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Developing Technology-Enhanced Learning Media Using Articulate Storyline to Support Numeracy Skills on Ratio and Proportion
No full textPenelitian ini menjawab tantangan pedagogis dalam mengimplementasikan pembelajaran berdiferensiasi dan meningkatkan kemampuan numerasi dalam pembelajaran matematika berbasis teknologi. Secara khusus, penelitian ini bertujuan untuk merancang dan memvalidasi media pembelajaran digital interaktif menggunakan Articulate Storyline pada materi perbandingan dan proporsi untuk siswa Sekolah Menengah Pertama (SMP). Menggunakan metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, dan Disseminate), media yang dikembangkan mengintegrasikan navigasi berbasis avatar, kustomisasi gaya belajar, serta tugas numerasi kontekstual yang relevan dengan situasi dunia nyata. Validitas media dinilai oleh ahli materi dan ahli media, sementara kepraktisannya dievaluasi melibatkan 39 siswa melalui uji coba skala kecil dan besar. Hasil penelitian menunjukkan tingkat validitas yang sangat tinggi, dengan skor 99% untuk kelayakan isi dan 82% untuk kelayakan media. Lebih lanjut, uji kepraktisan menunjukkan respons siswa yang positif, dengan skor rata-rata 86% pada uji coba skala kecil dan 81% pada uji coba skala besar. Temuan ini mengonfirmasi bahwa media berbasis Articulate Storyline ini valid secara pedagogis dan praktis untuk mendukung pembelajaran numerasi yang terpersonalisasi. Studi ini berkontribusi pada pengembangan literatur mengenai media instruksional adaptif dan merekomendasikan penerapannya secara lebih luas untuk memfasilitasi strategi pembelajaran berdiferensiasi.
This study addresses the pedagogical challenges of implementing differentiated instruction and fostering numeracy skills in technology-enhanced mathematics classrooms. Specifically, it aims to design and validate interactive digital learning media using Articulate Storyline focused on ratio and proportion for junior high school students. Employing a Research and Development (R&D) approach with the 4D model (Define, Design, Develop, and Disseminate), the developed media integrates avatar-based navigation, learning style customization, and contextual numeracy tasks aligned with real-world situations. The validity of the media was assessed by subject matter and media experts, while its practicality was evaluated involving 39 students through small- and large-scale trials. The results demonstrated a high level of validity, with scores of 99% for content feasibility and 82% for media design. Furthermore, practicality tests revealed positive student engagement, yielding average scores of 86% in small-scale trials and 81% in large-scale trials. These findings confirm that the Articulate Storyline-based media is pedagogically valid and practical for supporting personalized numeracy learning. This study contributes to the literature on adaptive instructional media, suggesting its potential for broader implementation to facilitate differentiated learning strategies
Confirmatory Factor Analysis of Mathematics Learning Interaction in Google Classroom: A Validation Study at Ciamis Vocational School
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Penelitian ini bertujuan untuk mengidentifikasi indikator yang mempengaruhi keberhasilan interaksi belajar siswa melalui Google Classroom dalam pembelajaran matematika di SMKN 1 Panumbangan. Metode yang digunakan adalah pendekatan kuantitatif dengan analisis faktor konfirmatori (CFA). Instrumen berupa angket tertutup diberikan kepada 85 siswa dari kelas X dan XI program Bisnis Digital dan Pemasaran serta Multimedia. Analisis dilakukan menggunakan SPSS versi 26. Hasil eksplorasi menunjukkan terdapat delapan faktor yang terbentuk: faktor internal dan eksternal, perilaku negatif, self-affirmation, perilaku positif, ketidaktahuan, persepsi terhadap mata pelajaran, lingkungan belajar, dan egois. Enam faktor utama dalam model CFA mampu menjelaskan 68,3% variasi data. Kesimpulannya, interaksi belajar siswa melalui Google Classroom dipengaruhi secara signifikan oleh faktor kesadaran diri dan perilaku positif, perilaku negatif, persepsi kebermanfaatan Google Classroom dalam belajar, egois, internal, dan ketidaktahuan.
Abstract
This study aims to identify indicators that influence the success of student learning interactions through Google Classroom in mathematics learning at SMKN 1 Panumbangan. The method employed was a quantitative approach, utilizing confirmatory factor analysis (CFA). The instrument, a closed-ended questionnaire, was administered to 85 students from grades 10 and 11 of the Digital Business and Marketing and Multimedia programs. Analysis was conducted using SPSS version 26. The exploration results revealed eight factors: internal and external factors, negative behavior, self-affirmation, positive behavior, ignorance, perception of the subject, learning environment, and egotism. The six main factors in the CFA model were able to explain 68.3% of the data variation. In conclusion, student learning interactions through Google Classroom are significantly influenced by self-awareness and positive behavior, negative behavior, perceived usefulness of Google Classroom in learning, egotism, internal factors, and ignorance
Ethnomathematics in Sundanese Crafts: A Systematic Literature Review
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Etnomatematika adalah studi tentang hubungan antara konsep matematika dengan praktik budaya suatu masyarakat. Penelitian ini mengeksplorasi etnomatematika dalam kerajinan tradisional Sunda melalui tinjauan literatur sistematis (SLR) terhadap 13 artikel yang diterbitkan antara tahun 2020-2024. Penelitian ini mengidentifikasi berbagai konsep matematika yang terkandung dalam kerajinan seperti anyaman bambu, payung geulis, dan bros kain bertumpuk. Analisis menunjukkan bahwa prinsip-prinsip matematika, termasuk geometri datar dan ruang, simetri, tessellasi, transformasi geometris, dan deret aritmetika, secara alami diterapkan dalam pembuatan kerajinan tradisional. Studi ini juga menyoroti potensi untuk mengintegrasikan temuan ini ke dalam pembelajaran matematika guna meningkatkan pemahaman siswa melalui pendekatan berbasis budaya dan kontekstual. Oleh karena itu, penelitian ini menyediakan sintesis dasar untuk pengembangan pendidikan matematika yang lebih inklusif berdasarkan kebijaksanaan lokal.
Kata Kunci: Etnomatematika; Kerajinan; Sunda
Abstract
Ethnomathematics is the study of connecting mathematical concepts with the cultural practices of a society. This study explores ethnomathematics in traditional Sundanese crafts through a systematic literature review (SLR) of 13 articles published between 2020-2024. This research identifies various mathematical concepts contained in crafts such as bamboo weaving, payung geulis, and stacked fabric brooches. The analysis reveals that mathematical principles, including plane and spatial geometry, symmetry, tessellation, geometric transformations, and arithmetic sequences, are naturally applied in traditional craftmaking. This study also highlights the potential for integrating these findings into mathematics learning to enhance students’ understanding through a culturally based, contextual approach. Thus, this research provides a foundational synthesis for the development of more inclusive mathematics education based on local wisdom.
Keywords: Ethnomathematics; Crafts; Sundanes
The Effectiveness of the Probing-Prompting Learning Model on Students\u27 Mathematics Learning Mastery in Three-Variable Linear Equation Systems
No full textPenelitian ini bertujuan untuk menentukan penguasaan hasil belajar matematika di kalangan siswa kelas X di SMAN 1 Peukan Bada melalui penerapan model pembelajaran Probing-Prompting. Populasi penelitian terdiri dari seluruh siswa kelas X di SMAN 1 Peukan Bada, dengan sampel dipilih menggunakan purposive sampling. Sampel terdiri dari 20 siswa dari kelas X-2. Data dikumpulkan melalui tes akhir yang terdiri dari tiga pertanyaan esai yang diberikan setelah perlakuan. Hasil menunjukkan rata-rata sampel sebesar 86,15, melebihi kriteria penguasaan minimum (KKM) sebesar 70. Pengujian hipotesis menggunakan uji-t dengan tingkat signifikansi α=0,05 dan 19 derajat kebebasan (df) menghasilkan tobserved > ttable (7,78 > 1,729). Akibatnya, H0 ditolak dan Ha diterima. Dapat disimpulkan bahwa hasil belajar siswa menggunakan model Probing-Prompting berhasil mencapai penguasaan.
This study aims to determine the mastery of mathematics learning outcomes among Grade X students at SMAN 1 Peukan Bada through the implementation of the Probing-Prompting learning model. The research population consisted of all Grade X students at SMAN 1 Peukan Bada, with the sample selected using purposive sampling. The sample included 20 students from class X-2. Data were collected through a post-test consisting of three essay questions administered after the treatment. The results showed a sample mean of 86.15, exceeding the minimum mastery criterion (KKM) of 70. Hypothesis testing using a t-test with a significance level of α=0,05 and 19 degrees of freedom (df) resulted in tobserved > ttable (7,78 > 1,729). Consequently, H0 was rejected and Ha was accepted. It can be concluded that student learning outcomes using the Probing-Prompting model successfully achieved mastery
The Effect of Quizizz Media on Learning Outcomes and Self-Confidence of Eighth Grade Mathematics Students Junior High School
No full textPenelitian ini dilatar belakangi oleh rendahnya hasil belajar dan kepercayaan diri siswa dalam menjawab soal matematika. Tujuan penelitian ini untuk mengetahui pengaruh media interaktif berbasis Quizizz terhadap peningkatan hasil belajar dan kepercayaan diri siswa dalam menjawab soal matematika kelas VIII SMP Muhammadiyah 01 Medan Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental design) tipe pretest-posttest control group design. Sampel penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang menggunakan media Quizizz dan kelas kontrol dengan pembelajaran konvensional, masing-masing berjumlah 30 siswa. Hasil penelitian ini menunjukkan bahwa nilai t hitung hasil belajar (2,737) dan kepercayaan diri (3,208) lebih besar dari t tabel (1,672), sehingga H₀ ditolak. Dengan demikian, media interaktif berbasis Quizizz berpengaruh signifikan terhadap peningkatan hasil belajar dan kepercayaan diri siswa menjawab soal matematika.
This study was motivated by the low learning outcomes and self-confidence of students in answering mathematics questions. The purpose of this study was to determine the effect of Quizizz-based interactive media on improving learning outcomes and self-confidence of students in answering mathematics questions in grade VIII at SMP Muhammadiyah 01 Medan in the 2025/2026 academic year. This study used a quantitative approach with a quasi-experimental design, specifically a pretest-posttest control group design. The research sample consisted of two classes, namely the experimental class that used Quizizz media and the control class with conventional learning, each consisting of 30 students. The results of this study indicate that the calculated t-value for learning outcomes (2.737) and confidence (3.208) is greater than the t-table (1.672), so H₀ is rejected. Thus, Quizizz-based interactive media has a significant effect on improving students\u27 learning outcomes and confidence in answering math questions
THE IMPACT OF ONLINE GAMES ON STUDENTS\u27 LEARNING MOTIVATION IN THE PANCASILA EDUCATION SUBJECT AT SMKN 2 KARAWANG
No full textPenelitian ini menganalisis pengaruh game online terhadap tingkat motivasi belajar siswa dalam pembelajaran Pendidikan Pancasila di SMKN 2 Karawang. Perkembangan teknologi informasi, khususnya internet, telah memunculkan fenomena game online yang digemari remaja. Namun penggunaan yang berlebihan dapat memberikan dampak buruk terhadap motivasi serta capaian akademik siswa. Pendekatan penelitian yang digunakan ialah deskriptif kualitatif, dengan partisipan penelitian terdiri atas wakil kepala bidang kurikulum, guru Pendidikan Pancasila, serta delapan siswa di SMKN 2 Karawang yang mengalami kecanduan game online. Proses pengumpulan data melibatkan observasi, wawancara, dan studi dokumentasi, yang selanjutnya dianalisis melalui tahapan reduksi data, penyajian informasi, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan game online berdampak secara dualistik, yaitu membawa pengaruh negatif maupun positif. Dampak negatif meliputi pengurangan waktu belajar, penurunan konsentrasi, kecenderungan menunda tugas, dan kurangnya minat pada materi pendidikan Pancasila. Sementara itu, dampak positifnya adalah pengembangan keterampilan kognitif (pemecahan masalah, pengambilan Keputusan) dari game edukatif serta kemampuan mengatur waktu bagi Sebagian kecil siswa. Peneliti juga mengidentifikasi Upaya sekolah dan guru dalam mengatasi dmapak negatif game online. Sekolah menyediakan fasilitas dan kegiatan alternatif, mengadakan sosialisasi dan edukasi, serta menerapkan pengawasan dan aturan penggunaan gawai. Guru mata Pelajaran Pendidikan Pancasila menerapkan pendekatan pembelajaran inovatif, mengaitkan materi dengan kehidupan nyata, membina karakter dan disiplin, berkomunikasi dengan orang tua, serta menjadi contoh positif. Kesimpulan dari studi ini menunjukkan bahwa meski keberadaan game online menimbulkan tantangan terhadap motivasi belajar siswa, sinergi antara sekolah, tenaga pendidik, dan orang tua memiliki peranan penting dalam upaya menjaga serta mendorong motivasi belajar, khususnya dalam konteks pembelajaran Pendidikan Pancasila
Media Pembelajaran Digital dan Dampaknya terhadap Motivasi Membaca Siswa Sekolah Dasar
No full textPenelitian ini bertujuan mengkaji literatur terkait penggunaan media pembelajaran digital dan pengaruhnya terhadap motivasi membaca siswa sekolah dasar. Kajian ini dilatarbelakangi oleh rendahnya minat baca siswa yang menuntut adanya inovasi pembelajaran berbasis teknologi. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan menelaah 35 artikel ilmiah nasional yang terbit pada rentang 2022–2025. Instrumen penelitian berupa lembar analisis yang memuat indikator pemanfaatan media digital, bentuk interaktivitas, serta dampaknya terhadap motivasi intrinsik dan ekstrinsik siswa. Hasil kajian menunjukkan bahwa media digital interaktif seperti Flipbook, E-book, Literacy Cloud, serta aplikasi berbasis game seperti Quizlet dan Educandy mampu meningkatkan minat, keterlibatan, dan pemahaman membaca siswa. Integrasi media digital pada tahap pra, selama, dan pasca membaca juga efektif menumbuhkan motivasi belajar yang berkelanjutan. Secara keseluruhan, penggunaan media digital yang kontekstual, interaktif, dan kolaboratif terbukti mendorong kebiasaan membaca sejak dini serta memperkuat keterampilan literasi dasar siswa sekolah dasar
Teachers’ Questions on Students’ Participations A Discourse Analysis in Fourth-Year English Education Program
No full textParticipation in the classroom plays an important role because learning occurs through the interaction between the teacher and the students. However, many students do not participate in class, which can hinder effective communication and limit opportunities for collaborative learning. Then, one effective strategy to encourage participation is to pose questions to the students. This study aims to identify the types of questions most frequently used by the teacher and investigate the impact of these question types on fostering student participation in class. The data were collected through classroom observations and interviews consisting of a group of fourth-year students and one copywriting lecturer at an institution in the city of Garut. Observations were conducted just to determine what types of questions were frequently used by lecturers, followed by interviews to determine the impact of each type of question. The results of the observation showed that the most frequently used type of question was the closed type. Then from the interviews the researcher found that closed and convergent questions encouraged more participation because the questions could be answered briefly and more definitely. Recall questions and open questions reduced interest in participation because the questions require complex answers.
Keywords: impact, interaction, participation, teacher questionin
Investigating Perceptions of Online Paraphrasing Tools among English-Majored Students at Sai Gon University in Learning Academic Writing
No full textAbstract
English academic writing, especially scientific reports, is difficult due to many problems. In particular, many researchers found that a large number of students are still unable to effectively paraphrase English texts, as shown by the fact that the majority of the sources are almost exactly repeated in the students\u27 work, leading to unintentional plagiarism. To address the lack of paraphrasing skill, Artificial Intelligence (AI) can provide students with great assistance. Therefore, this study aims to investigate Sai Gon University students\u27 perceptions towards online paraphrasing tools and recommend some ways to avoid plagiarism in learning academic writing. The data from 100 random English-majored seniors were collected through questionnaires and interviews. The findings revealed positive perceptions of students towards the utilization of online paraphrasing tools in learning academic writing. Most of them found these tools beneficial for their improvement in paraphrasing skill. Based on the data collected, the study recommends some useful and appropriate ways to avoid plagiarism by using AI tools in their writing
Improving Reading Comprehension Using Snowball Throwing Technique among Students at One of Public Vocational High School in EFL Context
No full textThis research investigates the effectiveness of the Snowball Throwing Technique (STT) in improving students’ reading comprehension. The objective of this study was to determine whether there is a significant difference in students’ reading comprehension before and after being taught using the STT. A quantitative method with a pre-experimental design was employed, involving one randomly selected class of tenth-grade culinary students at one of public vocational high school in Padang. Data were collected using a pre-test and post-test. The mean score of students’ reading comprehension in the pre-test was 57.26, while the post-test score increased to 79.5. Based on the results of the paired t-test, the t-value (8.892) was higher than the t-table value (2.045), indicating a statistically significant improvement. These findings confirm that the Snowball Throwing Technique has a positive effect on enhancing students’ reading comprehension skills. This study concludes that STT can be an effective teaching method to improve students’ engagement and understanding in reading activities. This study contributes to educational research by offering empirical evidence that interactive, student-centred strategies like STT can improve reading outcomes, particularly in vocational school contexts. It supports the integration of collaborative techniques into English language teaching practices