Pub Date : 2023-05-31DOI: 10.22219/jinop.v9i1.22182
Vava Imam Agus Faisal, Nugroho Prasetya Adi
The demands of the digital era produce students who are digital netive and tend to be anti-social in learning, so there is a need for learning that is humanistic and characterizes Indonesia. The purpose of this research is to find out how to digitize the application of the teachings of Ki-Hadjar-Dewantara in the Neo-Guided Inquiry learning process to develop ideal student literacy and numeracy skills. This research is a classroom action research that adopts the McKernan model that combines quantitative and qualitative methods. Quantitative methods use questionnaires to measure the achievement of learning indicators, self-assessment to see the level of success in applying learning, and assessment sheets to see the results of forming students' literacy and numeracy abilities. Qualitative methods using observation sheets to explore empirically the problems that arise, the process of implementing and evaluating Neo-Guided Inquiry learning. Focus group discussion to collect data on problem description, needs assessment and learning evaluation. The average result of assessing students' literacy and numeracy abilities in the second cycle was 86.4 which was classified as very high, and the practicality level of the self-assessment results of 95.75% was included in the very good category, so that its application was declared very successful.
{"title":"Digitalisasi ajaran Ki-Hadjar-Dewantara pada proses pembelajaran neo-guided inquiry untuk mengembangkan literasi dan numerasi mahasiswa","authors":"Vava Imam Agus Faisal, Nugroho Prasetya Adi","doi":"10.22219/jinop.v9i1.22182","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.22182","url":null,"abstract":"The demands of the digital era produce students who are digital netive and tend to be anti-social in learning, so there is a need for learning that is humanistic and characterizes Indonesia. The purpose of this research is to find out how to digitize the application of the teachings of Ki-Hadjar-Dewantara in the Neo-Guided Inquiry learning process to develop ideal student literacy and numeracy skills. This research is a classroom action research that adopts the McKernan model that combines quantitative and qualitative methods. Quantitative methods use questionnaires to measure the achievement of learning indicators, self-assessment to see the level of success in applying learning, and assessment sheets to see the results of forming students' literacy and numeracy abilities. Qualitative methods using observation sheets to explore empirically the problems that arise, the process of implementing and evaluating Neo-Guided Inquiry learning. Focus group discussion to collect data on problem description, needs assessment and learning evaluation. The average result of assessing students' literacy and numeracy abilities in the second cycle was 86.4 which was classified as very high, and the practicality level of the self-assessment results of 95.75% was included in the very good category, so that its application was declared very successful.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45853205","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}
Pub Date : 2023-05-31DOI: 10.22219/jinop.v9i1.23493
Rusmansyah Rusmansyah, Siti Awalia Rahmah, Syahmani Syahmani, Abdul Hamid, I. Isnawati, Arief Ertha Kusuma
The PjBL-STEAM model of wetland contexts is a learning model that can improve students' critical thinking and self-efficacy skills. It is carried out by utilizing the wetland environment as a medium for learning electrolyte and nonelectrolyte solutions. This study aims to determine the improvement of students’ critical thinking and self-efficacy through the PjBL-STEAM model in the context of wetlands. This present study employed quasi-experimental experiment with a one-group pretest-posttest research design. The participants were obtained through convenient sampling with the inclusive criteria of students of class X MIA 3 at SMAN 3 Barabai. The data were obtained through critical thinking tests and self-efficacy questionnaires. The obtained data were analyzed through descriptive analysis. The results showed that the PjBL-STEAM model in the wetland context could improve the critical thinking ability and self-efficacy of students with an N-gain value of critical thinking ability of 0.58, with a moderate category and N-gain self-efficacy of 0.75 with a high category. In other words, applying the PjBL-STEAM model in wetland contexts effectively improves students' critical thinking and self-efficacy skills.
{"title":"Implementasi Model PjBL-STEAM konteks lahan basah untuk meningkatkan kemampuan berpikir kritis dan self-efficacy peserta didik","authors":"Rusmansyah Rusmansyah, Siti Awalia Rahmah, Syahmani Syahmani, Abdul Hamid, I. Isnawati, Arief Ertha Kusuma","doi":"10.22219/jinop.v9i1.23493","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.23493","url":null,"abstract":"The PjBL-STEAM model of wetland contexts is a learning model that can improve students' critical thinking and self-efficacy skills. It is carried out by utilizing the wetland environment as a medium for learning electrolyte and nonelectrolyte solutions. This study aims to determine the improvement of students’ critical thinking and self-efficacy through the PjBL-STEAM model in the context of wetlands. This present study employed quasi-experimental experiment with a one-group pretest-posttest research design. The participants were obtained through convenient sampling with the inclusive criteria of students of class X MIA 3 at SMAN 3 Barabai. The data were obtained through critical thinking tests and self-efficacy questionnaires. The obtained data were analyzed through descriptive analysis. The results showed that the PjBL-STEAM model in the wetland context could improve the critical thinking ability and self-efficacy of students with an N-gain value of critical thinking ability of 0.58, with a moderate category and N-gain self-efficacy of 0.75 with a high category. In other words, applying the PjBL-STEAM model in wetland contexts effectively improves students' critical thinking and self-efficacy skills.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47747156","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}
Independent learning is an important aspect for students to learn without being accompanied by a teacher (learning outside the classroom). The purpose of this study was to determine the effectiveness of e-books based on socio-scientific issues (SSI) in increasing students’ learning independence on the material of the blood circulation system. The research method used is a quantitative method, with a nonequivalent control group design. The sample in this study were two class XI in one high school in Yogyakarta, each class amounted to 33 students. The instrument used is a learning independence questionnaire, with reference to 5 aspects of learning independence. Hypothesis testing was carried out with the help of SPSS using the Mann Whitney U test. In addition, data analysis techniques were also carried out using the n-gain score. The results of hypothesis testing regarding learning independence using the Mann-Whittney U test showed that there was a significant difference in the average value of learning independence between the experimental class and the control class. Then, the average gain score for students’ learning independence in the experimental class was 0.64 which was included in the medium category. While the average in the control class is 0.27 in the low category. It can be concluded that the use of SSI-based e-book media is effective in increasing students’ learning independence on the material of the blood circulation system.
{"title":"Penerapan e-book berbasis socio-scientific issues dalam meningkatkan kemandirian belajar pada materi sistem sirkulasi darah","authors":"Reza Kharisma Siswi Laksono, Heru Nurcahyo, Yuni Wibowo","doi":"10.22219/jinop.v9i1.22843","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.22843","url":null,"abstract":"Independent learning is an important aspect for students to learn without being accompanied by a teacher (learning outside the classroom). The purpose of this study was to determine the effectiveness of e-books based on socio-scientific issues (SSI) in increasing students’ learning independence on the material of the blood circulation system. The research method used is a quantitative method, with a nonequivalent control group design. The sample in this study were two class XI in one high school in Yogyakarta, each class amounted to 33 students. The instrument used is a learning independence questionnaire, with reference to 5 aspects of learning independence. Hypothesis testing was carried out with the help of SPSS using the Mann Whitney U test. In addition, data analysis techniques were also carried out using the n-gain score. The results of hypothesis testing regarding learning independence using the Mann-Whittney U test showed that there was a significant difference in the average value of learning independence between the experimental class and the control class. Then, the average gain score for students’ learning independence in the experimental class was 0.64 which was included in the medium category. While the average in the control class is 0.27 in the low category. It can be concluded that the use of SSI-based e-book media is effective in increasing students’ learning independence on the material of the blood circulation system.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48949211","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}
Technological transformation in education challenges teachers' pedagogical thinking. Teachers are required to be experts in learning technology in working with students. This present study aims to develop a Liveworksheet-based LMS; and investigate the functions and practicality of the LMS Liveworksheet for Science lesson in the 6th grade. The employed methodology was Research and Development (R&D) using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) stage model. The data were obtained through questionnaires, observations, interviews, and documentation. The results indicate that the developed Liveworksheet LMS was validated by both material and media experts with the feasibility and practical validation tests of 90%. Meanwhile, the functional and substance validation tests were 85%, qualified as highly valid. Based on the questionnaire responses, 80% students scored valid, indicating that and the LMS was suitable for use. The post-test results were averagely 87%, showing a very good (effective) criteria. This finding reveals that the resulting LMS Liveworksheet is feasible, practical, functional, and substantial for learning, and is effective to improve student learning outcomes. It is implied that the development of the LMS Liveworksheet is important generate interactive content, such as open discussion forums where students can be more enthusiastic and active in learning through the LMS
{"title":"Inovasi pembelajaran berbasis digital melalui Liveworksheet untuk membudayakan keterampilan digital peserta didik","authors":"Trisakti Handayani, Fahdian Rahmandani, Achmad Muzzaki","doi":"10.22219/jinop.v9i1.26276","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.26276","url":null,"abstract":"Technological transformation in education challenges teachers' pedagogical thinking. Teachers are required to be experts in learning technology in working with students. This present study aims to develop a Liveworksheet-based LMS; and investigate the functions and practicality of the LMS Liveworksheet for Science lesson in the 6th grade. The employed methodology was Research and Development (R&D) using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) stage model. The data were obtained through questionnaires, observations, interviews, and documentation. The results indicate that the developed Liveworksheet LMS was validated by both material and media experts with the feasibility and practical validation tests of 90%. Meanwhile, the functional and substance validation tests were 85%, qualified as highly valid. Based on the questionnaire responses, 80% students scored valid, indicating that and the LMS was suitable for use. The post-test results were averagely 87%, showing a very good (effective) criteria. This finding reveals that the resulting LMS Liveworksheet is feasible, practical, functional, and substantial for learning, and is effective to improve student learning outcomes. It is implied that the development of the LMS Liveworksheet is important generate interactive content, such as open discussion forums where students can be more enthusiastic and active in learning through the LMS","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47900731","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}
Pub Date : 2023-05-31DOI: 10.22219/jinop.v9i1.25177
Ellyzabeth Sukmawati, Norif Didik Nur Imanah, Dahlia Arief Rantauni
To achieve the intended educational outcome, a learning model that puts a focus on student-centered learning must be is implemented. According to investigations of university education, lecturers still dominate the learning process, and students' critical thinking skills are still insufficient. Using STEAM in Project-Based Learning (PjBL) is one method for fostering 21st-century skills. STEAM is an acronym for science, technology, engineering, art, and mathematics. STEAM is a term that was coined after incorporating art into the STEAM teaching component. This research aims to examine the implementation and challenges of Project-Based Learning of STEAM at the university during the pandemic. This research employs literature review as its method. Furthermore, within the method it uses several national and international publications that contain theoretical or verifiable information. An organized and comprehensive examination of the publications is discussed in order to investigate the impact of STEAM-integrated project-based learning on the development of 21st-century qualifications. The results showed that the implementation of STEAM-integrated Project-Based Learning fosters students' development of 21st-century skills. STEAM-integrated PjBL allows students a hands-on learning chance to apply the topics they have studied in a project activity by fusing many domains of study. Through the learning activities, students can put their communication, scientific literacy, critical thinking, creative thinking, and scientific process abilities into practice
{"title":"Implementation and challenges of project-based learning of STEAM in the university during the pandemic: A systematic literature review","authors":"Ellyzabeth Sukmawati, Norif Didik Nur Imanah, Dahlia Arief Rantauni","doi":"10.22219/jinop.v9i1.25177","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.25177","url":null,"abstract":"To achieve the intended educational outcome, a learning model that puts a focus on student-centered learning must be is implemented. According to investigations of university education, lecturers still dominate the learning process, and students' critical thinking skills are still insufficient. Using STEAM in Project-Based Learning (PjBL) is one method for fostering 21st-century skills. STEAM is an acronym for science, technology, engineering, art, and mathematics. STEAM is a term that was coined after incorporating art into the STEAM teaching component. This research aims to examine the implementation and challenges of Project-Based Learning of STEAM at the university during the pandemic. This research employs literature review as its method. Furthermore, within the method it uses several national and international publications that contain theoretical or verifiable information. An organized and comprehensive examination of the publications is discussed in order to investigate the impact of STEAM-integrated project-based learning on the development of 21st-century qualifications. The results showed that the implementation of STEAM-integrated Project-Based Learning fosters students' development of 21st-century skills. STEAM-integrated PjBL allows students a hands-on learning chance to apply the topics they have studied in a project activity by fusing many domains of study. Through the learning activities, students can put their communication, scientific literacy, critical thinking, creative thinking, and scientific process abilities into practice","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47898659","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}
Pub Date : 2023-05-31DOI: 10.22219/jinop.v9i1.23178
Melati Astria Jayanti, Kartika Ratna Pertiwi
Coordination system content in Biology learning is still considered difficult because the material is broad, complex, and difficult to visualize in real life. Problem based learning could become an alternative learning model to train students' problem-based analysis skills and curiosity. This study aims to develop a PBL-based e-module of coordination system topic in the form of a website and to determine the effectiveness of the developed e-module to improve the analysis skills and curiosity of high school students at grade XI. The development of e-module used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Validity of e-modules was done by media and content experts. The trial of the developed e-module was conducted to XII grade students of SMA 1 Cangkringan. The research subjects were students of class XI SMA 1 Cangkringan, who were selected with purposive sampling technique. They are divided into experimental and control groups. Analysis ability was measured with essay test, while curiosity was measured with adapted the curiosity non-test instrument. Data were analyzed using Mann Whitney test. The results showed that 1) the developed e-module was feasible to use based on the assessment from material and media experts, and responses from teacher and students, 2) PBL-based e-module in the form of a website is effective in improving students' analytical skills (p=0.024) and curiosity (p=0.000). It can be concluded that PBL-based e-module can improve students' analytical skills and curiosity.
生物学习中的协调系统内容仍然被认为是困难的，因为这些内容广泛、复杂，并且难以在现实生活中可视化。基于问题的学习可以成为培养学生基于问题的分析技能和好奇心的替代学习模式。本研究旨在以网站的形式开发基于PBL的协调系统主题电子模块，并确定所开发的电子模块对提高XI年级高中生的分析技能和好奇心的有效性。电子模块的开发使用了ADDIE模型（分析、设计、开发、实施和评估）。电子模块的有效性由媒体和内容专家完成。对所开发的电子模块进行了试验，测试对象为SMA 1仓克林甘十二年级的学生。研究对象为XI SMA 1班学生。他们被分为实验组和对照组。分析能力采用作文测试，好奇心采用自制的好奇心非测试工具。使用Mann-Whitney检验对数据进行分析。结果表明：1）根据材料和媒体专家的评估以及教师和学生的回应，开发的电子模块是可行的，2）基于PBL的网站形式的电子模块在提高学生的分析能力（p=0.024）和好奇心（p=0.000）方面是有效的。
{"title":"Pengembangan e-modul berbasis pbl untuk meningkatkan kemampuan analisis dan rasa ingin tahu siswa","authors":"Melati Astria Jayanti, Kartika Ratna Pertiwi","doi":"10.22219/jinop.v9i1.23178","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.23178","url":null,"abstract":"Coordination system content in Biology learning is still considered difficult because the material is broad, complex, and difficult to visualize in real life. Problem based learning could become an alternative learning model to train students' problem-based analysis skills and curiosity. This study aims to develop a PBL-based e-module of coordination system topic in the form of a website and to determine the effectiveness of the developed e-module to improve the analysis skills and curiosity of high school students at grade XI. The development of e-module used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Validity of e-modules was done by media and content experts. The trial of the developed e-module was conducted to XII grade students of SMA 1 Cangkringan. The research subjects were students of class XI SMA 1 Cangkringan, who were selected with purposive sampling technique. They are divided into experimental and control groups. Analysis ability was measured with essay test, while curiosity was measured with adapted the curiosity non-test instrument. Data were analyzed using Mann Whitney test. The results showed that 1) the developed e-module was feasible to use based on the assessment from material and media experts, and responses from teacher and students, 2) PBL-based e-module in the form of a website is effective in improving students' analytical skills (p=0.024) and curiosity (p=0.000). It can be concluded that PBL-based e-module can improve students' analytical skills and curiosity.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45693333","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}
Pub Date : 2023-05-31DOI: 10.22219/jinop.v9i1.23884
Salasiah Ammade, Ali Rahman, N. Nurhasanah
Technology integration has begun to stir the education world particularly when COVID-19 hits the world. One of the popular learning modes during this unstable situation is flipped classroom in which class material is sent earlier to students via communication tools like WhatsApp or Telegram and will be discussed more in an online or offline class meeting. However, the implementation of this learning mode still lacks of research in terms of cognitive engagement and academic performance. In light of this issue, this study aims to research deeply the impact of the flipped classroom on students’ cognitive engagement and their academic performance in learning English particularly writing descriptive text in an outstanding class program. The subject in this research was 18 students of an outstanding class program in a private school in eastern region of Indonesia. Students learning results, observation and questionnaire were used to gather the data needed and then analyzed quantitatively. The findings showed students’ cognitive engagement needs to be encouraged to make them more active and enthusiastic to participate in the learning process. Whilst, the learning result revealed a slight improvement. In conclusion, flipped classroom in an outstanding class program may work well if it is implemented actively by all parties like teachers, students, and parents. We, therefore recommended doing further research on the issue of flipped classroom and learning achievement to enrich the world of education research.
{"title":"Students’ Cognitive Engagement and Academic Performance in A Flipped Classroom Model in Outstanding Class Program","authors":"Salasiah Ammade, Ali Rahman, N. Nurhasanah","doi":"10.22219/jinop.v9i1.23884","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.23884","url":null,"abstract":"Technology integration has begun to stir the education world particularly when COVID-19 hits the world. One of the popular learning modes during this unstable situation is flipped classroom in which class material is sent earlier to students via communication tools like WhatsApp or Telegram and will be discussed more in an online or offline class meeting. However, the implementation of this learning mode still lacks of research in terms of cognitive engagement and academic performance. In light of this issue, this study aims to research deeply the impact of the flipped classroom on students’ cognitive engagement and their academic performance in learning English particularly writing descriptive text in an outstanding class program. The subject in this research was 18 students of an outstanding class program in a private school in eastern region of Indonesia. Students learning results, observation and questionnaire were used to gather the data needed and then analyzed quantitatively. The findings showed students’ cognitive engagement needs to be encouraged to make them more active and enthusiastic to participate in the learning process. Whilst, the learning result revealed a slight improvement. In conclusion, flipped classroom in an outstanding class program may work well if it is implemented actively by all parties like teachers, students, and parents. We, therefore recommended doing further research on the issue of flipped classroom and learning achievement to enrich the world of education research.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42724757","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}
Pub Date : 2023-05-30DOI: 10.22219/jinop.v9i1.23442
M. Muslim, N. Jalinus, R. Refdinal, Ahmad Arif, Wagino Wagino
The limitations of teaching materials are not equipped with motivating content and inappropriate learning strategies, which make students feel difficult in mastering the competencies they need. The purpose of this present study is to test the level of validity of the product developed in the form of a learning module. The development procedure used is the ADDIE model. Research data was obtained through observation, interviews, and research questionnaires. The research questionnaire is used to obtain the validity value of the product being developed. The validity test was carried out in the development phase, for this reason, this research stage describes only the development phase. Validity test data was obtained by distributing questionnaires to 5 expert validators consisting of 2 expert lecturers and 3 productive teachers. The results of the study show that teaching materials developed on a project basis have a valid category. Product development will continue with revisions provided by a team of experts. The steps to be taken after the validation stage are the practicality and effectiveness of the product being developed. Teachers can also develop and arrange teaching materials so that the use of this product is not limited to the competencies that are developed. There is a need for further research regarding the development of teaching materials to create teaching materials that can motivate students in learning.
{"title":"Project-based Module Development as Teaching Material for Light Vehicle Engine Maintenance: Validity Test","authors":"M. Muslim, N. Jalinus, R. Refdinal, Ahmad Arif, Wagino Wagino","doi":"10.22219/jinop.v9i1.23442","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.23442","url":null,"abstract":"The limitations of teaching materials are not equipped with motivating content and inappropriate learning strategies, which make students feel difficult in mastering the competencies they need. The purpose of this present study is to test the level of validity of the product developed in the form of a learning module. The development procedure used is the ADDIE model. Research data was obtained through observation, interviews, and research questionnaires. The research questionnaire is used to obtain the validity value of the product being developed. The validity test was carried out in the development phase, for this reason, this research stage describes only the development phase. Validity test data was obtained by distributing questionnaires to 5 expert validators consisting of 2 expert lecturers and 3 productive teachers. The results of the study show that teaching materials developed on a project basis have a valid category. Product development will continue with revisions provided by a team of experts. The steps to be taken after the validation stage are the practicality and effectiveness of the product being developed. Teachers can also develop and arrange teaching materials so that the use of this product is not limited to the competencies that are developed. There is a need for further research regarding the development of teaching materials to create teaching materials that can motivate students in learning.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48793707","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}
Pub Date : 2023-05-30DOI: 10.22219/jinop.v9i1.23581
Gusni Satriawati, Nur . Kholis, Gelar Dwirahayu, Dindin Sobiruddin
The digital era positively impacts all aspects of life, including education. Current learning requires teachers to use technology. Technology in learning mathematics is needed, especially in geometry material. The basic concept in geometry is the ability to visualize. An excellent understanding of visualization will help students understand geometric concepts. This study aims to develop teaching materials for geometry transformation material assisted by a website with a project-based learning approach using a geometric mosaic model that the eligibility criteria for teaching materials; therefore, it can be used in teaching and learning. Research and development with the ADDIE model are conducted in this study, which consists of phases: Analysis, Design, Development, Implementation, and Evaluation. The instruments used were expert/practitioner content validation sheets and student construct validation sheets; the instrument was developed using seven aspects. Teaching materials are validated by experts and also assessed by students. Based on the results of the assessment of 7 experts/experts, it was shown that the geometry transformation teaching material obtained very appropriate criteria with an assessment percentage of 85%. In contrast, the assessment of 28 Al Hasra Depok High School students showed good criteria with an assessment percentage value of 80%. Therefore, researchers can recommend website-assisted geometry transformation teaching materials using a project-based learning approach, "geometry mosaic," which can complement existing teaching materials and be used in mathematics learning activities, especially at the high school level.
{"title":"Pengembangan Bahan ajar transformasi geometri berbantuan website: Pendekatan Project-Based-Learning Mozaik Geometri","authors":"Gusni Satriawati, Nur . Kholis, Gelar Dwirahayu, Dindin Sobiruddin","doi":"10.22219/jinop.v9i1.23581","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.23581","url":null,"abstract":"The digital era positively impacts all aspects of life, including education. Current learning requires teachers to use technology. Technology in learning mathematics is needed, especially in geometry material. The basic concept in geometry is the ability to visualize. An excellent understanding of visualization will help students understand geometric concepts. This study aims to develop teaching materials for geometry transformation material assisted by a website with a project-based learning approach using a geometric mosaic model that the eligibility criteria for teaching materials; therefore, it can be used in teaching and learning. Research and development with the ADDIE model are conducted in this study, which consists of phases: Analysis, Design, Development, Implementation, and Evaluation. The instruments used were expert/practitioner content validation sheets and student construct validation sheets; the instrument was developed using seven aspects. Teaching materials are validated by experts and also assessed by students. Based on the results of the assessment of 7 experts/experts, it was shown that the geometry transformation teaching material obtained very appropriate criteria with an assessment percentage of 85%. In contrast, the assessment of 28 Al Hasra Depok High School students showed good criteria with an assessment percentage value of 80%. Therefore, researchers can recommend website-assisted geometry transformation teaching materials using a project-based learning approach, \"geometry mosaic,\" which can complement existing teaching materials and be used in mathematics learning activities, especially at the high school level.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47442500","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}
Pub Date : 2023-05-29DOI: 10.22219/jinop.v9i1.20584
Dodik Mulyono, A. Elly
This study aims to produce an interactive number theory e-module using the Kvisoft flipbook maker application for STKIP PGRI Lubuklinggau students that is valid, practical and effective. The type of research conducted is research and development. The research stages of the interactive number theory e-module using the Kvisoft flipbook maker application were adapted from the Alessi & Trollip development model, which consisted of 4 stages of development, namely: (1) planning; (2) designs; and (3) development. And there are three attributes in it, namely (1) standards; (2) ongoing evaluation; and (3) project management. This research was conducted at STKIP PGRI Lubuklinggau. Based on the data analysis, the validity test produces an interactive number theory e-module using the Kvisoft flipbook maker application which is very valid with an average score of 4.71 and the practicality test produces an interactive number theory e-module using the very practical Kvisoft flipbook maker application with an average score of an average of 4.47 and effective seen from the average score of 74,6 learning outcomes.
{"title":"E-Modul Interaktif Teori Bilangan Menggunakan Aplikasi Kvisoft Flipbook Maker","authors":"Dodik Mulyono, A. Elly","doi":"10.22219/jinop.v9i1.20584","DOIUrl":"https://doi.org/10.22219/jinop.v9i1.20584","url":null,"abstract":"This study aims to produce an interactive number theory e-module using the Kvisoft flipbook maker application for STKIP PGRI Lubuklinggau students that is valid, practical and effective. The type of research conducted is research and development. The research stages of the interactive number theory e-module using the Kvisoft flipbook maker application were adapted from the Alessi & Trollip development model, which consisted of 4 stages of development, namely: (1) planning; (2) designs; and (3) development. And there are three attributes in it, namely (1) standards; (2) ongoing evaluation; and (3) project management. This research was conducted at STKIP PGRI Lubuklinggau. Based on the data analysis, the validity test produces an interactive number theory e-module using the Kvisoft flipbook maker application which is very valid with an average score of 4.71 and the practicality test produces an interactive number theory e-module using the very practical Kvisoft flipbook maker application with an average score of an average of 4.47 and effective seen from the average score of 74,6 learning outcomes.","PeriodicalId":32038,"journal":{"name":"JINOP Jurnal Inovasi Pembelajaran","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42931441","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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