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<![CDATA[Perbedaan Kemampuan Analisis Melalui Model Pembelajaran Kooperatif Tipe Pair Check dengan Make a Match ]]>
<![CDATA[Rendika Vhalery]]>;
<![CDATA[Vella Anggresta]]>
<![CDATA[ Jurnal Inovasi Pendidikan Ekonomi (JIPE) Vol 11, No 1 (2021): Jurnal Inovasi Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/011109490
<![CDATA[One of the cognitive domain elements in analysis ability is the ability to think to solve a problem. One way to solve this problem is by using the cooperative learning model of pair-check and "make-a-match." The research objective was (1) to determine whether there was an effect of the type of cooperative learning model of pair-check on students 'analytical skills, (2) to determine whether there was an effect of the cooperative learning model of make-a-match on students' analytical skills, and (3) whether there was a difference in the analytical ability through the learning model cooperative type of pair-check and make-a-match. This research was experimental and comparative research. The population in this study was students of Indraprasta University, which consisted of 2 classes. The techniques of data collection in this study was through a questionnaire used to obtain the results of the analytical skills, observation to observe the use of the cooperative learning model of pair-check and make-a-match, and documentation to obtain direct results (Midterm test and Final Test values). The research implementation stage is divided into three parts: the initial implementation, the core implementation, and the final implementation. The results showed that there was an effect of the type of cooperative learning model of pair-check on students 'analytical abilities, there was an influence of the type of cooperative learning model of make-a-match on students' analytical skills, and there was no difference in analytical skills through the cooperative learning model type check and make-a-match.]]>
<![CDATA[The Effect Of Self-Reliance And Self-Efficacy On Student's Financial Education ]]>
<![CDATA[Vella Anggresta]]>;
<![CDATA[Hayu Stevani]]>;
<![CDATA[Rendika Vhalery]]>;
<![CDATA[Maria Oktasari]]>
<![CDATA[ Jurnal Inovasi Pendidikan Ekonomi (JIPE) Vol 9, No 1 (2019): Jurnal Inovasi Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/011041290
<![CDATA[Educating oneself about financial education as recent investment is a necessity, so that there is a need to conduct a study to avoid the financial problems appeared. This study aims to investigate the students' financial education level based on self-reliance and self-efficacy aspects. There were 317 students of Indrapasta PGRI university involved in this study. The data were analyzed by using multiple regression preceded by classic assumption test. The result showed that those three hypotheses are accepted. The effect of self-reliance and self-efficacy is 30.1% and other factors which are not discussed in this study affect as 69.9 %.Keyword: self-reliance, self-efficacy, financial education]]>
<![CDATA[Analysis Of The Factors Which Hinder Undergraduate Students In Using Fintech ]]>
<![CDATA[Albertus M. Setyastanto]]>;
<![CDATA[Ari Wahyu Leksono]]>;
<![CDATA[Rendika Vhalery]]>
<![CDATA[ Jurnal Inovasi Pendidikan Ekonomi (JIPE) Vol 9, No 2 (2019): Jurnal Inovasi Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/011058400
<![CDATA[Fintech, financial technology-based revolution, becomes one of the topic which interested to discuss. Fintech as the newest service, marked that the change of era is getting sophisticated. However, not all of the community members are able to maximize fintech use. One of them is undergraduate students. The purpose of this research is to know the factors which hinder the undergraduate students to use fintech by using factors formation analysis. From 13 variable, there are only 12 valid variable. The result of the analysis showed that there are four factors formed which contribute 78, 23%. The first factor is fintech based factor, second is individual factors, third is company’s management system, and fourth is political factor.]]>
<![CDATA[Perbedaan Keterampilan Komunikasi Melalui Model Pembelajaran Kooperatif Tipe Pair Check Dengan Berkirim Salam Dan Soal ]]>
<![CDATA[Vella Anggresta]]>;
<![CDATA[Rendika Vhalery]]>
<![CDATA[ Jurnal Inovasi Pendidikan Ekonomi (JIPE) Vol 11, No 2 (2021): Jurnal Inovasi Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/011132430
<![CDATA[The changes of curriculum affect all learning aspects including students. It changes the students’ communication skill, and it can be a problem. To overcome that problem, cooperative learning model is considered to be a solution because this model has many types of strategies such as think pair share (TPS) and send greetings and questions (SGQ). The aims of this study were to investigate the effect of TPS and SGQ implementation toward students’ communicative skills, and to find out the differences of students’ communication skill after learning through TPS and SGQ. This study was a comparative and experimental research. The population was students of Indraprasta University into two classes:1st class consisted of 20 students and the 2nd class consisted of 24 students. The data were attained by using questionnaire for communication skills, observation sheet for the implementation of TPS and SGQ cooperative learning model, and documentation for mid and final test. The result showed that (1) there was a significant effect of TPS implementation toward students’ communication skills; (2) there was a significant effect of SGQ implementation toward students’ communication skills; and (3) there was no difference of students’ communication skills between the implementation of TPS and SGQ cooperative learning model.]]>
<![CDATA[Perbandingan Model Pembelajaran Kooperatif Tipe Gallery Walk Dengan Tipe Learning Together Pada Aktivitas Belajar Peserta Didik Di SMA Tri Dharma Palembang ]]>
<![CDATA[Rendika Vhalery]]>
<![CDATA[ Jurnal Inovasi Pendidikan Ekonomi (JIPE) Vol 9, No 1 (2019): Jurnal Inovasi Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/011044950
<![CDATA[The aim of this research is 1) implements the learning model with gallery walk type in student learning activities, 2) implements the cooperative learning model with learning together type in student learning activities, 3) compare the gallery walk type of cooperative learning with learning together type in student learning activities. The type of this research is experimental and comparative. Population in this research is student of Tri Dharma Palembang senior high school. The research sample is XI Social 1 as the Experiment Class 1 and XI Social 2 as the Experiment Class 2. The result shows 1) there is an impact from the implementation of gallery walk type of cooperative learning in students learning activities, 2) there is an impact of implementation of learning together type in student learning activities, 3) there is a comparison of cooperative learning of gallery walk type and learning together type in students learning activities.]]>
<![CDATA[Persepsi Mahasiswa tentang Pembelajaran Online Google Classroom pada Minat dan Motivasi Belajar ]]>
<![CDATA[Rendika Vhalery]]>;
<![CDATA[Sindi Nur Alfilail]]>;
<![CDATA[Hamzah Robbani]]>;
<![CDATA[Liberti Natalia Hia]]>
<![CDATA[ INTELEKTIUM Vol 2 No 1 (2021): INTELEKTIUM ]]>
Publisher : <![CDATA[Neolectura ]]>
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DOI: 10.37010/int.v2i1.271
<![CDATA[Masa pandemi Covid-19 yang terjadi di Indonesia menyebabkan perubahan sistem belajar secara langsung (tatap muka) menjadi full online yang menyebabkan banyak paradigma atau pandangan baik itu bernilai positif maupun negatif. Realitanya, kebanyakan mahasiswa mengeluh dengan sifat pembelajaran online yang hanya berisi tugas dan terkadang tanpa penjelasan terkait materi yang diajarkan. Secara tidak langsung, hal ini berdampak pada minat belajar dan motivasi belajar mereka. Disisi lain, pembelajaran online seperti google classroom dapat meminimalisir dampak tersebut. Oleh sebab itu, penelitian ini bertujuan untuk mengetahui apakah ada pengaruh persepsi mahasiswa tentang pembelajaran online “google classroom” pada minat belajar mahasiswa? dan apakah ada pengaruh persepsi mahasiswa tentang pembelajaran online “google classroom” pada motivasi belajar mahasiswa?. Penelitian ini dilakukan dan menggunakan populasi serta sampel dari mahasiswa Universitas Indraprasta PGRI dengan teknik pengumpulan data kuesioner melalui google form. Berdasarkan teknik analisis data yang dilakukan didapat hasil penelitan yang menunjukkan bahwa ada pengaruh persepsi mahasiswa tentang pembelajaran online “google classroom” pada minat belajar mahasiswa dan ada pengaruh persepsi mahasiswa tentang pembelajaran online “google classroom” pada motivasi belajar mahasiswa.]]>
<![CDATA[Pengaruh Persepsi Mahasiswa tentang “Pembelajaran Jarak Jauh” (PJJ) dan Pengaruhnya di Masa Pandemi ]]>
<![CDATA[Sindi Nur Alfilail]]>;
<![CDATA[Rendika Vhalery]]>;
<![CDATA[Hamzah Robbani]]>
<![CDATA[ INTELEKTIUM Vol 3 No 1 (2022): INTELEKTIUM ]]>
Publisher : <![CDATA[Neolectura ]]>
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DOI: 10.37010/int.v3i1.635
<![CDATA[Seperti yang kita ketahui dampak pandemi Covid-19 pada tahun 2020 di Indonesia telah merambah dunia pendidikan dan pemerintah telah memberikan kebijakan untuk melaksanakan pembelajaran jarak jauh. Pada hakekatnya tujuan dari PJJ adalah mempermudah proses pembelajaran. PJJ dinilai berbeda-beda oleh berbagai pihak, salah satunya dari persepsi mahasiswa. persepsi mahasiswa dalam pembelajaran jarak jauh adalah berupa pendapat mahasiswa mengenai apa yang dia alami dan rasakan dalam kegiatan pembelajaran jarak jauh. Penelitian ini bertujuan untuk membuktikan pengaruh persepsi mahasiswa tentang pembelajaran jarak jauh (PJJ) dan pengaruhnya di masa pandemi. Penelitian ini adalah penelitian asosiatif yang menggunakan pendekatan kuantitatif. Penelitian ini dilakukan di Unindra pada bulan April – Mei tahun 2021. Populasi penelitian adalah mahasiswa pendidikan ekonomi Unindra. Sampel menggunakan teknik purposive sampling yang didapat 140 mahasiswa sebagai partisipan. Sumber data adalah data primer yang didapatkan peneliti secara langsung. Teknik pengumpulan data yang digunakan yaitu kuesioner. Teknik analisis data yang digunakan yaitu regresi linear sederhana dan uji hipotesis. Nilai regresi linear untuk penelitian ini yaitu Y = 9,361 + 0,784X. Berdasarkan hasil perhitungan statistik diketahui ada pengaruh persepsi mahasiswa tentang pembelajaran jarak jauh (PJJ) dan pengaruhnya di masa pandemi secara signifikan.]]>
<![CDATA[Perbandingan Model Pembelajaran Koperatif Tipe CRC dan TTW pada Aktivitas Belajar Mahasiswa ]]>
<![CDATA[Ani Interdiana Candra Sari]]>;
<![CDATA[Rendika Vhalery]]>
<![CDATA[ SAP (Susunan Artikel Pendidikan) Vol 5, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI Jakarta ]]>
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DOI: 10.30998/sap.v5i3.7450
<![CDATA[Learning activity is an important factor in the learning process that can reflect the motivation or desire of students to learn. However, the implementation does not go well. It is caused by problems such as students sitting more still and listening to lecturers' explanations. It will give a negative impact where students will become passive. The application of an appropriate learning model is one of the strategies in learning to increase student learning activities. One of the learning models that can be applied to improve learning activities is the cooperative learning model. There are many types of cooperative learning models including CIRC (Cooperative Integrated Reading Composition) and TTW (Think-Talk-Write). This research was an experimental study using a Completely Randomized Design that did not use a control class. Then it proceeded with comparative research that compared the cooperative learning models CIRC and TTW on student learning activities. Experimental class 1 applied the CIRC cooperative learning model and experimental class 2 applied the TTW cooperative learning model. The results showed that there was no difference in the average learning activity of students using the CIRC type of cooperative learning model, there was a difference in the average learning activity of students using the TTW type of cooperative learning model, there was no difference in using the CIRC and TTW cooperative learning models on student learning activities.]]>
<![CDATA[Kontribusi Informasi, Fasilitas, dan Loyalitas User Dalam Menggunakan Aplikasi Fintech di Masa Pandemi Covid-19 ]]>
<![CDATA[Rendika Vhalery]]>
<![CDATA[ Sosio e-Kons Vol 13, No 2 (2021): Sosio e-Kons ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/sosioekons.v13i2.9743
<![CDATA[Covid-19 is still a hot issue in Indonesia that causes some changes such as in finance either buying or paying through fintech. In this study we aimed to find out if there is an influence of information, facilities, and loyalty in using fintech applications in the covid-19 pandemic? . The research method used is quantitative with any type of associative research. The research population is a student of the economic education study program of Indraprasta University PGRI Jakarta. A study sample of 150 students. Data collection techniques using questionnaires. Data collection techniques use the help of google form website to make it easier to collect data due to the current lockdown situation. Data analysis techniques use multiple linear regressions. The results revealed that (1) there is an influence of information in using fintech applications during the covid-19 pandemic, (2) there is the influence of facilities in using fintech applications during the covid-19 pandemic, (3) there is a loyalty influence in using fintech applications during the covid-19 pandemic, and (4) there is the influence of information, facilities, and loyalty in using fintech applications during the covid-19 pandemic. The contribution of variable information, facilities, and user loyalty in using fintech applications during the covid-19 pandemic amounted to 0.471 or 47.1%. Of the three variables that affect the use of fintechapplications, loyalty variables contribute the most.]]>
