Pub Date : 2023-11-17DOI: 10.21831/jptk.v29i2.63665
Y. Suprapto, Nyaris Pambudiyatno, B. Harianto, F. Sabur, A. Setiawan, Abdul Muti Sazali
During the Covid 19 pandemic, the teaching and learning process, especially in practical courses which were initially face-to-face, turned online. This change had several impacts on lectures, especially in terms of learning outcomes and the quality of graduates in terms of skills. Therefore, it is very necessary to carry out an evaluation of this learning process using the CIPP model developed by Stufflebeam. This evaluation model aims to find out how effective the use of virtual laboratories is in learning practical courses online. This research is evaluative research using a qualitative descriptive approach. Where the data used in this study is qualitative data with analytical methods. The technique used in this study is to examine existing data using grounded research methods. From the results of this study, there is the largest percentage, namely the use of virtual laboratories has been quite effective in online learning during the Covid-19 pandemic, with the improvement and development of media and learning models that are more innovative and creative. In addition, efforts in skills that directly deal with equipment still need to be fulfilled in real laboratories to increase enrichment and deeper understanding and skills in work procedures in the world of work later.
{"title":"Evaluation of the program for modeling and implementation of a virtual laboratory for solid-state electronics","authors":"Y. Suprapto, Nyaris Pambudiyatno, B. Harianto, F. Sabur, A. Setiawan, Abdul Muti Sazali","doi":"10.21831/jptk.v29i2.63665","DOIUrl":"https://doi.org/10.21831/jptk.v29i2.63665","url":null,"abstract":"During the Covid 19 pandemic, the teaching and learning process, especially in practical courses which were initially face-to-face, turned online. This change had several impacts on lectures, especially in terms of learning outcomes and the quality of graduates in terms of skills. Therefore, it is very necessary to carry out an evaluation of this learning process using the CIPP model developed by Stufflebeam. This evaluation model aims to find out how effective the use of virtual laboratories is in learning practical courses online. This research is evaluative research using a qualitative descriptive approach. Where the data used in this study is qualitative data with analytical methods. The technique used in this study is to examine existing data using grounded research methods. From the results of this study, there is the largest percentage, namely the use of virtual laboratories has been quite effective in online learning during the Covid-19 pandemic, with the improvement and development of media and learning models that are more innovative and creative. In addition, efforts in skills that directly deal with equipment still need to be fulfilled in real laboratories to increase enrichment and deeper understanding and skills in work procedures in the world of work later.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264050","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 : 2023-11-14DOI: 10.21831/jptk.v29i2.64161
Heri Franata Sitorus, Wan Ameran Bin Wan Mat, Putu Sudira, E. Sinaga
Peer Learning is a teaching and learning strategy that involves groups of students working together to solve a problem, complete a task, or create a product. Simply putting students in groups and telling them to work together does not mean they know how to work cooperatively. This study aims to determine whether there is an effect of peer lesson learning strategies on learning outcomes in building construction subjects and land measurement techniques, concrete characteristics specification material, in class X students majoring in modeling design and building information of SMK Negeri 1 Lubuk Pakam. The study used quantitative research with experimental research type. The population amounted to 60 students; the research sample was taken by simple random sampling by taking two classes. Class X DPIB-A as the experimental class and class X DPIB-B as the control class. The instrument used to determine student learning outcomes is a multiple-choice test of 36 questions that have been tested for validity and reliability with point biseral correlation techniques. Data analysis used the t-test formula. The results showed that the average post-test score obtained from the experimental class was 75.35 with a high category of 73.33% and the control class was 61.46 with a sufficient category of 76.67%. From the results of the hypothesis testing analysis with a significance level of 5%, the post-test values of the two classes were calculated t_ count t_ table (6.27227 1.671) then Ha was accepted, so that a significant effect was obtained which showed that the learning outcomes of building construction and land measurement techniques were more effectively taught with peer lesson learning strategies than conventional learning models.
同伴学习是一种教与学的策略，包括学生小组合作解决问题、完成任务或创造产品。仅仅把学生分成小组并告诉他们一起工作并不意味着他们知道如何合作。本研究旨在确定同伴课程学习策略对 SMK Negeri 1 Lubuk Pakam 建筑设计和建筑信息专业 X 班学生在建筑施工科目和土地测量技术、混凝土特性规格材料方面的学习成果是否有影响。本研究采用了实验研究类型的定量研究。研究对象为 60 名学生；研究样本采用简单随机抽样法，从两个班级中抽取。X班（DPIB-A）为实验班，X班（DPIB-B）为对照班。用于确定学生学习成果的工具是一个由 36 道题组成的多项选择测试，该测试已通过点先驱相关技术进行了效度和信度测试。数据分析采用 t 检验公式。结果显示，实验班的后测平均分为 75.35 分，高分率为 73.33%；对照班的后测平均分为 61.46 分，及格率为 76.67%。根据显著性水平为 5%的假设检验分析结果，计算出两个班级的后测值 t_ 计数 t_ 表（6.27227 1.671），然后接受 Ha，因此获得了显著效果，表明采用同伴课学习策略比传统学习模式更有效地传授了建筑施工和土地测量技术的学习成果。
{"title":"The effect of peer lesson strategy on learning outcomes of building construction and land measurement techniques","authors":"Heri Franata Sitorus, Wan Ameran Bin Wan Mat, Putu Sudira, E. Sinaga","doi":"10.21831/jptk.v29i2.64161","DOIUrl":"https://doi.org/10.21831/jptk.v29i2.64161","url":null,"abstract":"Peer Learning is a teaching and learning strategy that involves groups of students working together to solve a problem, complete a task, or create a product. Simply putting students in groups and telling them to work together does not mean they know how to work cooperatively. This study aims to determine whether there is an effect of peer lesson learning strategies on learning outcomes in building construction subjects and land measurement techniques, concrete characteristics specification material, in class X students majoring in modeling design and building information of SMK Negeri 1 Lubuk Pakam. The study used quantitative research with experimental research type. The population amounted to 60 students; the research sample was taken by simple random sampling by taking two classes. Class X DPIB-A as the experimental class and class X DPIB-B as the control class. The instrument used to determine student learning outcomes is a multiple-choice test of 36 questions that have been tested for validity and reliability with point biseral correlation techniques. Data analysis used the t-test formula. The results showed that the average post-test score obtained from the experimental class was 75.35 with a high category of 73.33% and the control class was 61.46 with a sufficient category of 76.67%. From the results of the hypothesis testing analysis with a significance level of 5%, the post-test values of the two classes were calculated t_ count t_ table (6.27227 1.671) then Ha was accepted, so that a significant effect was obtained which showed that the learning outcomes of building construction and land measurement techniques were more effectively taught with peer lesson learning strategies than conventional learning models.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139277778","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}
M. Yusuf Yusa Rachman, Henri Fatkurochman, Mukhamad Juremi
Law No. 20 of 2003 defines education as a conscious and planned effort to create a learning environment that enables students to develop their spiritual, personality, intelligence, morals, and skills that are useful for themselves, society, the nation, and the state. Problem-Based Learning (PBL) is a teaching model that uses real-world problems as a context to teach critical thinking, problem-solving, and acquiring essential knowledge from the subject matter (Duch: Shoimin, 2014, p.30; Sudarman, 2005, p.69). PBL encourages students to learn actively and focus on applying knowledge in real situations. "Window shopping" is an activity in which students learn in groups to engage in discussions within their groups, and the results of these discussions are then shared with other groups. This means that students are not confined to their seats but are free to move around the classroom for discussions. This research was conducted in class XI-Science 4 at SMAN 2 Tanggul with 36 students, and questionnaires and surveys were used as instruments. In the first cycle, based on the observation results using a questionnaire, it was found that over 50% of the students had low learning motivation. Then, in the second cycle, the researcher applied the Window Shopping technique within the PBL syntax, and after this intervention, there was an improvement, with less than 50% of students having high learning motivation. In conclusion, implementing the Window Shopping technique within the PBL teaching model can enhance students' learning motivation.
{"title":"Penerapan Problem Based Learning dengan Menerapkan Teknik Windows Shopping untuk Meningkatkan Motivasi Belajar","authors":"M. Yusuf Yusa Rachman, Henri Fatkurochman, Mukhamad Juremi","doi":"10.47134/jtp.v1i2.81","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.81","url":null,"abstract":"Law No. 20 of 2003 defines education as a conscious and planned effort to create a learning environment that enables students to develop their spiritual, personality, intelligence, morals, and skills that are useful for themselves, society, the nation, and the state. Problem-Based Learning (PBL) is a teaching model that uses real-world problems as a context to teach critical thinking, problem-solving, and acquiring essential knowledge from the subject matter (Duch: Shoimin, 2014, p.30; Sudarman, 2005, p.69). PBL encourages students to learn actively and focus on applying knowledge in real situations. \"Window shopping\" is an activity in which students learn in groups to engage in discussions within their groups, and the results of these discussions are then shared with other groups. This means that students are not confined to their seats but are free to move around the classroom for discussions. This research was conducted in class XI-Science 4 at SMAN 2 Tanggul with 36 students, and questionnaires and surveys were used as instruments. In the first cycle, based on the observation results using a questionnaire, it was found that over 50% of the students had low learning motivation. Then, in the second cycle, the researcher applied the Window Shopping technique within the PBL syntax, and after this intervention, there was an improvement, with less than 50% of students having high learning motivation. In conclusion, implementing the Window Shopping technique within the PBL teaching model can enhance students' learning motivation.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"5 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current learning paradigm has shifted towards student-centered learning. Therefore, teachers need to design learning experiences while considering the characteristics of students comprehensively. This study aims to identify the positive impacts that arise from students and teachers during the implementation of differentiated learning activities with the Teaching at the Right Level (TaRL) approach in the classroom. The research method used is qualitative with a descriptive approach. The research subjects were the 11th-grade students of MIPA 5 at SMAN 1 Tanggul. The observation results indicate that students are more active in learning activities, and their participation in learning is better monitored. Based on the research results presented, it is evident that the implementation of differentiated learning with the TaRL approach has a positive impact on learning and helps create an inclusive and responsive learning environment to meet the needs of the students.
{"title":"Sinergi Antara Pelaksanaan Pembelajaran Berdiferensiasi dengan Teaching at The Right Level dalam Menghadirkan Lingkungan Belajar Inklusif","authors":"Dwi Rani Prihandini, Siti Alfiyana Azizah, Isma Atikah","doi":"10.47134/jtp.v1i2.76","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.76","url":null,"abstract":"The current learning paradigm has shifted towards student-centered learning. Therefore, teachers need to design learning experiences while considering the characteristics of students comprehensively. This study aims to identify the positive impacts that arise from students and teachers during the implementation of differentiated learning activities with the Teaching at the Right Level (TaRL) approach in the classroom. The research method used is qualitative with a descriptive approach. The research subjects were the 11th-grade students of MIPA 5 at SMAN 1 Tanggul. The observation results indicate that students are more active in learning activities, and their participation in learning is better monitored. Based on the research results presented, it is evident that the implementation of differentiated learning with the TaRL approach has a positive impact on learning and helps create an inclusive and responsive learning environment to meet the needs of the students.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"40 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430667","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}
Ratna Sari, Ali Usman, An Rini Mudayanti, Muhammad Dimas Nasihudin
This research analyzes the implementation of the Strengthening Student Pancasila Profile Project (P5) in the context of learning to enhance students' competencies and character development within the dimensions of the Pancasila student profile. The study, conducted in Project Class 1 of SMA Negeri Jenggawah for the 2022/2023 academic year, focuses on local wisdom and an "ecoprint" project. Data collection methods include interviews, observations, and documentation, with subsequent analysis involving data condensation and presentation. The study reveals that the P5 activities follow a model of introduction, contextualization, action, reflection, and follow-up. Assessment utilizes rubrics based on profile indicators, while the evaluation process comprises reflection, formative and summative assessments. Follow-up efforts aim to promote environmentally friendly practices in pursuit of an Adiwiyata-based school. The research concludes that implementing P5 strengthens students' character dimensions, particularly in fostering a sense of mutual cooperation, faith, piety, noble character, and creativity within the Pancasila student profile.
本研究分析了在学习背景下加强学生Pancasila档案项目(P5)的实施，以在Pancasila学生档案的维度内提高学生的能力和性格发展。该研究于2022/2023学年在SMA Negeri Jenggawah项目1班进行，重点关注当地智慧和“生态打印”项目。数据收集方法包括访谈、观察和记录，随后的分析涉及数据浓缩和呈现。研究表明，P5活动遵循介绍-情境化-行动-反思-跟进的模式。评估采用基于概况指标的准则，而评估过程包括反思、形成性和总结性评估。后续努力的目的是促进环境友好的做法，以追求在adiwiyata的学校。研究得出结论，实施P5强化了学生的性格维度，特别是在培养潘卡西拉学生的相互合作意识、信仰、虔诚、高尚品格和创造力方面。
{"title":"Implementasi Proyek Penguatan Profil Pelajar Pancasila dalam Proses Pembelajaran","authors":"Ratna Sari, Ali Usman, An Rini Mudayanti, Muhammad Dimas Nasihudin","doi":"10.47134/jtp.v1i2.78","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.78","url":null,"abstract":"This research analyzes the implementation of the Strengthening Student Pancasila Profile Project (P5) in the context of learning to enhance students' competencies and character development within the dimensions of the Pancasila student profile. The study, conducted in Project Class 1 of SMA Negeri Jenggawah for the 2022/2023 academic year, focuses on local wisdom and an \"ecoprint\" project. Data collection methods include interviews, observations, and documentation, with subsequent analysis involving data condensation and presentation. The study reveals that the P5 activities follow a model of introduction, contextualization, action, reflection, and follow-up. Assessment utilizes rubrics based on profile indicators, while the evaluation process comprises reflection, formative and summative assessments. Follow-up efforts aim to promote environmentally friendly practices in pursuit of an Adiwiyata-based school. The research concludes that implementing P5 strengthens students' character dimensions, particularly in fostering a sense of mutual cooperation, faith, piety, noble character, and creativity within the Pancasila student profile.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The "Kurikulum Merdeka" is understood as the freedom of thought that must begin with the teacher, who plays a pivotal role in all educational activities. This is because no matter how ideal the curriculum is planned, if it is not followed by the teachers' ability to implement it, it will not have a significant impact on improving the quality of education. The research method used in this study is a literature review (library research). The researcher collects and analyzes various credible and relevant literature on the topic to provide explanations that are easier to understand. Based on the literature review, it is found that there is alignment between differentiated learning and the pedagogical vision of Ki Hajar Dewantara in achieving free learning. Therefore, it can be concluded that the implementation of differentiated learning is in line with Ki Hajar Dewantara's pedagogical vision, where both refer to education centered on learners and prioritize the inherent abilities as the core essence of learning freedom. With the implementation of differentiated learning, with teachers as guides, it is hoped that learners can truly be facilitated in their learning needs, making them individuals who are free and independent in developing their natural potential according to their inherent abilities.
{"title":"Keselarasan Implementasi Pembelajaran Berdiferensiasi dengan Visi Pedagogis Ki Hajar Dewantara dalam Mewujudkan Merdeka Belajar","authors":"Risvi Revita Yuli, Kukuh Munandar, Intan Maulidah Salma","doi":"10.47134/jtp.v1i2.80","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.80","url":null,"abstract":"The \"Kurikulum Merdeka\" is understood as the freedom of thought that must begin with the teacher, who plays a pivotal role in all educational activities. This is because no matter how ideal the curriculum is planned, if it is not followed by the teachers' ability to implement it, it will not have a significant impact on improving the quality of education. The research method used in this study is a literature review (library research). The researcher collects and analyzes various credible and relevant literature on the topic to provide explanations that are easier to understand. Based on the literature review, it is found that there is alignment between differentiated learning and the pedagogical vision of Ki Hajar Dewantara in achieving free learning. Therefore, it can be concluded that the implementation of differentiated learning is in line with Ki Hajar Dewantara's pedagogical vision, where both refer to education centered on learners and prioritize the inherent abilities as the core essence of learning freedom. With the implementation of differentiated learning, with teachers as guides, it is hoped that learners can truly be facilitated in their learning needs, making them individuals who are free and independent in developing their natural potential according to their inherent abilities.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"37 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430532","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}
Siti Alfiyana Azizah, Ali Usman, Muhammad Ali Rif’an Fauzi, Eliana Rosita
Students have unique characteristics because they possess distinct attributes that cannot be shared by others. In preparing for teaching activities, it is crucial for teachers to pay attention to their knowledge of the students' individual characteristics. Learning should be based on a curriculum. However, a change in the curriculum nowadays does not necessarily maximize or enhance the quality of student learning. This is due to the lack of identification of learning styles, as students have different learning styles when they receive explanations from teachers. The purpose of this research is to analyze the tendencies of students' learning styles at SMAM 2 Wuluhan. The results of this analysis will serve as data to implement differentiated learning in that class, designed to consider the differences in students' characteristics regarding learning styles. This research is qualitative descriptive in nature. Data collection techniques include classroom observations, interviews, and questionnaire distribution. Through the analysis technique, the obtained data are categorized into specific learning style groups, meaning that the data are examined and evaluated to draw conclusions. Based on the analysis of students' learning styles at SMAM 2 Wuluhan, it was found that students in class X have diverse learning styles. It is evident that students' learning styles are 54% visual, 14% auditory, and 32% kinesthetic. Teachers can develop learning methods in accordance with each student's learning style, making students feel more comfortable during the teaching and learning process. In this context, these efforts are integrated into differentiated learning that aims to meet the various learning needs of each student. Differentiated learning takes into account the differences in students' learning styles, and the analysis results become a starting point for grouping students based on these differences for future study plans.
{"title":"Analisis Gaya Belajar Siswa dalam Menerapkan Pembelajaran Berdeferensiasi","authors":"Siti Alfiyana Azizah, Ali Usman, Muhammad Ali Rif’an Fauzi, Eliana Rosita","doi":"10.47134/jtp.v1i2.74","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.74","url":null,"abstract":"Students have unique characteristics because they possess distinct attributes that cannot be shared by others. In preparing for teaching activities, it is crucial for teachers to pay attention to their knowledge of the students' individual characteristics. Learning should be based on a curriculum. However, a change in the curriculum nowadays does not necessarily maximize or enhance the quality of student learning. This is due to the lack of identification of learning styles, as students have different learning styles when they receive explanations from teachers. The purpose of this research is to analyze the tendencies of students' learning styles at SMAM 2 Wuluhan. The results of this analysis will serve as data to implement differentiated learning in that class, designed to consider the differences in students' characteristics regarding learning styles. This research is qualitative descriptive in nature. Data collection techniques include classroom observations, interviews, and questionnaire distribution. Through the analysis technique, the obtained data are categorized into specific learning style groups, meaning that the data are examined and evaluated to draw conclusions. Based on the analysis of students' learning styles at SMAM 2 Wuluhan, it was found that students in class X have diverse learning styles. It is evident that students' learning styles are 54% visual, 14% auditory, and 32% kinesthetic. Teachers can develop learning methods in accordance with each student's learning style, making students feel more comfortable during the teaching and learning process. In this context, these efforts are integrated into differentiated learning that aims to meet the various learning needs of each student. Differentiated learning takes into account the differences in students' learning styles, and the analysis results become a starting point for grouping students based on these differences for future study plans.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"1 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The mind mapping technique is an innovative learning approach that can creatively develop ideas. This research aims to determine the use of mind mapping to improve the descriptive text writing skills of 7th-grade students at SMP Negeri 1 Glenmore. The method used in this research is Classroom Action Research (CAR) or action research involving 2 cycles, with each cycle consisting of 2 meetings. From the research results, the researcher found that the mind mapping technique can enhance the descriptive text writing skills of the students. The average scores of the students before and after being taught using the mind mapping technique show that before the intervention (58.81), in the first cycle (67.40), and in the second cycle (71.14). It can be concluded that there is an improvement in the students' descriptive text writing skills. In conclusion, English learning with the application of the mind mapping technique to enhance descriptive text writing skills has a significant impact on the learning outcomes of 7th-grade students at SMP Negeri 1 Glenmore.
思维导图技术是一种创新的学习方法，可以创造性地发展想法。本研究旨在确定使用思维导图来提高七年级学生在SMP Negeri 1 Glenmore的描述性文字写作技巧。本研究使用的方法是课堂行动研究(CAR)或行动研究，包括2个周期，每个周期由2次会议组成。从研究结果来看，研究者发现思维导图技术可以提高学生的描述性文字写作技巧。思维导图教学前后学生的平均分分别为干预前(58.81分)、第一周期(67.40分)和第二周期(71.14分)。可以得出结论，学生的描述性文字写作技巧有了提高。综上所述，运用思维导图技术提高描述性文本写作技能的英语学习对Negeri 1 Glenmore中学七年级学生的学习成果有显著影响。
{"title":"Teknik Mind Mapping untuk Meningkatkan Keterampilan Menulis Teks Deskriptif pada Peserta Didik Kelas VII di SMP Negeri 1 Glenmore","authors":"Elok Faiqoh, Windriyani Yuliastri, Indri Astutik","doi":"10.47134/jtp.v1i2.75","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.75","url":null,"abstract":"The mind mapping technique is an innovative learning approach that can creatively develop ideas. This research aims to determine the use of mind mapping to improve the descriptive text writing skills of 7th-grade students at SMP Negeri 1 Glenmore. The method used in this research is Classroom Action Research (CAR) or action research involving 2 cycles, with each cycle consisting of 2 meetings. From the research results, the researcher found that the mind mapping technique can enhance the descriptive text writing skills of the students. The average scores of the students before and after being taught using the mind mapping technique show that before the intervention (58.81), in the first cycle (67.40), and in the second cycle (71.14). It can be concluded that there is an improvement in the students' descriptive text writing skills. In conclusion, English learning with the application of the mind mapping technique to enhance descriptive text writing skills has a significant impact on the learning outcomes of 7th-grade students at SMP Negeri 1 Glenmore.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"39 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430678","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}
In the primary school level, English is no longer a compulsory subject to be taught. In some schools, English is only a local subject. As a result, when students enter secondary school, they have very little knowledge of the English language. This is also the case in SMP 1 Kabat. Students' knowledge of English vocabulary is very low. Therefore, teaching vocabulary becomes crucial because vocabulary mastery is the foundation of learning the other four English language competencies. This research aims to enhance the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat using Flashcards as a media. This study employs the Class Action Research (CAR) method, consisting of two cycles, each with four stages: planning, acting, observing, and reflecting. Collaborative action research (CAR) is conducted, meaning students work together with the English teacher. The researcher collects data using tests, observations, and questionnaires. To analyze the data, the researcher uses both quantitative and qualitative descriptive analysis. Based on the research conducted, it was found that the percentage of student participation in the learning process in cycles 1 and 2 was 76.67% and 86.67%, respectively. As for the learning outcomes in the first cycle, it was 57%, which did not meet the passing target. However, in the second cycle, there was an increase to 80%, surpassing the minimum target of ≥75%. Based on the results obtained from the research, it can be concluded that the use of Flashcards as a media is highly effective in improving the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat.
{"title":"Peningkatan Partisipasi dan Penguasaan Vocabulary Siswa Kelas VII A SMP 1 Kabat Menggunakan Media Flashcard","authors":"Anggun Nirmala Safitri, Anisatul Miunadiroh, Indri Astutik","doi":"10.47134/jtp.v1i2.79","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.79","url":null,"abstract":"In the primary school level, English is no longer a compulsory subject to be taught. In some schools, English is only a local subject. As a result, when students enter secondary school, they have very little knowledge of the English language. This is also the case in SMP 1 Kabat. Students' knowledge of English vocabulary is very low. Therefore, teaching vocabulary becomes crucial because vocabulary mastery is the foundation of learning the other four English language competencies. This research aims to enhance the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat using Flashcards as a media. This study employs the Class Action Research (CAR) method, consisting of two cycles, each with four stages: planning, acting, observing, and reflecting. Collaborative action research (CAR) is conducted, meaning students work together with the English teacher. The researcher collects data using tests, observations, and questionnaires. To analyze the data, the researcher uses both quantitative and qualitative descriptive analysis. Based on the research conducted, it was found that the percentage of student participation in the learning process in cycles 1 and 2 was 76.67% and 86.67%, respectively. As for the learning outcomes in the first cycle, it was 57%, which did not meet the passing target. However, in the second cycle, there was an increase to 80%, surpassing the minimum target of ≥75%. Based on the results obtained from the research, it can be concluded that the use of Flashcards as a media is highly effective in improving the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"6 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391781","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}
Rahmat Fauzi, Ali Usman, Nanik Nur Hayati, Muhammad Dimas Nasihudin
Education plays a crucial role in realizing the potential of individuals in various aspects. The learning process is central in bringing about changes in individuals. Different learning styles are a crucial factor in the effectiveness of learning. This research proposes a homogenous learning style grouping approach to support differentiated learning processes in the educational environment. The aim of this research is to explain the importance of understanding students' learning styles and how differentiated learning approaches can maximize their learning potential. The research method used is qualitative, applying a Problem Based Learning (PBL) approach and grouping students based on their learning styles. This study involved 10th-grade students in SMAN Mumbulsari, who exhibited various learning styles, including kinesthetic, auditory, and visual. The research results indicate that the differentiated learning process with student grouping based on their learning styles can enhance student learning activities. Students grouped with similar learning styles have more effective interactions and achieve better learning outcomes. The implications of this research include benefits for both students and teachers, such as improved learning services, fair treatment without discrimination, and the optimal development of students' potential.
{"title":"Pengelompokan Gaya Belajar Secara Homogen dalam Mendukung Pembelajaran Diferensiasi Proses Siswa","authors":"Rahmat Fauzi, Ali Usman, Nanik Nur Hayati, Muhammad Dimas Nasihudin","doi":"10.47134/jtp.v1i2.77","DOIUrl":"https://doi.org/10.47134/jtp.v1i2.77","url":null,"abstract":"Education plays a crucial role in realizing the potential of individuals in various aspects. The learning process is central in bringing about changes in individuals. Different learning styles are a crucial factor in the effectiveness of learning. This research proposes a homogenous learning style grouping approach to support differentiated learning processes in the educational environment. The aim of this research is to explain the importance of understanding students' learning styles and how differentiated learning approaches can maximize their learning potential. The research method used is qualitative, applying a Problem Based Learning (PBL) approach and grouping students based on their learning styles. This study involved 10th-grade students in SMAN Mumbulsari, who exhibited various learning styles, including kinesthetic, auditory, and visual. The research results indicate that the differentiated learning process with student grouping based on their learning styles can enhance student learning activities. Students grouped with similar learning styles have more effective interactions and achieve better learning outcomes. The implications of this research include benefits for both students and teachers, such as improved learning services, fair treatment without discrimination, and the optimal development of students' potential.","PeriodicalId":55675,"journal":{"name":"Jurnal Pendidikan Teknologi dan Kejuruan","volume":"7 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391864","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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