JKTP: Jurnal Kajian Teknologi Pendidikan最新文献

{"title":"Dampak Keterampilan Dan Sikap Guru Sekolah Dasar Pasca Pelatihan Dan Pendampingan Desain Pembelajaran Humanistik","authors":"Ivanka Harits Darwisy, Henry Praherdhiono, Made Duananda Kartika Degeng","doi":"10.17977/um038v7i22024p079","DOIUrl":"https://doi.org/10.17977/um038v7i22024p079","url":null,"abstract":"The purpose of this study is to determine the impact of skills and attitudes of elementary school teachers after training and Humanistic mentoring. In today's rapidly developing educational era, changes in learners are bound to occur. So there needs to be a renewal in the educational process by teachers, so that education is in accordance with the nature of education that exists to humanize humans (humanization). Humanistic Coaching is training that focuses on teachers in implementing humanistic principles in education holistically. This study used quantitative methods to measure changes in teacher performance before and after participation in the Humanistic Coaching program. The results showed that in general the improvement felt by teachers who had received mentoring and training for 2 years there was a change in skills and attitudes.  The change in skills and attitudes is the result of a fairly long process. It is necessary for leaders and management to continue to accompany teachers who are in the process of experiencing gradual change. This is important for teachers in other places to know in order to be able to deal with diverse learners.AbstrakTujuan dari penelitian ini adalah mengetahui dampak keterampilan dan sikap guru sekolah dasar pasca pelatihan dan pendampingan Humanistik. Dalam era pendidikan saat ini yang sangat berkembang pesat, perubahan pada pebelajar pasti terjadi. Maka perlu adanya pembaharuan dalam proses pendidikan oleh guru, sehingga pendidikan sesuai dengan hakikat pendidikan yang ada untuk memanusiakan manusia (humanisasi). Coaching Humanistik adalah pelatihan yang memfokuskan pada guru dalam mengimplementasikan prinsip-prinsip humanistik dalam pendidikan secara holistik. Penelitian ini menggunakan metode kuantitatif untuk mengukur perubahan dalam kinerja guru sebelum dan sesudah partisipasi dalam pendampingan program Coaching Humanistik. Hasil penelitian menunjukkan bahwa secara umum peningkatan yang dirasakan oleh guru yang telah menerima pendampingan dan pelatihan selama 2 tahun ada perubahan keterampilan dan sikap.  Perubahan keterampilan dan sikap tersebut merupakan hasil dari proses yang cukup panjang. Perlu bagi pimpinan dan manajemen untuk terus bersama mendampingi para guru yang sedang berproses mengalami perubahan yang bertahap. Hal ini menjadi penting untuk diketahui oleh guru di tempat lainnya agar mampu menghadapi pebelajar yang beraneka ragam.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"97 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141015642","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}

{"title":"Perbedaan Typefaces Serif Dengan Sans Serif Terhadap Pengalaman Membaca Modul Desain Interaksi Media Pembelajaran","authors":"Wafiq Nur Muhammad Arwani, Hanifah Muslimah Az-zahra, Retno Indah Rokhmawati","doi":"10.17977/um038v7i22024p058","DOIUrl":"https://doi.org/10.17977/um038v7i22024p058","url":null,"abstract":"Certain features such as typefaces can be associated with a preference for e-books or print books and vice versa. The purpose of this study is to determine the optimal typeface for reading electronic books. This research uses quantitative methods. This study utilized a Quasi Experiment design , which will be presented below. Through the use of Pretest and Posttest and questionnaires. DIMP Class A and DIMP Class B were the research subjects. Roboto typefaces were used in this study. Homogeneity Test, Independent Sample T Test, Wilcoxon test, and Mann-Whitney test, as the final data analysis in this study. Serif and Sans-Serif Typefaces cannot be differentiated in terms of reading experience, according to the homogeneously distributed samples based on the t-test. As a consequence of the data not being homogeneously distributed or not normally distributed, the Pretest and Posttest data were not normally distributed. The Postets data, after the Mann-Whitney test, showed no difference in the reading experience when using these two fonts; whereas, the pre- and post-test data in the classes using the Wilcoxon test showed a difference, illustrating that the two fonts have different effects on the reading experience.AbstrakFitur tertentu seperti Typefaces dapat dikaitkan dengan kesukaan terhadap buku elekronik atau buku cetak dan sebaliknya. Tujuan dari penelitian ini adalah untuk menentukan jenis huruf yang optimal untuk membaca buku elektronik. Penelitian ini menggunakan metode kuantitatif. Penelitian ini menggunakan desain Quasi Experiment, yang akan dipaparkan di bawah ini. Melalui penggunaan Pretest dan Posttest dan kuesioner. Kelas DIMP A dan Kelas DIMP B adalah subjek penelitian. Typefaces Roboto digunakan dalam penelitian ini. Uji Homogenitas, Independent Sample T Test, uji Wilcoxon, dan uji Mann-Whitney, sebagai analisis data akhir pada penelitian ini. Jenis Typefaces Serif dan Sans-Serif tidak dapat dibedakan dalam hal pengalaman membacanya, menurut sampel yang terdistribusi secara homogen berdasarkan uji-t. Sebagai konsekuensi dari data yang tidak terdistribusi secara homogen atau tidak berdistribusi normal, maka data Pretest dan Posttest tidak terdistribusi secara normal. Data Postets, setelah uji Mann-Whitney, tidak menunjukkan adanya perbedaan dalam pengalaman membaca ketika menggunakan kedua jenis huruf ini; sedangkan, data sebelum dan sesudah tes di kelas-kelas yang menggunakan uji Wilcoxon menunjukkan adanya perbedaan, yang mengilustrasikan bahwa kedua jenis huruf tersebut memberikan efek yang berbeda terhadap pengalaman membaca.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141043781","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}

{"title":"Personalisasi Belajar Guru SD Pada Buku Berjudul Media Sederhana Dalam Pembelajaran","authors":"Retno Widyaningrum, Diana Ariani, M. Japar, Sofian Rizal","doi":"10.17977/um038v7i22024p068","DOIUrl":"https://doi.org/10.17977/um038v7i22024p068","url":null,"abstract":"This research is included in qualitative descriptive method research which aims to describe personalized learning by elementary school teachers by applying the book Simple Media in Learning. The steps that will be taken in this research are conducting a background analysis of the research carried out by analyzing elementary school teachers, about personalization of learning, and about Simple Media Books in Learning. The second step is to formulate the problems that occur in the field. The third step, determine the research objectives. The fourth step, collect data in the field. Fifth, process the data that has been collected in the previous stage. And the last thing is to draw conclusions about how to personalize elementary school teachers learning through Simple Media Books in Learning. The results obtained on the personalization learning focus component and the need for personalization learning in the Simple Media in Learning book are very good, this can be seen from the data which shows that all sub-components have ratings of three and four, namely good and very good. As for the characteristics component of personalized learning, several inputs were obtained which can be used as material for improving the book.AbstrakPenelitian ini termasuk dalam penelitian metode deskriptif kualitatif yang bertujuan untuk mendeskripsikan pembelajaran personalisasi oleh guru Sekolah Dasar dengan menerapkan buku Media Sederhana dalam Pembelajaran. Langkah-langkah yang akan dilakukan dalam penelitian ini yaitu melakukan analisis latar belakang penelitian yang dilakukan dengan menganalisis guru sekolah dasar, tentang personalisasi belajar, dan tentang Buku Media Sederhana dalam Pembelajaran. Langkah kedua adalah merumuskan permasalahan yang terjadi di lapangan. Langkah ketiga, menentukan tujuan penelitian. Langkah keempat, mengumpulkan data di lapangan. Kelima, mengolah data yang telah dikumpulkan pada tahap sebelumnya. Dan yang terakhir adalah membuat kesimpulan tentang bagaimana personalisasi belajar guru SD melalui Buku Media Sederhana dalam Pembelajaran tersebut. Hasil yang diperoleh pada komponen fokus personalization learning dan kebutuhan personalization learning pada buku Media Sederhana dalam Pembelajaran sudah sangat baik, hal ini terlihat dari data yang menunjukan seluruh sub komponen memiliki penilaian tiga dan empat, yaitu baik dan baik sekali. Adapun pada komponen karakteristik personalization learning diperoleh beberapa masukan yang dapat dijadikan sebagai bahan perbaikan buku.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"152 39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141025622","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}

{"title":"Memperkuat Keterampilan Berpikir Kreatif Melalui Model Pembelajaran Proyek Berlandaskan Metode Design Thinking","authors":"Muhamad Tri Panunggal Aprianto, Dedi Kuswandi, Yerry Soepriyanto","doi":"10.17977/um038v6i32023p132","DOIUrl":"https://doi.org/10.17977/um038v6i32023p132","url":null,"abstract":"The design thinking method is used as the main approach in developing learning models to promote creativity and innovation in students. This model adopts the instructional design development model by Walter Dick & Lou Carey and consists of 5 stages: Discovery, Interpretation, Idea Determination, Experimentation, and Evaluation. The validity of this learning model has been verified by material experts and media experts, and the results show a high degree of suitability. Trials on large groups of students confirmed the validity and usefulness of the project learning model based on the design thinking method. The research results show that this model meets the requirements of validity, practicality, and effectiveness. Statistical analysis shows that there is a significant difference in students' creative thinking skills after applying this learning model. Trials on students indicated that the project learning model based on the design thinking method was valid and appropriate to be implemented in learning, and received positive responses from students. Therefore, this model can be applied in learning to empower students' creative thinking skills in learning media innovation courses.AbstrakMetode design thinking digunakan sebagai pendekatan utama dalam pengembangan model pembelajaran untuk menggalakkan kreativitas dan inovasi pada mahasiswa. Model ini mengadopsi model pengembangan desain instruksional oleh Walter Dick & Lou Carey dan terdiri dari 5 tahap: Penemuan, Penafsiran, Penetapan Ide, Eksperimen, dan Evaluasi. Validitas model pembelajaran ini telah diverifikasi oleh ahli materi dan ahli media, dan hasilnya menunjukkan tingkat kesesuaian yang tinggi. Uji coba pada kelompok besar mahasiswa menegaskan kevalidan dan kegunaan model pembelajaran proyek berdasarkan metode design thinking. Hasil penelitian menunjukkan bahwa model ini memenuhi persyaratan validitas, kepraktisan, dan efektivitas. Analisis statistik menunjukkan adanya perbedaan signifikan dalam keterampilan berpikir kreatif mahasiswa setelah menerapkan model pembelajaran ini. Uji coba kepada mahasiswa mengindikasikan bahwa model pembelajaran proyek berbasis metode design thinking adalah valid dan pantas diimplementasikan dalam pembelajaran, serta mendapatkan tanggapan positif dari mahasiswa. Oleh karena itu, model ini dapat diterapkan dalam pembelajaran untuk memberdayakan keterampilan berpikir kreatif mahasiswa dalam mata kuliah inovasi media pembelajaran.AbstractThe design thinking method is used as the main approach in developing learning models to promote creativity and innovation in students. This model adopts the instructional design development model by Walter Dick & Lou Carey and consists of 5 stages: Discovery, Interpretation, Idea Determination, Experimentation, and Evaluation. The validity of this learning model has been verified by material experts and media experts, and the results show a high degree of suitability. Trials on large groups of students confirmed the validity a","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115883478","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}

{"title":"Analisis Persepsi Mobile Learning Readiness Dengan Menggunakan Technology Acceptance Model Dalam Pembelajaran Bahasa Jawa","authors":"Sulih Aji Pangestu, Punaji Setyosari, Dedi Kuswandi","doi":"10.17977/um038v6i32023p152","DOIUrl":"https://doi.org/10.17977/um038v6i32023p152","url":null,"abstract":"Technological developments in the current era are growing rapidly. Disruptive innovation from this technological development penetrates human needs in various fields, especially in the field of education. Regulations on technological developments in the field of education become learning innovations to remain effective and efficient in their utilization. The application of Mobile Learning requires a readiness analysis that must be considered from the Perceived Ease of Use and Perceived Usefulness variables. This research is an exploratory study with the technology acceptance model (TAM). The aim is to find out the extent of the level of acceptance of the use of media, especially at the junior high school education level. In the acquisition of overall results data reviewed from several aspects namely Student Readiness, Perceived Ease of Use and Usefulness get very good acceptance from the learners. It is proven that the use of media can be accepted by learners who are in accordance with the needs. Furthermore, it is important for educational institutions and teachers to pay attention to learners' perception of Ease of Use and Usefulness on the use of Mobile Learning. Proper support and provision of relevant and useful content can help learners' readiness level in adopting and utilizing Mobile Learning effectively in the learning process.AbstrakPerkembangan teknologi pada era sekarang yang semakin berkembang pesat. Inovasi secara disrupsi dari perkembangan teknologi ini merambah pada kebutuhan manusia dalam berbagai bidang khususnya dibidang pendidikan. Regulasi pada perkembangan teknologi dalam bidang pendidikan menjadi inovasi pembelajaran agar tetap efektif dan efisien dalam pemanfaatannya. Penerapan Mobile Learning ini membutuhkan analisis kesiapan yang harus diperhatikan dari variabel Perceived Ease of Use dan Perceived Usefulness. Penelitian ini merupakan penelitian eksploratif dengan model penerimaan teknologi (TAM). Tujuan untuk mengetahui sejauh mana tingkat penerimaan pada penggunaan media khususnya di tingkatan pendidikan Sekolah Menengah Pertama. Pada perolehan data hasil keseluruhan ditinjau dari beberapa aspek yakni Student Readiness, Perceived Ease of Use dan Usefulness mendapatkan penerimaan yang sangat baik dari para pebelajar. Hal ini terbukti bahwa penggunaan media dapat diterima oleh pebelajar yang sesuai dengan kebutuhan. Selanjutnya penting bagi institusi pendidikan dan pengajar untuk memperhatikan persepsi pebelajar tentang Ease of Use dan Usefulness pada penggunaan Mobile Learning. Dukungan yang tepat dan penyediaan konten yang relevan dan bermanfaat dapat membantu tingkat kesiapan pebelajar dalam mengadopsi dan memanfaatkan Mobile Learning secara efektif dalam proses pembelajaran.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126963546","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}

{"title":"Pengaruh Blended Learning DLPCA Models Terhadap Kemampuan Numerasi Siswa","authors":"Sila Nur Ma'rifah, Dedi Kuswandi, Yerry Soepriyanto","doi":"10.17977/um038v6i32023p173","DOIUrl":"https://doi.org/10.17977/um038v6i32023p173","url":null,"abstract":"In the Basic Programming subject, it contains numeracy skills. Meanwhile the 2018 PISA results stated that students' numeracy skills were weak. Basic Programming itself is a mandatory prerequisite material for vocational high school students which is quite difficult but very important to master. The application of Blended Learning DLPCA Models (BL-DLPCA Models) learning strategies is carried out to get the combined advantages of online learning and face-to-face learning. BL-DLPCA Models have a syntax namely Discover, Learn, Practice, Collaborate and Asses which aims to integrate instructors, students and are ready to use technology to meet challenges in learning. The use of BL-DLPCA Models learning strategies aims to improve students' numeracy skills in Basic Programming subjects. Quasi-experiment quantitative research design type pottest only control group design. The experimental group applied the BL-DLPCA Models and the both control group applied online and face-to-face learning strategies respectively. The results of the study stated that the use of BL-DLPCA Models learning strategies had a better effect on students' numeracy abilities in Basic Programming subjects compared to online and face-to-face learning strategies.AbstrakDidalam mata pelajaran Pemrograman Dasar memuat kemampuan numerasi. Sementara itu hasil PISA 2018 yang menyatakan bahwa lemahnya kemampuan numerasi siswa. Pemrograman Dasar sendiri merupakan materi wajib prasyarat siswa sekolah menengah kejuruan yang cukup sulit tetapi sangat penting untuk dapat dikuasai. Penerapan strategi pembelajaran Blended Learning DLPCA Models (BL-DLPCA Models) dilakukan untuk mendapatkan gabungan keuntungan dari pembelajaran online dan pembelajaran tatap muka. BL-DLPCA Models memiliki syntax yaitu Menemukan (Discover), Mempelajari (Learn), Berlatih (Practice), Berkolaborasi (Collaborate) dan Dinilai (Asses) bertujuan mengintergasikan instruktur, siswa dan siap menggunakan teknologi untuk memenuhi tantangan dalam pembelajaran. Penggunaan strategi pembelajaran BL-DLPCA Models bertujuan untuk meningkatkan kemampuan numerasi siswa pada mata pelajaran Pemrograman Dasar. Penelitian kuantitatif quasi-eksperiment design tipe pottest only control group design. Pada kelompok eksperimen menerapkan BL-DLPCA Models dan dua kelompok kontrol lain masing-masing menerapkan pembelajaran online dan pembelajaran tatap muka. Hasil penelitian menyatakan bahwa penggunaan strategi pembelajaran BL-DLPCA Models memberikan pengaruh terhadap kemampuan numerasi siswa pada mata pelajaran Pemrograman Dasar lebih baik dibanding dengan strategi pembelajaran online maupun tatap muka.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131580818","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}

{"title":"Studi Multi Situs: Pelaksanaan Pembelajaran Daring Synchronous dan Asynchronous Pada Sekolah Dasar di Jember","authors":"Syahidi Alamsyahrony, B. Soetjipto, A. Rosyid, A. Atok","doi":"10.17977/um038v6i32023p183","DOIUrl":"https://doi.org/10.17977/um038v6i32023p183","url":null,"abstract":"The purpose of this study is to thoroughly analyze the implementation of synchronous and asynchronous online learning in two elementary schools in Jember. The two schools are, Tiga Bahasa Rukun Harapan Elementary School, and Al Baitul Amien 01 Elementary School. This study used a qualitative multi-site study method. The data collected relates to planning online learning, implementing online learning, and evaluating the implementation of online learning. The data analysis technique begins with single-site data analysis followed by cross-site data analysis. The single site analysis procedure was carried out with the Miles & Huberman analysis model. The cross-site analysis procedure was carried out using an analytic induction model looking for the final cross-site findings. The results of the study show that in online learning planning, educators need to consider online learning principles that are easy for all students and teachers to follow as a first step in planning effective online learning. At the stage of implementing online learning, the important thing for the teacher to do is to organize the platform according to the type of online learning into a digital class that ideally approaches real learning conditions. In the evaluation of learning the teacher again ensures the ease of communicating with students, the suitability of the platform for the type of learning, the ease of accessing material, ensuring the level of authenticity of student answers, and the teacher can collaborate with parents to control student learning activities.Abstrak Tujuan penelitian ini menganalisis secara menyeluruh pelaksanaan pembelajaran daring synchronous dan asynchronous pada dua sekolah dasar di Jember. Kedua sekolah tersebut yaitu, SD Tiga Bahasa Rukun Harapan, dan SD Al Baitul Amien 01.  Metode penelitian yang digunakan yaitu kualitatif studi multi situs. Data yang dikumpulkan berkaitan dengan perencanaan pembelajaran daring, penerapan pembelajaran daring, dan evaluasi pelaksanaan pembelajaran daring. Teknik analisis data yang pertama menggunakan analisis data situs tunggal kemudian dilanjutkan dengan analisis data lintas situs. Prosedur analisis situs tunggal dilakukan dengan model analisis Miles & Huberman. Prosedur analisis lintas situs dilakukan dengan model induksi analitik mencari temuan akhir lintas situs. Hasil penelitian menunjukan pada perencanaan pembelajaran daring, pendidik perlu mempertimbangkan prinsip pembelajaran daring yang mudah diikuti oleh semua siswa dan guru sebagai langkah awal merencanakan pembelajaran daring yang efektif. Pada tahap penerapan pembelajaran daring hal penting yang dilakukan guru adalah mengorganisasikan platform sesuai jenis pembelajaran daring menjadi kelas digital yang idealnya medekati kondisi pembelajaran secara nyata. Pada evaluasi pembelajaran daring guru kembali memastikan kemudahan berkomunikasi dengan siswa, kesesuaian platform dengan jenis pembelajaran daring, kemudahan mengakses materi, memastikan tingkat k","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134212654","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}

{"title":"Pengaruh Personalized Ubiquitous Learning Dan Self Regulated Learning Terhadap Hasil Belajar Matematika SMP","authors":"Marselinus Tonge, D. Kuswandi, S. Ulfa","doi":"10.17977/um038v6i32023p163","DOIUrl":"https://doi.org/10.17977/um038v6i32023p163","url":null,"abstract":"Personalized u-Learning environments can enhance context-aware learning experiences and provide personalized learning opportunities. Personalized u-Learning supports interaction between authentic and digital learning resources. This study tested the learners' u-learning and Self Regulated Learning (SRL) strategies on mathematics learning outcomes in students of Frater Maumere Catholic Junior High School. The study used quasi-experimental design. The research design used is a non-equivalent control group design. The instruments to measure learning outcomes are objective tests and SRL questionnaires (OSLQ) adapted from Barnard to determine the SRL of the subjects studied. The data is then analyzed through the two-way ANOVA technique. The results of the study found several important findings: First, there was a significant difference in the mathematics learning outcomes of students who used the u-learning learning strategy with the e-Learning strategy. Second, there were significant differences in the learning outcomes of groups that had high SRL levels with low SRL levels. Third, there is an interaction of U-learning and e-learning strategies with high SRL and low SRL levels that affect learner learning outcomes.AbstrakLingkungan pembelajaran u-Learning yang dipersonalisasi dapat meningkatkan pengalaman belajar sadar konteks dan memberikan kesempatan belajar personal. Personalized u-Learning mendukung interaksi antara sumber belajar otentik dan digital. Penelitian ini menguji strategi u-learning dan Self Regulated Learning (SRL) pebelajar terhadap hasil belajar matematika pada siswa SMP Katolik Frater Maumere. Penelitian menggunakan kuasi eksperimen (quasi-eksperimental design). Rancangan penelitian yang dipakai adalah non-equivalent control group design. Instrumen untuk mengukur hasil belajar adalah tes objektif dan angket SRL (OSLQ) diadaptasi dari Barnard untuk mengetahui SRL subyek yang diteliti. Data tersebut kemudian dianalisis melalui teknik two-way ANOVA. Hasil penelitian menemukan beberapa temuan penting: Pertama, Ada perbedaan yang signifikan hasil belajar matematika peserta didik yang menggunakan strategi pembelajaran u-Learning dengan strategi e-Learning. Kedua, terdapat perbedaan signifikan dalam hasil belajar kelompok yang memiliki tingkat SRL tinggi dengan tingkat SRL rendah. Ketiga, ada interaksi strategi u-Learning dan e-Learning dengan tingkat SRL tinggi dan SRL rendah yang mempengaruhi hasil belajar pebelajar.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124615816","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}

{"title":"Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA","authors":"Donatus Djagom, Dedi Kuswandi, Henry Praherdhiono","doi":"10.17977/um038v6i32023p143","DOIUrl":"https://doi.org/10.17977/um038v6i32023p143","url":null,"abstract":"To keep up with the latest developments in science and technology, schools must use teaching strategies that are in line with modern times. One of them is the Blended learning Enriched Virtual Model (BLEV), which is a mixed model that is enriched through features in Google Classroom for learning needs. To test this model with social conflict material, the experimental group applied the model and the control group. Quantitative approaches and quasi-experimental procedures are used to explore the effect of one on the other under controlled conditions. The results showed that there were differences between the two groups. According to this study, students who use the virtual mixed learning model have superior learning outcomes than the traditional mixed learning model. It has also been shown that using an enriched virtual blended learning paradigm can expose students to the topic of social conflict. Therefore, the use of an enhanced virtual blended learning paradigm is highly recommended for students, especially in social conflict content.AbstrakUntuk mengikuti perkembangan ilmu pengetahuan dan teknologi terkini, sekolah harus menggunakan strategi pengajaran yang sesuai dengan zaman modern. Salah satunya adalah Blended learning Enriched Virtual Model (BLEV) yaitu sebuah model campuran yang diperkaya melalui fitur-fitur di Google Classroom untuk kebutuhan pembelajaran. Untuk menguji model tersebut dengan materi konflik sosial, maka kelompok eksperimen menerapkan model tersebut dan kelompok kontrol. pendekatan kuantitatif dan prosedur kuasi-eksperimental digunakan untuk mengeksplorasi pengaruh satu terhadap yang lain dalam keadaan terkendali. Hasil penelitian menunjukkan bahwa ada perbedaan antara kedua kelompok tersebut. Menurut penelitian ini, siswa yang menggunakan model pembelajaran campuran virtual lebih unggul hasil belajarnya daripada model pembelajaran campuran tradisional. Juga telah ditunjukkan bahwa menggunakan paradigma pembelajaran campuran virtual yang diperkaya dapat memaparkan siswa pada topik konflik sosial. Oleh karena itu, penggunaan paradigma blended learning virtual yang disempurnakan sangat dianjurkan bagi siswa, terutama pada konten konflik sosial.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114345946","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}

{"title":"Project-Based Learning dengan Pendekatan Gamifikasi: Untuk Pembelajaran yang Menarik dan Efektif","authors":"Khusnul Khuluq, Dedi Kuswandi, Yerry Soepriyanto","doi":"10.17977/um038v6i22023p072","DOIUrl":"https://doi.org/10.17977/um038v6i22023p072","url":null,"abstract":"Project-based development takes longer and requires an approach that keeps students motivated and engaged. Gamification is one of the strategies that can answer this problem. However, some literature reveals that project-based learning with gamification strategy is not interesting and effective. So the purpose of developing a learning model with an interesting and effective gamification approach. The model trial was conducted on third semester students majoring in educational technology in the interactive multimedia course program. The model development method goes through five stages, namely analysis, design, development, implementation, and evaluation. The results of the development in the form of syntax obtained a positive response. The results of learning design expert validation obtained positive results and comments on the use of assistants and assessment criteria are considered effective. The response related to the attractiveness of the learning model is due to the approach in the form of gamification elements.Abstrak Pengembangan berbasis proyek memiliki waktu lebih lama sehingga membutuhkan pendekatan yang mampu membuat mahasiswa agar tetap termotivasi dan terlibat didalamnya. Gamifikasi merupakan salah satu strategi yang mampu menjawab masalah tersebut. Namun, beberapa literatur mengungkapkan bahwa pembelajaran berbasis proyek dengan strategi gamifikasi tidak menarik dan efektif. Sehingga tujuan dari pengembangan model pembelajaran dengan pendekatan gamifikasi yang menarik dan efektif. Uji coba model dilakukan kepada mahasiswa semester tiga jurusan teknologi pendidikan pada program mata kuliah multimedia interaktif. Metode pengembangan model melewati lima tahapan yakni analisis, desain, mengembangkan, implementasi, dan evaluasi. Hasil pengembangan berupa sintaks yang memperoleh respon positif. Hasil validasi ahli desain pembelajaran memperoleh hasil dan komentar positif terhadap penggunaan asisten dan kriteria penilaian dinilai efektif. Respon terkait kemenarikan model pembelajaran, disebabkan oleh adanya pendekatan berupa elemen gamifikasi.","PeriodicalId":257144,"journal":{"name":"JKTP: Jurnal Kajian Teknologi Pendidikan","volume":"1989 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125500056","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}