JTP - Jurnal Teknologi Pendidikan
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Meta-Analysis of The Effectiveness of The Flipped Classroom Model On Students' HOTS in Mathematics
Get PDFThe use of the Flipped Classroom (FC) Model has become a global phenomenon in the last decade, and has had a significant impact on mathematics learning objectives. Nevertheless, the scientific literature shows inconsistent results in testing the underlying theoretical assumptions in this model. This meta-analysis study collected analyses of 42 effect sizes from 31 journal articles and international proceedings between 2014 and 2024. The Comprehensive Meta-Analysis (CMA) program was used as a calculation tool, with the Hedges coefficient used to calculate the effect size at a 95% confidence level. The results of analysis using the random-effect estimation model show that the overall effect size is 1.06 (large effect category). This shows that the use of the FC model has a relatively high positive influence on High Order Thinking Skills (HOTS) mathematics when compared to the conventional model. In addition, analysis of research characteristics shows that the effectiveness of using the FC model can be increased by considering factors such as the type of platform used, the type of FC model applied, educational level, and the capacity of the experimental class. These findings provide valuable guidance for educators in the future use of the FC model, particularly in developing students' mathematics HOTS.
Keywords: Flipped Classroom; HOTS, Mathematics; Meta-Analysis; Effect Siz
The Relationship of Student Learning Discipline and Learning Outcomes in The Indonesian Language Subject Class V of Elementary School
Get PDFThis research aims to determine the relationship between learning discipline and Indonesian language learning outcomes for class V students at SD Negeri 1 Dendang. This research uses a quantitative approach with a correlation method. The sample was determined using a saturated sample technique or census with 39 students as respondents. Data collection techniques using questionnaires, documentation studies and interviews. To determine the level of relationship between learning discipline and learning outcomes, the Product Moment Correlation formula is used. From the calculation results, the rxy value is 0.923, which means it has a very strong relationship. The results of the hypothesis test obtained a significance value from the Coefficients table of 0.001 <0.05 and a t value of 14,565 > t table 2,026. through this test, it was concluded that learning discipline and Indonesian language learning outcomes had a positive and significant relationship so that hypothesis H1 was accepted, meaning that there was a relationship between student learning discipline and Indonesian language learning outcomes for class V SDN 1 Dendang
The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum
Get PDFIn the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers. Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula
Mangrove Organic Batik E-Module Model in Batik Lessons
Get PDFThe State Vocational High School (SMK) 1 Berastagi is a tourism cluster school that in the learning process is still conventional, so the learning results of batik have not met the competency standards. This is indicated because students do not have a background in batik. Knowledge development introduces modules as alternative teaching materials that are able to improve student learning outcomes effectively and efficiently. The purpose of this research is to, 1) produce valid, practical and effective batik learning e-modules, 2) develop learning e-modules on batik materials for Vocational High Schools. This type of research is Research and Development, with the achievement of designing and making batik e-modules, then the results of validity, practicality and effectiveness tests, with data analysis techniques consisting of validity, practicality and effectiveness analysis. The data was analyzed using the Likert scale, the object of the research was grade XI students of SMK Negeri 1 Berastagi. The data from the research results obtained shows that the batik learning e-modules produced in the valid, practical and effective categories both in terms of the feasibility of the content of the e-module, the language of the e-module, the presentation of the e-module and the graphics of the e-module. It can be concluded that the batik learning e-module is worthy of being used as an alternative reference material in the development of the Batik e-module
Development of Evernoted Learning Media Center as Learning Innovation and Assistive Technology for People with Disabilities
Get PDFThe development of Evernoted Learning Media Center aims to introduce inclusive learning innovations for people with disabilities. This study presents the design and implementation of an Evernoted-based learning platform with accessibility features. Employing the Research and Development (R&D) method, a need analysis was initially conducted through interviews with teachers and principals at three Special Needs Schools (SLB/Sekolah Luar Biasa) in Malang City. The analysis results were used to design an appropriate Evernoted Learning Media Center design. The platform incorporates accessibility features, including alternative text, contrast settings, and layer readers. Findings revealed that Evernoted could be configured into an effective learning medium, offering flexibility, personalization, and ease of users access with various types of disabilities, especially deaf people. The analysis results demonstrated that Evernoted Learning Media Center could be an effective alternative for meeting the varied learning needs of students with disabilities, particularly deaf people, through two versions: an augmented reality (AR)-based Android application and a virtual tour-based website. Validation results indicated the platform’s feasibility at 83.17%, categorizing it as very feasible to be tested on students with disabilities
Digital Comics for Differentiated Learning: A Strategy to Enhance Elementary Reading Skills
Get PDFThe Covid-19 pandemic has had a profound impact on the education sector, particularly in rural areas, and this effect continues to be felt. The transition to online learning technologies during this period was not effectively implemented. This situation underscores the necessity for accessible and effective media literacy resources to support reading skills. This study aims to enhance the reading abilities of elementary school students through the development of differentiated digital comics (KODI), specifically designed to cater to diverse learning needs. Employing a Research and Development (R&D) approach based on the ADDIE model, the study involved one media expert, one content expert, and 30 fourth-grade students. Data collection was conducted through observations, interviews, and questionnaires, which were analyzed using both qualitative and quantitative methods. The needs analysis revealed significant variations in students' reading abilities and preferences, highlighting the urgency for differentiated media. Expert validation indicated that KODI met the eligibility criteria, achieving an average validity score of 84.9%, categorizing it as "valid." Effectiveness testing using a T-test demonstrated a significant improvement in students' reading skills, with the posttest score differences between the experimental and control groups reaching a significant level (p < 0.05). The average posttest score for the experimental group was higher than that of the control group, confirming that KODI is effective in enhancing students' reading skills. These findings affirm the potential of KODI as an engaging and adaptive medium for improving reading skills at the elementary education level
Augmented Reality in Improving Writing Skills Learning Experiences in Vocational High School Students
Get PDFThis arises from adapting 21st century learning in the form of learning skills, literacy skills, life skills, skills and attitudes, as well as mastery of technology. 21st century learning will improve students' learning experience, especially learning Indonesian with the topic of writing internship reports even though the teacher still provides stimulants in class using learning media. Augmented Reality (AR). The purpose of this research is for media development Augmented Reality (AR) in improving the learning experience of writing skills, knowing the suitability of the media Augmented Reality (AR) in improving the experience of learning writing skills, and knowing the effectiveness of the media Augmented Reality (AR) in improving the experience of learning writing skills Research methods used is research and development or Research and Development (R&D) which adopts the Lee and Owen development model with 5 stages, namely needs analysis, analysis front-end, design, development, implementation, and evaluation (ADDIE). The results of the development are application products with learning media augmented reality
Impact of Virtual Reality-Assisted Role-Play on Learning Styles and English Performance
Get PDFSpeaking and writing skills are essential for madrasah students, as both play a crucial role in forming practical communication skills. In the context of madrasah education, where students not only study general subjects but also religious studies, having good speaking and writing skills will help them convey their ideas and understanding more clearly and precisely. This helps build self-confidence and interpersonal skills that are important in everyday life. The application of role-play is carried out not only in exact subjects but also in English language learning. The role-play environment creates a meaningful context that allows students to learn English in situations that resemble the real world. Cutting-edge technology, such as interactive, spherical video-based virtual reality (ISVVR), can be used in English language learning. Apart from being a way to overcome time constraints, ISVVR media can enrich learning resources and space for practice. This research aims to test the effect of applying role-play assisted by ISVVR and Learning Styles as moderator variables to improve English speaking and writing performance. This research used a quasi-experiment with Pre-test and Post-test Control Group Design. The participants used were 92 class XII students at MAN 5 Jombang using 2x3 factorial Manova analysis. The findings in this study were that speaking and writing performance was different between groups of students who applied role-play assisted ISSVR and conventional video and learning styles, but there was no interaction between model and learning style on speaking and writing performance
Interactive Multimedia Based on A Problem Based Learning Model in Integrated Social Science Learning For Class Eight Junior High School
Get PDFIntegrated social studies learning in junior high schools experiences problems, namely low student interest and learning outcomes. This is caused by students who are less active when studying. The aim of the research is to describe the process, validity, practicality and effectiveness of developing interactive multimedia based on the problem base learning (PBL) model in Integrated Social Sciences learning for class VIII SMP. This research uses the development and research (R&D) method with the ADDIE model. The data analysis technique in this research uses a Likert scale. Testing the validity of interactive multimedia includes material, media and language experts. The practicality test involved one Integrated Social Sciences teacher and 30 class VIII students at SMPN 22 Padang. The validity test results from material experts obtained a score of 3.5, media experts scored 3.6 and language experts scored 4 in the very valid category. The results of the practicality test by educators obtained a score of 3.9, and students scored 3.7 in the very practical category. The results of the effectiveness test obtained a very effective category because there were significant differences in student learning outcomes in using interactive multimedia
Teacher Perspective: Implementation of Contextual Teaching and Learning Model
Get PDFResearch on Teacher Perspectives in the implementation of the Contextual Teaching and Learning model aims to analyze teachers' views on the implementation of the Contextual Teaching and Learning model. This research analyzes the difficulties, obstacles, advantages and disadvantages during the process of implementing the Contextual Teaching and Learning model. This research uses a qualitative descriptive method using observation sheets and questionnaires to collect the required information data and process it into the findings described. The findings obtained from the research are that there are obstacles to implementing the Contextual Teaching and Learning model at the Learning Community stage of 50% compared to the level of difficulty at other stages such as constructivism 20%, inquiry 10%, questioning 5%, modeling 5%, reflection 5% and authentic assessment 5%. Furthermore, it can be seen that the lowest level of implementation was in the Learning Community component, with 55 people answering that it was not implemented. Furthermore, in other components, namely constructivism, inquiry, questionnaire, modeling, reflection and authentic assessment, it was seen that an average of 15 to 20 people answered that it had not been implemented. So the research results conclude that there are obstacles to the implementation of the Learning Community stages in the Contextual Teaching and Learning model. The difficulty of implementing the Learning Community stages by teaching staff