Pub Date : 2023-08-01DOI: 10.23887/jpp.v56i2.65922
Lidyawati Sri Lestari, Zaka Hadikusuma Ramadan
This research is motivated by the decline in students' global diversity character as well as the lack of optimization of its application in elementary schools. This study aims to analyze the effectiveness of cultural and civic literacy through creativity performances in improving students' global diversity character in elementary schools. The method used in this research is a quasi-experiment method with a non-equivalent control group design using an experimental class and a control class. Data analysis techniques in this study used descriptive analysis and prerequisite tests, namely the normality test and homogeneity test. Furthermore, hypothesis testing was carried out with the Independent Sample T-Test test and N-Gain data analysis. The results of this study show that applying cultural and civic literacy through creative performances effectively improves the character of global diversity of fifth grade elementary school students. There is significant difference in effectiveness between the experimental group and the control group on the global diversity character of grade V elementary school students. The treatment in the experimental group by implementing cultural literacy and citizenship through staging creativity is effective in increasing the character of global diversity in fifth grade elementary school students.
{"title":"The Effectiveness of Cultural Literacy and Citizenship through Staging Creativity against Global Diversity Characters of Elementary School Students","authors":"Lidyawati Sri Lestari, Zaka Hadikusuma Ramadan","doi":"10.23887/jpp.v56i2.65922","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.65922","url":null,"abstract":"This research is motivated by the decline in students' global diversity character as well as the lack of optimization of its application in elementary schools. This study aims to analyze the effectiveness of cultural and civic literacy through creativity performances in improving students' global diversity character in elementary schools. The method used in this research is a quasi-experiment method with a non-equivalent control group design using an experimental class and a control class. Data analysis techniques in this study used descriptive analysis and prerequisite tests, namely the normality test and homogeneity test. Furthermore, hypothesis testing was carried out with the Independent Sample T-Test test and N-Gain data analysis. The results of this study show that applying cultural and civic literacy through creative performances effectively improves the character of global diversity of fifth grade elementary school students. There is significant difference in effectiveness between the experimental group and the control group on the global diversity character of grade V elementary school students. The treatment in the experimental group by implementing cultural literacy and citizenship through staging creativity is effective in increasing the character of global diversity in fifth grade elementary school students.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83353854","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.45804
Fida Pangesti, Arti Prihatini, Fauzan
Foreign students face challenges in Indonesian language learning, especially grammar. Thus, they can use grammar learning strategies to understand grammar. However, research on grammar learning strategies from BIPA students’ points of view is still limited. In filling this gap, this study aims to analyze (1) strategies for learning Indonesian grammar for BIPA students and (2) the pedagogical implications of learning strategies for grammar for BIPA students. This research is a quantitative descriptive case study. The quantitative data were obtained from Grammar Learning Strategies (GLS) questionnaire. Furthermore, verbal data from respondents was obtained from semi-structured interviews. The research participants were 30 foreign students (BIPA students). Data were analyzed by using Likert-scale descriptive statistics and qualitative analysis consisting of transcription, codification, interpretation, validation, and drawing conclusions. This study found that the strategy most frequently used by BIPA students was social strategy (mean=4.28), followed respectively by metacognitive strategy (mean=4.15), cognitive strategy (mean=4.13), and affective strategy (mean=3.37). The pedagogical implication was that grammar learning needs to be designed by a contextual-communicative approach so that it can accommodate the preference of BIPA students’ learning strategies.
{"title":"The Learning Strategy for Indonesian Grammar: Students’ Perspective on Indonesian Language for Foreign Speakers","authors":"Fida Pangesti, Arti Prihatini, Fauzan","doi":"10.23887/jpp.v56i2.45804","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.45804","url":null,"abstract":"Foreign students face challenges in Indonesian language learning, especially grammar. Thus, they can use grammar learning strategies to understand grammar. However, research on grammar learning strategies from BIPA students’ points of view is still limited. In filling this gap, this study aims to analyze (1) strategies for learning Indonesian grammar for BIPA students and (2) the pedagogical implications of learning strategies for grammar for BIPA students. This research is a quantitative descriptive case study. The quantitative data were obtained from Grammar Learning Strategies (GLS) questionnaire. Furthermore, verbal data from respondents was obtained from semi-structured interviews. The research participants were 30 foreign students (BIPA students). Data were analyzed by using Likert-scale descriptive statistics and qualitative analysis consisting of transcription, codification, interpretation, validation, and drawing conclusions. This study found that the strategy most frequently used by BIPA students was social strategy (mean=4.28), followed respectively by metacognitive strategy (mean=4.15), cognitive strategy (mean=4.13), and affective strategy (mean=3.37). The pedagogical implication was that grammar learning needs to be designed by a contextual-communicative approach so that it can accommodate the preference of BIPA students’ learning strategies.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"149 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86126963","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.65850
Angge Sapto Mubharokh, Hapizah, Ely Susanti
Learners still have difficulty in using patterns and relationships to analyze mathematical situations. The purpose of this study was to positively impact E-LKPD on number pattern material based on computational thinking with Malay Islamic context on students' mathematical reasoning. This research is design research with the type of development studies that have preliminary research, prototype stage, and summative evaluation stages. Data collection techniques in this research are questionnaires, interviews, and tests. The data analysis techniques in this study are questionnaires and interviews conducted qualitatively and tests measured based on mathematical reasoning indicators. The result of this research is that the E-LKPD developed is valid which is obtained from the results of expert validation and confirmation of students who get comments and suggestions. In addition, the E-LKPD which is practical can be seen from students responding to the E-LKPD. The impact that occurs after applying E-LKPD is that it makes students able to write what is known from the problem, able to find patterns and connect them, to determine the right solution procedure. The research conclusion shows that the application of E-LKPD based on computational thinking has an impact on students' mathematical reasoning ability. The implication of this research can improve students' critical thinking skills.
{"title":"The Positive Impact of E-LKPD Material on Number Patterns Based on Computational Thinking with the Malay Islamic Context on Students' Mathematical Reasoning","authors":"Angge Sapto Mubharokh, Hapizah, Ely Susanti","doi":"10.23887/jpp.v56i2.65850","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.65850","url":null,"abstract":"Learners still have difficulty in using patterns and relationships to analyze mathematical situations. The purpose of this study was to positively impact E-LKPD on number pattern material based on computational thinking with Malay Islamic context on students' mathematical reasoning. This research is design research with the type of development studies that have preliminary research, prototype stage, and summative evaluation stages. Data collection techniques in this research are questionnaires, interviews, and tests. The data analysis techniques in this study are questionnaires and interviews conducted qualitatively and tests measured based on mathematical reasoning indicators. The result of this research is that the E-LKPD developed is valid which is obtained from the results of expert validation and confirmation of students who get comments and suggestions. In addition, the E-LKPD which is practical can be seen from students responding to the E-LKPD. The impact that occurs after applying E-LKPD is that it makes students able to write what is known from the problem, able to find patterns and connect them, to determine the right solution procedure. The research conclusion shows that the application of E-LKPD based on computational thinking has an impact on students' mathematical reasoning ability. The implication of this research can improve students' critical thinking skills.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83165809","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.46766
Yulius Rustan Effendi, Piet A. Sahertian
The low quality of learning today is marked by the low learning outcomes of students. One of the indicators causing the low quality of learning is the weakness of school principals in academic supervision activities to leverage and empower the teaching potential of teachers. Thus, it is important to construct principals' academic supervision activities based on humanistic spirituality values according to the independent curriculum guidelines. The purpose of this study is to describe the reasons for implementing humanistic spiritual values and the role of the principal in academic supervision activities. The research method uses qualitative research, case study design. The participants in this study were 3 principals and 3 senior teachers from the 2 schools studied. Data collection through interviews, observation, and documentation studies. Data analysis used a modified analytic analysis method. The results of the study explain the reason for the principal's application of humanistic spiritual values (personal characteristics, the spirit that is lived in the school environment, and the appreciation of religious teachings) in academic supervision. In addition, the role of the principal in academic supervision is proven through ethical behavior, sincerity, patience, humility, sensibility, friendliness, equality, open communication, mutual respect. This research has implications for the development of school principals' academic supervision based on humanistic spiritual values in an effort to empower the teaching potential of teachers as evidenced by an increase in student achievement motivation.
{"title":"Principal Academic Supervision in the Construction of Merdeka Curriculum Based on Humanistic Spiritual Values","authors":"Yulius Rustan Effendi, Piet A. Sahertian","doi":"10.23887/jpp.v56i2.46766","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.46766","url":null,"abstract":"The low quality of learning today is marked by the low learning outcomes of students. One of the indicators causing the low quality of learning is the weakness of school principals in academic supervision activities to leverage and empower the teaching potential of teachers. Thus, it is important to construct principals' academic supervision activities based on humanistic spirituality values according to the independent curriculum guidelines. The purpose of this study is to describe the reasons for implementing humanistic spiritual values and the role of the principal in academic supervision activities. The research method uses qualitative research, case study design. The participants in this study were 3 principals and 3 senior teachers from the 2 schools studied. Data collection through interviews, observation, and documentation studies. Data analysis used a modified analytic analysis method. The results of the study explain the reason for the principal's application of humanistic spiritual values (personal characteristics, the spirit that is lived in the school environment, and the appreciation of religious teachings) in academic supervision. In addition, the role of the principal in academic supervision is proven through ethical behavior, sincerity, patience, humility, sensibility, friendliness, equality, open communication, mutual respect. This research has implications for the development of school principals' academic supervision based on humanistic spiritual values in an effort to empower the teaching potential of teachers as evidenced by an increase in student achievement motivation.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78362303","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.59938
Aang Rohyana, Dicky Tri Juniar, Jusuf Blegur
Learning design should ideally support increased learning activities and student understanding, but in fact there are still various problems in its implementation, for example students lack concentration, are less active in asking questions, and are low motivated in seeking information. This study aims to analyze the improvement of the Sharing and Knowing (SHARK) learning model on student learning activities and understanding of the material "Musca Moston’s teaching style in Physical Education learning". This study used a quantitative experimental method using a post-test only control group design involving 41 participants. The research instrument uses guidelines for six learning activity behaviours to measure learning activities and five essay questions to measure student understanding levels. Assessment results data were analyzed descriptively and independent sample test using Microsoft excel and SPSS tool pack analysis. The results of the study proved that there was a significant increase in student learning activity and understanding from the SHARK learning model experimental group. Thus, the SHARK learning model is effective for lecturers to use in increasing student learning activities and understanding. The implication is that student-centered learning activities help them to be more enthusiastic, interactive, and responsible for group assignments, as well as increase students' knowledge and understanding in higher-order thinking processes.
学习设计在理想上应该支持增加的学习活动和学生的理解，但实际上在实施过程中仍然存在各种问题，如学生注意力不集中，提问积极性不高，寻找信息的积极性不高。本研究旨在分析SHARK (Sharing and know)学习模式对学生学习活动和对《Musca Moston’s teaching style in sports Education learning》教材理解的改善。本研究采用定量实验方法，采用后验对照组设计，共41人。研究工具使用六种学习活动行为的指导方针来衡量学习活动和五个论文问题来衡量学生的理解水平。评价结果数据采用Microsoft excel和SPSS软件包分析进行描述性分析和独立样本检验。研究结果证明，与SHARK学习模型实验组相比，学生的学习活动和理解能力有了明显的提高。因此，SHARK学习模式对讲师来说是有效的，可以用来增加学生的学习活动和理解。这意味着以学生为中心的学习活动有助于他们更加热情，互动和负责小组作业，并增加学生在高阶思维过程中的知识和理解。
{"title":"Sharing and Knowing Learning Model: Is it Effective in Increasing Student Learning Activities and Understanding?","authors":"Aang Rohyana, Dicky Tri Juniar, Jusuf Blegur","doi":"10.23887/jpp.v56i2.59938","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.59938","url":null,"abstract":"Learning design should ideally support increased learning activities and student understanding, but in fact there are still various problems in its implementation, for example students lack concentration, are less active in asking questions, and are low motivated in seeking information. This study aims to analyze the improvement of the Sharing and Knowing (SHARK) learning model on student learning activities and understanding of the material \"Musca Moston’s teaching style in Physical Education learning\". This study used a quantitative experimental method using a post-test only control group design involving 41 participants. The research instrument uses guidelines for six learning activity behaviours to measure learning activities and five essay questions to measure student understanding levels. Assessment results data were analyzed descriptively and independent sample test using Microsoft excel and SPSS tool pack analysis. The results of the study proved that there was a significant increase in student learning activity and understanding from the SHARK learning model experimental group. Thus, the SHARK learning model is effective for lecturers to use in increasing student learning activities and understanding. The implication is that student-centered learning activities help them to be more enthusiastic, interactive, and responsible for group assignments, as well as increase students' knowledge and understanding in higher-order thinking processes.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"172 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77627111","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.58032
Darmaji, Astalini, D. A. Kurniawan*, Minarsih, R. Perdana
Students' science process skills are important to improve, one of which is by using technology so that students' digital literacy skills are also needed in using technology. The purpose of this study was to analyze the effect of digital literacy on science process skills. The type of research used is a mix method with a sequential explanatory model. The population in sthis study were students in class X MIPA at senior high school. The sampling technique used was simple random sampling and a sample of 50 students was obtained and the instruments included questionnaires, observations and teacher interviews. Quantitative data were obtained from questionnaires and observations while qualitative data were obtained from interviews. After the research is done, the data will be analyzed. Quantitative data analysis used statistical tests, namely descriptive statistics and parametric inferential statistics. Descriptive statistical analysis is presented in tabular form in the form of frequency, mean, median, max value and min value while inferential parametric analysis is in the form of a t test with prerequisite tests: normality test and linearity test. While the qualitative data uses Miles & Huberman. The research results obtained were that digital literacy had an effect on science process skills with a percentage of 93.5%.
{"title":"The Positive Impact of Digital Literacy on Science Process Skills","authors":"Darmaji, Astalini, D. A. Kurniawan*, Minarsih, R. Perdana","doi":"10.23887/jpp.v56i2.58032","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.58032","url":null,"abstract":"Students' science process skills are important to improve, one of which is by using technology so that students' digital literacy skills are also needed in using technology. The purpose of this study was to analyze the effect of digital literacy on science process skills. The type of research used is a mix method with a sequential explanatory model. The population in sthis study were students in class X MIPA at senior high school. The sampling technique used was simple random sampling and a sample of 50 students was obtained and the instruments included questionnaires, observations and teacher interviews. Quantitative data were obtained from questionnaires and observations while qualitative data were obtained from interviews. After the research is done, the data will be analyzed. Quantitative data analysis used statistical tests, namely descriptive statistics and parametric inferential statistics. Descriptive statistical analysis is presented in tabular form in the form of frequency, mean, median, max value and min value while inferential parametric analysis is in the form of a t test with prerequisite tests: normality test and linearity test. While the qualitative data uses Miles & Huberman. The research results obtained were that digital literacy had an effect on science process skills with a percentage of 93.5%.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75795342","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.64939
Abu Qosim Almisfalah, Irma Yuliana
There is a lack of learning resources that can inspire elementary school students to practice clean and healthy living. This study aims to produce an animation video media development product using software in the form of powtoon as a learning medium in elementary schools. The subjects in this study were students of grades II and III of elementary school, totaling 40 students. Data collection techniques in this study were observation, questionnaires, and interviews. Data analysis uses three stages, namely data reduction, data presentation, and drawing conclusions. Data validity uses sources and methods. In this study, teachers need learning media in the form of animated videos to raise students' awareness of Clean and Healthy Behavior, especially in the school environment. The results showed that 90% of students needed animated video media that had an attractive media appearance in the letters and language sections. Images that can support the explanation of the material, there is sound in the media when explaining the material, there are supporting animations when the Clean and Healthy Behavior material is delivered to get a percentage of 87.5% of students. 75% of students need media that has material coverage in accordance with basic competencies that are delivered widely but limited. 80% of students need media that can be accessed anywhere and anytime, teachers and students need media that contains examples and practice questions in animated video media.
{"title":"Animated Video Media on Clean and Healthy Living Behavior in Elementary School","authors":"Abu Qosim Almisfalah, Irma Yuliana","doi":"10.23887/jpp.v56i2.64939","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.64939","url":null,"abstract":"There is a lack of learning resources that can inspire elementary school students to practice clean and healthy living. This study aims to produce an animation video media development product using software in the form of powtoon as a learning medium in elementary schools. The subjects in this study were students of grades II and III of elementary school, totaling 40 students. Data collection techniques in this study were observation, questionnaires, and interviews. Data analysis uses three stages, namely data reduction, data presentation, and drawing conclusions. Data validity uses sources and methods. In this study, teachers need learning media in the form of animated videos to raise students' awareness of Clean and Healthy Behavior, especially in the school environment. The results showed that 90% of students needed animated video media that had an attractive media appearance in the letters and language sections. Images that can support the explanation of the material, there is sound in the media when explaining the material, there are supporting animations when the Clean and Healthy Behavior material is delivered to get a percentage of 87.5% of students. 75% of students need media that has material coverage in accordance with basic competencies that are delivered widely but limited. 80% of students need media that can be accessed anywhere and anytime, teachers and students need media that contains examples and practice questions in animated video media.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72825651","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.63288
Ni Nyoman Lisna Handayani
The ability to solve problems in everyday life is the main competency that must be possessed by students in the 21st century. Realistic mathematics education is able to bridge the abstract concepts of mathematics obtained in class with the real world. This study aims to analyze the effect of realistic mathematics education on problem solving with numeracy literacy covariables in fourth grade students at elementary school level. This research is an experimental research with The Posttest-Only Control-Group Design. A total of 50 students were selected as research subjects. Numerical literacy data was collected using a numeracy literacy test and problem solving data using multiple choice tests. Data were analyzed using covariate analysis. The results showed that there was an effect of realistic mathematics education on problem solving of 18.235, after the controlled literacy covariable was 30.464 and the contribution of numeracy literacy to problem solving was 59.4%. The results of this study have implications for the implementation of the independent curriculum in improving students' problem-solving skills and numeracy literacy.
{"title":"Determination of Realistic Mathematics Education on Problem Solving with Numeracy Literacy Covariables","authors":"Ni Nyoman Lisna Handayani","doi":"10.23887/jpp.v56i2.63288","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.63288","url":null,"abstract":"The ability to solve problems in everyday life is the main competency that must be possessed by students in the 21st century. Realistic mathematics education is able to bridge the abstract concepts of mathematics obtained in class with the real world. This study aims to analyze the effect of realistic mathematics education on problem solving with numeracy literacy covariables in fourth grade students at elementary school level. This research is an experimental research with The Posttest-Only Control-Group Design. A total of 50 students were selected as research subjects. Numerical literacy data was collected using a numeracy literacy test and problem solving data using multiple choice tests. Data were analyzed using covariate analysis. The results showed that there was an effect of realistic mathematics education on problem solving of 18.235, after the controlled literacy covariable was 30.464 and the contribution of numeracy literacy to problem solving was 59.4%. The results of this study have implications for the implementation of the independent curriculum in improving students' problem-solving skills and numeracy literacy.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86540730","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.63543
Avifa Choirunisa, Ahmad Fadly
Students' understanding of Indonesian language learning, especially in advertising texts, was low. They had difficulty in understanding and processing the information in the advertising text using only limited learning media. Therefore, a solution is needed to optimise the effectiveness of advertising text learning. The Canva application can be used to solve this problem. The purpose of this research was to help teachers and students explore and facilitate the learning of advertising text material by helping students understand advertising text through visual representations made with The Canva application. The subjects of this study were 8th grade students. This research used descriptive qualitative methods with data collection techniques through observation, interviews, and questionnaires, as well as data reduction and data analysis techniques. The result of this study was that the use of Canva application media in learning Indonesian advertising text was considered effective and interesting by 100% of students who were used as research subjects. Students easily understand advertising text learning material after using Canva, which increases student involvement in the learning process.
{"title":"The Use of Canva Application on Material of Advertising Text","authors":"Avifa Choirunisa, Ahmad Fadly","doi":"10.23887/jpp.v56i2.63543","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.63543","url":null,"abstract":"Students' understanding of Indonesian language learning, especially in advertising texts, was low. They had difficulty in understanding and processing the information in the advertising text using only limited learning media. Therefore, a solution is needed to optimise the effectiveness of advertising text learning. The Canva application can be used to solve this problem. The purpose of this research was to help teachers and students explore and facilitate the learning of advertising text material by helping students understand advertising text through visual representations made with The Canva application. The subjects of this study were 8th grade students. This research used descriptive qualitative methods with data collection techniques through observation, interviews, and questionnaires, as well as data reduction and data analysis techniques. The result of this study was that the use of Canva application media in learning Indonesian advertising text was considered effective and interesting by 100% of students who were used as research subjects. Students easily understand advertising text learning material after using Canva, which increases student involvement in the learning process.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85057226","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 : 2023-08-01DOI: 10.23887/jpp.v56i2.48310
Sri Marmoah, Devina Kusuma Wardani
The use of online learning applications is constrained by the abilities of teachers and the lack of facilities and infrastructure that affect student learning outcomes. This study aims to analyze the use of applications during the online learning process and the obstacles encountered during that process. The approach used is descriptive qualitative. The subjects of this study were the teachers of grades 4, 5, and 6. Observations, interviews, and documentation are the data collection techniques used in this study. The data obtained were then analyzed qualitatively by means of data reduction, data presentation, and drawing conclusions. The results of this study show that, first, the online learning process uses the WhatsApp application for communication, attendance, and opening. YouTube application to explain material if learning is carried out non-face-to-face (asynchronous). Google Meet and Zoom applications for virtual (synchronously) face-to-face learning. The Google Classroom, Google Form, and Quiz applications are used for assessment when evaluating learning. Second, the obstacles to using the application are low learning concentration, low learning outcomes, low self-confidence, and a lack of facilities for using online applications. The results of this study are useful for overcoming problems regarding the use of online learning applications.
{"title":"The Utilization and Obstacles of Online Learning Applications","authors":"Sri Marmoah, Devina Kusuma Wardani","doi":"10.23887/jpp.v56i2.48310","DOIUrl":"https://doi.org/10.23887/jpp.v56i2.48310","url":null,"abstract":"The use of online learning applications is constrained by the abilities of teachers and the lack of facilities and infrastructure that affect student learning outcomes. This study aims to analyze the use of applications during the online learning process and the obstacles encountered during that process. The approach used is descriptive qualitative. The subjects of this study were the teachers of grades 4, 5, and 6. Observations, interviews, and documentation are the data collection techniques used in this study. The data obtained were then analyzed qualitatively by means of data reduction, data presentation, and drawing conclusions. The results of this study show that, first, the online learning process uses the WhatsApp application for communication, attendance, and opening. YouTube application to explain material if learning is carried out non-face-to-face (asynchronous). Google Meet and Zoom applications for virtual (synchronously) face-to-face learning. The Google Classroom, Google Form, and Quiz applications are used for assessment when evaluating learning. Second, the obstacles to using the application are low learning concentration, low learning outcomes, low self-confidence, and a lack of facilities for using online applications. The results of this study are useful for overcoming problems regarding the use of online learning applications.","PeriodicalId":32441,"journal":{"name":"Edukasi Jurnal Pendidikan dan Pengajaran","volume":"303 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79771071","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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