The study aims to identify the influence of facilities and the Merdeka Curriculum on students’ achievement through knowledge and learning quality. It is quantitative research with an ex post facto approach surveying 120 students selected through a purposive sampling technique. Data were analyzed using path analysis and the Sobel test. The findings show that facilities directly negatively and significantly influence the students’ achievement. Adequate learning facilities support the students’ learning quality. Learning quality has a positive and significant influence on students’ learning achievement. Facilities positively and significantly influence the Merdeka curriculum. It means that the presence of the Merdeka curriculum, which is being implemented, cannot be separated from the availability of facilities to support the learning activities at school
{"title":"Facilities and Merdeka Curriculum Influence Students’ Achievement Through Knowledge and Learning Quality","authors":"E. R. Dewi, A. Alam","doi":"10.26858/est.v8i3.42357","DOIUrl":"https://doi.org/10.26858/est.v8i3.42357","url":null,"abstract":"The study aims to identify the influence of facilities and the Merdeka Curriculum on students’ achievement through knowledge and learning quality. It is quantitative research with an ex post facto approach surveying 120 students selected through a purposive sampling technique. Data were analyzed using path analysis and the Sobel test. The findings show that facilities directly negatively and significantly influence the students’ achievement. Adequate learning facilities support the students’ learning quality. Learning quality has a positive and significant influence on students’ learning achievement. Facilities positively and significantly influence the Merdeka curriculum. It means that the presence of the Merdeka curriculum, which is being implemented, cannot be separated from the availability of facilities to support the learning activities at school","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78253811","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}
Penelitian ini bertujuan untuk mengetahui tingkat pemanfaatan teknologi smartphone dalam mengukur kemampuan berfikir kritis peserta didik, sehingga dapat dijadikan acuan dalam perubahan peraturan didalam kampu (peraturan tata tertib taruna / PT3), dimana peserta didik hanya diperkenankan memanfaatkan smartphone pada kondisi tertentu. Jenis penelitian yang digunakan ex-post facto dengan jumlah sampel peserta didik bidang teknik penerbangan sebanyak 48 orang (sampel penuh) dengan kelas yang berbeda. Metode penelitian yang digunakan adalah penelitian Quasi eksperimen dengan Nonequivalent Control Group Design (jenis pre-test dan post-test). Instrumen yang digunakan berupa lembar observasi dan tes prestasi peserta didik yang telah dinyatakan valid dan reliabel. Data penelitian dianalisis dengan aplikasi SPSS.16.0. Hasil penelitian menunjukkan bahwa hasil uji validitas variable kemahiran menggunakan teknologi dengan jumlah 10 butir pertanyaan dan berdasarkan perbandingan nilai R hitung dengan nilai R tabel dapat dikategorikan valid dan pada butir soal nomor 4 dengan nilai R hitung tertinggi sebesar 0.903, nilai pre-test dikelas inquty-1 diperoleh taraf signifikan nilai pre-test sebesar 0,369 > α (0,05), dan pada kelas inquiry-2 diperoleh taraf signifikan nilai pre-test sebesar 0,358 > α (0,05), hasil pengujian hipotesis kemampuan berpikir kritis untuk uji t independent memperoleh hasil sig (2- tailed) <0,05 yaitu 0,00 ini menunjukkan bahwa H0 ditolak dan H1 diterima. uji multikolinearitas tolerance dan VIF yang diperoleh dari data variable independent model pembelajaran inquiry terhadap data dependent kemampuan berfikir kritis dengan nilai koefisien regresi variabel inquiry sebesar 0.082 dan 0.191 dengan tanda positif menyatakan apabila jika tingkat inquiry naik satu satuan dengan asumsi variabel bebas lainnya konstan, maka kemampuan berfikir kritis akan naik sebesar 0.082 dan 0.191. Dari kesimpulan diatas tampak bahwa tidak ada variabel yang menyebabkan penurunan nilai kemampuan berfikir kritis
{"title":"The Influence of Proficiency Level Using Smartphone Technology on Critical Thinking Ability","authors":"F. Sabur, Musri Kona","doi":"10.26858/est.v8i3.39341","DOIUrl":"https://doi.org/10.26858/est.v8i3.39341","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui tingkat pemanfaatan teknologi smartphone dalam mengukur kemampuan berfikir kritis peserta didik, sehingga dapat dijadikan acuan dalam perubahan peraturan didalam kampu (peraturan tata tertib taruna / PT3), dimana peserta didik hanya diperkenankan memanfaatkan smartphone pada kondisi tertentu. Jenis penelitian yang digunakan ex-post facto dengan jumlah sampel peserta didik bidang teknik penerbangan sebanyak 48 orang (sampel penuh) dengan kelas yang berbeda. Metode penelitian yang digunakan adalah penelitian Quasi eksperimen dengan Nonequivalent Control Group Design (jenis pre-test dan post-test). Instrumen yang digunakan berupa lembar observasi dan tes prestasi peserta didik yang telah dinyatakan valid dan reliabel. Data penelitian dianalisis dengan aplikasi SPSS.16.0. Hasil penelitian menunjukkan bahwa hasil uji validitas variable kemahiran menggunakan teknologi dengan jumlah 10 butir pertanyaan dan berdasarkan perbandingan nilai R hitung dengan nilai R tabel dapat dikategorikan valid dan pada butir soal nomor 4 dengan nilai R hitung tertinggi sebesar 0.903, nilai pre-test dikelas inquty-1 diperoleh taraf signifikan nilai pre-test sebesar 0,369 > α (0,05), dan pada kelas inquiry-2 diperoleh taraf signifikan nilai pre-test sebesar 0,358 > α (0,05), hasil pengujian hipotesis kemampuan berpikir kritis untuk uji t independent memperoleh hasil sig (2- tailed) <0,05 yaitu 0,00 ini menunjukkan bahwa H0 ditolak dan H1 diterima. uji multikolinearitas tolerance dan VIF yang diperoleh dari data variable independent model pembelajaran inquiry terhadap data dependent kemampuan berfikir kritis dengan nilai koefisien regresi variabel inquiry sebesar 0.082 dan 0.191 dengan tanda positif menyatakan apabila jika tingkat inquiry naik satu satuan dengan asumsi variabel bebas lainnya konstan, maka kemampuan berfikir kritis akan naik sebesar 0.082 dan 0.191. Dari kesimpulan diatas tampak bahwa tidak ada variabel yang menyebabkan penurunan nilai kemampuan berfikir kritis","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"291 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73202916","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}
Z Generation is a generation that is unique from the previous generation because it has technological capabilities and lives in an era of advanced technology. This uniqueness requires Z generation to have 21st-century skills to adapt to the demands of the industrial era 4.0. However, not all Z Generation have these skills and adaptability. Therefore, this study aims to describe and distinguish the skills of 21st-century students as seen from the level of lectures and gender differences. This type of research is descriptive quantitative research. The sample in this study amounted to 268 students from 9 faculties, namely Education, Language, Engineering, art, psychology, social science, sports, economics and science. This sample consisted of 130 women and 138 men. The measuring instrument in this study uses an adaptation of the 21st-century skill instrument, which consists of 4 aspects: 1) Information and technology literacy skills, 2) Entrepreneurship and innovation skills, 3) Social responsibility and leadership skills, and 4) career consciousness. Techniques of data analysis using descriptive statistical data analysis and ANOVA using JASP assistance. The results showed that there were differences in students' 21st-century skills based on semester level, and there were differences in students' 21st-century skills based on gender.
{"title":"Different 21st Century Skills Among Z Generation in The Higher Education Based On The Level of Students, and Gender Difference","authors":"Suciani Latif, N. Umar, Yasdin Yasdin","doi":"10.26858/est.v8i2.36106","DOIUrl":"https://doi.org/10.26858/est.v8i2.36106","url":null,"abstract":"Z Generation is a generation that is unique from the previous generation because it has technological capabilities and lives in an era of advanced technology. This uniqueness requires Z generation to have 21st-century skills to adapt to the demands of the industrial era 4.0. However, not all Z Generation have these skills and adaptability. Therefore, this study aims to describe and distinguish the skills of 21st-century students as seen from the level of lectures and gender differences. This type of research is descriptive quantitative research. The sample in this study amounted to 268 students from 9 faculties, namely Education, Language, Engineering, art, psychology, social science, sports, economics and science. This sample consisted of 130 women and 138 men. The measuring instrument in this study uses an adaptation of the 21st-century skill instrument, which consists of 4 aspects: 1) Information and technology literacy skills, 2) Entrepreneurship and innovation skills, 3) Social responsibility and leadership skills, and 4) career consciousness. Techniques of data analysis using descriptive statistical data analysis and ANOVA using JASP assistance. The results showed that there were differences in students' 21st-century skills based on semester level, and there were differences in students' 21st-century skills based on gender.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74500550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the effect of digital comic media, including self-awareness comics and self-regulation comics, on the social skills of elementary school students. This study used a quantitative approach with an ex post facto design involving 180 students selected through a purposive sampling technique. Data were analyzed using classical assumption testing and multiple linear regression analysis. The study results show that digital comic media based on Android, which contains material on self-awareness and self-regulation, positively and significantly improved students' social skills in the context of self-management about the prevention of Covid-19 in the daily social environment of the school. Self-awareness and self-regulation content as part of social skills presented in an Android-based digital comic version become students' daily reading to implement health protocols at school. Self-awareness and self-regulation comics can raise sensitivity to students’ self-introspection in recognizing feelings converted into positive behaviors and managing themselves in synergy with the learning environment, interacting and making decisions independently to solve their internal problems.
{"title":"The Influence of Android-Based Digital Comics on the Social Skills to Prevent the Covid-19 Through Student Social Interaction","authors":"Muhammad Rais, Hartoto Hartoto, F. Aryani","doi":"10.26858/est.v8i3.37318","DOIUrl":"https://doi.org/10.26858/est.v8i3.37318","url":null,"abstract":"This study aims to determine the effect of digital comic media, including self-awareness comics and self-regulation comics, on the social skills of elementary school students. This study used a quantitative approach with an ex post facto design involving 180 students selected through a purposive sampling technique. Data were analyzed using classical assumption testing and multiple linear regression analysis. The study results show that digital comic media based on Android, which contains material on self-awareness and self-regulation, positively and significantly improved students' social skills in the context of self-management about the prevention of Covid-19 in the daily social environment of the school. Self-awareness and self-regulation content as part of social skills presented in an Android-based digital comic version become students' daily reading to implement health protocols at school. Self-awareness and self-regulation comics can raise sensitivity to students’ self-introspection in recognizing feelings converted into positive behaviors and managing themselves in synergy with the learning environment, interacting and making decisions independently to solve their internal problems.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"592 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87289830","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 Digital era is a period or Era where almost all fields in the order of life have been assisted by digital technology. In the context of education, digital competence can be interpreted as the use of technology in a convincing, appropriate, and safe way to achieve learning and educational goals. The research objective is to reveal the digital literacy skills of Singkawang City Junior High School students through 5M activities to support independent learning. The research method uses a quantitative approach. Researchers directly collect this study's source of data from the original subject, namely junior high school (SMP) students. This research was conducted in a junior high school in Singkawang City. The population of this study was as straight as junior high school students from grades VII-VIII from the age of 12 to 15 years, totaling 125. The sampling technique is probability sampling, namely area (cluster) sampling. The data collection technique used in this study was a test question. The instrument used to measure the variable of students' digital literacy ability was previously tested for validity and reliability. Data analysis technique to test research questions with ANOVA test with sig.0.05. The study results showed that the significant value data for each school was greater than 0.05, which means that the data is normally distributed. The five variants of the five schools that represent the population are the same (homogeneous). Digital literacy skills using 5M activities positively impact the learning process to support independent learning. There is a difference in the average digital literacy ability of junior high school students in Singkawang City after being given planting using 5M activities with a sig value of 0.00 < 0.05. But the results obtained by each school is different, but the results are still in the very good category
{"title":"Student Digital Literacy in Singkawang School Through 5M Activities for Independent Learning","authors":"A. Mursidi, Buyung Buyung, E. Murdani","doi":"10.26858/est.v8i3.35797","DOIUrl":"https://doi.org/10.26858/est.v8i3.35797","url":null,"abstract":"The Digital era is a period or Era where almost all fields in the order of life have been assisted by digital technology. In the context of education, digital competence can be interpreted as the use of technology in a convincing, appropriate, and safe way to achieve learning and educational goals. The research objective is to reveal the digital literacy skills of Singkawang City Junior High School students through 5M activities to support independent learning. The research method uses a quantitative approach. Researchers directly collect this study's source of data from the original subject, namely junior high school (SMP) students. This research was conducted in a junior high school in Singkawang City. The population of this study was as straight as junior high school students from grades VII-VIII from the age of 12 to 15 years, totaling 125. The sampling technique is probability sampling, namely area (cluster) sampling. The data collection technique used in this study was a test question. The instrument used to measure the variable of students' digital literacy ability was previously tested for validity and reliability. Data analysis technique to test research questions with ANOVA test with sig.0.05. The study results showed that the significant value data for each school was greater than 0.05, which means that the data is normally distributed. The five variants of the five schools that represent the population are the same (homogeneous). Digital literacy skills using 5M activities positively impact the learning process to support independent learning. There is a difference in the average digital literacy ability of junior high school students in Singkawang City after being given planting using 5M activities with a sig value of 0.00 < 0.05. But the results obtained by each school is different, but the results are still in the very good category","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80877696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Haling, S. Sudirman, N. Nasruddin, S. Syamsuddin, A. Halik
This study aimed to develop character-based Natural Science teaching materials to improve students' creative thinking skills. The research design is development research with procedures, namely initial information collection, designing, development, assessment, product revision, and dissemination and implementation. The teaching material products assessment was the text of character-based Natural Science teaching materials, guidebooks, and student worksheets. Products assessment was carried out in three stages of assessment, namely the assessment of validity, practicality, and effectiveness. The research has lasted for two years. The product testing subjects were 5 experts and the field trial subjects were the first-grade teachers and students in five elementary schools in Bone regency, South Sulawesi, Indonesia. The data collection was conducted through validation questionnaires for teaching materials, teacher and student response questionnaires, interview guides, and learning outcomes test. The data which was obtained consist of qualitative and quantitative. The data analysis descriptive through validity, practicality, and effectiveness analysis. The results of the study showed that those teaching materials are valid, practical, and effective. In doing so, they can be disseminated and implemented to improve student creative thinking skills in elementary school.
{"title":"Development of Character-Based Science Teaching Materials Using the Webbed Model to Improve Students' Creative Thinking Skills","authors":"A. Haling, S. Sudirman, N. Nasruddin, S. Syamsuddin, A. Halik","doi":"10.26858/est.v8i3.39360","DOIUrl":"https://doi.org/10.26858/est.v8i3.39360","url":null,"abstract":" This study aimed to develop character-based Natural Science teaching materials to improve students' creative thinking skills. The research design is development research with procedures, namely initial information collection, designing, development, assessment, product revision, and dissemination and implementation. The teaching material products assessment was the text of character-based Natural Science teaching materials, guidebooks, and student worksheets. Products assessment was carried out in three stages of assessment, namely the assessment of validity, practicality, and effectiveness. The research has lasted for two years. The product testing subjects were 5 experts and the field trial subjects were the first-grade teachers and students in five elementary schools in Bone regency, South Sulawesi, Indonesia. The data collection was conducted through validation questionnaires for teaching materials, teacher and student response questionnaires, interview guides, and learning outcomes test. The data which was obtained consist of qualitative and quantitative. The data analysis descriptive through validity, practicality, and effectiveness analysis. The results of the study showed that those teaching materials are valid, practical, and effective. In doing so, they can be disseminated and implemented to improve student creative thinking skills in elementary school.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90460422","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}
Latri Latri, Hardianto Rahman, Ramlan Mahmud, Andi Fajar Asti, Diarti Angraningsi, J. Jamaluddin, Umar Umar
Social Science textbooks tend to be less dynamic and integrative with Islamic values and local culture. This research is aimed to compose an integrated social science learning textbook which is valid, practical, and effective in improving students’ nationalism character. Type of research and development (R&D) with 4D model procedures (define, design, develop and disseminate) to fulfill the procedure of development. The developed textbook that fulfills scientists’ validity result and its practical use as the participants’ valuation and the implementation of learning. It can enhance students’ nationalism characters and contribute to learning on the character education program, preventive action, enhance the understanding of social, religious, and cultural life values and it should be widely recognized by educators.
{"title":"Development of Social Science Textbooks Integrated with Islamic and Local Culture Values","authors":"Latri Latri, Hardianto Rahman, Ramlan Mahmud, Andi Fajar Asti, Diarti Angraningsi, J. Jamaluddin, Umar Umar","doi":"10.26858/est.v8i2.38693","DOIUrl":"https://doi.org/10.26858/est.v8i2.38693","url":null,"abstract":"Social Science textbooks tend to be less dynamic and integrative with Islamic values and local culture. This research is aimed to compose an integrated social science learning textbook which is valid, practical, and effective in improving students’ nationalism character. Type of research and development (R&D) with 4D model procedures (define, design, develop and disseminate) to fulfill the procedure of development. The developed textbook that fulfills scientists’ validity result and its practical use as the participants’ valuation and the implementation of learning. It can enhance students’ nationalism characters and contribute to learning on the character education program, preventive action, enhance the understanding of social, religious, and cultural life values and it should be widely recognized by educators.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83226872","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}
Ahmad Fadhil Imran, D. Priantinah, Ismi Solikhatun
This study aims to develop an electronic accounting module with a feasible and effective problem-solving approach to improve students' critical thinking skills in distance learning. This Research and Development (RnD) use the Borg & Gall development model. The feasibility test was carried out by the material, media and teachers as well as students with a pretest and posttest to determine its effectiveness. Data were analyzed using the N-Gain test, Prerequisite Test in the form of normality and homogeneity, including Independent t-test to test the hypothesis. This research produces an accounting e-module product that can be accessed using a flipped book application. This product is declared feasible and effective to improve students' critical thinking skills at SMK Negeri 1 Makassar. The results of the effectiveness test by calculating the N-Gain showed the average value of the experimental class was 56.80, while the average value of the control class was 28.77. The results of the independent t-test analysis also yielded sig values. (2-tailed) <0.05, so the conclusion is that there is a difference in students' critical thinking skills between the experimental class that uses the product and the control class that does not use the product.
本研究旨在开发一个可行且有效的电子会计模块，以提高学生在远程学习中的批判性思维能力。这项研究和开发(RnD)使用Borg & Gall开发模式。通过材料、媒体和教师以及学生进行可行性测试，并进行前测和后测，以确定其有效性。数据分析采用N-Gain检验，以正态性和齐性的形式进行前提检验，包括独立t检验来检验假设。本研究产生了一个会计电子模块产品，可以使用翻转图书应用程序访问。该产品在SMK Negeri 1 Makassar被认为是可行和有效的，可以提高学生的批判性思维能力。计算N-Gain的有效性检验结果显示，实验班的平均值为56.80，对照组的平均值为28.77。独立t检验分析的结果也产生了sig值。(2-tailed) <0.05，因此结论是使用该产品的实验班与未使用该产品的控制班在学生的批判性思维能力上存在差异。
{"title":"Development of Accounting E-Module to Improve Students' Critical Thinking Ability","authors":"Ahmad Fadhil Imran, D. Priantinah, Ismi Solikhatun","doi":"10.26858/est.v8i1.24109","DOIUrl":"https://doi.org/10.26858/est.v8i1.24109","url":null,"abstract":"This study aims to develop an electronic accounting module with a feasible and effective problem-solving approach to improve students' critical thinking skills in distance learning. This Research and Development (RnD) use the Borg & Gall development model. The feasibility test was carried out by the material, media and teachers as well as students with a pretest and posttest to determine its effectiveness. Data were analyzed using the N-Gain test, Prerequisite Test in the form of normality and homogeneity, including Independent t-test to test the hypothesis. This research produces an accounting e-module product that can be accessed using a flipped book application. This product is declared feasible and effective to improve students' critical thinking skills at SMK Negeri 1 Makassar. The results of the effectiveness test by calculating the N-Gain showed the average value of the experimental class was 56.80, while the average value of the control class was 28.77. The results of the independent t-test analysis also yielded sig values. (2-tailed) <0.05, so the conclusion is that there is a difference in students' critical thinking skills between the experimental class that uses the product and the control class that does not use the product.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90089760","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}
Concept mastery is the based ability of higher-order thinking skills in the era of society 5.0. Increased understanding of the concept is in line with the practice of dependent on active learning activities by students. The purpose of the study was to determine the effect of problem-based learning on the concept mastery and learning activities of students. The research method used is a quasi-experimental research design with a non-equivalent pretest-posttest control group. The sample had selected through purposive random sampling. The instrument used is a conceptual understanding test instrument with an indicator of adaptation knowledge dimensions from Bloom's taxonomy and a learning activity instrument of a questionnaire. In the results of this study, there are differences between the experimental class and the control class on understanding concepts and learning activities of students; the PBL model increase students' concept mastery
{"title":"Problem-based Learning: Improving Students’ Concept Mastery and Learning Activities","authors":"Susanti Bili, S. Suparmi, S. Sarwanto","doi":"10.26858/est.v8i1.21970","DOIUrl":"https://doi.org/10.26858/est.v8i1.21970","url":null,"abstract":"Concept mastery is the based ability of higher-order thinking skills in the era of society 5.0. Increased understanding of the concept is in line with the practice of dependent on active learning activities by students. The purpose of the study was to determine the effect of problem-based learning on the concept mastery and learning activities of students. The research method used is a quasi-experimental research design with a non-equivalent pretest-posttest control group. The sample had selected through purposive random sampling. The instrument used is a conceptual understanding test instrument with an indicator of adaptation knowledge dimensions from Bloom's taxonomy and a learning activity instrument of a questionnaire. In the results of this study, there are differences between the experimental class and the control class on understanding concepts and learning activities of students; the PBL model increase students' concept mastery","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82961349","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 analyze the students’ self-esteem and self-efficacy attending online courses of an MBKM exchange program. It was organized by three participating universities using SPADA DIKTI. Quantitatively, the study employed an online questionnaire to collect the data from 80 participating students (N=80). The statistical analysis, which included multiple regression analysis, was performed using SPSS 26. The findings indicate that the variables self-esteem and self-efficacy have a significant and beneficial effect on students enrolled in concurrent online courses. Statistically, the study used an F test and a T-test to identify the considerable impact of the measured variables. The results show that both variables have a substantial and beneficial impact on students enrolled in concurrent online courses. The students’ self-esteem excels academically, primarily through the online teaching and learning system. Meanwhile, the students with mastery experience subcomponents accepted new challenges and succeeded in doing them. Based on hypothesis testing, there is a significant effect between self-esteem and self-efficacy on students who attended online courses, which amounted to 48.9%. Yet, self-esteem and self-efficacy regression coefficients also positively affect online lectures.
{"title":"Self-Esteem and Self-Efficacy of Students' Attending Online Courses Through MBKM Program","authors":"S. Nur, N. D. Vega, Anugrah Puspita Ayu Muhammad","doi":"10.26858/est.v8i1.30922","DOIUrl":"https://doi.org/10.26858/est.v8i1.30922","url":null,"abstract":"This study aims to analyze the students’ self-esteem and self-efficacy attending online courses of an MBKM exchange program. It was organized by three participating universities using SPADA DIKTI. Quantitatively, the study employed an online questionnaire to collect the data from 80 participating students (N=80). The statistical analysis, which included multiple regression analysis, was performed using SPSS 26. The findings indicate that the variables self-esteem and self-efficacy have a significant and beneficial effect on students enrolled in concurrent online courses. Statistically, the study used an F test and a T-test to identify the considerable impact of the measured variables. The results show that both variables have a substantial and beneficial impact on students enrolled in concurrent online courses. The students’ self-esteem excels academically, primarily through the online teaching and learning system. Meanwhile, the students with mastery experience subcomponents accepted new challenges and succeeded in doing them. Based on hypothesis testing, there is a significant effect between self-esteem and self-efficacy on students who attended online courses, which amounted to 48.9%. Yet, self-esteem and self-efficacy regression coefficients also positively affect online lectures.","PeriodicalId":32068,"journal":{"name":"Journal of EST Educational Science And Technology","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74855431","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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