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The Effect of Contextual Teaching and Learning Model Assisted by Video on Students' Learning Outcomes and Motivation Sari, Ayu Ratna; Gummah, Syifa'ul; Syukroyanti, Baiq Azmi; Habibi, Habibi
Lensa: Jurnal Kependidikan Fisika Vol 12, No 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13313

This study explores the effectiveness of the Contextual Teaching and Learning (CTL) model, enhanced by video, in improving students' learning outcomes and motivation, specifically in understanding complex physics topics like sound waves. Traditional teaching methods often struggle to engage students with abstract content, creating a need for innovative approaches that bridge theory with practical applications. The CTL model aims to make learning more meaningful by connecting academic material with real-world contexts. A quasi-experimental design with a pretest-posttest control group was employed, involving two randomly selected groups from 50 students at SMAN 1 Masbagik. The experimental group was taught using the CTL model with video assistance, while the control group followed conventional methods. Data collection included learning outcome tests and motivation questionnaires, analyzed using normality, homogeneity, and t-tests to evaluate differences between groups. Results showed that the experimental group achieved a significantly higher posttest average score (78.92) than the control group (74.20), indicating improved comprehension. Additionally, motivation scores in the experimental group averaged 83.5, categorized as "motivated," suggesting increased engagement. The t-test confirmed a statistically significant difference in learning outcomes, underscoring the effectiveness of video-assisted CTL in enhancing both comprehension and motivation. These findings support the integration of video within the CTL model as a valuable educational strategy to create a more interactive, engaging, and effective learning environment. This study offers insights into how technology-enhanced teaching models can address the challenges of modern education and better prepare students for real-world problem-solving.

Integrating ethnoscience in inquiry-creative learning: a new breakthrough in enhancing critical thinking Harjono, Ahmad; Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Gummah, Syifa'ul; Prayogi, Saiful
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.29259

Incorporating knowledge of culture and local wisdom values (ethnosciences) into scientific investigation is a new breakthrough in the current study. The integration of ethnosciences and scientific investigation is a valuable pathway that serves not only as a tool for acquiring new knowledge but also for developing critical thinking (CT) skills essential in solving real-world problems. This research aims to enhance CT skills among prospective science teachers (PSTs) through a teaching program that integrates ethnosciences with inquiry-creative learning. This particular investigation employs a mixed method approach, combining both quantitative and qualitative methods. The quantitative study utilized a randomized pretest-posttest control group design, with traditional expository teaching employed as the comparison group. Qualitative methods were specifically used in this study through semi-structured interviews with lecturer, particularly regarding the PSTs’ engagement in the implementation of learning program. CT skill tests and interview forms were used as data collection instruments. The study findings reveal that integrating ethnosciences with inquiry-creative learning has a significant effect on the development of CT skills compared to traditional instruction. The findings highlight the effectiveness of this approach in improving CT skills among PSTs and contribute to future research in the field of science education.

Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Gummah, Syifa'ul
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2258

This study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education.

The Effect of Contextual Teaching and Learning Model Assisted by Video on Students' Learning Outcomes and Motivation Sari, Ayu Ratna; Gummah, Syifa'ul; Syukroyanti, Baiq Azmi; Habibi, Habibi
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13313

This study explores the effectiveness of the Contextual Teaching and Learning (CTL) model, enhanced by video, in improving students' learning outcomes and motivation, specifically in understanding complex physics topics like sound waves. Traditional teaching methods often struggle to engage students with abstract content, creating a need for innovative approaches that bridge theory with practical applications. The CTL model aims to make learning more meaningful by connecting academic material with real-world contexts. A quasi-experimental design with a pretest-posttest control group was employed, involving two randomly selected groups from 50 students at SMAN 1 Masbagik. The experimental group was taught using the CTL model with video assistance, while the control group followed conventional methods. Data collection included learning outcome tests and motivation questionnaires, analyzed using normality, homogeneity, and t-tests to evaluate differences between groups. Results showed that the experimental group achieved a significantly higher posttest average score (78.92) than the control group (74.20), indicating improved comprehension. Additionally, motivation scores in the experimental group averaged 83.5, categorized as "motivated," suggesting increased engagement. The t-test confirmed a statistically significant difference in learning outcomes, underscoring the effectiveness of video-assisted CTL in enhancing both comprehension and motivation. These findings support the integration of video within the CTL model as a valuable educational strategy to create a more interactive, engaging, and effective learning environment. This study offers insights into how technology-enhanced teaching models can address the challenges of modern education and better prepare students for real-world problem-solving.

Pengaruh Media Pembelajaran Pembangkit Listrik Tenaga Air Mini Terhadap Kemampuan Argumentasi Siswa Wajdi, Moh Nasrul; Sukroyanti, Baiq Azmi; Gummah, Syifa'ul; Zuhdi, Iskandar
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.16706

Low argumentation skills in physics classrooms motivate practice-based instruction. This quasi-experimental study tested whether a mini hydropower instructional medium improves students’ argumentation skills. Using a Non-Equivalent Control Group Design, two Grade 10 science classes at SMA TI NWDI Wanasaba participated (n = 21 per class). Class X IPA 1 used the mini hydropower medium, while Class X IPA 2 received regular instruction. Instruments comprised a teaching module, observation sheets, and an argumentation pre-test and post-test aligned with the Toulmin Argument Pattern. Normality and homogeneity assumptions were met. Pre-test means were 34.05 (experimental) and 31.00 (control). Post-test means were 78.05 and 76.57, respectively. A one-tailed independent-samples t test showed a statistically significant difference at α = .05, with t = 4.23 exceeding the critical value of 1.72. The findings indicate that integrating a mini hydropower instructional medium can enhance students’ argumentation skills in high-school physics. For interpretive caution, future studies should analyze gain scores or apply ANCOVA to adjust for baseline differences, report effect sizes and confidence intervals, and document instrument validity and reliability. The study suggests that authentic, hands-on energy contexts can provide a productive platform for students to formulate claims, marshal evidence, and articulate warrants in physics reasoning.

Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Gummah, Syifa'ul
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2258

This study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education.

Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Gummah, Syifa'ul
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2258

This study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education.

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