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All Journal Jurnal Pendidikan Indonesia SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences
Caska, Caska
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Analysis of Factors Affecting Student Learning Achievement of Social Sciences Subjects in Muhammadiyah Middle School Rokan Hulu Regency Efriza, Reni; Caska, Caska; Makhdalena, Makhdalena
Journal of Educational Sciences Vol. 4 No. 3 (2020): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.3.p.529-540

Abstract

The Social Sciences subject examination score in Muhammadiyah Rambah Middle School is still below the average. This phenomenon is inseparable from the low student achievement. This study aims to analyze the factors that influence student learning achievement. This type of research was quantitative research. The population in this study was VII grade students of SMP Muhammadiyah Rambah which was conducted in the even semester of the 2018/2019 school year. The sample was carried out using proportional random sampling technique with 76 respondents. Data collection using a questionnaire with a Likert scale and then the data were analyzed by path analysis. The results of the analysis show that learning discipline has an indirect effect on learning achievement through learning motivation of 0.0897, with a total influence is 0.351 with an effective contribution of 12.29%. The family environment has an indirect effect on learning achievement through learning motivation of 0.1054, with a total influence of 0.354 with an effective contribution of 12.56%. This shows that learning achievement can be improved if the quality of learning discipline, family environment and student motivation are improved.
Determining Factors for Readiness to Become Teachers in Economic Education Students Dewi, Eka Rahmiana; Indrawati, Henny; Caska, Caska
Jurnal Pendidikan Indonesia Vol 14 No 3 (2025): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i3.99067

Abstract

The readiness of students to assume the role of educators remains an issue, as not all prospective teachers receive adequate support from their environment and practical experiences. This condition creates a gap between the demands of teacher professionalism and the actual preparedness of students pursuing a teaching career. The primary aim of this study is to critically analyze the factors influencing students’ readiness to become educators and to evaluate the mediating role of self-efficacy in these relationships. This research employed a quantitative approach with a survey design. The research subjects consisted of 93 economics education students who had completed teaching practice, selected using a simple random sampling technique. Data were collected using a Likert-scale questionnaire constructed from indicators of family environment, field teaching practice, professional teacher perception, self-efficacy, and teacher readiness. The instrument was tested for validity and reliability prior to data collection. Data were analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The results revealed that the family environment, field teaching practice, professional teacher perception, and self-efficacy significantly and positively influence students’ readiness to become educators. These findings confirm that the synergy between internal and external factors is essential in shaping professional teacher readiness. In conclusion, teacher readiness is formed through the integration of family support, practical experiences, positive perceptions, and students’ self-efficacy.
Pengaruh Penggunaan Learning Management System (LMS) Berbasis Moodle terhadap Hasil Belajar Siswa di SMK Labor Binaan FKIP UNRI Pekanbaru Fikri, Delvani; Caska, Caska; Hendripides, Hendripides
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan Learning Management System (LMS) Berbasis Moodle Terhadap Hasil Belajar Siswa Kelas XI Mata Pelajaran Kewirausahaan di SMK Labor Binaan FKIP Unri Pekanbaru. Hal yang melatar belakangi penelitian ini adalah tantangan bagi sistem pendidikan, guru dan siswa dalam pembelajaran secara online melalui e-learning (blended learning). Penelitian ini termasuk ke dalam penelitian kuantitatif. Populasi penelitian ini adalah siswa kelas XI di SMK labor FKIP Unri Pekanbaru tahun ajaran 2024 yang terdiri dari 2 kelas dengan jumlah sebanyak 74 orang. Teknik penentuan ukuran sampel yaitu Nonprobability Sampling dengan tipe Purposive Sampling. Teknik pengumpulan data yang digunakan adalah angket dan observasi. Teknik analisis data dengan analisis deskriptif dan uji prasyarat. Berdasarkan hasil penelitian, menunjukkan bahwa pengaruh dari Learning Management System (LMS) berbasis Moodle dengan berbagai fitur yang disediakan dan partisipasi aktif siswa dalam kegiatan pembelajaran mampu meningkatkan hasil belajar siswa.
Hubungan Tipe Kepribadian Berdasarkan MBTI (Myers-Briggs Type Indicator) dengan Hasil Belajar Ekonomi Siswa Kelas XII IPS Rahmiati, Friska; Caska, Caska; Sari, Filma Alia
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 12.A (2025): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Abstract

This research seeks to examine the connection between students’ personality types, as identified through the MBTI (Myers-Briggs Type Indicator) and their economic learning outcomes of twelfth-grade social science students at SMAN 15 Pekanbaru. Personality types can influence students' learning styles and understanding of the material, making it essential to understand these personality types to improve learning outcomes. This research employs a correlational method with a quantitative approach. It was carried out at SMAN 15 Pekanbaru with a sample of 100 twelfth-grade social science students. Data were collected via documentation and questionnaires. The data were analyzed using descriptive statistical analysis, Kolmogorov-Sminrov test, and the Spearman Rank correlation test, with the help from SPSS version 23. The findings of this research suggest a positive, yet very weak and not significant, relationship between students’ MBTI personality types and their economic learning outcomes. The correlation coefficient which stands at 0.102, reflects a very weak relationship, and with a significance value of 0.313 well above the 0.05, threshold this relationship is not statistically meaningful. Personality types only contribute 4,2% to economic learning outcomes. The other 95,8% is likely driven by various external and internal factors that were not explored in this research.
Pelatihan dan pendampingan pembuatan media pembelajaran interaktif dan menyenangkan berbasis digital bagi guru SMA Gimin, Gimin; Indrawati, Henny; Caska, Caska; Sumarno, Sumarno; Haryana, Gani; Mujiono, Mujiono; Rezkia, Dicha Putri; Ramadhani, Dinda Ardelia
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 9, No 6 (2025): November (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v9i6.33595

Abstract

Abstrak Perkembangan teknologi informasi dan komunikasi yang semakin pesat memberikan dampak signifikan terhadap berbagai aspek kehidupan termasuk dunia pendidikan. Penggunaan media pembelajaran digital yang interaktif dan menyenangkan menjadi salah satu tren yang semakin populer dalam upaya meningkatkan kualitas pembelajaran. Namun implementasi pembelajaran digital di sekolah menghadapi keterbatasan sumber daya dan berbagai tantangan, di antaranya masih banyak guru yang belum memiliki kompetensi yang memadai dalam memanfaatkan teknologi untuk pembelajaran. Hal ini juga dialami oleh guru-guru di SMA Negeri 1 Kampar Provinsi Riau. Oleh karena itu, tujuan kegiatan pengabdian ini adalah melatih dan mendampingi 25 orang guru di sekolah tersebut dalam mengembangkan media pembelajaran digital yang interaktif dengan memanfaatkan Artificial Intelligence (AI) dan aplikasi Canva. Metode yang digunakan meliputi ceramah, diskusi, demonstrasi, dan praktik (workshop) yang dilaksanakan dalam satu sesi kegiatan. Evaluasi dilakukan melalui penyebaran angket pretest dan posttest untuk mengukur pengetahuan serta kemampuan peserta. Hasil kegiatan menemukan adanya peningkatan kompetensi guru, di antaranya: pengetahuan tentang AI meningkat dari skor rata-rata 1,52 menjadi 3,46 atau sebesar 90%, dan pengetahuan tentang Canva meningkat dari 2,13 menjadi 4,01 sebesar 88%. Dengan demikian, kegiatan ini terbukti mampu meningkatkan hardskill guru dalam pembuatan media pembelajaran digital berbasis AI dan Canva, sekaligus memperkuat softskill kolaborasi dan kreativitas dalam proses pengembangan media pembelajaran yang inovatif. Kata kunci: pelatihan; pendampingan; media pembelajaran; artificial intelligence; aplikasi canva Abstract The rapid development of information and communication technology has had a significant impact on various aspects of life, including education. The use of interactive and enjoyable digital learning media has become an increasingly popular trend in efforts to improve the quality of learning. However, the implementation of digital learning in schools faces resource constraints and various challenges, including the fact that many teachers still lack adequate competence in utilizing technology for learning. This is also experienced by teachers at SMA Negeri 1 Kampar in Riau Province. Therefore, the purpose of this community service activity is to train and assist 25 teachers at the school in developing interactive digital learning media by utilizing Artificial Intelligence (AI) and the Canva application. The methods used include lectures, discussions, demonstrations, and workshops, which are carried out in one session. The evaluation was conducted through the distribution of pretest and posttest questionnaires to measure the participants' knowledge and abilities. The results of the activity found an increase in teacher competence, including: knowledge of AI increased from an average score of 1.52 to 3.46 or 90%, and knowledge of Canva increased from 2.13 to 4.01 or 88%. Thus, this activity has proven to be able to improve teachers' hard skills in creating AI and Canva-based digital learning media, while also strengthening their soft skills of collaboration and creativity in the process of developing innovative learning media. Keywords: training; mentoring; learning media; artificial intelligence; canva application.
Co-Authors Dewi, Eka Rahmiana Efriza, Reni Fikri, Delvani Gani Haryana Gimin Gimin Hendripides, Hendripides Henny Indrawati Makhdalena Makhdalena, Makhdalena Mujiono Mujiono Rahmiati, Friska Ramadhani, Dinda Ardelia Rezkia, Dicha Putri Sari, Filma Alia Sumarno .