The purpose of this study is to explain the skills assessment techniques in thematic learning at Madrasah Ibtida'iyah Al-Hidayah Mangli Jember for the 2021/2022 academic year. The approach used in this research is a qualitative approach and the type of research used is phenomenology. The data source used in this study to determine the data subject with Purposive technique. Data collection techniques using observation, interviews and documentation. Data analysis uses the theory of Miles, Huberman and Sardana. The results of this study The application of authentic assessment techniques in thematic learning at MI Al-Hidayah Mangli Jember 2021/2022 is 1. the application of MI Al-Hidayah Mangli attitude assessment techniques includes; observation, self-assessment and assessment between friends. At the observation assessment stage, the educator has an observation note. Journal assessment educators do not use it. Educators' self-assessment uses a questionnaire. The stages of assessment between friends educators know it only from information from students. 2. the application of knowledge assessment techniques in MI Al-Hidayah Mangli includes; written tests, oral tests and assignments. At the written test stage, educators do it with questions. Stages of oral test assessment educators often do at the end of learning. Stages of assignment assessment educators give homework. 3. the application of MI Al-Hidayah Mangli skill assessment techniques includes; performance, and portfolio. The performance stage of the educator does it by making a skill. Stages in project assessment educators do not do it. Stages in portfolio assessment educators often collect works from students.
{"title":"Application of Authentic Assessment Techniques in Thematic Learning","authors":"A. Rohmah, A. Suhardi, U. Farihah","doi":"10.29062/edu.v6i3.581","DOIUrl":"https://doi.org/10.29062/edu.v6i3.581","url":null,"abstract":"The purpose of this study is to explain the skills assessment techniques in thematic learning at Madrasah Ibtida'iyah Al-Hidayah Mangli Jember for the 2021/2022 academic year. The approach used in this research is a qualitative approach and the type of research used is phenomenology. The data source used in this study to determine the data subject with Purposive technique. Data collection techniques using observation, interviews and documentation. Data analysis uses the theory of Miles, Huberman and Sardana. The results of this study The application of authentic assessment techniques in thematic learning at MI Al-Hidayah Mangli Jember 2021/2022 is 1. the application of MI Al-Hidayah Mangli attitude assessment techniques includes; observation, self-assessment and assessment between friends. At the observation assessment stage, the educator has an observation note. Journal assessment educators do not use it. Educators' self-assessment uses a questionnaire. The stages of assessment between friends educators know it only from information from students. 2. the application of knowledge assessment techniques in MI Al-Hidayah Mangli includes; written tests, oral tests and assignments. At the written test stage, educators do it with questions. Stages of oral test assessment educators often do at the end of learning. Stages of assignment assessment educators give homework. 3. the application of MI Al-Hidayah Mangli skill assessment techniques includes; performance, and portfolio. The performance stage of the educator does it by making a skill. Stages in project assessment educators do not do it. Stages in portfolio assessment educators often collect works from students. \u0000 ","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114689827","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 objectives of this study are 1) to determine the process of implementing the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember for the 2020/2021 academic year. 2) to describe the advantages of the Jarimatika method on multiplication and division materials for class VA at MIN 6 Jember in the 2020/2021 academic year. 3) to describe the shortcomings of the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember in the 2020/2021 academic year. The approach used in this research is a qualitative approach and the type of research used is phenomenology. The data source for determining the subject of this research using Purposive technique, namely the technique of selecting informants who are considered to be able to provide the information needed in accordance with the objectives in the study, the informants in this study are the Head of Madrasah, Class V Teacher, and Class VA Students at MIN 6 Jember. Data collection techniques using observation, interviews and documentation, data analysis using concepts from Huberman, Miles and Saldana, namely Data Condensation, Data Presentation and Conclusion Drawing. Data validity using triangulation techniques and sources. The results of the research on the Implementation of the Jarimatika Method in the Multiplication and Division Material of Class VA at MIN 6 Jember in the 2020/2021 academic year are 1) The implementation of the jarimatika method in the multiplication and division material of class VA at MIN 6 Jember includes; Planning, Implementation, and Evaluation. At the planning stage, the teacher provides an initial description of the concept of jarimatika (modeling). Implementation stage, namely planting and understanding the concept of jarimatika method, skill building/practice of jarimatika method. The final stage is Evaluation, Evaluation consists of written tests and non-written / oral tests. 2) The advantages of jarimatika method on multiplication and division material of class VA at MIN 6 Jember are Students are more active, can be visualized, more interesting, efficient, can be taught widely, train the right and left brain, the tools used do not need to buy. 3) While the shortcomings are that students are often wrong in multiplying and adding, not all can be solved with jarimatika, if less practice students will be slow to calculate compared to counting with abacus tools, and there are formulas.
{"title":"Implementation of Jarimatic Method on The Material of Multiple and Division","authors":"Zaidatur Rohmah, St. Mislikhah, K. Umam","doi":"10.29062/edu.v6i3.572","DOIUrl":"https://doi.org/10.29062/edu.v6i3.572","url":null,"abstract":"The objectives of this study are 1) to determine the process of implementing the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember for the 2020/2021 academic year. 2) to describe the advantages of the Jarimatika method on multiplication and division materials for class VA at MIN 6 Jember in the 2020/2021 academic year. 3) to describe the shortcomings of the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember in the 2020/2021 academic year. The approach used in this research is a qualitative approach and the type of research used is phenomenology. The data source for determining the subject of this research using Purposive technique, namely the technique of selecting informants who are considered to be able to provide the information needed in accordance with the objectives in the study, the informants in this study are the Head of Madrasah, Class V Teacher, and Class VA Students at MIN 6 Jember. Data collection techniques using observation, interviews and documentation, data analysis using concepts from Huberman, Miles and Saldana, namely Data Condensation, Data Presentation and Conclusion Drawing. Data validity using triangulation techniques and sources. The results of the research on the Implementation of the Jarimatika Method in the Multiplication and Division Material of Class VA at MIN 6 Jember in the 2020/2021 academic year are 1) The implementation of the jarimatika method in the multiplication and division material of class VA at MIN 6 Jember includes; Planning, Implementation, and Evaluation. At the planning stage, the teacher provides an initial description of the concept of jarimatika (modeling). Implementation stage, namely planting and understanding the concept of jarimatika method, skill building/practice of jarimatika method. The final stage is Evaluation, Evaluation consists of written tests and non-written / oral tests. 2) The advantages of jarimatika method on multiplication and division material of class VA at MIN 6 Jember are Students are more active, can be visualized, more interesting, efficient, can be taught widely, train the right and left brain, the tools used do not need to buy. 3) While the shortcomings are that students are often wrong in multiplying and adding, not all can be solved with jarimatika, if less practice students will be slow to calculate compared to counting with abacus tools, and there are formulas.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117197878","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}
Developing online media for teaching is needed in order to engage a technology and a strategy in teaching. Twitter Spaces is a part of Twitter that the user could make a room and start discussion. Thus, this research conducted to see the impact of using this app in teaching speaking skill. This research used basic qualitative method. The participants are the first grade of Junior High School students. The result is there are obstacles in using Twitter Spaces as the media of learning English; the students never used this app before, Twitter Spaces limited the participants in the room, and a new link must be made when the host’s connection is unstable. The students felt comfortable using Twitter Spaces in speaking English because they don’t need to show their face. But there is no significant impact to them.
{"title":"The Impact of Twitter Spaces in Speaking Skill for EFL Students","authors":"Risda Sufidiana, M. Mustofa, Abdun Nashir","doi":"10.29062/edu.v6i3.441","DOIUrl":"https://doi.org/10.29062/edu.v6i3.441","url":null,"abstract":"Developing online media for teaching is needed in order to engage a technology and a strategy in teaching. Twitter Spaces is a part of Twitter that the user could make a room and start discussion. Thus, this research conducted to see the impact of using this app in teaching speaking skill. This research used basic qualitative method. The participants are the first grade of Junior High School students. The result is there are obstacles in using Twitter Spaces as the media of learning English; the students never used this app before, Twitter Spaces limited the participants in the room, and a new link must be made when the host’s connection is unstable. The students felt comfortable using Twitter Spaces in speaking English because they don’t need to show their face. But there is no significant impact to them.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127075577","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}
Educational facilities and infrastructure are supporting tools in achieving learning objectives. MI Al Washliyah Cirebon is an A-accredited school that has quite complete facilities, such as classrooms, mosques, cooperatives, teachers' offices, UKS rooms, cooperatives and others. This study aims to determine the management of facilities and infrastructure (Strategy for the procurement of infrastructure at MI Al Washliyah Cirebon). This research uses descriptive qualitative research method. Data processing: triangulation (combined), data analysis is inductive/qualitative. Data Source: Principal, Deputy Principal for facilities and infrastructure Sector. Data collection techniques: observation, interviews, documentation. Research instruments: researchers, observation instruments, interview instruments. Results of the research and analysis show that the facilities and infrastructure education at MI Al Washliyah Cirebon has been planned effectively through the following stages: (i) collecting data on educational facilities and infrastructure which includes parties who understand the educational needs. Facilities and infrastructure at MI Al Washliyah Cirebon (ii) requesting a list submission infrastructure needs of each teacher, homeroom teacher and parents through the committee, (iii) needs analysis in infrastructure planning. Procurement procedures through: (i) procurement, (ii) acceptance of grants and assistance, (iii) maintenance (iv) purchases. Evaluation of educational facilities carried out at MI Al Washliyah Cirebon is effective, carried out continuously, comprehensively and objectively including: short term (1 year), medium term (5 years), long term (10 years).
教育设施和基础设施是实现学习目标的辅助工具。MI Al Washliyah Cirebon是一所获得a级认证的学校，拥有相当完整的设施，如教室，清真寺，合作社，教师办公室，UKS室，合作社等。本研究旨在确定设施和基础设施的管理(MI Al Washliyah Cirebon的基础设施采购战略)。本研究采用描述性质的研究方法。数据处理:三角剖分(组合)，数据分析归纳/定性。数据来源:设施和基础设施部门校长、副校长。数据收集技术:观察、访谈、记录。研究仪器:研究者、观察仪器、访谈仪器。研究和分析的结果表明，MI Al Washliyah Cirebon的设施和基础设施教育通过以下阶段得到了有效的规划:(i)收集有关教育设施和基础设施的数据，其中包括了解教育需求的各方。Al Washliyah Cirebon中学的设施和基础设施(ii)要求通过委员会提交每位教师、班主任和家长的基础设施需求清单，(iii)基础设施规划中的需求分析。采购程序包括:(i)采购;(ii)接受赠款和援助;(iii)维修;(iv)采购。在MI Al Washliyah Cirebon开展的教育设施评估是有效的、持续的、全面的、客观的，包括:短期(1年)、中期(5年)、长期(10年)。
{"title":"Facilities and Infrastructure Management","authors":"Irpan Ilmi, Mohamad Erihadiana, Sri Wanayati","doi":"10.29062/edu.v6i3.475","DOIUrl":"https://doi.org/10.29062/edu.v6i3.475","url":null,"abstract":"Educational facilities and infrastructure are supporting tools in achieving learning objectives. MI Al Washliyah Cirebon is an A-accredited school that has quite complete facilities, such as classrooms, mosques, cooperatives, teachers' offices, UKS rooms, cooperatives and others. This study aims to determine the management of facilities and infrastructure (Strategy for the procurement of infrastructure at MI Al Washliyah Cirebon). This research uses descriptive qualitative research method. Data processing: triangulation (combined), data analysis is inductive/qualitative. Data Source: Principal, Deputy Principal for facilities and infrastructure Sector. Data collection techniques: observation, interviews, documentation. Research instruments: researchers, observation instruments, interview instruments. Results of the research and analysis show that the facilities and infrastructure education at MI Al Washliyah Cirebon has been planned effectively through the following stages: (i) collecting data on educational facilities and infrastructure which includes parties who understand the educational needs. Facilities and infrastructure at MI Al Washliyah Cirebon (ii) requesting a list submission infrastructure needs of each teacher, homeroom teacher and parents through the committee, (iii) needs analysis in infrastructure planning. Procurement procedures through: (i) procurement, (ii) acceptance of grants and assistance, (iii) maintenance (iv) purchases. Evaluation of educational facilities carried out at MI Al Washliyah Cirebon is effective, carried out continuously, comprehensively and objectively including: short term (1 year), medium term (5 years), long term (10 years).","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125132797","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 present study explored the strategy used by high achievers (N=12) and low achievers (N=11). More specifically, it aimed to identify whether the listening strategy used by high achievers correlates significantly with listening comprehension and whether the listening strategy used by low achievers correlates significantly with listening comprehension. A listening comprehension test adopted from a paper-based Longman TOEFL test was used to assess participants’ listening comprehension. Listening strategies used the instrument developed by the researcher based on relevant literature; the listening strategy questionnaire. Descriptive statistics and correlation coefficients were computed to answer the research question. The statistical analysis on correlation used by high achievers shows the significant firstly cognitive strategies get the coefficient correlation -.065>.05 secondly metacognitive strategies get the coefficient correlation -.243 >.05 and thirdly socio-affective strategies get the coefficient correlation of .234>.05 And from the result of data analysis The statistical analysis on correlation used by low achievers shows the significant firstly cognitive strategies get the coefficient correlation -.077>.05 secondly metacognitive strategies get the coefficient correlation -.231>.05 and thirdly socio-affective strategies get the coefficient correlation of .017>.05 So, the correlation between the listening strategy used by High achievers and Low achievers and listening comprehension was not significantly correlated
{"title":"The Relationship between listening strategy used by high and low achievers and their listening comprehension","authors":"Fatimatus Zahroh","doi":"10.29062/edu.v6i3.434","DOIUrl":"https://doi.org/10.29062/edu.v6i3.434","url":null,"abstract":"The present study explored the strategy used by high achievers (N=12) and low achievers (N=11). More specifically, it aimed to identify whether the listening strategy used by high achievers correlates significantly with listening comprehension and whether the listening strategy used by low achievers correlates significantly with listening comprehension. A listening comprehension test adopted from a paper-based Longman TOEFL test was used to assess participants’ listening comprehension. Listening strategies used the instrument developed by the researcher based on relevant literature; the listening strategy questionnaire. Descriptive statistics and correlation coefficients were computed to answer the research question. The statistical analysis on correlation used by high achievers shows the significant firstly cognitive strategies get the coefficient correlation -.065>.05 secondly metacognitive strategies get the coefficient correlation -.243 >.05 and thirdly socio-affective strategies get the coefficient correlation of .234>.05 And from the result of data analysis The statistical analysis on correlation used by low achievers shows the significant firstly cognitive strategies get the coefficient correlation -.077>.05 secondly metacognitive strategies get the coefficient correlation -.231>.05 and thirdly socio-affective strategies get the coefficient correlation of .017>.05 So, the correlation between the listening strategy used by High achievers and Low achievers and listening comprehension was not significantly correlated","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121561998","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 describe 2 main things, namely the development of educational institutions at the Mambaul Huda Sumberurip Siliragung Banyuwangi boarding school. (2) The policy of the pesantren leadership in developing educational institutions at the Mambaul Huda Sumberurip Siliragung Banyuwangi boarding school.This research uses a qualitative method as for the reason the research uses qualitative methods because in this study, the researcher is also an instrument in collecting data about the leadership policy in developing educational institutions, so the researcher has a very large role, because what happens during the research needs further description in writing the report. From the data obtained and the analysis carried out, it can be concluded that: (1) The development of educational institutions in the Mambaul Huda Islamic boarding school has been fairly developed from previous years due to the increasing number of students, the increase in institutional buildings and business fields. (2) The policy of the pesantren leadership in developing educational institutions at the Mambaul Huda Islamic boarding school, namely still maintaining religious learning which is still religious in nature.
{"title":"Policies of Leaders of Boarding Schools in the Development of Educational Institutions","authors":"Meinggita Cahya Wulandari, St Rodliyah, Z. Abidin","doi":"10.29062/edu.v6i3.568","DOIUrl":"https://doi.org/10.29062/edu.v6i3.568","url":null,"abstract":"This study aims to describe 2 main things, namely the development of educational institutions at the Mambaul Huda Sumberurip Siliragung Banyuwangi boarding school. (2) The policy of the pesantren leadership in developing educational institutions at the Mambaul Huda Sumberurip Siliragung Banyuwangi boarding school.This research uses a qualitative method as for the reason the research uses qualitative methods because in this study, the researcher is also an instrument in collecting data about the leadership policy in developing educational institutions, so the researcher has a very large role, because what happens during the research needs further description in writing the report. From the data obtained and the analysis carried out, it can be concluded that: (1) The development of educational institutions in the Mambaul Huda Islamic boarding school has been fairly developed from previous years due to the increasing number of students, the increase in institutional buildings and business fields. (2) The policy of the pesantren leadership in developing educational institutions at the Mambaul Huda Islamic boarding school, namely still maintaining religious learning which is still religious in nature. \u0000 ","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132229411","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}
Jamilatul Mala, M. Mustofa, Muhammad Syaiful Jihad, Sugeng Hariyanto
There are a variety of technology instruments and software that can be utilized to improve language teaching and learning. According to research, integrating 'gamification' based software like Kahoot! into language, schools can affect and improve language learning results and can be utilized as effective teaching and assessment tools. This study examines the language learning experiences of eleven junior high school students in an international class that used Kahoot! in their English classes, focusing on skimming and scanning. According to the findings of the study, almost all of the students reported favorable outcomes when Kahoot! was used in their courses. The majority of students said that using Kahoot! in their English classes helped them improve their skimming and scanning skills. In general, it was discovered that using the skimming and scanning reading techniques, Kahoot! enabled students to have a better understanding of the content.
{"title":"Using Kahoot! To Improve Skimming and Scanning Skills","authors":"Jamilatul Mala, M. Mustofa, Muhammad Syaiful Jihad, Sugeng Hariyanto","doi":"10.29062/edu.v6i3.526","DOIUrl":"https://doi.org/10.29062/edu.v6i3.526","url":null,"abstract":"There are a variety of technology instruments and software that can be utilized to improve language teaching and learning. According to research, integrating 'gamification' based software like Kahoot! into language, schools can affect and improve language learning results and can be utilized as effective teaching and assessment tools. This study examines the language learning experiences of eleven junior high school students in an international class that used Kahoot! in their English classes, focusing on skimming and scanning. According to the findings of the study, almost all of the students reported favorable outcomes when Kahoot! was used in their courses. The majority of students said that using Kahoot! in their English classes helped them improve their skimming and scanning skills. In general, it was discovered that using the skimming and scanning reading techniques, Kahoot! enabled students to have a better understanding of the content.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131119405","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 purpose of this study is to investigate the effect of the implementation of the flipped classroom strategy assisted by animated videos on students' analytical skills in mathematics subjects in terms of student engagement. A quasi-experimental research design with 2x2 factorial was used to see the results of the main effect and interaction effect. The subjects of this study consisted of 56 students from the experimental group and 56 other students from the control group. The results of the two-way ANOVA test showed that there were differences in learning outcomes of analysis between groups of students who were treated using the flipped classroom learning strategy assisted by animated videos and groups of students who were treated with traditional methods, there were differences in learning outcomes of analysis in grade V mathematics subjects between students who had high engagement and students who had low engagement, and there was an interaction between learning strategies and engagement on learning outcomes of analysis.
{"title":"The Effect of Video Animation-Assisted Flipped Classroom Strategy on Student Analysis Ability Viewed from Student Engagement","authors":"Rita Anggoro, P. Setyosari, Henry Praherdhiono","doi":"10.29062/edu.v6i3.571","DOIUrl":"https://doi.org/10.29062/edu.v6i3.571","url":null,"abstract":"The purpose of this study is to investigate the effect of the implementation of the flipped classroom strategy assisted by animated videos on students' analytical skills in mathematics subjects in terms of student engagement. A quasi-experimental research design with 2x2 factorial was used to see the results of the main effect and interaction effect. The subjects of this study consisted of 56 students from the experimental group and 56 other students from the control group. The results of the two-way ANOVA test showed that there were differences in learning outcomes of analysis between groups of students who were treated using the flipped classroom learning strategy assisted by animated videos and groups of students who were treated with traditional methods, there were differences in learning outcomes of analysis in grade V mathematics subjects between students who had high engagement and students who had low engagement, and there was an interaction between learning strategies and engagement on learning outcomes of analysis.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125938191","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}
Nurus Syamsiyah Furotun, M. Mustofa, Iqbal Katrino, Suatmo Pantja Putra
Everyone has an identity and language is a sign of that. The associations in a person's environment, with whom they hang out, and where they learn can all have an impact on their identities. This research aims to explain the extent to which language is still used as a symbol of human identity. The language used every day can be a source of pride. Evidence of this pride can be seen from the development of its use which is dynamic. Language has a very important function to express cultural treasures. However, language over time has also developed. Challenges in learning a foreign language can also be influenced by the use of a person's everyday language. Students have their challenges in learning a foreign language, therefore it can be seen whether the everyday language they use has an influence when they learn a foreign language.
{"title":"The Influence of Language Identity on Students’ Learning Foreign Language Process","authors":"Nurus Syamsiyah Furotun, M. Mustofa, Iqbal Katrino, Suatmo Pantja Putra","doi":"10.29062/edu.v6i3.436","DOIUrl":"https://doi.org/10.29062/edu.v6i3.436","url":null,"abstract":"Everyone has an identity and language is a sign of that. The associations in a person's environment, with whom they hang out, and where they learn can all have an impact on their identities. This research aims to explain the extent to which language is still used as a symbol of human identity. The language used every day can be a source of pride. Evidence of this pride can be seen from the development of its use which is dynamic. Language has a very important function to express cultural treasures. However, language over time has also developed. Challenges in learning a foreign language can also be influenced by the use of a person's everyday language. Students have their challenges in learning a foreign language, therefore it can be seen whether the everyday language they use has an influence when they learn a foreign language.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132068060","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 directed at 2 main things, namely: (1) How is the Maha Santri Recruitment System at Ma'had Aly institution. (2) what factors hinder and support the Maha Santri Recruitment System at the institution. This research uses qualitative methods as for the reason the research uses qualitative methods because in this study, the researcher is also an instrument in collecting data about the Maha Santri Recruitment System, so the researcher has a very large role, because what happens during the research needs further description in writing the report. From the data obtained and the analysis carried out, it can be concluded that: (1) Maha santri recruitment system through selection, kutub turats test organized by the institution, this is what distinguishes it from other higher education institutions. (2) The inhibiting and supporting factors in the recruitment of Maha santri are the difficulty of finding Maha santri who are competent in terms of tafaqquh fiddin and able to read and understand kutubussalaf texts, while the supporting factor is that what is prioritized in this institution is the quality of the outcome of Maha santri.
{"title":"Recruitment System for Maha Santri Ma'had Aly Darussalam Blokagung Karangdoro Tegalsari Banyuwangi","authors":"Moh. Himami Baydarus, Sofyan Tsauri, A. Muhith","doi":"10.29062/edu.v6i3.566","DOIUrl":"https://doi.org/10.29062/edu.v6i3.566","url":null,"abstract":"This research is directed at 2 main things, namely: (1) How is the Maha Santri Recruitment System at Ma'had Aly institution. (2) what factors hinder and support the Maha Santri Recruitment System at the institution. This research uses qualitative methods as for the reason the research uses qualitative methods because in this study, the researcher is also an instrument in collecting data about the Maha Santri Recruitment System, so the researcher has a very large role, because what happens during the research needs further description in writing the report. From the data obtained and the analysis carried out, it can be concluded that: (1) Maha santri recruitment system through selection, kutub turats test organized by the institution, this is what distinguishes it from other higher education institutions. (2) The inhibiting and supporting factors in the recruitment of Maha santri are the difficulty of finding Maha santri who are competent in terms of tafaqquh fiddin and able to read and understand kutubussalaf texts, while the supporting factor is that what is prioritized in this institution is the quality of the outcome of Maha santri.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116595100","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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