Pub Date : 2023-10-03DOI: 10.1108/ijlls-01-2023-0015
Ying Ji
Purpose This study aimed to examine the influence of four factors (intellectual, instrumental, self-actualizing and CPD cultural factors) on teachers' engagement in continuing professional development (CPD), specifically in the context of three lesson study activities: teaching research team activity, teaching research group activity and research lesson study activity in Chinese school settings. Design/methodology/approach A mixed-methods design was employed to examine the perceived effects of these factors on the engagement levels of 33 primary school teachers who participated in lesson study activities. The research used a questionnaire survey and semi-structured interviews as data collection instruments. Findings The results indicated that participants demonstrated higher levels of engagement in research lesson study and teaching research group, whereas their engagement in teaching research team was comparatively lower. Intellectual and CPD cultural factors emerged as the strongest predictors of engagement in all the activities. Self-actualizing factors highly influenced teachers' engagement in research lesson study. Instrumental factors mainly affected novice teachers and some mentors in the teaching research group, but not others. Originality/value This study addresses a gap in the existing literature by investigating factors influencing teachers' engagement in lesson study professional development. The observed variation in teachers' engagement behaviors and attitudes provides policy makers and school leaders with a deeper understanding of the underlying mechanisms and effects of these engagement factors on teachers' professional development.
{"title":"The effect of teacher engagement factors on teachers' lesson study professional development in Chinese school settings","authors":"Ying Ji","doi":"10.1108/ijlls-01-2023-0015","DOIUrl":"https://doi.org/10.1108/ijlls-01-2023-0015","url":null,"abstract":"Purpose This study aimed to examine the influence of four factors (intellectual, instrumental, self-actualizing and CPD cultural factors) on teachers' engagement in continuing professional development (CPD), specifically in the context of three lesson study activities: teaching research team activity, teaching research group activity and research lesson study activity in Chinese school settings. Design/methodology/approach A mixed-methods design was employed to examine the perceived effects of these factors on the engagement levels of 33 primary school teachers who participated in lesson study activities. The research used a questionnaire survey and semi-structured interviews as data collection instruments. Findings The results indicated that participants demonstrated higher levels of engagement in research lesson study and teaching research group, whereas their engagement in teaching research team was comparatively lower. Intellectual and CPD cultural factors emerged as the strongest predictors of engagement in all the activities. Self-actualizing factors highly influenced teachers' engagement in research lesson study. Instrumental factors mainly affected novice teachers and some mentors in the teaching research group, but not others. Originality/value This study addresses a gap in the existing literature by investigating factors influencing teachers' engagement in lesson study professional development. The observed variation in teachers' engagement behaviors and attitudes provides policy makers and school leaders with a deeper understanding of the underlying mechanisms and effects of these engagement factors on teachers' professional development.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135689885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.23887/jlls.v6i1.61417
Dori Lukman Hakim
This study discusses how the resulting influence on student learning outcomes using Mobile Learning (ML). The research was conducted at the Bachelor of Mathematics Education Study Program, Singaperbangsa University, Karawang in semester III of 96 students from three classes which constituted the population as well as the sample in this study as a whole. This study examines how the influence of the application of Mobile Learning on student learning outcomes, which will be seen based on student ability groups (High Category, Medium Category, Low Category), then based on each class (Class A, Class B, Class C), and overall students. The method used in this study is quantitative with the One Sample Group Posttest Design, with learning outcomes taken from the final grades of the learning process by applying mobile learning to the Linear Algebra Course. The results of this research are as follows; 1). The effect of Mobile Learning (ML) on the student learning outcomes group for the high category did not give any effect, but the student learning outcomes group for the medium and low categories did have an influence. 2). The influence of Mobile Learning (ML) on student learning outcomes in each class, namely class A, class B, and class C, shows a significant influence, so it is good to be given to any class. 3). The influence of Mobile Learning (ML) on student learning outcomes as a whole shows a significant influence
本研究讨论了使用移动学习(ML)对学生学习成果的影响。本研究于第三学期在新加坡邦沙大学(Singaperbangsa University, Karawang)数学教育学士课程(Bachelor of Mathematics Education Study Program)对三个班级的96名学生进行研究，这三个班级构成了本研究的总体和样本。本研究考察了移动学习的应用对学生学习成果的影响，这种影响将基于学生的能力群体(高类别，中等类别，低类别)，然后基于每个班级(A类，B类，C类)和整体学生。本研究中使用的方法是定量的，采用单样本组后测设计，通过将移动学习应用于线性代数课程，从学习过程的最终成绩中获取学习成果。本文的研究结果如下:1).移动学习(ML)对高类别的学生学习成果组没有任何影响，但对中、低类别的学生学习成果组有影响。2)移动学习(ML)对每个班级(A班、B班、C班)学生学习成果的影响都是显著的，适合任何班级使用。3)移动学习(ML)对学生学习成果的整体影响显著
{"title":"Mobile Learning Improves Student Learning Outcomes in Mathematics Education","authors":"Dori Lukman Hakim","doi":"10.23887/jlls.v6i1.61417","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.61417","url":null,"abstract":"This study discusses how the resulting influence on student learning outcomes using Mobile Learning (ML). The research was conducted at the Bachelor of Mathematics Education Study Program, Singaperbangsa University, Karawang in semester III of 96 students from three classes which constituted the population as well as the sample in this study as a whole. This study examines how the influence of the application of Mobile Learning on student learning outcomes, which will be seen based on student ability groups (High Category, Medium Category, Low Category), then based on each class (Class A, Class B, Class C), and overall students. The method used in this study is quantitative with the One Sample Group Posttest Design, with learning outcomes taken from the final grades of the learning process by applying mobile learning to the Linear Algebra Course. The results of this research are as follows; 1). The effect of Mobile Learning (ML) on the student learning outcomes group for the high category did not give any effect, but the student learning outcomes group for the medium and low categories did have an influence. 2). The influence of Mobile Learning (ML) on student learning outcomes in each class, namely class A, class B, and class C, shows a significant influence, so it is good to be given to any class. 3). The influence of Mobile Learning (ML) on student learning outcomes as a whole shows a significant influence","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"41 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77720842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.23887/jlls.v6i1.61166
Gede Widayana, Kevin Balsono
There are still many students who get scores below the average. Teachers still use conventional learning models that make students less motivated to learn. This study aims to analyze the effect of the jigsaw cooperative learning model on the learning outcomes of class X students in the subject of basic knowledge of mechanical engineering. This study used a posttest-only group design. The population of this research is class X Welding Engineering students. Sampling was done by using a random sampling technique. The first sample (class A), totaling 30 students, is an experimental class. The second sample (class B), totaling 30 students, is the control class. The methods used in data collection are the documentation and test methods. Data analysis of the two groups used descriptive statistical analysis and inferential statistical analysis through independent sample t-tests. The results showed differences in the learning outcomes of students' basic knowledge of mechanical engineering in the experimental class taught using the jigsaw learning model using conventional learning models. It was concluded that the jigsaw learning model could improve student learning outcomes in mechanical engineering subjects.
{"title":"Jigsaw Learning Model Improves Student Learning Outcomes In Mechanical Engineering Basic Knowledge","authors":"Gede Widayana, Kevin Balsono","doi":"10.23887/jlls.v6i1.61166","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.61166","url":null,"abstract":"There are still many students who get scores below the average. Teachers still use conventional learning models that make students less motivated to learn. This study aims to analyze the effect of the jigsaw cooperative learning model on the learning outcomes of class X students in the subject of basic knowledge of mechanical engineering. This study used a posttest-only group design. The population of this research is class X Welding Engineering students. Sampling was done by using a random sampling technique. The first sample (class A), totaling 30 students, is an experimental class. The second sample (class B), totaling 30 students, is the control class. The methods used in data collection are the documentation and test methods. Data analysis of the two groups used descriptive statistical analysis and inferential statistical analysis through independent sample t-tests. The results showed differences in the learning outcomes of students' basic knowledge of mechanical engineering in the experimental class taught using the jigsaw learning model using conventional learning models. It was concluded that the jigsaw learning model could improve student learning outcomes in mechanical engineering subjects.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78820279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.23887/jlls.v6i1.61000
D. H. Simbolon, Eka Kartika Silalahi
The lack of teacher creativity in testing various learning models and methods makes a significant contribution to the stigma of boredom and boredom in studying physics. The right learning model is needed so that it can help students improve learning outcomes, especially learning physics. The purpose of this study was to analyze the influence the experimental method combined with the virtual and real experiment-based guided inquiry learning model had on the physics learning outcomes. The research samples were class XI IPA 1 (32 people) for the experimental group and class XI IPA 2 (32 people) for the control group. In this study, the cluster sampling technique used was random sampling. Data collection techniques in research are in the form of learning outcomes test instruments at the beginning (pretest) and at the end of learning (posttest). The data analysis technique used is the normality test and the independent sample t-test. To test the research hypothesis, two similarity tests were used on average using the t test, namely the independent sample t-test or one-way analysis of variance (ANOVA) using the SPSS version 21 program. The result show that the guided inquiry learning model uses virtual laboratories and real laboratories to influence student learning outcomes (0.000 < 0.05). Based on the research results, it can be concluded that virtual and real experiments can improve students' physics learning outcomes, as evidenced by the difference in the average score of students' learning outcomes in the experimental class (87.47) compared to the control class (69.72).
{"title":"Physics Learning Using Guided Inquiry Models Based on Virtual Laboratories and Real Laboratories to Improve Learning","authors":"D. H. Simbolon, Eka Kartika Silalahi","doi":"10.23887/jlls.v6i1.61000","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.61000","url":null,"abstract":"The lack of teacher creativity in testing various learning models and methods makes a significant contribution to the stigma of boredom and boredom in studying physics. The right learning model is needed so that it can help students improve learning outcomes, especially learning physics. The purpose of this study was to analyze the influence the experimental method combined with the virtual and real experiment-based guided inquiry learning model had on the physics learning outcomes. The research samples were class XI IPA 1 (32 people) for the experimental group and class XI IPA 2 (32 people) for the control group. In this study, the cluster sampling technique used was random sampling. Data collection techniques in research are in the form of learning outcomes test instruments at the beginning (pretest) and at the end of learning (posttest). The data analysis technique used is the normality test and the independent sample t-test. To test the research hypothesis, two similarity tests were used on average using the t test, namely the independent sample t-test or one-way analysis of variance (ANOVA) using the SPSS version 21 program. The result show that the guided inquiry learning model uses virtual laboratories and real laboratories to influence student learning outcomes (0.000 < 0.05). Based on the research results, it can be concluded that virtual and real experiments can improve students' physics learning outcomes, as evidenced by the difference in the average score of students' learning outcomes in the experimental class (87.47) compared to the control class (69.72).","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"17 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91196866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.23887/jlls.v6i1.59378
Rofikoh Sulistiani, P. Iswara, D. Nugraha
Pemberlakuan pembelajaran daring di masa pandemi membuat siswa tidak mendapatkan pembelajaran membaca permulaan yang intensif di sekolah. Hal tersebut akhirnya berakibat pada rendahnya kemampuan membaca permulaan siswa kelas II. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan aplikasi Baca Mandiri terhadap kemampuan membaca permulaan siswa. Penelitian ini menggunakan metode pre-eksperimental dengan model One Group Pretest-Posttest Design dengan sampel penelitian berjumlah 13 siswa di Kabupaten Sumedang. Pengumpulan data dilakukan dengan pretest dan posttest untuk mengukur kemampuan membaca permulaan siswa. Selain itu, instrumen kuesioner digunakan untuk mengetahui respon siswa dan guru terhadap penggunaan aplikasi Baca Mandiri pada pembelajaran membaca permulaan. Pengujian hipotesis dilakukan dengan menggunakan statistik nonparametrik, yaitu Uji Wilcoxon. Hasil pretest dan posttest menunjukkan adanya peningkatan dengan nilai rata-rata pretest sebesar 56,29. Setelah siswa diberikan perlakuan menggunakan aplikasi Baca Mandiri, nilai rata-rata posttest siswa meningkat menjadi 72,90. Perhitungan Uji Wilcoxon menghasilkan p=0,009<0,05, yang artinya H0 ditolak dan H1 diterima. Penggunaan media aplikasi Baca Mandiri memberikan pengaruh yang signifikan terhadap kemampuan membaca permulaan siswa. Hasil penelitian ini menguatkan saran penggunaan aplikasi elektronik dalam pembelajaran khususnya membaca permulaan di kelas rendah. Penggunaan aplikasi bahkan berpotensi digunakan siswa secara mandiri di masa depan.
{"title":"Penggunaan Aplikasi “Baca Mandiri” Dalam Mengatasi Kesulitan Membaca Permulaan Pascapembelajaran Daring","authors":"Rofikoh Sulistiani, P. Iswara, D. Nugraha","doi":"10.23887/jlls.v6i1.59378","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.59378","url":null,"abstract":"Pemberlakuan pembelajaran daring di masa pandemi membuat siswa tidak mendapatkan pembelajaran membaca permulaan yang intensif di sekolah. Hal tersebut akhirnya berakibat pada rendahnya kemampuan membaca permulaan siswa kelas II. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan aplikasi Baca Mandiri terhadap kemampuan membaca permulaan siswa. Penelitian ini menggunakan metode pre-eksperimental dengan model One Group Pretest-Posttest Design dengan sampel penelitian berjumlah 13 siswa di Kabupaten Sumedang. Pengumpulan data dilakukan dengan pretest dan posttest untuk mengukur kemampuan membaca permulaan siswa. Selain itu, instrumen kuesioner digunakan untuk mengetahui respon siswa dan guru terhadap penggunaan aplikasi Baca Mandiri pada pembelajaran membaca permulaan. Pengujian hipotesis dilakukan dengan menggunakan statistik nonparametrik, yaitu Uji Wilcoxon. Hasil pretest dan posttest menunjukkan adanya peningkatan dengan nilai rata-rata pretest sebesar 56,29. Setelah siswa diberikan perlakuan menggunakan aplikasi Baca Mandiri, nilai rata-rata posttest siswa meningkat menjadi 72,90. Perhitungan Uji Wilcoxon menghasilkan p=0,009<0,05, yang artinya H0 ditolak dan H1 diterima. Penggunaan media aplikasi Baca Mandiri memberikan pengaruh yang signifikan terhadap kemampuan membaca permulaan siswa. Hasil penelitian ini menguatkan saran penggunaan aplikasi elektronik dalam pembelajaran khususnya membaca permulaan di kelas rendah. Penggunaan aplikasi bahkan berpotensi digunakan siswa secara mandiri di masa depan.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"232 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89149922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.23887/jlls.v6i1.61394
Kadek Yogi Parta Lesmana
Tujuan dari penelitian ini adalah untuk mengetahui pengaruh latihan zig-zag dan shuttle run dalam meningkatkan kelincahan pada Karateka Dojo Ziezoyuki Academy di Kota Singaraja. Penelitian ini menggunakan metode quasi exsperimen dengan rancangan pre-test dan post-test design control group. Hasil penelitian menunjukkan, (1) latihan shuttle run memberikan pengaruh yang berarti terhadap peningkatan kelincahan (thit = 60,42 > ttab = 2,26); (2) latihan ziq-zaq memberikan pengaruh yang berarti terhadap peningkatan kelincahan (thit = 159,06 > ttab = 2,26); (3) latihan ziq-zaq run lebih efektif dalam meningkatkan kelincahan dibandingkan dengan latihan shuttle run (thit = 26,64 > ttab = 2,26). Maka Simpulan dari penelitian ini yaitu latihan dengan metode zig-zag run lebih efektif dalam meningkatkan kelincahan pada Karateka.
{"title":"Pengaruh Latihan Zig-Zag dan Shuttle Run terhadap Hasil Kelincahan pada Karateka Dojo Ziezoyuki Academy","authors":"Kadek Yogi Parta Lesmana","doi":"10.23887/jlls.v6i1.61394","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.61394","url":null,"abstract":"Tujuan dari penelitian ini adalah untuk mengetahui pengaruh latihan zig-zag dan shuttle run dalam meningkatkan kelincahan pada Karateka Dojo Ziezoyuki Academy di Kota Singaraja. Penelitian ini menggunakan metode quasi exsperimen dengan rancangan pre-test dan post-test design control group. Hasil penelitian menunjukkan, (1) latihan shuttle run memberikan pengaruh yang berarti terhadap peningkatan kelincahan (thit = 60,42 > ttab = 2,26); (2) latihan ziq-zaq memberikan pengaruh yang berarti terhadap peningkatan kelincahan (thit = 159,06 > ttab = 2,26); (3) latihan ziq-zaq run lebih efektif dalam meningkatkan kelincahan dibandingkan dengan latihan shuttle run (thit = 26,64 > ttab = 2,26). Maka Simpulan dari penelitian ini yaitu latihan dengan metode zig-zag run lebih efektif dalam meningkatkan kelincahan pada Karateka.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"22 1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80262600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.23887/jlls.v6i1.60742
Putra Bintang Astama, Minsih
Learning outcomes in ecosystem thematic teaching materials for fifth grade students is far from satisfactory. In thematic learning, teachers still use conventional models and have not implemented appropriate learning models for thematic subjects, so the average score in these subjects is still very low. The purpose of this study was to analyze the effectiveness of the Problem Based Learning model for student learning outcomes in thematic ecosystem material for five grade primary school. This type of research is quantitative with True Experimental Design in the school environment. This study consist of Pre-test-Post-test Control Group Design. The samples taken were 6 VA class students as the experimental class and 6 VB class students as the control class using the simple random sampling technique. The results showed that the average post-test score for the experimental class was higher, namely in the VA class. It was concluded that the Problem Based Learning Model was effective on student learning outcomes in class V ecosystem thematic material.
{"title":"Environment Based Ecosystem Thematic Teaching Materials: Using Problem Based Learning to Improve Learning Effectiveness","authors":"Putra Bintang Astama, Minsih","doi":"10.23887/jlls.v6i1.60742","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.60742","url":null,"abstract":"Learning outcomes in ecosystem thematic teaching materials for fifth grade students is far from satisfactory. In thematic learning, teachers still use conventional models and have not implemented appropriate learning models for thematic subjects, so the average score in these subjects is still very low. The purpose of this study was to analyze the effectiveness of the Problem Based Learning model for student learning outcomes in thematic ecosystem material for five grade primary school. This type of research is quantitative with True Experimental Design in the school environment. This study consist of Pre-test-Post-test Control Group Design. The samples taken were 6 VA class students as the experimental class and 6 VB class students as the control class using the simple random sampling technique. The results showed that the average post-test score for the experimental class was higher, namely in the VA class. It was concluded that the Problem Based Learning Model was effective on student learning outcomes in class V ecosystem thematic material.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"52 3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77855846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.23887/jlls.v6i1.61403
Ali Mardius, Eri Barlian, Nurul Ihsan
Untuk mengidentifikasi faktor yang berpengaruh causal secara positif, pada kinerja tendangan sabit atlet yang memiliki kategori jelek, baik, dan baik sekali. Hal ini, perlu dilakukan pembuktian pada faktor gerakan tendangan sabit yaitu pada kelentukan pinggang dan kecepatan reaksi. Jenis penelitian penelitian kuantitatif menggunakan desains penelitian korelasi dengan metode asosiatif kausal. Populasi dalam penelitian ini berjumlah 29 orang. Teknik pengambilan sampel menggunakan teknik probability sampling, yaitu teknik pengambilan sampel yang memberikan peluang yang sama bagi setiap unsur/anggota populasi untuk dipilih menjadi anggota sampel, adapun jumlah sampel dalam penelitian ini adalah 29 orang. Data dikumpulkan dengan menggunakan pengukuran terhadap ketiga variabel. Untuk kelentukan pinggang di tes dengan flexiometer, kecepatan reaksi dengan whole body reaction, sedangkan kemampuan tendangan sabit diukur dengan tes kemampuan tendangan sabit. Data dianalisis dengan regresi ganda dua prediktor. Berdasarkan hasil analisis data menunjukkan bahwa: Kelentukan pinggang secara signifiksn berpengaruh positif terhadap ketepatan tendangan sabit (p < 0,05) atau H0 ditolak. Kecepatan reaksi secara signifiksn berpengaruh positif terhadap ketepatan tendangan sabit (p < 0,05) atau H0 ditolak.
{"title":"Dampak Kondisi Fisik pada Tendangan Sabit dalam Olahraga Pencak Silat","authors":"Ali Mardius, Eri Barlian, Nurul Ihsan","doi":"10.23887/jlls.v6i1.61403","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.61403","url":null,"abstract":"Untuk mengidentifikasi faktor yang berpengaruh causal secara positif, pada kinerja tendangan sabit atlet yang memiliki kategori jelek, baik, dan baik sekali. Hal ini, perlu dilakukan pembuktian pada faktor gerakan tendangan sabit yaitu pada kelentukan pinggang dan kecepatan reaksi. Jenis penelitian penelitian kuantitatif menggunakan desains penelitian korelasi dengan metode asosiatif kausal. Populasi dalam penelitian ini berjumlah 29 orang. Teknik pengambilan sampel menggunakan teknik probability sampling, yaitu teknik pengambilan sampel yang memberikan peluang yang sama bagi setiap unsur/anggota populasi untuk dipilih menjadi anggota sampel, adapun jumlah sampel dalam penelitian ini adalah 29 orang. Data dikumpulkan dengan menggunakan pengukuran terhadap ketiga variabel. Untuk kelentukan pinggang di tes dengan flexiometer, kecepatan reaksi dengan whole body reaction, sedangkan kemampuan tendangan sabit diukur dengan tes kemampuan tendangan sabit. Data dianalisis dengan regresi ganda dua prediktor. Berdasarkan hasil analisis data menunjukkan bahwa: Kelentukan pinggang secara signifiksn berpengaruh positif terhadap ketepatan tendangan sabit (p < 0,05) atau H0 ditolak. Kecepatan reaksi secara signifiksn berpengaruh positif terhadap ketepatan tendangan sabit (p < 0,05) atau H0 ditolak.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"100 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77010879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.23887/jlls.v6i1.61003
J. Barus, Ninda Safitri, Husaini
Verbal bullying is increasingly common among students and sometimes tends to result in serious problems, so it is important to know its forms and causes so that preventive actions can be carried out more quickly by the management of educational institutions. This study aims to find out the forms of verbal bullying and the factors that lead to verbal bullying behavior among the santri of two modern Islamic boarding schools. It uses descriptive qualitative approach, in which the data were taken from santri and teachers at the boarding schools. Words or expressions that contain verbal bullying and factors that cause the behavior of verbal bullying in the schools become the data of this research, which were carried out using observation and interview techniques. The results found that there are 43 verbal bullying expressions, which can be classified by 10 data of dubbing, 9 data of insulting, 9 data of cursing, and 15 data of mocking. The expressions used in verbal bullying are various words or phrases that are often used by children of their age, which are considered normal, because very view expressions that really violate cultural ethics in this area. While factors that cause the verbal bullying were classified into five factors, that were economic ability, seniority tradition, seniority, school disharmony or situation and individual or group characteristics. This shows that the factors that cause verbal bullying in public schools also occur in these pesantren, and the nobel goals that want to achieve by the institutions have not been achieved properly.
{"title":"Study of Verbal Bullying in Early Adolescents","authors":"J. Barus, Ninda Safitri, Husaini","doi":"10.23887/jlls.v6i1.61003","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.61003","url":null,"abstract":"Verbal bullying is increasingly common among students and sometimes tends to result in serious problems, so it is important to know its forms and causes so that preventive actions can be carried out more quickly by the management of educational institutions. This study aims to find out the forms of verbal bullying and the factors that lead to verbal bullying behavior among the santri of two modern Islamic boarding schools. It uses descriptive qualitative approach, in which the data were taken from santri and teachers at the boarding schools. Words or expressions that contain verbal bullying and factors that cause the behavior of verbal bullying in the schools become the data of this research, which were carried out using observation and interview techniques. The results found that there are 43 verbal bullying expressions, which can be classified by 10 data of dubbing, 9 data of insulting, 9 data of cursing, and 15 data of mocking. The expressions used in verbal bullying are various words or phrases that are often used by children of their age, which are considered normal, because very view expressions that really violate cultural ethics in this area. While factors that cause the verbal bullying were classified into five factors, that were economic ability, seniority tradition, seniority, school disharmony or situation and individual or group characteristics. This shows that the factors that cause verbal bullying in public schools also occur in these pesantren, and the nobel goals that want to achieve by the institutions have not been achieved properly.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84027791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-07DOI: 10.23887/jlls.v6i1.60171
E. Sulasmi, Indra Prasetia, A. Rahman
Financing is one of the important instruments in achieving educational goals that must be managed effectively and efficiently and uphold the values of accountability. This must be used correctly, on target, and as needed. The purpose of this study is to analyze the National Education Budget policy that has been set by the government in the 2023 State Budget. The research method used is a descriptive method with a qualitative approach, the data collection techniques used are interviews, observations, and documentation studies. The overall data are then analyzed according to the phenomenological qualitative analysis model in a step: data managing, reading and memoing, describing, classifying, interpreting, and visualizing. The results showed that funding for education is a very important issue to improve the welfare of society and the quality of the young generation of a nation. The government in each country always strives to improve the quality of education of its people, especially through the allocation of adequate resources in the government budget, both central and regional. The National Education Budget in the 2023 State Budget posture has been set specifically for the education sector to reach IDR 612.2 trillion, consisting of the central government of IDR 237.1 trillion, transfers to regions of IDR 305.6 trillion, and financing of IDR 69.5 trillion. However, it should be noted that budget management is very vulnerable to misappropriation.
{"title":"Government Policy Regarding Education Budget on The Posture of The State Budget (APBN)","authors":"E. Sulasmi, Indra Prasetia, A. Rahman","doi":"10.23887/jlls.v6i1.60171","DOIUrl":"https://doi.org/10.23887/jlls.v6i1.60171","url":null,"abstract":"Financing is one of the important instruments in achieving educational goals that must be managed effectively and efficiently and uphold the values of accountability. This must be used correctly, on target, and as needed. The purpose of this study is to analyze the National Education Budget policy that has been set by the government in the 2023 State Budget. The research method used is a descriptive method with a qualitative approach, the data collection techniques used are interviews, observations, and documentation studies. The overall data are then analyzed according to the phenomenological qualitative analysis model in a step: data managing, reading and memoing, describing, classifying, interpreting, and visualizing. The results showed that funding for education is a very important issue to improve the welfare of society and the quality of the young generation of a nation. The government in each country always strives to improve the quality of education of its people, especially through the allocation of adequate resources in the government budget, both central and regional. The National Education Budget in the 2023 State Budget posture has been set specifically for the education sector to reach IDR 612.2 trillion, consisting of the central government of IDR 237.1 trillion, transfers to regions of IDR 305.6 trillion, and financing of IDR 69.5 trillion. However, it should be noted that budget management is very vulnerable to misappropriation.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"13 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75687195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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