditions.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"317 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115650228","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}
Teacher performance can be seen from the level of attendance both at school and in class. Quality of Education depend on the teacher performance. Currently, teacher absenteeism is still high. The factors that influence teacher absenteeism are job characteristics and job satisfaction. This study describes the negative effect of job characteristics and job satisfaction on teacher absenteeism in 178 teachers at SMA Negeri Bogor, Indonesia. Analysis of the data used is the structure of the equational model using AMOS. There is a significant negative direct effect of job characteristics on absenteeism. The results of a simple correlation analysis between job characteristics and absenteeism obtained a correlation coefficient of -0.107 and a path coefficient value of -0.06. There is a direct negative effect of job satisfaction on absenteeism. The results of a simple correlation analysis between job satisfaction and absenteeism obtained a correlation coefficient of -0.119 and a path coefficient value of -0.09. This value provides an understanding that job satisfaction has a significant negative effect on absenteeism. The results of a simple correlation analysis between job characteristics and job satisfaction obtained a correlation coefficient of 0.526 and a path coefficient value of 0.53. This value provides an understanding that job characteristics have a powerful positive effect on job satisfaction.
{"title":"Effect of Job Characteristics and Satisfaction Work Against Abroad of State High School Teachers Bogor City","authors":"Retno Andri Pamudyarini","doi":"10.29062/edu.v6i2.413","DOIUrl":"https://doi.org/10.29062/edu.v6i2.413","url":null,"abstract":"Teacher performance can be seen from the level of attendance both at school and in class. Quality of Education depend on the teacher performance. Currently, teacher absenteeism is still high. The factors that influence teacher absenteeism are job characteristics and job satisfaction. This study describes the negative effect of job characteristics and job satisfaction on teacher absenteeism in 178 teachers at SMA Negeri Bogor, Indonesia. Analysis of the data used is the structure of the equational model using AMOS. There is a significant negative direct effect of job characteristics on absenteeism. The results of a simple correlation analysis between job characteristics and absenteeism obtained a correlation coefficient of -0.107 and a path coefficient value of -0.06. There is a direct negative effect of job satisfaction on absenteeism. The results of a simple correlation analysis between job satisfaction and absenteeism obtained a correlation coefficient of -0.119 and a path coefficient value of -0.09. This value provides an understanding that job satisfaction has a significant negative effect on absenteeism. The results of a simple correlation analysis between job characteristics and job satisfaction obtained a correlation coefficient of 0.526 and a path coefficient value of 0.53. This value provides an understanding that job characteristics have a powerful positive effect on job satisfaction.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117341017","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}
Amiruddin Siahaan, Sholihah Titin Sumanti, Anda Kelana
The problem of this research concerns: (1) whether there is a relationship between work culture and work commitment; (2) whether there is a relationship between communication climate with work commitment; and (3) whether there is a relationship between work culture and communication climate together with work commitment. The purpose of this study was to determine: (1) the relationship between work culture and work commitment; (2) the relationship between communication climate and work commitment; and (3) the relationship between work culture and communication climate together with work commitment. The research subjects were teachers of SMK Binjai City with a total sample of 133 people who were taken by referring to the Krejcie-Morgan table. This research method is a correlational type of quantitative research. The results showed that the average work commitment variable was 77.92 with a tendency level including moderate as many as 61 respondents. The average work culture count is 77.08 with a moderate level of tendency as many as 77 respondents. The average communication climate count is 79.80 with a moderate level of tendency as many as 57 respondents. Based on hypothesis testing, it can be concluded: (1) there is a significant relationship between work culture and work commitment of ry1.2 = 0.32 > rtable = 0.17 and tcount = 3.83 > ttable = 1.64; (2) there is a significant relationship between communication climate and work commitment of ry2.1 = 0.51 > rtable = 0.17 and tcount = 6.73 > ttable = 1.64; and (3) there is a significant relationship between work culture, communication climate and work commitment of Ry(12) = 0.63 > rtable = 0.17 and Fcount = 42.75 > Ftable = 3.23. Work culture and communication climate together contribute 39.7% to work commitment, and the rest is determined by other conditions. The results of this study conclude that work culture and communication climate have a relationship with work commitment. Thus, it can be said that increasing work commitment can be done by improving the work culture and communication climate in a better direction.
{"title":"The Relationship of Work Culture and Communication Climate with Work Commitment Teachers of Binjai City Vocational School","authors":"Amiruddin Siahaan, Sholihah Titin Sumanti, Anda Kelana","doi":"10.29062/edu.v6i2.393","DOIUrl":"https://doi.org/10.29062/edu.v6i2.393","url":null,"abstract":"The problem of this research concerns: (1) whether there is a relationship between work culture and work commitment; (2) whether there is a relationship between communication climate with work commitment; and (3) whether there is a relationship between work culture and communication climate together with work commitment. The purpose of this study was to determine: (1) the relationship between work culture and work commitment; (2) the relationship between communication climate and work commitment; and (3) the relationship between work culture and communication climate together with work commitment. The research subjects were teachers of SMK Binjai City with a total sample of 133 people who were taken by referring to the Krejcie-Morgan table. This research method is a correlational type of quantitative research. The results showed that the average work commitment variable was 77.92 with a tendency level including moderate as many as 61 respondents. The average work culture count is 77.08 with a moderate level of tendency as many as 77 respondents. The average communication climate count is 79.80 with a moderate level of tendency as many as 57 respondents. Based on hypothesis testing, it can be concluded: (1) there is a significant relationship between work culture and work commitment of ry1.2 = 0.32 > rtable = 0.17 and tcount = 3.83 > ttable = 1.64; (2) there is a significant relationship between communication climate and work commitment of ry2.1 = 0.51 > rtable = 0.17 and tcount = 6.73 > ttable = 1.64; and (3) there is a significant relationship between work culture, communication climate and work commitment of Ry(12) = 0.63 > rtable = 0.17 and Fcount = 42.75 > Ftable = 3.23. Work culture and communication climate together contribute 39.7% to work commitment, and the rest is determined by other conditions. The results of this study conclude that work culture and communication climate have a relationship with work commitment. Thus, it can be said that increasing work commitment can be done by improving the work culture and communication climate in a better direction.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125111664","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 aims to investigate the effectiveness of Reciprocal teaching as a strategy to improve students’ reading mastery. It is believed that Reciprocal teaching as a strategy could be used effectively to attract students’ interest in increasing their reading mastery. By using true-experimental research with quantitative design, there are 52 students were divided into two groups, 26 students for experimental group and 26 students included in control group. This research used test as research instrument. There are several findings to prove that Reciprocal teaching is an effective teaching strategy to improve students’ reading skills. By conducting test as instrument, it was found that the average score of students taught by Reciprocal teaching was 79.85. It was higher than those who taught by conventional teaching (71.50). By analyzing the data, it can be concluded that there are significant different between students taught by teaching strategy than those taught by conventional teaching.
{"title":"The Effect of Reciprocal Teaching Strategy on Students’ Reading Comprehension in Narrative Text","authors":"Izzatin Nisa, D. Heriyawati","doi":"10.29062/edu.v6i2.407","DOIUrl":"https://doi.org/10.29062/edu.v6i2.407","url":null,"abstract":"This research aims to investigate the effectiveness of Reciprocal teaching as a strategy to improve students’ reading mastery. It is believed that Reciprocal teaching as a strategy could be used effectively to attract students’ interest in increasing their reading mastery. By using true-experimental research with quantitative design, there are 52 students were divided into two groups, 26 students for experimental group and 26 students included in control group. This research used test as research instrument. There are several findings to prove that Reciprocal teaching is an effective teaching strategy to improve students’ reading skills. By conducting test as instrument, it was found that the average score of students taught by Reciprocal teaching was 79.85. It was higher than those who taught by conventional teaching (71.50). By analyzing the data, it can be concluded that there are significant different between students taught by teaching strategy than those taught by conventional teaching.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121664104","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}
Otto Fajarianto, N. Tresnawati, Tri Candra Wulandari, A. Ahmad
Mathematics is a branch of science that is always used in all life and also supports other sciences. Learning outcomes in learning are very important because the success of learning carried out in teaching and learning activities can be seen from student learning outcomes. Learning outcomes are the results achieved by students or someone after doing learning activities. teachers must find the right method in learning mathematics. Difficulty and low interest of students in learning and understanding mathematics material can be overcome by applying appropriate learning methods. The purpose of this study was to determine the differences in student learning outcomes taught through the Make A Match type cooperative learning method and the expository method on triangular flat shapes. From the observations seen from student learning activities, it shows that the more active and more enthusiastic in learning are the classes that use the Make A Match learning method. This means that the Make A Match learning method has better learning outcomes than the Expository learning method.
{"title":"Differences of Mathematics Learning Results between Make a Match Cooperative Methods and Expository Methods","authors":"Otto Fajarianto, N. Tresnawati, Tri Candra Wulandari, A. Ahmad","doi":"10.29062/edu.v6i1.450","DOIUrl":"https://doi.org/10.29062/edu.v6i1.450","url":null,"abstract":"Mathematics is a branch of science that is always used in all life and also supports other sciences. Learning outcomes in learning are very important because the success of learning carried out in teaching and learning activities can be seen from student learning outcomes. Learning outcomes are the results achieved by students or someone after doing learning activities. teachers must find the right method in learning mathematics. Difficulty and low interest of students in learning and understanding mathematics material can be overcome by applying appropriate learning methods. The purpose of this study was to determine the differences in student learning outcomes taught through the Make A Match type cooperative learning method and the expository method on triangular flat shapes. From the observations seen from student learning activities, it shows that the more active and more enthusiastic in learning are the classes that use the Make A Match learning method. This means that the Make A Match learning method has better learning outcomes than the Expository learning method.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"292 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130030216","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 development of ICT has influenced the development of learning media that are increasingly interesting and interactive. But there are still many students who have a low enthusiasm for learning, this can be seen with the number of students who rarely attend, do not focus on learning, lack of motivation to learn. Based on the results of observations and interviews, it was found that the learning of starter system maintenance for some students is difficult to understand learning, stammering time and study space, learning is only in the form of job sheet handouts and power point slides from the teacher , students only take notes and are confused when repeating lessons at home, lack of reference sources when making assignments, low interest and motivation in learning, teacher-centered learning , students are less active and cannot measure their learning outcomes independently so that it is indispensable learning by using e-modules. This study aims to develop learning media in the form of interactive e-modules for Starter System Care with a discovery learning model that meets the validity aspects of the media. The research method used is the development (R&D) of the 4-D model, including the Define, Design, Develop and Disseminate stages, but the Disseminate stage is not carried out. The results showed validity in the validation of learning media with Validator 1 of 91%, Validator 2 of 96% and Validator 3 of 83% with an average of 90% of very valid categories. In the validation of material in the e-module, the results on Validator 1 were 9 3 %, Validator 2 96% and Validator 3 9 6% with an average of 9 5% very valid categories. Based on the results obtained, it shows that the learning media of the Starter System Care interactive e-module with the discovery learning model is feasible for students in learning.
信息通信技术的发展影响了学习媒体的发展，学习媒体越来越有趣，互动性越来越强。但仍有不少学生对学习的热情不高，这可以从学生的人数上看出，他们很少参加，不注重学习，缺乏学习的动力。根据观察和访谈的结果，我们发现部分学生的starter系统维护学习存在学习难理解、时间和学习空间结结巴巴、学习只以老师的作业纸讲义和幻灯片的形式进行、学生在家里重复课程时只做笔记而感到困惑、做作业时缺乏参考资料、学习兴趣和动机低、以老师为中心的学习。学生积极性较低，不能独立衡量学习成果，因此使用电子模块学习是必不可少的。本研究旨在以互动电子模组的形式开发学习媒体，并建立符合媒体效度的发现学习模式。使用的研究方法是4d模型的开发(R&D)，包括定义、设计、开发和传播阶段，但没有进行传播阶段。结果表明，在学习媒体的验证中，验证器1的有效性为91%，验证器2的有效性为96%，验证器3的有效性为83%，非常有效的类别平均为90%。在电子模块的材料验证中，验证器1的结果为9.3%，验证器2的结果为96%，验证器3的结果为96.6%，平均为9.5%的非常有效类别。结果表明，采用发现式学习模式的Starter System Care交互式电子模块学习媒体对学生的学习是可行的。
{"title":"Development of E-Interactive Module Starter System Maintenance with Discovery Learning Model","authors":"Novia Hendra, R. Lapisa, A. Ambiyar, W. Purwanto","doi":"10.29062/edu.v6i1.535","DOIUrl":"https://doi.org/10.29062/edu.v6i1.535","url":null,"abstract":"The development of ICT has influenced the development of learning media that are increasingly interesting and interactive. But there are still many students who have a low enthusiasm for learning, this can be seen with the number of students who rarely attend, do not focus on learning, lack of motivation to learn. Based on the results of observations and interviews, it was found that the learning of starter system maintenance for some students is difficult to understand learning, stammering time and study space, learning is only in the form of job sheet handouts and power point slides from the teacher , students only take notes and are confused when repeating lessons at home, lack of reference sources when making assignments, low interest and motivation in learning, teacher-centered learning , students are less active and cannot measure their learning outcomes independently so that it is indispensable learning by using e-modules. This study aims to develop learning media in the form of interactive e-modules for Starter System Care with a discovery learning model that meets the validity aspects of the media. The research method used is the development (R&D) of the 4-D model, including the Define, Design, Develop and Disseminate stages, but the Disseminate stage is not carried out. The results showed validity in the validation of learning media with Validator 1 of 91%, Validator 2 of 96% and Validator 3 of 83% with an average of 90% of very valid categories. In the validation of material in the e-module, the results on Validator 1 were 9 3 %, Validator 2 96% and Validator 3 9 6% with an average of 9 5% very valid categories. Based on the results obtained, it shows that the learning media of the Starter System Care interactive e-module with the discovery learning model is feasible for students in learning.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126758316","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 foundation of education in educational practice in Higher Education should be interpreted as an agent of change in creating generations of the nation. Therefore, Higher Education which is directly connected to students and the community should be developed with the nature of education that is liberating. Empirical facts show that educational practices that are implemented do not run according to the nature of proper education. The educational challenge faced by campuses in preparing student competencies in the Industry 4.0 era is to produce graduate students who have competence in data literacy, technology, and human literacy which leads to strengthening noble character. Because of the above, this article aims to explain how the foundation of education is in the context of MBKM with sub-goals, (a) what is the form of the foundation of education in the context of MBKM, (b) what are the strategies for the foundation of education in the context of MBKM, and (c) how to implement the foundation education in the context of MBKM. The results and discussion of the research show that the form of the educational foundation in the context of MBKM is a reconstruction of the educational foundation that is oriented towards MBKM policies and MBKM practices. The Campus Academic Participation Strategy is an alternative effort to adjust MBKM policies and practices on campus. Adjustments to MBKM policies and practices need to be made to be able to implement MBKM on campus. Implementation begins with campus policies related to the formulation of regulations, decrees and guidelines for the implementation of MBKM at the University. The orientation of the formulation of regulations, decrees and guidelines for the implementation of MBKM at universities is then adjusted to BKP MBKM.
{"title":"Campus Academic Participation Strategy as an Effort to Strengthen the Foundation of Education in Higher Education","authors":"D. Daryono","doi":"10.29062/edu.v6i1.547","DOIUrl":"https://doi.org/10.29062/edu.v6i1.547","url":null,"abstract":"The foundation of education in educational practice in Higher Education should be interpreted as an agent of change in creating generations of the nation. Therefore, Higher Education which is directly connected to students and the community should be developed with the nature of education that is liberating. Empirical facts show that educational practices that are implemented do not run according to the nature of proper education. The educational challenge faced by campuses in preparing student competencies in the Industry 4.0 era is to produce graduate students who have competence in data literacy, technology, and human literacy which leads to strengthening noble character. Because of the above, this article aims to explain how the foundation of education is in the context of MBKM with sub-goals, (a) what is the form of the foundation of education in the context of MBKM, (b) what are the strategies for the foundation of education in the context of MBKM, and (c) how to implement the foundation education in the context of MBKM. The results and discussion of the research show that the form of the educational foundation in the context of MBKM is a reconstruction of the educational foundation that is oriented towards MBKM policies and MBKM practices. The Campus Academic Participation Strategy is an alternative effort to adjust MBKM policies and practices on campus. Adjustments to MBKM policies and practices need to be made to be able to implement MBKM on campus. Implementation begins with campus policies related to the formulation of regulations, decrees and guidelines for the implementation of MBKM at the University. The orientation of the formulation of regulations, decrees and guidelines for the implementation of MBKM at universities is then adjusted to BKP MBKM.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132356142","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}
{"title":"Management in Shaping the Self Efficacy Santri of Islamic Boarding School Panggung Tulungagung","authors":"Asrof Safi'i","doi":"10.29062/edu.v6i1.439","DOIUrl":"https://doi.org/10.29062/edu.v6i1.439","url":null,"abstract":"belum ada","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115548673","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 limited learning media that students can use wherever they are, as well as limited learner time in class causing low student learning outcomes. The purpose of this study is to develop an interactive media based on problem-based learning at SMK Negeri 1 Bungo that is valid, practical and effective. This media is designed to assist students in learning by utilizing information and communication technology, so that learning can be done in class directly or outside the classroom independently without having to be tied to time and place. Design This research uses four-D whose steps consist of define, design, develop, and disseminate . This type of data is primary data where the data is obtained directly from the source, namely schools, teachers, experts and students. The data analysis technique used is a descriptive analysis technique, namely by describing the validity, practicality and effectiveness of the learning media developed. Based on the findings of 0.83 media validity values with valid categories, and 0.85 material validity. The media developed is practical with a practicality value from direct observation of 89.86 from the aspect of convenience, 86.28 from the aspect of time, and 87.46 from the aspect of use, from the teacher's response of 89.55% and the student response of 87.17%, and is effective in improving student understanding obtained from the calculation of the gain score which was obtained by 0.69 with a moderate category. So that it can be implied that android-based interactive learning media is valid, practical, and effective to be used as a medium for basic computer and network learning.
这项研究的动机是，学生无论在哪里都可以使用有限的学习媒体，以及课堂上有限的学习时间导致学生的学习成果较低。本研究的目的是在SMK Negeri 1 Bungo开发一种有效、实用和有效的基于问题的学习的互动媒体。该媒体旨在利用信息和通信技术帮助学生学习，使学习可以在课堂上直接完成，也可以在课堂外独立完成，而不受时间和地点的限制。本研究采用四维设计，其步骤包括定义、设计、开发和传播。这种类型的数据是原始数据，数据直接从来源，即学校，教师，专家和学生获得。所使用的数据分析技术是一种描述性分析技术，即通过描述学习媒体的有效性、实用性和有效性来开发。根据调查结果，具有有效类别的媒介效度值为0.83，材料效度为0.85。开发的媒体具有实用性，直接观察的实用性值在方便性方面为89.86，在时间方面为86.28，在使用方面为87.46，教师的反应率为89.55%，学生的反应率为87.17%，通过计算获得的增益得分为0.69，类别中等，对提高学生的理解是有效的。由此可见，基于android的交互式学习媒体作为基础计算机和网络学习的媒介是有效、实用和有效的。
{"title":"Development of Problem-Based Learning (PBL) Based Interactive Media in Basic Computer and Network Subjects","authors":"Rahma Della, G. Ganefri, A. Ambiyar, Dedy Irfan","doi":"10.29062/edu.v6i1.552","DOIUrl":"https://doi.org/10.29062/edu.v6i1.552","url":null,"abstract":"This research is motivated by the limited learning media that students can use wherever they are, as well as limited learner time in class causing low student learning outcomes. The purpose of this study is to develop an interactive media based on problem-based learning at SMK Negeri 1 Bungo that is valid, practical and effective. This media is designed to assist students in learning by utilizing information and communication technology, so that learning can be done in class directly or outside the classroom independently without having to be tied to time and place. Design This research uses four-D whose steps consist of define, design, develop, and disseminate . This type of data is primary data where the data is obtained directly from the source, namely schools, teachers, experts and students. The data analysis technique used is a descriptive analysis technique, namely by describing the validity, practicality and effectiveness of the learning media developed. Based on the findings of 0.83 media validity values with valid categories, and 0.85 material validity. The media developed is practical with a practicality value from direct observation of 89.86 from the aspect of convenience, 86.28 from the aspect of time, and 87.46 from the aspect of use, from the teacher's response of 89.55% and the student response of 87.17%, and is effective in improving student understanding obtained from the calculation of the gain score which was obtained by 0.69 with a moderate category. So that it can be implied that android-based interactive learning media is valid, practical, and effective to be used as a medium for basic computer and network learning.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114793417","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}
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