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Learning Loss: Online Learning Analysis Deci Ririen; Febblina Daryanes
Indonesian Research Journal on Education Vol. 4 No. 4 (2024): irje 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v4i4.1603

Abstract

The aim of this research is to analyze learning loss in Econometrics material during the online learning period. This research is aqualitative descriptive research. The qualitative data analysis used in this research was adopted based on Miles Huberman's qualitative data analysis techniques which include data reduction, data presentation and verification. The research results show that the indicator of Econometrics material that is least understood and the conceptual errors that occur among students is processing data using statistical applications such as SPSS at 66.67%, followed by inferential statistics material at 60.42%. From the results of student learning loss analysis, educators can determine further learning follow-up, such as changing learning methods and using various learning media in order to overcome learning loss.
SELF-MANAGEMENT: PERSPEKTIF PRESTASI AKADEMIK DAN GENDER MAHASISWA Ririen, Deci
Jurnal Dedikasi Pendidikan Vol 9, No 2 (2025): JULI 2025
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v9i2.6530

Abstract

Students must have good self-management and have a strong will to be able to solve problems faced during college in an effort to achieve study success. The purpose of this study was to analyze the level of student self-management reviewed from the perspective of academic ability and gender. This study is a quantitative descriptive study. The respondents in this study were students of the Indragiri Rengat Institute of Technology and Business aged 18–24 years totaling 212 people. The findings of this study include: students' self-management ability for the self-motivation component in the good category. Students' self-management ability for the self-control component in the sufficient category. Students who have higher academic achievement have better self-management than students with low academic achievement. There are differences based on gender in aspects of self-management, especially in self-motivation and self-control. Men have higher scores than women in both aspects