Pub Date : 2023-07-31DOI: 10.31849/utamax.v5i2.13134
R. Rodiyana, B. Maftuh, S. Sapriya, E. Syaodih, Ari Yanto, Davi Sofyan
This study examines the lack of comprehension among students regarding subject matter that is highly relevant to their daily lives, emphasising the importance of their understanding. The encounter with diverse situations outside the classroom is a common experience for students; however, the insufficient availability of learning tools, unappealing media, and inadequate utilisation of school facilities contribute to their limited understanding. To address this issue, learning films are proposed as an alternative media to enhance student engagement, serve as effective learning materials, and make use of school resources such as projectors. The aim of this research is to create and evaluate the effectiveness of instructional video media with a diversity theme in improving learning outcomes among class III elementary school students. The design and development (D&D) method, specifically the PPE development model, was utilised in this study, involving three stages: planning, development, and evaluation. The input of media experts, material experts, and learning experts was sought to assess the feasibility of the learning videos. The results indicated that the learning films received a feasibility rating of 95% in the "extremely feasible" category, affirming their suitability for educational settings. Experts predicted that the implementation of learning films could significantly enhance student learning outcomes. The methodology encompassed data collection through the D&D method, including planning and conducting evaluations by experts, as well as the subsequent analysis and interpretation of the results. Ultimately, this study aims to improve the actual learning outcomes of class III elementary school students through the utilisation of instructional video media with a diversity theme.
{"title":"Bringing Diversity Education to Life: The Impact of Learning Videos on Elementary School Students' Learning Outcomes","authors":"R. Rodiyana, B. Maftuh, S. Sapriya, E. Syaodih, Ari Yanto, Davi Sofyan","doi":"10.31849/utamax.v5i2.13134","DOIUrl":"https://doi.org/10.31849/utamax.v5i2.13134","url":null,"abstract":"This study examines the lack of comprehension among students regarding subject matter that is highly relevant to their daily lives, emphasising the importance of their understanding. The encounter with diverse situations outside the classroom is a common experience for students; however, the insufficient availability of learning tools, unappealing media, and inadequate utilisation of school facilities contribute to their limited understanding. To address this issue, learning films are proposed as an alternative media to enhance student engagement, serve as effective learning materials, and make use of school resources such as projectors. The aim of this research is to create and evaluate the effectiveness of instructional video media with a diversity theme in improving learning outcomes among class III elementary school students. The design and development (D&D) method, specifically the PPE development model, was utilised in this study, involving three stages: planning, development, and evaluation. The input of media experts, material experts, and learning experts was sought to assess the feasibility of the learning videos. The results indicated that the learning films received a feasibility rating of 95% in the \"extremely feasible\" category, affirming their suitability for educational settings. Experts predicted that the implementation of learning films could significantly enhance student learning outcomes. The methodology encompassed data collection through the D&D method, including planning and conducting evaluations by experts, as well as the subsequent analysis and interpretation of the results. Ultimately, this study aims to improve the actual learning outcomes of class III elementary school students through the utilisation of instructional video media with a diversity theme.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"149 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85226043","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 : 2023-07-30DOI: 10.31849/utamax.v5i2.13969
Rhoda Tique
COVID-19 greatly impacted the lives of students in universities worldwide, more so for the students who are to take their last year of schooling and are about to enter their pre-service teacher training. Students who wished to become teachers before and even during the pandemic needed their pre-service teaching training or teaching internship. It can be done locally or abroad. This study aimed to explore the professional experiences of student teachers while having their pre-service teacher training and on-the-job training abroad. This study aimed to determine the future teachers' professional needs as demonstrated by the challenges experienced by these student teachers, especially in addressing the call of the global community. A qualitative design was used employing individual interviews of the nine (9) Student Teachers participants based on purposive sampling. Then, it was supported by a group interview after the first interview round. Through thematic analysis, the professional experiences of the student teachers were determined and analyzed. Results showed that the student teachers had unique professional experiences, such as dealing with the English level of students, multi-level classroom teaching experience, use of different strategies, professional development, learning the Thai Language, and use of good facilities. The student teachers also faced challenges along with their professional experiences. These are challenges related to the difficulty in teaching English, teaching in multi-level classes, teaching more than the expected class size, multiple co-curricular tasks, and difficulty in learning the Thai language. However, despite these challenges, the student teachers learned and improved themselves in their pre-service teacher training abroad. They managed to equip themselves to become fit regarding the call of Internationalization and Globalization through quality education.
{"title":"Experiences of Student Teachers in Thailand: A Pre-service Teacher Training Encounter","authors":"Rhoda Tique","doi":"10.31849/utamax.v5i2.13969","DOIUrl":"https://doi.org/10.31849/utamax.v5i2.13969","url":null,"abstract":"COVID-19 greatly impacted the lives of students in universities worldwide, more so for the students who are to take their last year of schooling and are about to enter their pre-service teacher training. Students who wished to become teachers before and even during the pandemic needed their pre-service teaching training or teaching internship. It can be done locally or abroad. This study aimed to explore the professional experiences of student teachers while having their pre-service teacher training and on-the-job training abroad. This study aimed to determine the future teachers' professional needs as demonstrated by the challenges experienced by these student teachers, especially in addressing the call of the global community. A qualitative design was used employing individual interviews of the nine (9) Student Teachers participants based on purposive sampling. Then, it was supported by a group interview after the first interview round. Through thematic analysis, the professional experiences of the student teachers were determined and analyzed. Results showed that the student teachers had unique professional experiences, such as dealing with the English level of students, multi-level classroom teaching experience, use of different strategies, professional development, learning the Thai Language, and use of good facilities. The student teachers also faced challenges along with their professional experiences. These are challenges related to the difficulty in teaching English, teaching in multi-level classes, teaching more than the expected class size, multiple co-curricular tasks, and difficulty in learning the Thai language. However, despite these challenges, the student teachers learned and improved themselves in their pre-service teacher training abroad. They managed to equip themselves to become fit regarding the call of Internationalization and Globalization through quality education.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90016669","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 : 2023-07-27DOI: 10.31849/utamax.v5i2.10446
Andjarwati Sadik, Sitti Sahraeny, Muhammad Ridha Anugrah Latief
This study seeks to explore the readers' ability experienced by adult learners who attended IELTS preparation courses at the Language Centre Hasanuddin University. It aims at measuring their progress through reading class. The respondents were 44 out of 50 lecturers from 18 different universities in the eastern part of Indonesia, both public and private, sponsored by the Directorate of Higher Education of the Republic of Indonesia. They attended 240 sessions which equaled 480 class hours for three months. The data were collected from the IELTS pre-test, progress-test, mid-test, and post-test. The progress test was given ten times during the preparation. By the end of the course, the participants sat for the real IELTS test administered by IALF Bali. They were also given a self-assessment questionnaire (20 questions) using a Likert scale ranging from "strongly agree to strongly disagree." Besides, the researchers also conducted direct observation as they were the teachers of Reading in their class. Based on the result of all instruments used in this research, the finding indicates that most of the respondents' reading ability is improving.
{"title":"Unlocking the Path to Academic Excellence: Unraveling the Impact of 480 Class Hours in Improving Reading Ability for Lecturers","authors":"Andjarwati Sadik, Sitti Sahraeny, Muhammad Ridha Anugrah Latief","doi":"10.31849/utamax.v5i2.10446","DOIUrl":"https://doi.org/10.31849/utamax.v5i2.10446","url":null,"abstract":"This study seeks to explore the readers' ability experienced by adult learners who attended IELTS preparation courses at the Language Centre Hasanuddin University. It aims at measuring their progress through reading class. The respondents were 44 out of 50 lecturers from 18 different universities in the eastern part of Indonesia, both public and private, sponsored by the Directorate of Higher Education of the Republic of Indonesia. They attended 240 sessions which equaled 480 class hours for three months. The data were collected from the IELTS pre-test, progress-test, mid-test, and post-test. The progress test was given ten times during the preparation. By the end of the course, the participants sat for the real IELTS test administered by IALF Bali. They were also given a self-assessment questionnaire (20 questions) using a Likert scale ranging from \"strongly agree to strongly disagree.\" Besides, the researchers also conducted direct observation as they were the teachers of Reading in their class. Based on the result of all instruments used in this research, the finding indicates that most of the respondents' reading ability is improving.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77777992","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 : 2023-07-24DOI: 10.31849/utamax.v5i2.13758
Dilla Rifa Oktriani, A. Hufad, N. Utami
To address Indonesia's character crisis marked by bullying and negative behavior in students, Yayasan Pemuda Peduli Bandung has introduced the Bina desa Program, incorporating experiential learning. This program emphasizes crucial character traits such as creativity, curiosity, responsibility, activeness, self-confidence, empathy, and cooperation. Through the involvement of families, schools, and communities, the program aims to enhance character education and make a positive contribution to the nation's development. This research analyzes the program's strategies, outcomes, and evaluation methods to improve character development initiatives in Indonesia. The study employs a qualitative approach, utilizing interviews, observations, and documentation for data collection and analysis. 17 Participants, namely CEOs, program developers, volunteers, and community stakeholders, were selected through purposive sampling. The data underwent rigorous analysis, ensuring validity and reliability. The implications of this study highlight the importance of character development programs in combating the character crisis. By implementing a comprehensive curriculum and employing the principles of experiential learning, programs i.e., bina desa can effectively foster essential character traits in children. Continuous evaluation, feedback, and improvement are crucial elements for ensuring the program's success. Moreover, the involvement of social agents and collaboration with various stakeholders are vital for creating a supportive environment that nurtures children's character. This study underscores the significance of character education in broader societal progress and emphasizes the role of well-designed programs in shaping exceptional individuals who contribute positively to society.
{"title":"Overcoming the Character Crisis in Children: Strategies, Outcomes, and Evaluations of Bina desa Program","authors":"Dilla Rifa Oktriani, A. Hufad, N. Utami","doi":"10.31849/utamax.v5i2.13758","DOIUrl":"https://doi.org/10.31849/utamax.v5i2.13758","url":null,"abstract":"To address Indonesia's character crisis marked by bullying and negative behavior in students, Yayasan Pemuda Peduli Bandung has introduced the Bina desa Program, incorporating experiential learning. This program emphasizes crucial character traits such as creativity, curiosity, responsibility, activeness, self-confidence, empathy, and cooperation. Through the involvement of families, schools, and communities, the program aims to enhance character education and make a positive contribution to the nation's development. This research analyzes the program's strategies, outcomes, and evaluation methods to improve character development initiatives in Indonesia. The study employs a qualitative approach, utilizing interviews, observations, and documentation for data collection and analysis. 17 Participants, namely CEOs, program developers, volunteers, and community stakeholders, were selected through purposive sampling. The data underwent rigorous analysis, ensuring validity and reliability. The implications of this study highlight the importance of character development programs in combating the character crisis. By implementing a comprehensive curriculum and employing the principles of experiential learning, programs i.e., bina desa can effectively foster essential character traits in children. Continuous evaluation, feedback, and improvement are crucial elements for ensuring the program's success. Moreover, the involvement of social agents and collaboration with various stakeholders are vital for creating a supportive environment that nurtures children's character. This study underscores the significance of character education in broader societal progress and emphasizes the role of well-designed programs in shaping exceptional individuals who contribute positively to society.","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81968260","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 : 2023-07-08DOI: 10.31849/utamax.v5i2.13763
Airlangga Auliarachman Diadi, M. Nurdin, W. Gunawan
Technological advancements have rapidly impacted society, transforming the way gadgets are utilized for social interaction. Among students, the use of gadgets for socializing has been on the rise. However, differences in interaction patterns between gadget-mediated and face-to-face interactions have yet to be fully understood. Therefore, this study aims to investigate student social interaction activities through gadgets and in real-life settings. Additionally, the research explores social interaction patterns and experiences among students at SMA IT Plus Bina Bangsa Sejahtera Bogor, a high school that initially prohibited smartphone use during learning but later modified their policy prior to the Covid-19 pandemic. A descriptive qualitative approach was employed, utilizing observation, documentation, and interviews with 30 randomly selected respondents. The study was conducted over a two-month period, from January to February 2023, at SMA IT Plus Bina Bangsa Sejahtera Bogor. The analysis reveals that gadget-mediated interaction patterns involve cooperation, accommodation, assimilation, acculturation, competition, and opposition. Prolonged gadget usage for extended hours was observed, emphasizing their significance in students' lives. Interpretation of gadget-mediated text messages sometimes leads to misunderstandings. However, communication differences between virtual and face-to-face interactions were minimal, as both modes effectively addressed problems. This research deepens our understanding of student social interaction dynamics and highlights the impact of gadget usage on interpersonal communication. It provides insights for schools, families, and policymakers to enhance positive gadget usage and improve the quality of student interactions.
科技进步迅速影响了社会，改变了人们利用电子设备进行社交互动的方式。在学生中，使用电子设备进行社交的人数一直在上升。然而，在以电子设备为媒介的互动模式和面对面的互动模式之间的差异还没有得到充分的了解。因此，本研究旨在调查学生通过电子产品和现实生活中的社会互动活动。此外，该研究还探讨了SMA IT Plus Bina Bangsa Sejahtera茂物高中学生的社会互动模式和经历，这所高中最初禁止在学习期间使用智能手机，但后来在Covid-19大流行之前修改了政策。采用描述性定性方法，利用观察、文献和随机选择的30名受访者的访谈。该研究于2023年1月至2月在SMA IT Plus Bina Bangsa Sejahtera茂物进行了为期两个月的研究。分析表明，小工具介导的互动模式包括合作、适应、同化、文化适应、竞争和反对。观察到长时间使用电子设备，强调了它们在学生生活中的重要性。解读以电子产品为媒介的短信有时会导致误解。然而，虚拟互动和面对面互动之间的沟通差异很小，因为这两种模式都有效地解决了问题。本研究加深了我们对学生社会互动动态的理解，并强调了电子设备使用对人际交往的影响。它为学校、家庭和政策制定者提供了见解，以加强积极的电子设备使用，提高学生互动的质量。
{"title":"Social Interaction of Students with Gadget: Patterns and Experiences during School Time","authors":"Airlangga Auliarachman Diadi, M. Nurdin, W. Gunawan","doi":"10.31849/utamax.v5i2.13763","DOIUrl":"https://doi.org/10.31849/utamax.v5i2.13763","url":null,"abstract":"Technological advancements have rapidly impacted society, transforming the way gadgets are utilized for social interaction. Among students, the use of gadgets for socializing has been on the rise. However, differences in interaction patterns between gadget-mediated and face-to-face interactions have yet to be fully understood. Therefore, this study aims to investigate student social interaction activities through gadgets and in real-life settings. Additionally, the research explores social interaction patterns and experiences among students at SMA IT Plus Bina Bangsa Sejahtera Bogor, a high school that initially prohibited smartphone use during learning but later modified their policy prior to the Covid-19 pandemic. A descriptive qualitative approach was employed, utilizing observation, documentation, and interviews with 30 randomly selected respondents. The study was conducted over a two-month period, from January to February 2023, at SMA IT Plus Bina Bangsa Sejahtera Bogor. The analysis reveals that gadget-mediated interaction patterns involve cooperation, accommodation, assimilation, acculturation, competition, and opposition. Prolonged gadget usage for extended hours was observed, emphasizing their significance in students' lives. Interpretation of gadget-mediated text messages sometimes leads to misunderstandings. However, communication differences between virtual and face-to-face interactions were minimal, as both modes effectively addressed problems. This research deepens our understanding of student social interaction dynamics and highlights the impact of gadget usage on interpersonal communication. It provides insights for schools, families, and policymakers to enhance positive gadget usage and improve the quality of student interactions. ","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76125662","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 : 2023-07-01DOI: 10.31849/utamax.v5i2.12387
Dio Anggara
Migrant students face unique challenges and obstacles in their educational journey, particularly in terms of social support and overall well-being. This study aims to examine the relationship between social support and the well-being of migrant students participating in the Affirmation of Education Program (ADik) in Papua and the 3T Regions. Using a quantitative approach, data was collected from a sample of 34 active students through surveys and in-depth interviews. The study employed non-probability sampling, ensuring equal opportunity for 66 eligible students. The collected data was analyzed using SPSS, and the instrument's reliability and validity were established through pretesting. The results indicated that migrant students' well-being scores were particularly low in the area of mental well-being. Regression tests revealed that emotional support, network support, and informational support significantly influenced student well-being, while reward support and instrumental support showed no effect. Additionally, the network of religious groups and student diversity were found to play a role in determining student welfare. These findings underscore the importance of social support interventions targeting emotional support, networking, and information to enhance the well-being of migrant students in the ADik program in Papua and the 3T regions. Future programs and policies should prioritize the development of these aspects to improve the overall welfare of migrant students. This study contributes to our understanding of the challenges faced by migrant students and emphasizes the need for inclusive educational initiatives that address their social support needs and promote their well-being
{"title":"Affirmation Education Program: Bridging the Gap between Inclusion and Integration for Migrant Students","authors":"Dio Anggara","doi":"10.31849/utamax.v5i2.12387","DOIUrl":"https://doi.org/10.31849/utamax.v5i2.12387","url":null,"abstract":"Migrant students face unique challenges and obstacles in their educational journey, particularly in terms of social support and overall well-being. This study aims to examine the relationship between social support and the well-being of migrant students participating in the Affirmation of Education Program (ADik) in Papua and the 3T Regions. Using a quantitative approach, data was collected from a sample of 34 active students through surveys and in-depth interviews. The study employed non-probability sampling, ensuring equal opportunity for 66 eligible students. The collected data was analyzed using SPSS, and the instrument's reliability and validity were established through pretesting. The results indicated that migrant students' well-being scores were particularly low in the area of mental well-being. Regression tests revealed that emotional support, network support, and informational support significantly influenced student well-being, while reward support and instrumental support showed no effect. Additionally, the network of religious groups and student diversity were found to play a role in determining student welfare. These findings underscore the importance of social support interventions targeting emotional support, networking, and information to enhance the well-being of migrant students in the ADik program in Papua and the 3T regions. Future programs and policies should prioritize the development of these aspects to improve the overall welfare of migrant students. This study contributes to our understanding of the challenges faced by migrant students and emphasizes the need for inclusive educational initiatives that address their social support needs and promote their well-being","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80394672","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 : 2023-07-01DOI: 10.31849/utamax.v5i2.13116
I. Iskandar
The 21st century presents numerous challenges for students, particularly in developing entrepreneurial skills to thrive in a dynamic job market. This study investigates the efficacy of the TPACK integrated PjBL (Technological Pedagogical Content Knowledge integrated Project-based Learning) model in fostering students' entrepreneurial interests within the context of 21st century learning in Islamic Religious Education. A mixed methods research design was employed, involving data collection, analysis, and integration of quantitative and qualitative methods. The study encompassed 90 third-semester students enrolled in the Islamic Religious Education Study Program at UIN Sulthan Thaha Saifuddin Jambi, utilizing a total sampling technique. Statistical tests were conducted, including preliminary tests such as the Kolmogorov-Smirnov normality test on pretest and posttest data. The findings reveal a significant increase in students' interest in entrepreneurship following the implementation of TPACK-integrated and PjBL-based learning. It is evident that employing the TPACK integrated PjBL model positively influences students' entrepreneurial interest. These results have profound implications for educators and policymakers, highlighting the importance of integrating the TPACK integrated PjBL model within Islamic Religious Education to enhance entrepreneurial skills and better equip students for the competitive job market. Additionally, this study emphasizes the potential for further research on technology-enhanced pedagogical approaches across various educational contexts to foster the development of 21st century skills. The implications of this research provide educators and stakeholders with valuable insights into the utilization of the TPACK integrated PjBL model as a means to empower students' entrepreneurial interests.
21世纪给学生们提出了许多挑战，特别是在发展创业技能以在充满活力的就业市场中茁壮成长方面。本研究以21世纪伊斯兰宗教教育为背景，探讨TPACK整合PjBL (Technological Pedagogical Content and Knowledge integrated Project-based Learning)模式在培养学生创业兴趣方面的效果。采用混合方法的研究设计，包括数据收集、分析以及定量和定性方法的结合。这项研究包括90名在苏尔坦塔哈赛夫丁占比大学伊斯兰宗教教育研究项目注册的第三学期学生，采用了完全抽样技术。进行了统计检验，包括对测前和测后数据进行柯尔莫哥洛夫-斯米尔诺夫正态性检验等初步检验。研究结果显示，在实施整合tpack和基于pjbl的学习后，学生对创业的兴趣显著增加。采用TPACK整合PjBL模型对学生的创业兴趣有显著的正向影响。这些结果对教育工作者和政策制定者具有深远的影响，强调了在伊斯兰宗教教育中整合TPACK综合PjBL模式的重要性，以提高创业技能，更好地为学生提供竞争激烈的就业市场的装备。此外，本研究强调了在各种教育背景下进一步研究技术增强教学方法以促进21世纪技能发展的潜力。本研究的意义为教育工作者和利益相关者提供了利用TPACK集成PjBL模型作为增强学生创业兴趣的手段的宝贵见解。
{"title":"Empowering Student Entrepeneurship: A 21st Century Learning Approach using TPACK Integrated PjBL Model","authors":"I. Iskandar","doi":"10.31849/utamax.v5i2.13116","DOIUrl":"https://doi.org/10.31849/utamax.v5i2.13116","url":null,"abstract":"The 21st century presents numerous challenges for students, particularly in developing entrepreneurial skills to thrive in a dynamic job market. This study investigates the efficacy of the TPACK integrated PjBL (Technological Pedagogical Content Knowledge integrated Project-based Learning) model in fostering students' entrepreneurial interests within the context of 21st century learning in Islamic Religious Education. A mixed methods research design was employed, involving data collection, analysis, and integration of quantitative and qualitative methods. The study encompassed 90 third-semester students enrolled in the Islamic Religious Education Study Program at UIN Sulthan Thaha Saifuddin Jambi, utilizing a total sampling technique. Statistical tests were conducted, including preliminary tests such as the Kolmogorov-Smirnov normality test on pretest and posttest data. The findings reveal a significant increase in students' interest in entrepreneurship following the implementation of TPACK-integrated and PjBL-based learning. It is evident that employing the TPACK integrated PjBL model positively influences students' entrepreneurial interest. These results have profound implications for educators and policymakers, highlighting the importance of integrating the TPACK integrated PjBL model within Islamic Religious Education to enhance entrepreneurial skills and better equip students for the competitive job market. Additionally, this study emphasizes the potential for further research on technology-enhanced pedagogical approaches across various educational contexts to foster the development of 21st century skills. The implications of this research provide educators and stakeholders with valuable insights into the utilization of the TPACK integrated PjBL model as a means to empower students' entrepreneurial interests. \u0000 ","PeriodicalId":34818,"journal":{"name":"Utamax","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74958184","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 : 2023-03-25DOI: 10.31849/utamax.v5i1.12571
M. P. Osiesi
Teaching and learning processes in Nigeria primary schools are worth a continuous assessment, monitoring and evaluation, as it is imperative that teachers and learners be abreast of the outcomes of their teaching-learning outcomes. This paper x-rayed the imports of assessment, monitoring and evaluation of teaching and learning processes in primary schools in Nigeria; and the many challenges militating against their successful implementation at the level. The implications of these challenges especially for teachers were itemized. The paper concludes that for improved, effective, and sustainable teaching-learning interventions, regular, effective and efficient assessment, monitoring, and evaluation practices should be implemented and sustained in all primary schools; while the challenges militating against the assessment, monitoring and evaluation of teaching and learning in Nigeria primary schools be fully addressed.
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Pub Date : 2023-03-25DOI: 10.31849/utamax.v5i1.11260
B. Sulistyo, S. Anam, E. Erwanto
This study fills a gap in the literature by examining effectiveness of one specific speaking project named Unjuk Tutur (Show and Tell) learning model in improving the ability of seventh-grade students at SMPN 01 Simpang OKU Selatan to write descriptive paragraphs. The study used a one-group pretest-posttest design with a sample of 16 out of 119 students due to social restrictions from the government in response to COVID-19. Data was collected through a descriptive paragraph writing test, and the data was analyzed using statistical techniques. The results showed a significant improvement in students' ability to write descriptive paragraphs after using the Speaking Project learning model, with an average score increase from 66.67 on the pre-test to 78.13 on the post-test. The findings suggest that the Speaking Project learning model could be an effective tool for improving students' writing skills in descriptive paragraphs. The assessment criteria used to evaluate the students' descriptive paragraphs included vocabulary, sentence structure, and spelling. The implications of this study are significant for educators seeking to enhance students' writing abilities. The Speaking Project learning model, which focuses on simple communication skills, could be an effective approach to teaching writing skills to seventh-grade students. Moreover, the findings of this study are relevant to the wider context of Indonesian language learning in the field, where there is a lack of variety in learning methods and models. In conclusion, this study highlights the effectiveness of the Speaking Project model in improving students' descriptive writing skills in Indonesian language learning. Educators can benefit from this approach to enhance students' writing abilities.
本研究通过考察Unjuk Tutur (Show and Tell)学习模式在提高SMPN 01 Simpang OKU Selatan小学七年级学生写作描述性段落能力方面的有效性，填补了文献中的空白。由于政府应对新冠肺炎的社会限制，该研究采用了一组前测后测设计，从119名学生中抽取了16名样本。通过描述性段落写作测试收集数据，并使用统计技术对数据进行分析。结果表明，使用口语项目学习模式后，学生的描述性段落写作能力有了显著提高，平均得分从前测的66.67分提高到后测的78.13分。研究结果表明，“口语计划”学习模式是提高学生描述性段落写作技能的有效工具。用于评估学生描述性段落的评估标准包括词汇、句子结构和拼写。本研究的启示对教育工作者寻求提高学生的写作能力具有重要意义。“口语计划”学习模式侧重于简单的沟通技巧，可能是教七年级学生写作技巧的有效方法。此外，本研究的发现与该领域印度尼西亚语言学习的更广泛背景有关，该领域的学习方法和模式缺乏多样性。综上所述，本研究强调了口语计划模式在提高学生印尼语学习中描述性写作技能方面的有效性。教育工作者可以从这种方法中受益，以提高学生的写作能力。
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Pub Date : 2023-03-17DOI: 10.31849/utamax.v5i1.11818
Marianus Yufrinalis, Stefanus Igolois G. Uran
This research is based on the fact that most children in West Sumba and Central Sumba are forced to drop out of school for various very crucial reasons. The purpose of this study refers to efforts to identify various factors that influence the high dropout rate. The collected data shows that the number of primary school dropouts in West Sumba was 151 students (0.76%) from 18,772 primary school students in the regency. The highest number was in the Lamboya and Tanarighu districts, making up 2.02% and 1.06%, respectively. The percentage is even lower for secondary school dropouts, which is 0.006% of the total of 13,368 junior high school students in West Sumba. The percentage of school dropouts at the primary schools in the Central Sumba Regency is 0.72%. From the collected data, the highest dropout rates are in the districts of Mamboro (1.28%). The percentage of secondary school dropouts in Central Sumba is 2.14%. The highest numbers were in the districts of Umbu Ratu Nggay Barat (3.61%), Katikutana Selatan (2.42%), Katikutana (2.04%), Mamboro (1.70%), and Umbu Ratu Nggay (1.21%). From the information above, the highest dropout rates for primary and secondary schools are in Umbu Ratu Nggay Barat and Katikutana Selatan districts. The main factors causing the high dropout rate in these two districts are Social Attitudes, Environmental Factors, and Laws and Institutions
这项研究是基于这样一个事实，即西松巴和中松巴的大多数儿童由于各种非常关键的原因被迫辍学。本研究的目的是努力找出影响高辍学率的各种因素。所收集的数据显示，在西松巴县的18,772名小学生中，有151名学生辍学(0.76%)。人数最多的是兰博亚和塔纳里古地区，分别占2.02%和1.06%。中学辍学率更低，仅占西松巴省13368名初中学生总数的0.006%。中松巴县小学的辍学率为0.72%。从收集到的数据来看，曼伯勒地区的辍学率最高(1.28%)。中松巴的中学辍学率为2.14%。数量最多的是Umbu Ratu Nggay Barat(3.61%)、Katikutana Selatan(2.42%)、Katikutana(2.04%)、Mamboro(1.70%)和Umbu Ratu Nggay(1.21%)。从上述资料可以看出，小学和中学的辍学率最高的是乌布拉图-恩盖巴拉特和卡蒂库塔纳-塞拉坦区。造成这两个地区高辍学率的主要因素是社会态度、环境因素和法律制度因素
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