Pub Date : 2024-01-13DOI: 10.61978/eduscape.v2i1.164
Ikhsan Rifai, Nurhaliza, U. Negeri, Sunan Kalijaga
Islamic religious education learning which emphasizes rote learning often causes students to feel bored and lack interest in learning. Students' efforts to memorize material tend to be unstructured and less systematic. The aim of this research is to determine the influence of flashcard media and AnkiDroid on the cognitive outcomes of Islamic Religious Education on the material Rahmat Islam for the Archipelago in Class XII SMA Negeri 1 Kasihan and to make a comparison between the two. This research makes a contribution by exploring the effectiveness of two learning media in improving PAI learning outcomes. To the best of the author's knowledge, there has been no research that specifically compares conventional flashcards with AnkiDroid in the context of PAI subjects. This research uses a quantitative approach with an experimental method with a quasi-experimental research design, namely a nonequivalent control group design. The research results show that both media, both flashcards and AnkiDroid, have a significant influence on PAI's cognitive learning outcomes in the Rahmat Islam Untuk Nusantara material. Nonetheless, there is no significant difference between the two.
强调死记硬背的伊斯兰宗教教育学习往往使学生感到枯燥乏味，缺乏学习兴趣。学生记忆材料的努力往往缺乏条理性和系统性。本研究旨在确定闪存卡媒体和 AnkiDroid 对伊斯兰宗教教育认知成果的影响，这些认知成果是关于十二年级 SMA Negeri 1 Kasihan 班 Rahmat Islam for the Archipelago 教材的，并对两者进行比较。本研究通过探索两种学习媒体在提高 PAI 学习成果方面的有效性做出了贡献。据笔者所知，在 PAI 学科方面，还没有专门比较传统闪存卡和 AnkiDroid 的研究。本研究采用了一种定量方法，即非等效对照组设计的准实验研究设计。研究结果表明，在《Rahmat Islam Untuk Nusantara》教材中，闪卡和 AnkiDroid 这两种媒体对 PAI 的认知学习成果都有显著影响。然而，两者之间并无明显差异。
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Pub Date : 2024-01-11DOI: 10.61978/eduscape.v2i1.131
Yusuf Adhitya
This study aims to describe the errors of prospective teacher students in making math test instruments based on cognitive levels from the Bloom’s Taxonomy Revised (BTR). BTR consists of LOTS (C1-C3) and HOTS (C4-C6) levels. This research included descriptive qualitative research. The subjects of this study were 19 prospective teacher students, namely the mathematics education department in the Mathematics Learning Evaluation course. Based on the results of the study, it was obtained that prospective teacher students made mistakes at both levels but more at the HOTS level. At the LOTS level, it is on the error level C3; at the HOTS level, it is spread at all levels, namely C4-C6. An indication of error that often arises is that prospective teacher students cannot compile questions according to their level of cognition. The questions made are often still below the level they should be. The level of the questions made is still below the level that it should be.
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Pub Date : 2024-01-10DOI: 10.61978/eduscape.v2i1.108
Suwanto, Wiwik Lestari, Universitas Negeri Medan
Students need digital literacy skills to face the 21st century, so teachers must monitor the development of their digital literacy skills. Therefore, instruments are needed to monitor digital literacy skills, but the instruments currently available have not taken into account the psychological, cognitive, and psychomotor development of elementary school children, even though they have limitations in accessing digital devices and limited vocabulary. These problems prompted the need for instrument development using the modified Tiagarajan 4-D development model, Difine, Design, and Development. Instrument development criteria must meet the validity and practicality of the instrument. The instrument was prepared using the Google Form platform, consisting of 13 statements in the form of a Likert questionnaire and 22 statements in the form of an essay test. Qualitative data were analyzed by data collection, data reduction, data presentation, and data verification, while descriptive statistics and item analysis analyzed quantitative data. The instrument design was validated by five validators with a validation level of 3.4, which was declared valid, although the instrument had to be revised. Then the instrument trials were carried out and the quality of the instruments was obtained with a validity level of 19 questions declared valid, 3 quite valid, and 3 very valid, while the Reliability Level was 0.885 for the questionnaire and 0.871 for the test instrument. At the same time, the level of practicality of the instrument was obtained from the teacher's response to the instrument at 76.1 or practical. Even though it meets practical, valid, and effective criteria, apart from having to present it through digital devices, attention needs to be paid to the ability to use symbols and tools and at a minimum must fulfill information skills, digital tools usage, and digital transformation.
{"title":"How to Assess Digital Literacy Skills of Elementary School Students?","authors":"Suwanto, Wiwik Lestari, Universitas Negeri Medan","doi":"10.61978/eduscape.v2i1.108","DOIUrl":"https://doi.org/10.61978/eduscape.v2i1.108","url":null,"abstract":"Students need digital literacy skills to face the 21st century, so teachers must monitor the development of their digital literacy skills. Therefore, instruments are needed to monitor digital literacy skills, but the instruments currently available have not taken into account the psychological, cognitive, and psychomotor development of elementary school children, even though they have limitations in accessing digital devices and limited vocabulary. These problems prompted the need for instrument development using the modified Tiagarajan 4-D development model, Difine, Design, and Development. Instrument development criteria must meet the validity and practicality of the instrument. The instrument was prepared using the Google Form platform, consisting of 13 statements in the form of a Likert questionnaire and 22 statements in the form of an essay test. Qualitative data were analyzed by data collection, data reduction, data presentation, and data verification, while descriptive statistics and item analysis analyzed quantitative data. The instrument design was validated by five validators with a validation level of 3.4, which was declared valid, although the instrument had to be revised. Then the instrument trials were carried out and the quality of the instruments was obtained with a validity level of 19 questions declared valid, 3 quite valid, and 3 very valid, while the Reliability Level was 0.885 for the questionnaire and 0.871 for the test instrument. At the same time, the level of practicality of the instrument was obtained from the teacher's response to the instrument at 76.1 or practical. Even though it meets practical, valid, and effective criteria, apart from having to present it through digital devices, attention needs to be paid to the ability to use symbols and tools and at a minimum must fulfill information skills, digital tools usage, and digital transformation.","PeriodicalId":514255,"journal":{"name":"Eduscape : Journal of Education Insight","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627369","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 : 2024-01-03DOI: 10.61978/eduscape.v2i1.130
Kurniawan Arif Maspul
This enthralling exploration digs into the transforming influence of a poetry-rich classroom, revealing a plethora of advantages that educators may use to support student growth and empowerment. Students are given a dynamic platform for creative expression, intellectual advancement, and profound self-discovery when poetry is integrated into the educational environment. Students gain linguistic competence, critical thinking abilities, empathy, cultural understanding, and self-confidence through poetry. The structured poetry writing workshop method emerges as a catalyst for active engagement and growth, helping students through the creation of their own poems. Furthermore, the use of multimedia projects, collaborative initiatives, contests, anthologies, and digital platforms expands and improves student participation and experiences. A poetry-rich classroom is acknowledged for its importance in empowering students as writers, encouraging their personal growth, and establishing a lifetime love of the written word. This study encourages educators to embrace the transforming power of a poetry-rich classroom, fostering an inclusive and vibrant learning atmosphere in which students can thrive as writers and persons.
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