UNY Journal (Universitas Negeri Yogyakarta)
Not a member yet
20087 research outputs found
Sort by
Establishing outcome-based curriculum: a triple helix partnership among Universities, Industries, and Government Agencies
Get PDFThe Triple Helix Model (THM) of innovation has gained significant attention as a policymaking framework to enhance innovation and promote economic growth. This aligns with the principles of Outcome-Based Education (OBE), which focuses on clearly defined skills and knowledge that individuals are expected to acquire. This study aims to: (1) identify the THM model suitable for Indonesia and Malaysia; (2) describe the current level of THM implementation; (3) assess the THM ecosystem's needs from the perspectives of government, industry, and universities; (4) evaluate the role of the government in THM implementation; (5) assess the industry's role in THM; and (6) analyze the universities' role in THM. The research uses document analysis and Focus Group Discussions (FGD) involving lecturers, officials, and government personnel. Thematic analysis was applied to data from the document review and FGDs. A four-point Likert-scale questionnaire, based on the roles of key stakeholders in THM, was used, with data analyzed descriptively by Mean and Standard Deviation. The findings reveal that: (1) the Balanced Triple Helix Model (BTM) is the preferred model for both Indonesia and Malaysia; (2) the government, industry, and universities in both countries classify the BTM implementation as average; (3) the supporting ecosystem for BTM implementation is also classified as average; and (4) the roles of government, industry, and universities in both countries are classified as average in BTM implementation.Keywords: government, industry, OBE curriculum, Triple-helix model, universit
Sports festival for kids with down syndrome
Get PDFThis Community Service activity aims to increase the knowledge and skills of Downsyndrome children in exercising. This community service activity also improves the cognition of downsyndrome children to be better by doing sports activities. This activity can be a talent guide for downsyndrome children in the field of sports. This activity is composed of several posts that can hone downsyndrome children in terms of cognition with activities Arranging puzzles and matching shapes. To improve skills with posts to enter the ball, move the ball and kick the ball. This activity was carried out for 1 day on Saturday, July 27, 2024 at 08.00-11.30 which was attended by 30 downsyndrome child participants. This activity was carried out at the Yogyakarta State University Community Sports Park (TOM). It is hoped that after the activity is completed, good cooperation can be established to explore the potential of downsyndrome children in increasing knowledge and skills in sports
Analisis respon mahasiswa terhadap media pembelajaran berbasis video prosedur ilmiah pembuatan donat pada materi bioteknologi
Get PDFPenelitian ini bertujuan untuk menganalisis respon mahasiswa terhadap penggunaan dan kebermanfaatan pengembangan media pembelajaran berupa video prosedur ilmiah pembuatan donat pada materi bioteknologi. Subjek penelitian ini adalah Mahasiswa Prodi Pendidikan IPA semester V angkatan 2021 pada mata kuliah Videografi sebanyak 30 orang. Metode penelitian menggunakan metode penelitian kuantitatif dengan teknik survei menggunakan kuesioner sebagai instrumen pengumpulan data. Analisis data dilakukan melalui statistik deskriptif untuk mengevaluasi tanggapan dan persepsi mahasiswa terhadap efektivitas media video. Hasil penelitian menunjukkan bahwa mahasiswa memberikan respon baik terhadap video prosedur ilmiah dengan indikator unsur audio, visual, materi, dan bahasa
Pre- and Post-Pandemic Curriculum Needs: A Constructivist Perspective
Get PDFChange is an inevitability in education, where the curriculum must serve as a dynamic roadmap guiding learners to construct knowledge actively and independently. This article examines the evolving needs of Indonesia’s educational curriculum before and after the Covid-19 pandemic through the lens of constructivism, a learning philosophy that positions students as active knowledge constructors. Employing a qualitative approach grounded in literature review and descriptive analysis, the study explores how the 2013 Curriculum, the Emergency Curriculum, and the Merdeka Curriculum have responded to shifting pedagogical demands in both face-to-face and remote learning contexts. Findings indicate that the pandemic accelerated a paradigm shift toward more flexible, student-centered, and project-based curriculum models. However, the primary challenges remain in the uneven readiness of educators and disparities in technological infrastructure. The significance of this study lies in its contribution to reinforcing the philosophical foundation for the development of adaptive curricula aligned with future educational demands. It also offers strategic recommendations for policymakers and educational practitioners. Furthermore, the study opens avenues for future research on the practical implementation of constructivist curricula across diverse settings, including teacher capacity-building and the evaluation of project-based learning effectiveness within the Merdeka Curriculum framework
Character values in the handbook Tendances A2: Méthode de Français: An ecolinguistic perspective
No full textThis study examines the integration of conservation character values, as promoted by Universitas Negeri Semarang (UNNES), within the Tendances A2: Méthode de Françaishandbook, using an ecolinguistic framework. UNNES, a conservation-oriented university, upholds values such as creativity, humanism, honesty, and fairness, aiming to instill these principles in its students. Since the Tendances A2 handbook was developed in a French socio-cultural context, this research seeks to assess its alignment with Indonesian conservation values through an ecolinguistic lens, which focuses on the relationship between language, culture, and the environment. The study utilized intensive observation and the Bang and Døør dialog model for descriptive and interpretative analysis. The findings show that all eight conservation character values advocated by UNNES are represented in the handbook, with creativity standing out as the most prominent value, emphasizing the handbook’s potential to encourage innovative thinking. Humanism and honesty were also significant, fostering ethical and empathetic communication. This ecolinguistic approach reveals how the handbook, despite its European context, effectively embodies UNNES’s conservation ethos by reflecting the interconnectedness of language, culture, and environmental values. Consequently, the Tendances A2 handbook is highly recommended for use in French Literature courses at UNNES, as it supports both language learning and the cultivation of essential conservation values
Exploring EFL students’ pronunciation through the application of AI-powered tool Reading Progress: A case study in Vietnam
No full textThis study employed AI-powered tool Reading Progress in Microsoft Teams as a tool to investigate challenging sounds encountered by Vietnamese students and to examine the effectiveness of the application in learning English pronunciation. Participants in this six-week study were thirty-four first-year students enrolled in English-as-a-foreign-language (EFL) course at a university in northern Vietnam. Semi-structured interviews with the students and AI-generated analysis results in Reading Progress were used as instruments to collect data. The findings indicated that the five most notable challenging sounds analyzed by AI were /ɪ/, /z/, /ə/, /ʃ/, and /t/. The results also showed significant progress among students across various categories of pronunciation, particularly in reading speed and in the reduction of mispronunciations and omissions through pronunciation training in the tool. Students reported increased engagement and confidence, alongside decreased anxiety, when practicing with Reading Progress. The findings contribute to advancing AI integration in language teaching, offering valuable insights for educators and policymakers. While the study highlights the advantages of Reading Progress in EFL education, limitations include the short duration and the specific text constraints. Future research should investigate long-term effects, diverse language learning contexts, and additional AI tools to maximize learning outcomes
Breaking the sound barrier: Spectrum–based pedagogies in modern vocal music education
No full textThe integration of spectrum–based pedagogies in vocal music education presents promising advancements in enhancing vocal instruction through technology–driven feedback. The importance of spectrum analysis tools in modernizing vocal pedagogy is examined in this systematic literature review, which was carried out with 28 articles that adhered to PRISMA principles. Spectrum–based tools such as Fourier transforms, spectrographs and neural networks are increasingly used to provide real–time visual feedback on vocal elements like pitch, resonance, breath control, and vocal fold vibrations. Findings demonstrate that these tools facilitate a more precise and scientific approach to vocal training by enabling students to visualize vocal mechanics and adjust their technique accordingly. By demystifying vocal production processes, spectrum–based pedagogies foster deeper student understanding and engagement, resulting in improved retention of technique and a heightened standard of performance. This review underscores the transformative potential of spectrum–based methods in vocal pedagogy, highlighting implications for educators, curriculum designers, and technology developers interested in advancing music education through data–driven, interactive learning environments. The study concludes with recommendations for further research on the long–term effects of spectrum–based pedagogies on vocal training outcomes
Developing Socrative as a grammar assessment platform for senior high school students
Get PDFThis research aims to develop an interactive grammar assessment tool utilizing the Socrative platform for eleventh-grade students at MAN 2 Kota Kediri. The instruments used for data collection included a grammar test, validated by experts to ensure content validity, note taking for expert feedback. The Research and Development (R&D) method was employed, grounded in Borg and Gall’s (1983) model and Harris’s (1969) test construction approach, the study followed systematic phases including needs analysis, test design, expert validation, field testing, and item analysis, for its interactive and student-centered nature, which aligns with Deci and Ryan’s (2000) Self-Determination Theory. The developed test consisted of 25 multiple-choice grammar questions delivered via the Socrative platform. Validation results showed that 18 items (72%) were valid, meeting the threshold recommended by Crocker and Algina (2006) for early-stage field use. The reliability of the instrument was high, with a Cronbach’s Alpha coefficient of 0.882. Item analysis revealed that most items had acceptable discrimination power, while the difficulty index showed a predominance of easy items, indicating the need for more balanced test content. The interactive nature of the Socrative platform allows for immediate feedback, fostering student engagement and enhancing grammar comprehension. Additionally, the findings support the use of digital tools like Socrative to create valid, reliable, and engaging language assessments for EFL learners in secondary education.
The implementation of metacognitive strategies in writing a thesis
Get PDFEmpirical evidence reveals that a common obstacle for students in writing a thesis is that they have difficulties in writing literature reviews, formulating a thesis topic or problem, and writing the contents of their thesis. The research was conducted to investigate metacognitive strategies and their impact on writing students’ theses. The research was conducted at the Islamic University of Nahdlatul Ulama (UNISNU) in Jepara. A case study research design guided this research. The participants involved were 30 students, comprising 20 women and 10 men, and the study included semi-structured interviews with 3 thesis supervisors. The findings reveal two main things. First, in the process of using metacognitive strategies, students map and develop writing concepts. Students are guided to compose various effective sentences, elaborating the introduction, main, and conclusion parts of the thesis in detail. Second, in terms of the impact of metacognitive skills, students can understand the contents of the thesis and recognise the characteristics of academic writing, writing procedures, and requirements for selecting topics. It can be concluded that students' metacognitive abilities contribute to the development of quality thesis writing skills
Graphic organizer: Methodological strategy for meaningful student learning
No full textThe complexity of explaining and describing educational phenomena poses a significant challenge for educators, who must convey information effectively through pedagogical mediation and structured methodologies. This study investigates the impact of graphic organizers as a methodological strategy to enhance meaningful learning in Educational Management. Employing a quantitative quasi-experimental design, the research utilized observation and surveys as data collection techniques, with a checklist and the ACRA Scale on Learning Strategies as instruments. The study involved 57 students, divided into an experimental group (n = 29) and a control group (n = 28), who underwent pre-test and post-test evaluations. Findings indicate a statistically significant difference between the two groups, supporting the alternative hypothesis. The experimental group exhibited substantial improvements across conceptual, procedural, and attitudinal learning dimensions, reinforcing the effectiveness of graphic organizers in fostering structured knowledge acquisition and cognitive development. The post-test results demonstrated higher retention rates and deeper comprehension among students who utilized graphic organizers. The study concludes that graphic organizers enhance meaningful learning by providing visual structures that facilitate information processing and conceptual connections. These findings underscore the importance of integrating structured pedagogical tools in higher education to stimulate critical thinking, improve content retention, and promote autonomous learning. Future research should explore the long-term effects of graphic organizers across diverse academic disciplines to validate their broader applicability in educational settings