Edo Ari Yurmansyah, Edidas Edidas, Ahyanuardi Ahyanuardi, A. Huda
This study aims to produce valid, practical and effective electronic modules based on self-directed learning models. So that it can help students learn independently and understand the basic theory of electricity and electronics. This research is research and development (R&D) which refers to the ADDIE instructional development model. The stages in the ADDIE development procedure are Analysis, Design, Development, Implementation and Evaluation. The research results are based on the assessment of the material expert validator 77% and media experts 82%, the electronic module developed is valid. Based on the responses of 83% teachers and 84% students, the developed electronic module has high practicality. The effectiveness results are known from increasing students' theoretical understanding as well as testing the effectiveness of the material being tested with quite effective results with an N-Gain value of 62%.
{"title":"Development of E-Modules on Basic Subjects of Electricity and Electronics","authors":"Edo Ari Yurmansyah, Edidas Edidas, Ahyanuardi Ahyanuardi, A. Huda","doi":"10.29062/edu.v6i2.484","DOIUrl":"https://doi.org/10.29062/edu.v6i2.484","url":null,"abstract":"This study aims to produce valid, practical and effective electronic modules based on self-directed learning models. So that it can help students learn independently and understand the basic theory of electricity and electronics. This research is research and development (R&D) which refers to the ADDIE instructional development model. The stages in the ADDIE development procedure are Analysis, Design, Development, Implementation and Evaluation. The research results are based on the assessment of the material expert validator 77% and media experts 82%, the electronic module developed is valid. Based on the responses of 83% teachers and 84% students, the developed electronic module has high practicality. The effectiveness results are known from increasing students' theoretical understanding as well as testing the effectiveness of the material being tested with quite effective results with an N-Gain value of 62%.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123823524","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}
Merita Yanita, Mimi Yupelmi, G. Giatman, M. Muskhir, Hansi Effendi
The purpose of this research is to develop regional bun tutorial video media (ukel tekuk) for hair and bun styling subjects, which can help students understand the concept and be able to practice according to the concept. This research is a development research that uses models and procedures using a 4-D model (four-D model) which consists of define, design, develop and disseminate stages. At the stage of define analysis of curriculum and analysis of students. At the design stage it is carried out using learning media video tutorials for regional bun tutorials (ukel buckling) for hair and bun styling subjects. At the stage of developing validated skills and limited trials on students, to find out the practicality and effectiveness of the video tutorial media developed. The deployment stage is not carried out. The researcher conducted a media test to see whether the media produced was valid, practical and effective. The results of the data analysis show that the regional bun tutorial video media (ukel tekuk) for Hair and Bun Design subjects uses three criteria: (1) the didactic requirements are 90.62% with a very valid category, (2) the construct requirements are 88.28% with very valid category, (3) 95% technical requirements with very valid category, the average percentage is 91.30% with very valid category. This shows that the validity of the tutorial video media is in the very valid category. While the average practicality of the media according to the lecturer's assessment was 92.49%, based on the test of media use by students in small groups was 81.66% and based on the test of media use by all students was 94.59%. Based on the results of the practicality test this media is in the very practical category. Based on the media effectiveness test, student activity increased by 86.10%, while the percentage of student success rate was 88.88% of students who had achieved a minimum of 75. This means that learning using video tutorial media is valid, practical and effective. It can be concluded that the use of regional bun tutorial video learning media (ukel buckling) for hair and bun styling subjects can be used as a learning medium in Vocational High Schools (SMK).
{"title":"Development of Regional Sanggul Tutorial Video Media (Ukel Tekuk) on Student Learning Outcomes","authors":"Merita Yanita, Mimi Yupelmi, G. Giatman, M. Muskhir, Hansi Effendi","doi":"10.29062/edu.v6i2.488","DOIUrl":"https://doi.org/10.29062/edu.v6i2.488","url":null,"abstract":"The purpose of this research is to develop regional bun tutorial video media (ukel tekuk) for hair and bun styling subjects, which can help students understand the concept and be able to practice according to the concept. This research is a development research that uses models and procedures using a 4-D model (four-D model) which consists of define, design, develop and disseminate stages. At the stage of define analysis of curriculum and analysis of students. At the design stage it is carried out using learning media video tutorials for regional bun tutorials (ukel buckling) for hair and bun styling subjects. At the stage of developing validated skills and limited trials on students, to find out the practicality and effectiveness of the video tutorial media developed. The deployment stage is not carried out. The researcher conducted a media test to see whether the media produced was valid, practical and effective. The results of the data analysis show that the regional bun tutorial video media (ukel tekuk) for Hair and Bun Design subjects uses three criteria: (1) the didactic requirements are 90.62% with a very valid category, (2) the construct requirements are 88.28% with very valid category, (3) 95% technical requirements with very valid category, the average percentage is 91.30% with very valid category. This shows that the validity of the tutorial video media is in the very valid category. While the average practicality of the media according to the lecturer's assessment was 92.49%, based on the test of media use by students in small groups was 81.66% and based on the test of media use by all students was 94.59%. Based on the results of the practicality test this media is in the very practical category. Based on the media effectiveness test, student activity increased by 86.10%, while the percentage of student success rate was 88.88% of students who had achieved a minimum of 75. This means that learning using video tutorial media is valid, practical and effective. It can be concluded that the use of regional bun tutorial video learning media (ukel buckling) for hair and bun styling subjects can be used as a learning medium in Vocational High Schools (SMK).","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124703593","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}
Mathematics learning in the high schools in the author's target area which includes SMA A, SMA B, SMA C, SMA D, SMA E, SMA F and SMA G, is experiencing problems that must be addressed immediately. This was identified from the low average UTS II results for the 2021/2022 school year. The percentage of completeness achieved by each school is very low, below 85% as the percentage of classical completeness that has been set. From the identification of the problem, it was found that learning was still dominated by the teacher. Learning takes place only by applying the lecture method without being accompanied by methods that can increase student engagement. Low student activity. The teacher never provides feedback to determine the achievement of learning objectives. The teacher also never held any follow-up to overcome learning problems, except for only holding remedial, without being accompanied by efforts to improve the learning design which was embodied in a classroom action research. So it is necessary to make efforts to increase the ability of teachers to carry out classroom research through structured guidance. The research design consisted of four stages, namely planning, action, observation, and reflection. The research consisted of two cycles. Each research cycle is always carried out in a collaborative participatory manner between researchers and colleagues. From the research results, it was concluded that there was an increase in the teacher's ability to carry out classroom action research. This is based on the results of observations of learning tools and learning observations on both the teacher and student aspects, as well as the physical evidence of the resulting research papers. Efforts to increase the ability to carry out classroom action research, begins with explaining the purpose and providing apperception. Furthermore, the teacher discussed the design of classroom action research. The teacher carries out classroom action research, according to the plan that has been prepared.
在作者的目标区域的高中数学学习，包括SMA A, SMA B, SMA C, SMA D, SMA E, SMA F和SMA G，正在经历的问题，必须立即解决。这是从2021/2022学年UTS II的低平均成绩中确定的。每所学校达到的完整性百分比非常低，低于85%，这是已经设定的经典完整性百分比。从问题的识别中发现，学习仍然以老师为主。学习只会通过讲座的方式进行，而不会伴随着能够提高学生参与度的方法。学生活跃度低。教师从不提供反馈来决定学习目标的实现。教师也没有进行任何后续的学习问题的克服，只是进行补救，而没有在课堂行动研究中进行改进学习设计的努力。因此，有必要通过结构化的指导，努力提高教师进行课堂研究的能力。研究设计分为计划、行动、观察、反思四个阶段。这项研究包括两个周期。每个研究周期总是在研究人员和同事之间以合作参与的方式进行。从研究结果来看，教师开展课堂行动研究的能力有所提高。这是基于对学习工具的观察结果和对教师和学生方面的学习观察结果，以及由此产生的研究论文的实物证据。努力提高进行课堂行动研究的能力，从解释目的和提供统觉开始。此外，老师还讨论了课堂行动研究的设计。教师根据所制定的计划进行课堂行动研究。
{"title":"Improving Teacher Ability In Conducting Class Action Research Through Structured Guidance","authors":"S. Arifin","doi":"10.29062/edu.v6i2.485","DOIUrl":"https://doi.org/10.29062/edu.v6i2.485","url":null,"abstract":"Mathematics learning in the high schools in the author's target area which includes SMA A, SMA B, SMA C, SMA D, SMA E, SMA F and SMA G, is experiencing problems that must be addressed immediately. This was identified from the low average UTS II results for the 2021/2022 school year. The percentage of completeness achieved by each school is very low, below 85% as the percentage of classical completeness that has been set. From the identification of the problem, it was found that learning was still dominated by the teacher. Learning takes place only by applying the lecture method without being accompanied by methods that can increase student engagement. Low student activity. The teacher never provides feedback to determine the achievement of learning objectives. The teacher also never held any follow-up to overcome learning problems, except for only holding remedial, without being accompanied by efforts to improve the learning design which was embodied in a classroom action research. So it is necessary to make efforts to increase the ability of teachers to carry out classroom research through structured guidance. The research design consisted of four stages, namely planning, action, observation, and reflection. The research consisted of two cycles. Each research cycle is always carried out in a collaborative participatory manner between researchers and colleagues. From the research results, it was concluded that there was an increase in the teacher's ability to carry out classroom action research. This is based on the results of observations of learning tools and learning observations on both the teacher and student aspects, as well as the physical evidence of the resulting research papers. Efforts to increase the ability to carry out classroom action research, begins with explaining the purpose and providing apperception. Furthermore, the teacher discussed the design of classroom action research. The teacher carries out classroom action research, according to the plan that has been prepared.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123250745","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}
Challenges in the increasingly complex world of education are demanded in accordance with the existence of the era of advances in technological integration. In the era of society 5.0, the occurrence of modernization in mathematics learning is proportional to the needs of the millennial generation. The purpose of this study is to look at learning mathematics in the era of society 5.0 according to the goals and ideology of mathematics education. Furthermore, mathematics learning solutions in competing in the implementation of mathematics learning. The transformation of society 5.0 era makes it easier for students and teachers in learning mathematics where students are expected to be more influenced, think dynamically, be productive in realizing an exciting education. Mathematics learning can use ICT in accordance with the goals and ideas of Mathematics education where the experience of learning mathematics can develop children's creativity. So that the implementation of the ideology and goals of mathematics education in the Era of Society 5.0 are: mastery of digital technology, distributing cultural change, pedagogical development, personality-social competence, expansion of professionalism, and innovative-creative-adaptive
{"title":"Mathematics Learning in the Era of Society 5.0 in Terms of the Objectives and Ideology Of Mathematics Education","authors":"N. Rizqi, I. Dewi","doi":"10.29062/edu.v6i2.487","DOIUrl":"https://doi.org/10.29062/edu.v6i2.487","url":null,"abstract":"Challenges in the increasingly complex world of education are demanded in accordance with the existence of the era of advances in technological integration. In the era of society 5.0, the occurrence of modernization in mathematics learning is proportional to the needs of the millennial generation. The purpose of this study is to look at learning mathematics in the era of society 5.0 according to the goals and ideology of mathematics education. Furthermore, mathematics learning solutions in competing in the implementation of mathematics learning. The transformation of society 5.0 era makes it easier for students and teachers in learning mathematics where students are expected to be more influenced, think dynamically, be productive in realizing an exciting education. Mathematics learning can use ICT in accordance with the goals and ideas of Mathematics education where the experience of learning mathematics can develop children's creativity. So that the implementation of the ideology and goals of mathematics education in the Era of Society 5.0 are: mastery of digital technology, distributing cultural change, pedagogical development, personality-social competence, expansion of professionalism, and innovative-creative-adaptive","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133027329","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 students' views on managing Child-Friendly Schools (SRA) at SMAN 45, Jakarta. This research is narrative qualitative research. The data were obtained through several data collection methods: observation, interviews, and documentation. Data analysis was carried out descriptively to understand the management of Child-Friendly Schools in learning at SMAN 45, Jakarta. The analysis results show that, according to students, the management of Child-Friendly Schools at SMAN 45, Jakarta, still needs to be developed. Learning activities using the principles of Child-Friendly Schools must be implemented appropriately for the convenience of teachers and students. Observations and documentation on the completeness of the existing vehicles and infrastructure at SMAN 45, Jakarta, the learning curriculum, attitudes towards students, and environmental health, need to be developed in such a way as to meet the needs and abilities possessed so that they can support student activities.
{"title":"Child-Friendly School Environment Management in SMA Negeri 45 Jakarta","authors":"U. Rosyidi, Supadi Supadi","doi":"10.29062/edu.v6i2.426","DOIUrl":"https://doi.org/10.29062/edu.v6i2.426","url":null,"abstract":"This study aims to determine students' views on managing Child-Friendly Schools (SRA) at SMAN 45, Jakarta. This research is narrative qualitative research. The data were obtained through several data collection methods: observation, interviews, and documentation. Data analysis was carried out descriptively to understand the management of Child-Friendly Schools in learning at SMAN 45, Jakarta. The analysis results show that, according to students, the management of Child-Friendly Schools at SMAN 45, Jakarta, still needs to be developed. Learning activities using the principles of Child-Friendly Schools must be implemented appropriately for the convenience of teachers and students. Observations and documentation on the completeness of the existing vehicles and infrastructure at SMAN 45, Jakarta, the learning curriculum, attitudes towards students, and environmental health, need to be developed in such a way as to meet the needs and abilities possessed so that they can support student activities.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"37 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":"129671788","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: 1) Produce swimming learning aids, 2) Swimming aids that are easy to use and practical. The population of the small class trial was 20 students who could not swim, while the main field test was conducted on 40 students of SMA Negeri 5 Ambon. The research method used is the development research method (R&D) and the development model follows the ten stages of product design, namely; 1) potential and problems; 2) Data collection; 3) product design; 4) design validation; 5) trial use; 6) product revision; 7) product trial; 8) design revision; 9) product revision and; 10) mass production. The data collection technique was carried out based on needs analysis, especially on the basic aspects of development, namely: 1) the vest/float used greatly interfered with movement, especially movement efficiency; 2) float tires are not practical to use to learn basic swimming techniques; 3) the float board cannot help learn to swim if there is an accident in the water and the student cannot float. The use of these three tools does not immediately help speed up learning basic swimming techniques. This study concludes that the development of the design of swimming learning aids to accelerate learning of basic swimming techniques has been designed in the form of a waist buoy/save belt, has been validated by expert judgment and tested for use in small classes and is suitable for use in large class studies. . The results of the product design development of this tool are suitable for use in the form of "Save Belt".
本研究的目的是:1)制作游泳学习辅助工具;2)易于使用和实用的游泳辅助工具。小班试验人群为20名不会游泳的学生，主要现场试验人群为40名SMA Negeri 5 Ambon学生。本文采用的研究方法为开发研究方法(R&D)，开发模型遵循产品设计的十个阶段，即;1)潜力和问题;2)数据收集;3)产品设计;4)设计验证;5)试用;6)产品改版;7)产品试用;8)设计修改;9)产品修订;批量生产。数据收集技术是在需求分析的基础上进行的，特别是在开发的基本方面，即:1)使用的背心/浮具对运动的干扰很大，尤其是运动效率;2)用浮胎学习基本游泳技术不实用;3)如果在水中发生意外，学生不能漂浮，浮板不能帮助学习游泳。使用这三种工具并不能立即帮助加快基本游泳技术的学习。本研究的结论是，加速基本游泳技术学习的游泳教具设计的发展，已设计成腰浮标/救生带的形式，经专家判断验证，适用于小班学习，适合于大班学习。该工具的产品设计开发结果适合以“节省带”的形式使用。
{"title":"Development of Swimming Learning Aid Design toward Acceleration of Learning Swimming Techniques","authors":"M. Hukubun, Yelia Tomasoa","doi":"10.29062/edu.v6i2.460","DOIUrl":"https://doi.org/10.29062/edu.v6i2.460","url":null,"abstract":"This study aims to: 1) Produce swimming learning aids, 2) Swimming aids that are easy to use and practical. The population of the small class trial was 20 students who could not swim, while the main field test was conducted on 40 students of SMA Negeri 5 Ambon. The research method used is the development research method (R&D) and the development model follows the ten stages of product design, namely; 1) potential and problems; 2) Data collection; 3) product design; 4) design validation; 5) trial use; 6) product revision; 7) product trial; 8) design revision; 9) product revision and; 10) mass production. The data collection technique was carried out based on needs analysis, especially on the basic aspects of development, namely: 1) the vest/float used greatly interfered with movement, especially movement efficiency; 2) float tires are not practical to use to learn basic swimming techniques; 3) the float board cannot help learn to swim if there is an accident in the water and the student cannot float. The use of these three tools does not immediately help speed up learning basic swimming techniques. This study concludes that the development of the design of swimming learning aids to accelerate learning of basic swimming techniques has been designed in the form of a waist buoy/save belt, has been validated by expert judgment and tested for use in small classes and is suitable for use in large class studies. . The results of the product design development of this tool are suitable for use in the form of \"Save Belt\".","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"33 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":"123978000","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 ministry of Education Department, since the removal of USBN, mandates every school to conduct a school final exam that should made by the teachers. In this study, the writer focuses on the English Junior High School Final Exam made by EFL teacher distributed in Mojokerto academic year 2021/2022. In order to know the quality of the item test, the analysis can be done by investigating the validity, reliability, item difficulty, item discrimination, and item distractors. This study used descriptive quantitative. The respondents of this study were taken from English school final exam of 9th-grade students in MTS Bahrul Ulum which consists of 50 multiple choice items from 31 students. The instrument are the test question, the students’ answer sheet, and the answer key. It will be analyzed by using ITEMAN 4.3 program as an effective solution for item test analysis. The result indicates that the content validity still do not cover the whole material in the syllabus. The reliability of the test is 0.91 which is categorized as reliable. The difficulty level of the item test is 0.60 or 60% which is considered good. The item discrimination is 0.38 considered as satisfactory. The effective item distractors is 48%, smaller than the percentage of ineffective items. In conclusion, the quality of English Junior High School Final Exam made by EFL teacher distributed in Mojokerto academic year 2021/2022 in terms of validity, reliability, item difficulty, item discrimination, and item distractors absolutely needs improving. Keywords: item analysis, validity, reliability, item distractor, item discrimination, item difficulty, descriptive quantitative
{"title":"Interrogating the Quality of Junior High School Final Exam Made by EFL Teacher Using ITEMAN 4.3 Program","authors":"Mercy Aprilia Dyah Arini -, Dzulfikri","doi":"10.29062/edu.v6i2.425","DOIUrl":"https://doi.org/10.29062/edu.v6i2.425","url":null,"abstract":"The ministry of Education Department, since the removal of USBN, mandates every school to conduct a school final exam that should made by the teachers. In this study, the writer focuses on the English Junior High School Final Exam made by EFL teacher distributed in Mojokerto academic year 2021/2022. In order to know the quality of the item test, the analysis can be done by investigating the validity, reliability, item difficulty, item discrimination, and item distractors. This study used descriptive quantitative. The respondents of this study were taken from English school final exam of 9th-grade students in MTS Bahrul Ulum which consists of 50 multiple choice items from 31 students. The instrument are the test question, the students’ answer sheet, and the answer key. It will be analyzed by using ITEMAN 4.3 program as an effective solution for item test analysis. The result indicates that the content validity still do not cover the whole material in the syllabus. The reliability of the test is 0.91 which is categorized as reliable. The difficulty level of the item test is 0.60 or 60% which is considered good. The item discrimination is 0.38 considered as satisfactory. The effective item distractors is 48%, smaller than the percentage of ineffective items. In conclusion, the quality of English Junior High School Final Exam made by EFL teacher distributed in Mojokerto academic year 2021/2022 in terms of validity, reliability, item difficulty, item discrimination, and item distractors absolutely needs improving. \u0000Keywords: item analysis, validity, reliability, item distractor, item discrimination, item difficulty, descriptive quantitative","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"29 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":"122058451","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}
Challenges in the increasingly complex world of education are demanded in accordance with the existence of the era of advances in technological integration. In the era of society 5.0, the occurrence of modernization in mathematics learning is proportional to the needs of the millennial generation. The purpose of this study is to look at learning mathematics in the era of society 5.0 according to the goals and ideology of mathematics education. Furthermore, mathematics learning solutions in competing in the implementation of mathematics learning. The transformation of society 5.0 era makes it easier for students and teachers in learning mathematics where students are expected to be more influenced, think dynamically, be productive in realizing an exciting education. Mathematics learning can use ICT in accordance with the goals and ideas of Mathematics education where the experience of learning mathematics can develop children's creativity. So that the implementation of the ideology and goals of mathematics education in the Era of Society 5.0 are: mastery of digital technology, distributing cultural change, pedagogical development, personality-social competence, expansion of professionalism, and innovative-creative-adaptive.
{"title":"Mathematics Learning in the Society 5.0 Era","authors":"N. Rizqi, I. Dewi","doi":"10.29062/edu.v6i2.435","DOIUrl":"https://doi.org/10.29062/edu.v6i2.435","url":null,"abstract":"Challenges in the increasingly complex world of education are demanded in accordance with the existence of the era of advances in technological integration. In the era of society 5.0, the occurrence of modernization in mathematics learning is proportional to the needs of the millennial generation. The purpose of this study is to look at learning mathematics in the era of society 5.0 according to the goals and ideology of mathematics education. Furthermore, mathematics learning solutions in competing in the implementation of mathematics learning. The transformation of society 5.0 era makes it easier for students and teachers in learning mathematics where students are expected to be more influenced, think dynamically, be productive in realizing an exciting education. Mathematics learning can use ICT in accordance with the goals and ideas of Mathematics education where the experience of learning mathematics can develop children's creativity. So that the implementation of the ideology and goals of mathematics education in the Era of Society 5.0 are: mastery of digital technology, distributing cultural change, pedagogical development, personality-social competence, expansion of professionalism, and innovative-creative-adaptive.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"40 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":"124093823","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}
Netti Kariani Mendrofa, I. Dewi, Elmanani Simamora
Indonesia consists of various tribes, nations, races, religions, languages, cultures, skin colors, and many others. The embodiment of pluralism in educational units is to organize multicultural education in schools, one of which is in mathematics learning. The purpose of this research is to describe mathematics learning based on multicultural education to realize Pancasila students. documentation method. The data analysis technique used is content analysis. Repeated reading of the literature and re-checking is done to maintain the accuracy of the discussion and prevent misinformation. The results of the study show that multicultural-based mathematics learning is very well applied in the mathematics learning process, because it forms the character of students to respect diversity and can also answer current expectations. This is in realizing the profile of Pancasila students.
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Abdun Nashir Albadri, M. Yunus, Sonny Elfiyanto, M. Mustofa, Suatmo Pantja Putra
The education system in Indonesia has been impacted by the spread of Covid-19. Learning occurs not only in real objects but also in cyberspace, such as through internet intermediaries. This requires the adaptation and sustainability of the teaching-learning process at all levels of guidance. Online learning has been designated as a distance learning management system by the Indonesian government. The sample of this research was 89 sample of the eleventh-grade students of Madrasah Aliyah Negeri I of Kabupaten Malang while the samples is taken from three different classes, those are XI IPA, XI IPS and XI Agama. The quantitative method was used in this study. To collect the data, questionnaires was used as the primary tool. The questionnaires is analyzed and see how students perceive toward learning platform of quizizz in learning vocabularies at MAN 1 Kabupaten Malang. Closed-ended data analysis was utilized to determine the outcome of the students’ perspective and to verify the established data, and the last steps taking conclusion. The results showed statement No. 5 achieved the highest mean rank of 77,8 by getting the average value at which most participants agree that Doing test in Quizizz is fun and the instruction easy to understand. Statement No. 11, which indicates that most participants feel that taking an exam on Quizziz saves greater time than taking one on paper and pencil, had the second highest mean. With an average of 66,85, question number seven had the least mean value of all the questionnaire statements. There were several responses to this question, with the highest percentages being 56.2% agreeing, 5.6% strongly agreeing, and 38.2% disagreeing. It seems students can help to concentrate in class when using Quizizz but some might feel the opposite Future studies are expected to improve the suggestions that are expected to be better in this suggestion. Other applications, such as Kahoot, Zoom, Moodle, YouTube, and others, can also be used in online classes as media to facilitate the learning process and student discussions with teachers.
印度尼西亚的教育系统受到了新冠疫情的影响。学习不仅发生在真实物体中，也发生在网络空间中，比如通过互联网中介。这就要求各级指导的教学过程具有适应性和可持续性。在线学习被印尼政府指定为远程学习管理系统。本研究采用定量方法。为了收集数据，问卷调查被用作主要工具。通过对问卷的分析，了解学生在曼1 Kabupaten Malang学习词汇时对小测验学习平台的认知情况。利用封闭式数据分析来确定学生视角的结果并验证所建立的数据，最后进行结论。结果显示，陈述5获得了最高的平均排名77,8，得到了大多数参与者认为在Quizizz做测试很有趣并且指令容易理解的平均值。陈述11的平均值第二高，这表明大多数参与者认为在Quizziz上考试比在纸上和铅笔上考试节省更多的时间。第七题的平均值为66,85，是所有问卷陈述中平均值最小的。这个问题有几个回答，最高的比例是56.2%的人同意，5.6%的人非常同意，38.2%的人不同意。似乎学生们在使用Quizizz时可以帮助他们集中注意力，但有些人可能会有相反的感觉，未来的研究有望改进这个建议中预期的更好的建议。其他应用程序，如Kahoot、Zoom、Moodle、YouTube等，也可以在在线课程中作为媒体使用，以促进学习过程和学生与教师的讨论。
{"title":"The Students’ Perception toward Learning Platform of Quizizz in Learning Vocabularies at MAN 1 Malang","authors":"Abdun Nashir Albadri, M. Yunus, Sonny Elfiyanto, M. Mustofa, Suatmo Pantja Putra","doi":"10.29062/edu.v6i2.427","DOIUrl":"https://doi.org/10.29062/edu.v6i2.427","url":null,"abstract":"The education system in Indonesia has been impacted by the spread of Covid-19. Learning occurs not only in real objects but also in cyberspace, such as through internet intermediaries. This requires the adaptation and sustainability of the teaching-learning process at all levels of guidance. Online learning has been designated as a distance learning management system by the Indonesian government. The sample of this research was 89 sample of the eleventh-grade students of Madrasah Aliyah Negeri I of Kabupaten Malang while the samples is taken from three different classes, those are XI IPA, XI IPS and XI Agama. The quantitative method was used in this study. To collect the data, questionnaires was used as the primary tool. The questionnaires is analyzed and see how students perceive toward learning platform of quizizz in learning vocabularies at MAN 1 Kabupaten Malang. Closed-ended data analysis was utilized to determine the outcome of the students’ perspective and to verify the established data, and the last steps taking conclusion. The results showed statement No. 5 achieved the highest mean rank of 77,8 by getting the average value at which most participants agree that Doing test in Quizizz is fun and the instruction easy to understand. Statement No. 11, which indicates that most participants feel that taking an exam on Quizziz saves greater time than taking one on paper and pencil, had the second highest mean. With an average of 66,85, question number seven had the least mean value of all the questionnaire statements. There were several responses to this question, with the highest percentages being 56.2% agreeing, 5.6% strongly agreeing, and 38.2% disagreeing. It seems students can help to concentrate in class when using Quizizz but some might feel the opposite Future studies are expected to improve the suggestions that are expected to be better in this suggestion. Other applications, such as Kahoot, Zoom, Moodle, YouTube, and others, can also be used in online classes as media to facilitate the learning process and student discussions with teachers.","PeriodicalId":120978,"journal":{"name":"EDUTEC : Journal of Education And Technology","volume":"171 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":"114254711","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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