This study aims to (1) developing interactive learning media based on Problem Based Learning and snakes and ladders for fourth grade social studies, (2) describe the feasibility of interactive learning media based on Problem Based Learning and snakes and ladders for fourth grade social studies This study uses Borg and Gall development, namely (1) information gathering, (2) initial product development, (3) expert evaluation, (4) product testing, (5) product revision, (6) product testing, (7) final product. This interactive learning media products are packaged on CD or soft files with a guidebook. This interactive learning media can be played on computers, laptops, and Android smartphone . Interactive learning media based on problem-based learning and snakes and ladders proved to be very feasible by seeing the results of the material expert's validation, media expert validation, linguist validation, and field practitioner validation respectively 97.50%, 96.67%, 92.50%, and 77.86% with an average percentage of eligibility reaching 91.13%. Product feasibility is also seen based on the results of field trials which show teacher responses and student responses respectively 89.28% and 81.06% with an average percentage of 85.17%. This interactive learning media is suitable for use in the fourth grade social studies. Keywords: Problem Based Learning, Snake and Ladder Games Abstrak Penelitian ini bertujuan untuk (1) mengembangkan media pembelajaran interaktif berbasis Problem Based Learning dan ular tangga pelajaran IPS Kelas IV SD, dan (2) mendeskripsikan kelayakan media pembelajaran interaktif berbasis Problem Based Learning dan ular tangga pelajaran IPS Kelas IV SD. Penelitian ini menggunakan desain pengembangan menurut Borg and Gall yakni (1) pengumpulan informasi, (2) pengembangan produk awal, (3) evaluasi ahli, (4) uji coba produk, (5) revisi produk, (6) uji coba produk, (7) produk akhir. Penelitian dan pengembangan ini menghasilkan produk media pembelajaran interaktif yang dikemas dalam bentuk CD atau soft file dilengkapi dengan buku panduan penggunaan. Media pembelajaran interaktif ini bisa dimainkan di komputer, laptop, dan smartphone Android. Media pembelajaran interaktif berbasis Problem Based Learning dan permainan ular tanggaterbukti sangat layak digunakan dengan melihat hasil validasi ahli materi, validasi ahli media, validasi ahli bahasa, dan validati praktisi lapangan berturut-turut 97,50 %, 96,67 %, 92,50 %, dan 77,86% dengan rata-rata persentase kelayakan mencapai 91,13%. Kelayakan produk juga dilihat berdasarkan hasil ujicoba lapangan yang menunjukkan respon guru dan respon siswa berturut-turut 89,28 % dan 81,06 % dengan rata-rata persentase sebesar 85,17 %. Media pembelajaran interaktif ini layak digunakan pada mata pelajaran IPS kelas IV SD. Kata kunci: Problem Based Learning, Permainan Ular Tangga
本研究旨在（1）为四年级社会研究开发基于问题的学习和蛇和梯子的交互式学习媒体，（2） 初始产品开发、（3）专家评估、（4）产品测试、（5）产品修订、（6）产品测试和（7）最终产品。这种交互式学习媒体产品以光盘或软文件的形式包装，并附有指南。这种交互式学习媒体可以在电脑、笔记本电脑和安卓智能手机上播放。通过观察材料专家验证、媒体专家验证、语言学家验证和现场从业者验证的结果，分别为97.50%、96.67%、92.50%，基于基于问题的学习和蛇和梯子的交互式学习媒体被证明是非常可行的，基于实地试验的结果，也可以看出产品的可行性，教师和学生的反应分别为89.28%和81.06%，平均百分比为85.17%。这种互动学习媒体适合用于四年级的社会研究。关键词：基于问题的学习，Snake和Ladder Games Abstrak本研究旨在（1）开发基于基于问题学习和IPS Class IV SD学习的交互式学习媒体，以及（2）描述基于问题学习的互动学习媒体和IPS ClassⅣSD学习的梯形蛇的能力。本研究采用Borg和Gall的开发设计：1）信息收集，2）初始产品开发，3）专家评估，4）产品测试，5）产品审查，6）产品测试和7）最终产品。这项研究和开发以CD或配有手册的软文件的形式生产交互式学习媒体产品。这种交互式学习媒体可以在电脑、笔记本电脑和安卓智能手机上播放。通过观察材料专家验证、媒体专家验证、语言专家验证和连续实地实践验证的结果，基于基于问题的学习和探戈蛇游戏的交互式学习媒体被证明是非常有用的97.50%、96.67%、92.50%和77.86%，平均合格率为91.13%。现场试验也显示，教师和学生的反应分别为89.28%和81.06%，平均百分比为85.17%。这款互动学习媒体值得IV级SD IPS学习眼睛使用。关键词：基于问题的学习，舞台蛇游戏
{"title":"Pengembangan Media Pembelajaran Interaktif IPS Berbasis Problem Based Learning dan Ular Tangga","authors":"Dita Priska Pravita Sari, Murtono Murtono, Slamet Utomo","doi":"10.30734/JPE.V8I1.1305","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1305","url":null,"abstract":"This study aims to (1) developing interactive learning media based on Problem Based Learning and snakes and ladders for fourth grade social studies, (2) describe the feasibility of interactive learning media based on Problem Based Learning and snakes and ladders for fourth grade social studies This study uses Borg and Gall development, namely (1) information gathering, (2) initial product development, (3) expert evaluation, (4) product testing, (5) product revision, (6) product testing, (7) final product. This interactive learning media products are packaged on CD or soft files with a guidebook. This interactive learning media can be played on computers, laptops, and Android smartphone . Interactive learning media based on problem-based learning and snakes and ladders proved to be very feasible by seeing the results of the material expert's validation, media expert validation, linguist validation, and field practitioner validation respectively 97.50%, 96.67%, 92.50%, and 77.86% with an average percentage of eligibility reaching 91.13%. Product feasibility is also seen based on the results of field trials which show teacher responses and student responses respectively 89.28% and 81.06% with an average percentage of 85.17%. This interactive learning media is suitable for use in the fourth grade social studies. Keywords: Problem Based Learning, Snake and Ladder Games Abstrak Penelitian ini bertujuan untuk (1) mengembangkan media pembelajaran interaktif berbasis Problem Based Learning dan ular tangga pelajaran IPS Kelas IV SD, dan (2) mendeskripsikan kelayakan media pembelajaran interaktif berbasis Problem Based Learning dan ular tangga pelajaran IPS Kelas IV SD. Penelitian ini menggunakan desain pengembangan menurut Borg and Gall yakni (1) pengumpulan informasi, (2) pengembangan produk awal, (3) evaluasi ahli, (4) uji coba produk, (5) revisi produk, (6) uji coba produk, (7) produk akhir. Penelitian dan pengembangan ini menghasilkan produk media pembelajaran interaktif yang dikemas dalam bentuk CD atau soft file dilengkapi dengan buku panduan penggunaan. Media pembelajaran interaktif ini bisa dimainkan di komputer, laptop, dan smartphone Android. Media pembelajaran interaktif berbasis Problem Based Learning dan permainan ular tanggaterbukti sangat layak digunakan dengan melihat hasil validasi ahli materi, validasi ahli media, validasi ahli bahasa, dan validati praktisi lapangan berturut-turut 97,50 %, 96,67 %, 92,50 %, dan 77,86% dengan rata-rata persentase kelayakan mencapai 91,13%. Kelayakan produk juga dilihat berdasarkan hasil ujicoba lapangan yang menunjukkan respon guru dan respon siswa berturut-turut 89,28 % dan 81,06 % dengan rata-rata persentase sebesar 85,17 %. Media pembelajaran interaktif ini layak digunakan pada mata pelajaran IPS kelas IV SD. Kata kunci: Problem Based Learning, Permainan Ular Tangga","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46036038","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}
Abstract The purpose of this research was to see what teacher characteristic variables had the most influence on computer mastery in online learning strategies. This research uses descriptive verification method with quantitative analysis approach. The number of respondents was 319 junior high school teachers. Data analysis used logistic regression ordinal with software R. The results of this study indicate that there is an effect of teacher age (X1), teaching experience (X2), and internet self-efficacy (X3) together on the level of computer mastery in online learning. The ordinal logistic regression model that is formed for the level of teacher mastery in online learning is ; ; ; .. The second result of this study shows that the factor that influences the level of mastery of teachers in online learning is the teaching experience variable . The contribution of this research to online learning research is the need to provide manipulation of computer-assisted teaching experiences for teachers in online learning environments. The recommended manipulation of experience is education and training. Suggestions for further researchers are the need to add other independent variables related to teacher characteristics that can affect the level of teacher computer mastery in online learning strategies. Keyword: age, teaching experience, internet self-efficacy, online learning Abstrak Tujuan penelitian ini adalah melihat variable karakteristik guru apa yang paling berpengaruh terhadap peguasaan komputer dalam strategi pembelajaran daring. Penelitian ini menggunakan metode deskriptif verifikatif dengan pendekatan analisis kuantitatif. Jumlah responden adalah 319 guru Sekolah Menengah Pertama. Analisis data menggunakan regresi logistic ordinal dengan software R. Hasil penelitian ini menunjukan bahwa terdapat pengaruh usia guru (X1), pengalaman mengajar (X2), dan internet self-efficacy (X3) secara bersama sama terhadap tingkat penguasaan komputer dalam pembelajaran daring. Model regresi logistik ordinal yang terbentuk untuk tingkat penguasaan guru dalam pembelajaran daring adalah ; ; ; . Hasil kedua dari penelitian ini menujukan bahwa faktor yang berpengaruh terhadap tingkat penguasaan guru dalam pembelajaran daring adalah variabel pengalaman mengajar. Kontribusi penelitian ini bagi penelitian pembelajaran daring adalah perlunya diberikan manipulasi pengalaman mengajar berbantuan komputer bagi guru dalam lingkungan pembelajaran daring. Manipulasi pengalaman yang dianjurkan adalah pendidikan dan pelatihan. Saran bagi peneliti selanjutnya adalah perlunya menambahkan variable bebas lain terkait dengan karakteristik guru yang bisa mempengaruhi tingkat peguasaan komputer guru dalam strategi pembelajaran daring. Kata kunci: usia, pengalaman mengajar, internet self-efficacy, pembelajaran daring
{"title":"Pengaruh Tingkat Internet Self-Efficacy, Pengalaman Mengajar dan Usia Guru Terhadap Peguasaan Komputer dalam Strategi Pembelajaran Daring","authors":"E. Santosa, Sarwanta Sarwanta","doi":"10.30734/JPE.V8I1.1489","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1489","url":null,"abstract":"Abstract The purpose of this research was to see what teacher characteristic variables had the most influence on computer mastery in online learning strategies. This research uses descriptive verification method with quantitative analysis approach. The number of respondents was 319 junior high school teachers. Data analysis used logistic regression ordinal with software R. The results of this study indicate that there is an effect of teacher age (X1), teaching experience (X2), and internet self-efficacy (X3) together on the level of computer mastery in online learning. The ordinal logistic regression model that is formed for the level of teacher mastery in online learning is ; ; ; .. The second result of this study shows that the factor that influences the level of mastery of teachers in online learning is the teaching experience variable . The contribution of this research to online learning research is the need to provide manipulation of computer-assisted teaching experiences for teachers in online learning environments. The recommended manipulation of experience is education and training. Suggestions for further researchers are the need to add other independent variables related to teacher characteristics that can affect the level of teacher computer mastery in online learning strategies. Keyword: age, teaching experience, internet self-efficacy, online learning Abstrak Tujuan penelitian ini adalah melihat variable karakteristik guru apa yang paling berpengaruh terhadap peguasaan komputer dalam strategi pembelajaran daring. Penelitian ini menggunakan metode deskriptif verifikatif dengan pendekatan analisis kuantitatif. Jumlah responden adalah 319 guru Sekolah Menengah Pertama. Analisis data menggunakan regresi logistic ordinal dengan software R. Hasil penelitian ini menunjukan bahwa terdapat pengaruh usia guru (X1), pengalaman mengajar (X2), dan internet self-efficacy (X3) secara bersama sama terhadap tingkat penguasaan komputer dalam pembelajaran daring. Model regresi logistik ordinal yang terbentuk untuk tingkat penguasaan guru dalam pembelajaran daring adalah ; ; ; . Hasil kedua dari penelitian ini menujukan bahwa faktor yang berpengaruh terhadap tingkat penguasaan guru dalam pembelajaran daring adalah variabel pengalaman mengajar. Kontribusi penelitian ini bagi penelitian pembelajaran daring adalah perlunya diberikan manipulasi pengalaman mengajar berbantuan komputer bagi guru dalam lingkungan pembelajaran daring. Manipulasi pengalaman yang dianjurkan adalah pendidikan dan pelatihan. Saran bagi peneliti selanjutnya adalah perlunya menambahkan variable bebas lain terkait dengan karakteristik guru yang bisa mempengaruhi tingkat peguasaan komputer guru dalam strategi pembelajaran daring. Kata kunci: usia, pengalaman mengajar, internet self-efficacy, pembelajaran daring","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"41-50"},"PeriodicalIF":0.0,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45052396","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}
Kevin William Andri Siahaan, Uci Nursanty Haloho, Maria Paulina Angle Raja Guk-guk, Fitri Riana Panjaitan
Abstrac t The implementation of science learning activities in Pematangsiantar City has not been optimal. Most of the teachers have not developed and used learning tools with the discovery learning method. The research objective was to determine the application of the discovery learning method to the science skills of kindergarten children through a scientific approach. The research method is quasi-experimental. To determine the effect of the application of the discovery learning method, learning was carried out in two classes, the experimental class and the control class. The results showed that there were differences in the value of science skills in the experimental class with the application of the discovery learning method with a comparison of the science skills scores of 24.64 before being given treatment and 29.92 after being given treatment. The application of discovery learning methods to science skills needs to be assisted and guided thoroughly. Keywords: discovery learning, science skills, kindergarten Abstrak Pelaksanaan kegiatan pembelajaran IPA di Kota Pematangsiantar belum maksimal. Sebagian besar guru belum mengembangkan dan menggunakan perangkat pembelajaran dengan metode discovery learning. Tujuan penelitian untuk mengetahui penerapan metode discovery learning pada keterampilan IPA anak taman kanak-kanak melalui pendekatan saintifik. Metode penelitian adalah eksperimen semu. Untuk mengetahui pengaruh penerapan metode discovery learning ini, pembelajaran dilakukan di dua kelas, kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa terdapat perbedaan nilai keterampilan IPA di kelas eksperimen dengan penerapan metode discovery learning dengan perbandingan nilai keterampilan IPA 24,64 sebelum diberikan perlakuan dan 29,92 setelah diberi perlakuan . Penerapan metode discovery learning pada keterampilan IPA perlu dibantu dan dibimbing secara menyeluruh. Kata Kunci : discovery learning, , keterampilan IPA , taman kanak-kanak
Abstrac t Pematansiantar市科学学习活动的实施情况并非最佳。大多数教师没有开发和使用发现式学习方法的学习工具。研究目的是通过科学的方法确定发现学习方法在幼儿园儿童科学技能中的应用。研究方法是准实验的。为了确定发现学习方法的应用效果，在实验班和对照班两个班进行了学习。结果表明，应用发现学习法的实验班科学技能价值存在差异，治疗前科学技能得分为24.64，治疗后科学技能得分29.92。探索性学习方法在科学技能中的应用需要得到彻底的帮助和指导。关键词：发现学习，科学技能，幼儿园Abstrak IPA学习活动在Sender市尚未最大化。大多数教师没有开发和使用具有发现学习方法的学习工具。本研究的目的是通过科学的方法探讨发现学习方法在IPA儿童幼儿园技能中的应用。研究方法是一个完整的实验。为了了解这种发现学习方法应用的影响，分两个班进行学习，实验班和对照班。研究表明，在应用发现学习方法的实验班中，IPA技能值与治疗前24.64和治疗后29.92的比较存在差异。需要充分支持和指导IPA技能发现学习方法的部署。关键词：发现学习，IPA技能，幼儿园
{"title":"Implementation of Discovery Learning Methods to Improve Science Skills in Kindergarten B Children","authors":"Kevin William Andri Siahaan, Uci Nursanty Haloho, Maria Paulina Angle Raja Guk-guk, Fitri Riana Panjaitan","doi":"10.30734/JPE.V8I1.1332","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1332","url":null,"abstract":"Abstrac t The implementation of science learning activities in Pematangsiantar City has not been optimal. Most of the teachers have not developed and used learning tools with the discovery learning method. The research objective was to determine the application of the discovery learning method to the science skills of kindergarten children through a scientific approach. The research method is quasi-experimental. To determine the effect of the application of the discovery learning method, learning was carried out in two classes, the experimental class and the control class. The results showed that there were differences in the value of science skills in the experimental class with the application of the discovery learning method with a comparison of the science skills scores of 24.64 before being given treatment and 29.92 after being given treatment. The application of discovery learning methods to science skills needs to be assisted and guided thoroughly. Keywords: discovery learning, science skills, kindergarten Abstrak Pelaksanaan kegiatan pembelajaran IPA di Kota Pematangsiantar belum maksimal. Sebagian besar guru belum mengembangkan dan menggunakan perangkat pembelajaran dengan metode discovery learning. Tujuan penelitian untuk mengetahui penerapan metode discovery learning pada keterampilan IPA anak taman kanak-kanak melalui pendekatan saintifik. Metode penelitian adalah eksperimen semu. Untuk mengetahui pengaruh penerapan metode discovery learning ini, pembelajaran dilakukan di dua kelas, kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa terdapat perbedaan nilai keterampilan IPA di kelas eksperimen dengan penerapan metode discovery learning dengan perbandingan nilai keterampilan IPA 24,64 sebelum diberikan perlakuan dan 29,92 setelah diberi perlakuan . Penerapan metode discovery learning pada keterampilan IPA perlu dibantu dan dibimbing secara menyeluruh. Kata Kunci : discovery learning, , keterampilan IPA , taman kanak-kanak","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"33-40"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45125297","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 purpose of this study is to describe the readability rate of articles contained in Electronic Book for Schools (EBS), Indonesian Language textbook for High School students, The author is using Flesch Formula technique in measuring the readability of the articles, which is “RE = 206,835 – (1,015 ASL) – (84,6 ASW)”, In The said analysis, we take two paragraphs from each article as a sample for the measurement of the readability, Based on our study, we know that the average readability of an article in Electronic Book for Schools (EBS), Indonesian Language textbook is very low, which is -15,79, The result of this research can be utilized as the basis in choosing articles or texts for reference materials in teaching Indonesian language for high school students, Abstrak Tujuan penelitian ini adalah untuk menggambarkan tingkat keterbacaan artikel yang terkandung dalam Buku Sekolah Elektronik (BSE), buku teks Bahasa Indonesia untuk siswa SMA, Metode yang digunakan untuk mengukur tingkat keterbacaan adalah dengan menggunakan Formula Flesch, yaitu "RE = 206,835 - (1,015 ASL) - (84,6 ASW)", Dalam analisis tingkat keterbacaan tersebut, kami mengambil dua paragraf dari setiap artikel sebagai sampel untuk pengukuran keterbacaan, Berdasarkan penelitian kami, dapat diketahui, bahwa rata-rata keterbacaan wacana yang terdapat dalam Buku Sekolah Elektronik (BSE) buku teks Bahasa Indonesia untuk siswa SMA sangat rendah, yaitu -15,79, Hasil penelitian ini dapat digunakan sebagai dasar dalam memilih artikel atau teks untuk bahan referensi dalam pengajaran bahasa Indonesia untuk siswa sekolah menengah,
本研究的目的是描述印尼语高中教科书电子教科书(EBS)中文章的可读性，作者使用Flesch公式技术测量文章的可读性，即“RE = 206,835 - (1,015 ASL) - (84,6 ASW)”，在上述分析中，我们从每篇文章中抽取两段作为样本进行可读性测量，根据我们的研究，本文的研究结果可作为中学印尼语教学参考资料文章或文本的选择依据。本文的研究结果可作为中学印尼语教学参考资料文章或文本的选择依据。本文的研究结果可作为中学印尼语教学参考资料文章的选择依据。Metode yang digunakan untuk mengukur tingkat keterbacaan adalah dengan menggunakan Formula Flesch, yitu "RE = 206,835 - (1,015 ASL) - (84,6 ASW)"， Dalam analysis tingkat keterbacaan tersesebut, kami mengambil dua paragraf dari setiap artikel sebagai sampel untuk pengukuran keterbacaan, Berdasarkan penelitian kami, dapat diketahui, bahwa rata-rata keterbacaan wacana yang terdapat Dalam Buku Sekolah Elektronik (BSE) Buku teks Bahasa Indonesia untuk siswa SMA sangat rendah, yitu -15,79印度尼西亚语:印度尼西亚语:印度尼西亚语:印度尼西亚语:印度尼西亚语:印度尼西亚语
{"title":"The Readibility of Articles in Electronic Book for Schools Indonesian Language Textbook","authors":"I. Safi’i, Wini Tarmini, Sobri Sobri","doi":"10.30734/JPE.V8I1.1064","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1064","url":null,"abstract":"The purpose of this study is to describe the readability rate of articles contained in Electronic Book for Schools (EBS), Indonesian Language textbook for High School students, The author is using Flesch Formula technique in measuring the readability of the articles, which is “RE = 206,835 – (1,015 ASL) – (84,6 ASW)”, In The said analysis, we take two paragraphs from each article as a sample for the measurement of the readability, Based on our study, we know that the average readability of an article in Electronic Book for Schools (EBS), Indonesian Language textbook is very low, which is -15,79, The result of this research can be utilized as the basis in choosing articles or texts for reference materials in teaching Indonesian language for high school students, Abstrak Tujuan penelitian ini adalah untuk menggambarkan tingkat keterbacaan artikel yang terkandung dalam Buku Sekolah Elektronik (BSE), buku teks Bahasa Indonesia untuk siswa SMA, Metode yang digunakan untuk mengukur tingkat keterbacaan adalah dengan menggunakan Formula Flesch, yaitu \"RE = 206,835 - (1,015 ASL) - (84,6 ASW)\", Dalam analisis tingkat keterbacaan tersebut, kami mengambil dua paragraf dari setiap artikel sebagai sampel untuk pengukuran keterbacaan, Berdasarkan penelitian kami, dapat diketahui, bahwa rata-rata keterbacaan wacana yang terdapat dalam Buku Sekolah Elektronik (BSE) buku teks Bahasa Indonesia untuk siswa SMA sangat rendah, yaitu -15,79, Hasil penelitian ini dapat digunakan sebagai dasar dalam memilih artikel atau teks untuk bahan referensi dalam pengajaran bahasa Indonesia untuk siswa sekolah menengah,","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"25-32"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44232784","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}
Entrepreneurial women are those who run a business innovatively, they are also very confident, creative and able to achieve economic independence both individually and collectively with others and increase their active role in economic activities. Entrepreneurship that exists within individuals arises from objective realities that exist in society, which will continue to develop and interact and acculturate so that it will create a new identity for the person concerned so that this raises questions and needs to be studied more deeply about the process of significance in the process. the lessons that women entrepreneurs take towards their business success. This research was conducted in an effort to comprehensively reveal the existence of women entrepreneurs in their activities by using a qualitative approach in order to obtain deeper results. The way in which women entrepreneurs experience the learning process is found in terms of internal locus of control. Learning is important in entrepreneurship, because entrepreneurship reflects the complex interactions between individuals and business situations that are always changing.
{"title":"Pembelajaran Internal dalam Mendukung Kesuksesan Wirausaha Perempuan","authors":"Maretha Ika Prajawati","doi":"10.30734/JPE.V8I1.1501","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1501","url":null,"abstract":"Entrepreneurial women are those who run a business innovatively, they are also very confident, creative and able to achieve economic independence both individually and collectively with others and increase their active role in economic activities. Entrepreneurship that exists within individuals arises from objective realities that exist in society, which will continue to develop and interact and acculturate so that it will create a new identity for the person concerned so that this raises questions and needs to be studied more deeply about the process of significance in the process. the lessons that women entrepreneurs take towards their business success. This research was conducted in an effort to comprehensively reveal the existence of women entrepreneurs in their activities by using a qualitative approach in order to obtain deeper results. The way in which women entrepreneurs experience the learning process is found in terms of internal locus of control. Learning is important in entrepreneurship, because entrepreneurship reflects the complex interactions between individuals and business situations that are always changing.","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"115-124"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47798228","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}
Abstrak Writing is also a productive talent which is meant for communication to deliver messages in the shapesvof letters and symbols. In the course of writing for general communication, students are expected to be able to write using several genre of text. Round Table is one of teaching technique which is implemented by cooperative learning approach. The specific purpose of this study is to prove the students responses toward Round Table techniques in improving writing skills in the Writing for General Communication course. This research used a descriptive qualitative. The research conducted in the second semester students at IKIP Siliwangi in the academic year of 2019/2020. Purposive sample is the technique that the researchers taken. The subject of this research consist of 48 students. Questionnaire grid used as instrument in this research. After analyzing the data descriptively, the results show that all of the students were actively involved during the teaching and learning activity. They have a high motivation to learn. The students understand the material easier. The learning process is interesting and not boring. They are motivated to get good achievement because they feel more valued in expressing opinions when learning. Keyword : Response, Writing, Round Table Technique Abstrak Menulis merupakan keterampilan produktif yang dimaksudkan untuk berkomunikasi guna menyampaikan pesan dalam bentuk huruf dan simbol. Dalam mata kuliah Writing for General Communication, siswa diharapkan dapat menulis menggunakan beberapa jenis teks. Round Table adalah salah satu teknik pengajaran yang dapat diimplementasikan dengan pendekatan pembelajaran yang bersifat kooperatif. Tujuan khusus dari penelitian ini adalah untuk dapat mengetahui bagaiman tanggapan mahasiswa terhadap penggunaan teknik Round Table dalam meningkatkan keterampilan menulis dalam mata kuliah Writing for General Communication. Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini dilaksanakan pada mahasiswa semester kedua di IKIP Siliwangi pada tahun akademik 2019/2020. Purposive sample adalah teknik pengambilan sampek yang digunakan oleh peneliti. Subjek penelitian ini terdiri dari 48 siswa. Kuisioner digunakan sebagai instrumen dalam penelitian ini. Setelah menganalisis data secara deskriptif, hasilnya menunjukkan bahwa semua siswa terlibat aktif selama kegiatan belajar mengajar. Mereka memiliki motivasi belajar yang tinggi. Siswa lebih mudah memahami materi. Proses pembelajarannya menarik dan tidak membosankan. Mereka termotivasi untuk mendapatkan prestasi yang baik karena mereka merasa lebih dihargai dalam mengekspresikan pendapat saat belajar Kata kunci : Respon, Menulis, Teknik Round Table
写作也是一种创造性的才能，它以字母和符号的形式传递信息。在一般交流写作课程中，学生应该能够使用几种类型的文本进行写作。圆桌教学法是一种采用合作学习的教学方法。本研究的具体目的是为了证明学生在《通识写作》课程中对圆桌技巧提高写作技巧的反应。本研究采用描述性定性方法。该研究在2019/2020学年第二学期的学生中进行。目的样本是研究人员采用的技术。本研究对象为48名学生。本研究采用问卷网格作为研究工具。经过对数据的描述性分析，结果表明，所有学生都积极参与到教学活动中。他们有很强的学习动力。学生们更容易理解材料。学习的过程是有趣而不无聊的。他们有动力取得好成绩，因为他们觉得在学习时表达意见更有价值。关键词:反应，写作，圆桌技巧摘要:Menulis merupakan keterampilan产品yang dimaksukan untuk berkomunikasi guna menyampaikan pesan dalam bentuk huruf dan符号。Dalam mata kuliah为一般传播写作，siswa diharapkan dapat menulis menggunakan beberapa jenis teks。圆桌会议adalah salah satu teknik pengajaran yang dapat diimplementasikan dengan pendekatan penbelajaran yang bersiper合作。Tujuan khusus dari penelitian ini adalah untuk dapat mengetahui bagaiman tanggapan mahasiswa terhadap penggunaan teknik圆桌会议dalam meningkatkan keterampilan menulis dalam mata kuliah一般通讯写作。Penelitian ini merupakan Penelitian deskscriptif quality。Penelitian ini dilaksanakan pada mahasiswa学期kedua di iip Siliwangi pada tahun akademik 2019/2020。目的样品adalah teknik pengambilan sampek yang digunakan oleh peneliti。科目penelitian ini terdiri dari 48 siswa。Kuisioner digunakan sebagai instruments dalam penelitian ini。Setelah mengajar数据分析系统，hasilnya menunjukkan bahwa semua siswa terlibat aktif selama kegiatan belajar mengajar。Mereka memoriliki motivasi belajar yang tinggi。Siswa lebih mudah memahami materi。Proses pembelajarannya menarik dan tidak membosankan。Mereka termotivasi untuk mendapatkan prestasi yang baik karena Mereka merasa lebih dihargai dalam mengekspresikan pendapat saat belajar Kata kunci:响应，Menulis，技术圆桌会议
{"title":"Analysis of Students Response Toward the Implementation of Round Table Technique in Writing for General Communication Course","authors":"Aseptiana Parmawati, Iman Santoso, Yana Yana","doi":"10.30734/JPE.V8I1.1378","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1378","url":null,"abstract":"Abstrak Writing is also a productive talent which is meant for communication to deliver messages in the shapesvof letters and symbols. In the course of writing for general communication, students are expected to be able to write using several genre of text. Round Table is one of teaching technique which is implemented by cooperative learning approach. The specific purpose of this study is to prove the students responses toward Round Table techniques in improving writing skills in the Writing for General Communication course. This research used a descriptive qualitative. The research conducted in the second semester students at IKIP Siliwangi in the academic year of 2019/2020. Purposive sample is the technique that the researchers taken. The subject of this research consist of 48 students. Questionnaire grid used as instrument in this research. After analyzing the data descriptively, the results show that all of the students were actively involved during the teaching and learning activity. They have a high motivation to learn. The students understand the material easier. The learning process is interesting and not boring. They are motivated to get good achievement because they feel more valued in expressing opinions when learning. Keyword : Response, Writing, Round Table Technique Abstrak Menulis merupakan keterampilan produktif yang dimaksudkan untuk berkomunikasi guna menyampaikan pesan dalam bentuk huruf dan simbol. Dalam mata kuliah Writing for General Communication, siswa diharapkan dapat menulis menggunakan beberapa jenis teks. Round Table adalah salah satu teknik pengajaran yang dapat diimplementasikan dengan pendekatan pembelajaran yang bersifat kooperatif. Tujuan khusus dari penelitian ini adalah untuk dapat mengetahui bagaiman tanggapan mahasiswa terhadap penggunaan teknik Round Table dalam meningkatkan keterampilan menulis dalam mata kuliah Writing for General Communication. Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini dilaksanakan pada mahasiswa semester kedua di IKIP Siliwangi pada tahun akademik 2019/2020. Purposive sample adalah teknik pengambilan sampek yang digunakan oleh peneliti. Subjek penelitian ini terdiri dari 48 siswa. Kuisioner digunakan sebagai instrumen dalam penelitian ini. Setelah menganalisis data secara deskriptif, hasilnya menunjukkan bahwa semua siswa terlibat aktif selama kegiatan belajar mengajar. Mereka memiliki motivasi belajar yang tinggi. Siswa lebih mudah memahami materi. Proses pembelajarannya menarik dan tidak membosankan. Mereka termotivasi untuk mendapatkan prestasi yang baik karena mereka merasa lebih dihargai dalam mengekspresikan pendapat saat belajar Kata kunci : Respon, Menulis, Teknik Round Table","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"51-56"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41876273","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}
Abstract: This study aims to describe the initial trials of the speaking practice module using the jigsaw method for the Speaking and Learning course. This is a type of research and development (RD (2) planning; (3) development of product; (4) validation and revision of product; and (5) trial of product. The trial of product was conducted on 12 students. The data was collected by using a product trials questionnaire to get student responses after using the speaking practice module that had been developed. The following are the results of research: (1) the availability of a speaking practice module that has been developed is able to facilitate and motivate students to practice speaking. (2) The product of the development of this speaking practice module consists of public speaking material, this jigsaw method is very helpful for students in understanding a type of speaking and explaining it to their friends in their group. (3) This product has met the product eligibility criteria shown from the results of the student response questionnaire with details on the presentation aspect with the "good" category with a score of 4.00, the material aspect with the "very good" category with a score of 4,3, and the aspect of benefits with a "good" category with a score of 4.00. The results of the validation of the speaking practice module using the jigsaw method are very helpful for students in speaking practice. Keywords: module development, speaking subject, jigsaw method . Abstrak: Penelitian ini bertujuan untuk mendeskripsikan hasil uji coba awal modul praktik berbicara dengan metode jigsaw untuk mata kuliah Berbicara dan Pembelajarannya. Ini merupakan jenis penelitian dan pengembangan (RD (2) perencanaan; (3) pengembangan produk; (4) validasi dan revisi produk; dan (5) uji coba produk. Uji coba dilaksanakan pada 12 mahasiswa. Pengumpulan data dilakukan dengan angket uji coba produk untuk mendapatkan tanggapan mahasiswa setelah menggunakan modul praktik berbicara yang telah dikembangkan. Berikut hasil penelitiannya: (1) ketersediaan modul praktik berbicara yang telah dikembangka mampu memfasilitasi dan memotivasi mahasiswa untuk melakukan praktik berbicara. (2) Produk pengembangan modul praktik berbicara ini terdiri atas materi berbicara di depan umum, metode jigsaw ini sangat membantu mahasiswa dalam memahami suatu jenis berbicara dan menjelaskannya kepada teman-teman di kelompoknya. (3) Produk ini telah memenuhi kriteria kelayakan produk yang ditunjukkan dari hasil angket tanggapan mahasiswa dengan rincian pada aspek penyajian dengan kualifikasi “layak” dengan skor 4,00, aspek materi dengan kualifikasi “sangat layak” dengan skor 4,3, dan aspek manfaat dengan kualifikasi “layak” dengan skor 4,00. Hasil validasi modul praktik berbicara dengan metode jigsaw sangat membantu mahasiswa dalam praktik berbicara. Kata Kunci: pengembangan modul, mata kuliah berbicara, metode jigsaw.
摘要:本研究旨在描述运用拼图法在《说与学》课程中口语练习模块的初步试验。这是一种研究与发展(RD(2)规划;(3)产品开发;(四)产品的验证和修订;(5)产品试用。该产品在12名学生身上进行了试验。数据的收集是在使用已开发的口语练习模块后，使用产品试用问卷来获取学生的反馈。研究结果如下:(1)开发的口语练习模块的可用性能够促进和激励学生练习口语。(2)这个演讲练习模块的开发成果包括公开演讲材料，这种拼图方法对学生理解一种演讲类型并向他们的小组朋友解释它非常有帮助。(3)本产品符合学生反应问卷结果显示的产品合格标准，其中展示方面的详细信息为“好”，得分为4.00分，材料方面的详细信息为“非常好”，得分为4,3分，效益方面的详细信息为“好”，得分为4.00分。拼图法口语练习模块的验证结果对学生的口语练习有很大的帮助。关键词:模块开发，口语科目，拼图法。摘要:Penelitian ini bertujuan untuk mendeskripsikan hasil uji coba awal模块praktik berbicara dengan方法jigsaw untuk mata kuliah berbicara dan Pembelajarannya。Ini merupakan jenis penelitian dan pengembangan (RD (2) perencanan;(3)彭邦安产品;(4)验证单返修产品;丹(5)uji coba产品。Uji coba dilaksanakan pad12 mahasiswa。彭普兰数据dilakukan dengan angket uji coba产品untuk mendapatkan tanggapan mahasiswa setelah menggunakan模块praktik berbicara yang telah dikembangkan。Berikut hasil penelitiannya:(1) ketersediaan module praktik berbicara yang telah dikembangka mampu memfasilitasi dan memotivasi mahasiswa untuk melakukan praktik berbicara。(2) product pengembangan module praktik berbicara ini terdiri as materi berbicara di depan umum, method jigsaw ini sangat membantu mahasiswa dalam memahami suatu jenis berbicara dan menjelaskannya kepada teman-teman di kelompoknya。(3)品名为“品名”、“品名”、“品名”、“品名”、“品名”、“品名”、“品名”、“品名”、“品名”、“品名”等。Hasil validasi模块praktik berbicara dengan方法jigsaw sangat membantu mahasiswa dalam praktik berbicara。Kata Kunci: pengembangan模块，mata kuliah berbicara, mede jigsaw。
{"title":"Pengembangan Modul Mata Kuliah Berbicara Berbasis Metode Jigsaw","authors":"Maulidia Tifani Alfin Nur Hardiana, Siti Aisah","doi":"10.30734/JPE.V8I1.1344","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1344","url":null,"abstract":"Abstract: This study aims to describe the initial trials of the speaking practice module using the jigsaw method for the Speaking and Learning course. This is a type of research and development (RD (2) planning; (3) development of product; (4) validation and revision of product; and (5) trial of product. The trial of product was conducted on 12 students. The data was collected by using a product trials questionnaire to get student responses after using the speaking practice module that had been developed. The following are the results of research: (1) the availability of a speaking practice module that has been developed is able to facilitate and motivate students to practice speaking. (2) The product of the development of this speaking practice module consists of public speaking material, this jigsaw method is very helpful for students in understanding a type of speaking and explaining it to their friends in their group. (3) This product has met the product eligibility criteria shown from the results of the student response questionnaire with details on the presentation aspect with the \"good\" category with a score of 4.00, the material aspect with the \"very good\" category with a score of 4,3, and the aspect of benefits with a \"good\" category with a score of 4.00. The results of the validation of the speaking practice module using the jigsaw method are very helpful for students in speaking practice. Keywords: module development, speaking subject, jigsaw method . Abstrak: Penelitian ini bertujuan untuk mendeskripsikan hasil uji coba awal modul praktik berbicara dengan metode jigsaw untuk mata kuliah Berbicara dan Pembelajarannya. Ini merupakan jenis penelitian dan pengembangan (RD (2) perencanaan; (3) pengembangan produk; (4) validasi dan revisi produk; dan (5) uji coba produk. Uji coba dilaksanakan pada 12 mahasiswa. Pengumpulan data dilakukan dengan angket uji coba produk untuk mendapatkan tanggapan mahasiswa setelah menggunakan modul praktik berbicara yang telah dikembangkan. Berikut hasil penelitiannya: (1) ketersediaan modul praktik berbicara yang telah dikembangka mampu memfasilitasi dan memotivasi mahasiswa untuk melakukan praktik berbicara. (2) Produk pengembangan modul praktik berbicara ini terdiri atas materi berbicara di depan umum, metode jigsaw ini sangat membantu mahasiswa dalam memahami suatu jenis berbicara dan menjelaskannya kepada teman-teman di kelompoknya. (3) Produk ini telah memenuhi kriteria kelayakan produk yang ditunjukkan dari hasil angket tanggapan mahasiswa dengan rincian pada aspek penyajian dengan kualifikasi “layak” dengan skor 4,00, aspek materi dengan kualifikasi “sangat layak” dengan skor 4,3, dan aspek manfaat dengan kualifikasi “layak” dengan skor 4,00. Hasil validasi modul praktik berbicara dengan metode jigsaw sangat membantu mahasiswa dalam praktik berbicara. Kata Kunci: pengembangan modul, mata kuliah berbicara, metode jigsaw.","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"107-114"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44522879","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}
This study aims to examine more deeply the 21st century learning associated with modern assessment and examine the obstacles faced by developing countries such as Indonesia. The research method used in writing this article is literature study. The analysis technique used in writing this article is content analysis. Quizizz also contains 21st century skills, which include critical thinking skills, creative and innovative skills, communication skills, and collaborative skills. Quizizz can increase motivation which can improve critical thinking skills and creativity skills. Quizizz can also be integrated with google classrooms, so that in this case Quizizz also plays a role in improving the communication and collaboration skills of students. In addition, Quizizz can also be used to develop the character of students through honesty and self-assessment.The barrier to Quizizz in developing countries is internet access where in Indonesia not all areas are covered by the internet, especially in 3T areas. Keyword: 21 st century learning, modern assessment Abstrak Studi ini bertujuan untuk mengkaji lebih dalam tentang pembelajaran abad 21 yang dikaitkan dengan modern assessment dan mengkaji hambatan yang dihadapi oleh negara berkembang seperti Indonesia. Metode penelitian yang digunakan dalam menulis artikel ini adalah studi pustaka. Teknik analisis yang digunakan dalam penulisan artikel ini adalah content analysis. Quizizz juga memuat keterampilan-keterampilan abad 21, yang meliputi critical thinking skill, creative and innovative skill, communication skill, dan collaborative skill. Quizizz dapat meningkatkan motivasi dimana hal ini dapat meningkatkan keterampilan berpikir kritis dan keterampilan kreativitas. Quizizz juga dapat diintegrasikan dengan google classroom, sehingga dalam hal ini Quizizz juga berperan dalam meningkatkan keterampilan komunikasi dan kolaborasi peserta didik. Selain itu Quizizz juga dapat digunakan untuk mengembangkan karakter dari peserta didik melalui kejujuran dan penilaian diri. Hambatan Quizizz di negara berkembang adalah akses internet dimana di Indonesia tidak semua daerah terjangkau oleh internet, terutama pada daerah 3T. Kata kunci: Pembelajaran abad 21, penilaian modern
{"title":"Modern Assessment dalam Menyongsong Pembelajaran Abad 21 dan Hambatan di Negara Berkembang","authors":"Rima Handayani, Dwi Wulandari","doi":"10.30734/JPE.V8I1.1363","DOIUrl":"https://doi.org/10.30734/JPE.V8I1.1363","url":null,"abstract":"This study aims to examine more deeply the 21st century learning associated with modern assessment and examine the obstacles faced by developing countries such as Indonesia. The research method used in writing this article is literature study. The analysis technique used in writing this article is content analysis. Quizizz also contains 21st century skills, which include critical thinking skills, creative and innovative skills, communication skills, and collaborative skills. Quizizz can increase motivation which can improve critical thinking skills and creativity skills. Quizizz can also be integrated with google classrooms, so that in this case Quizizz also plays a role in improving the communication and collaboration skills of students. In addition, Quizizz can also be used to develop the character of students through honesty and self-assessment.The barrier to Quizizz in developing countries is internet access where in Indonesia not all areas are covered by the internet, especially in 3T areas. Keyword: 21 st century learning, modern assessment Abstrak Studi ini bertujuan untuk mengkaji lebih dalam tentang pembelajaran abad 21 yang dikaitkan dengan modern assessment dan mengkaji hambatan yang dihadapi oleh negara berkembang seperti Indonesia. Metode penelitian yang digunakan dalam menulis artikel ini adalah studi pustaka. Teknik analisis yang digunakan dalam penulisan artikel ini adalah content analysis. Quizizz juga memuat keterampilan-keterampilan abad 21, yang meliputi critical thinking skill, creative and innovative skill, communication skill, dan collaborative skill. Quizizz dapat meningkatkan motivasi dimana hal ini dapat meningkatkan keterampilan berpikir kritis dan keterampilan kreativitas. Quizizz juga dapat diintegrasikan dengan google classroom, sehingga dalam hal ini Quizizz juga berperan dalam meningkatkan keterampilan komunikasi dan kolaborasi peserta didik. Selain itu Quizizz juga dapat digunakan untuk mengembangkan karakter dari peserta didik melalui kejujuran dan penilaian diri. Hambatan Quizizz di negara berkembang adalah akses internet dimana di Indonesia tidak semua daerah terjangkau oleh internet, terutama pada daerah 3T. Kata kunci: Pembelajaran abad 21, penilaian modern","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"8 1","pages":"13-24"},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48626014","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 application of Problem Based Learning model by online learning during the Covid19 period is one way to improve students' thinking abilities. This research aims to obtain empirical data about the comparison of student’s critical thinking skills levels by using the online based Problem Based Learning (PBL) model using the Zoom application and Whatsapp Grup in class X IPS SMAN 5 Tangerang Regency. The method of this research used quantitative that is quasi-experimental design. This research’s samples were class X IPS as an experimetal class or class A and class X IPS 2 as a control class or class B. The researcher analyzed the data in descriptive statistic by using SPSS 25 version. The results showed that applying the Problem Based Learning model has apositive impact on improving student’s critical thinking skills.
{"title":"Improving Students' Critical Thinking during Covid-19 through Online Learning","authors":"Ambuy Sabur, D. Saepuloh, Reva Triana","doi":"10.30734/jpe.v8i2.1334","DOIUrl":"https://doi.org/10.30734/jpe.v8i2.1334","url":null,"abstract":"The application of Problem Based Learning model by online learning during the Covid19 period is one way to improve students' thinking abilities. This research aims to obtain empirical data about the comparison of student’s critical thinking skills levels by using the online based Problem Based Learning (PBL) model using the Zoom application and Whatsapp Grup in class X IPS SMAN 5 Tangerang Regency. The method of this research used quantitative that is quasi-experimental design. This research’s samples were class X IPS as an experimetal class or class A and class X IPS 2 as a control class or class B. The researcher analyzed the data in descriptive statistic by using SPSS 25 version. The results showed that applying the Problem Based Learning model has apositive impact on improving student’s critical thinking skills.","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69579601","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}
Abstract: With the implementation of K-13, it is necessary to innovate learning models on the material, tools and how to deliver them. The purpose of this study is to find out whether the mathematics learning with TGT and NHT models  that have been innovated according to the 2013 curriculum, whether students have the same learning achievement. Second, to find out the learning style as an internal factor of students, is there an influence on the achievements. Third, to find out the interaction between learning models and student learning styles on student achievement. This activity is carried out by means of quasi experiments. Student learning achievement as the dependent variable, learning models and learning styles as independent variables. Statistical analysis using two-way ANOVA. Student achievement data is taken using cognitive test instruments and classification of learning styles using learning style questionnaires. Obtained research results (1) student achievement on the TGT learning model is better than student achievement on the NHT learning model, (2) there is no influence of student learning styles on learning achievement, (3) there is an interaction between learning models with learning styles. Students with kinesthetic learning styles have higher achievement when learning with the TGT learning model, compared to students who have the same learning style on NHT learning.  Keyword: TGT, NHT, Learning Style, Peer Learning.  Abstrak: Dengan diberlakukanya K-13, perlu dilakukan inovasi model pembelajaran pada materi, perangkat dan cara penyampaiannya. Tujuan penelitian ini pertama untuk mengetahui apakah pembelajaran matematika dengan model TGT dan NHT yang telah diinovasi sesuai kurikulum 2013, siswanya memiliki prestasi hasil belajar yang sama. Kedua untuk mengetahui gaya belajar sebagai faktor internal siswa, apakah terdapat pengaruh terhadap prestasi yang dicapai. Ketiga untuk mengetahui interaksi antara model pembelajaran dengan gaya belajar siswa terhadap prestasi siswa. Kegiatan ini dilakukan dengan cara eksperimen kuasi. Prestasi belajar siswa  sebagai variabel terikat, model pembelajaran dan gaya belajar sebagai variabel bebas. Analisis statistik menggunakan ANOVA dua jalan. Data prestasi hasil belajar siswa diambil dengan menggunakan instrumen tes kognitif dan klasifikasi gaya belajar menggunakan angket gaya belajar. Diperoleh hasil penelitian (1) prestasi belajar siswa pada model pembelajaran TGT lebih baik dari pada prestasi belajar siswa pada model pembelajaran NHT, (2) tidak terdapat pengaruh gaya belajar siswa terhadap prestasi belajar, (3) terdapat interaksi antara model pembelajaran dengan gaya belajar. Siswa dengan gaya belajar kinestetik, memiliki prestasi yang lebih tinggi saat belajar dengan model pembelajaran TGT, dibandingkan siswa yang memiliki gaya belajar yang sama pada pembelajaran NHT.   Kata kunci: TGT, NHT, Gaya Belajar, Pembelajaran teman sebaya.
{"title":"Prestasi belajar matematika dengan TGT dan NHT pada siswa bergaya belajar kinestetik","authors":"Ridam Dwi Laksono","doi":"10.30734/JPE.V7I2.1038","DOIUrl":"https://doi.org/10.30734/JPE.V7I2.1038","url":null,"abstract":"Abstract: With the implementation of K-13, it is necessary to innovate learning models on the material, tools and how to deliver them. The purpose of this study is to find out whether the mathematics learning with TGT and NHT models  that have been innovated according to the 2013 curriculum, whether students have the same learning achievement. Second, to find out the learning style as an internal factor of students, is there an influence on the achievements. Third, to find out the interaction between learning models and student learning styles on student achievement. This activity is carried out by means of quasi experiments. Student learning achievement as the dependent variable, learning models and learning styles as independent variables. Statistical analysis using two-way ANOVA. Student achievement data is taken using cognitive test instruments and classification of learning styles using learning style questionnaires. Obtained research results (1) student achievement on the TGT learning model is better than student achievement on the NHT learning model, (2) there is no influence of student learning styles on learning achievement, (3) there is an interaction between learning models with learning styles. Students with kinesthetic learning styles have higher achievement when learning with the TGT learning model, compared to students who have the same learning style on NHT learning.  Keyword: TGT, NHT, Learning Style, Peer Learning.  Abstrak: Dengan diberlakukanya K-13, perlu dilakukan inovasi model pembelajaran pada materi, perangkat dan cara penyampaiannya. Tujuan penelitian ini pertama untuk mengetahui apakah pembelajaran matematika dengan model TGT dan NHT yang telah diinovasi sesuai kurikulum 2013, siswanya memiliki prestasi hasil belajar yang sama. Kedua untuk mengetahui gaya belajar sebagai faktor internal siswa, apakah terdapat pengaruh terhadap prestasi yang dicapai. Ketiga untuk mengetahui interaksi antara model pembelajaran dengan gaya belajar siswa terhadap prestasi siswa. Kegiatan ini dilakukan dengan cara eksperimen kuasi. Prestasi belajar siswa  sebagai variabel terikat, model pembelajaran dan gaya belajar sebagai variabel bebas. Analisis statistik menggunakan ANOVA dua jalan. Data prestasi hasil belajar siswa diambil dengan menggunakan instrumen tes kognitif dan klasifikasi gaya belajar menggunakan angket gaya belajar. Diperoleh hasil penelitian (1) prestasi belajar siswa pada model pembelajaran TGT lebih baik dari pada prestasi belajar siswa pada model pembelajaran NHT, (2) tidak terdapat pengaruh gaya belajar siswa terhadap prestasi belajar, (3) terdapat interaksi antara model pembelajaran dengan gaya belajar. Siswa dengan gaya belajar kinestetik, memiliki prestasi yang lebih tinggi saat belajar dengan model pembelajaran TGT, dibandingkan siswa yang memiliki gaya belajar yang sama pada pembelajaran NHT.   Kata kunci: TGT, NHT, Gaya Belajar, Pembelajaran teman sebaya.","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":"7 1","pages":"93-102"},"PeriodicalIF":0.0,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225606","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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