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METODE-METODE DALAM PENYELIDIKAN DALAM PSIKOLOGI PERKEMBANGAN: METODE-METODE DALAM PENYELIDIKAN DALAM PSIKOLOGI PERKEMBANGAN Urik Taurik; Nelmi Hafizah Mokoginta; Frezy Paputungan
Jurnal Ilmu Pendidikan dan Budaya Vol 3 No 2 (2023): Journal of Education and Culture (JEaC)
Publisher : LPPM UNiversitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47918/jeac.v3i2.1267

To deeply understand human development, In conducting investigations in developmental psychology, there are several methods that can be used. in developmental psychology, it is important to choose the right method according to the purpose of the study. Research in the field of developmental psychology is essential to understanding human change and development from childhood to adulthood.In this journal, we will discuss methods of inquiry in developmental psychology. Methods of inquiry in developmental psychology have an important role to play in building a solid understanding of critical aspects of human development, such as cognition, socialization, emotions, and morality. These methods allow researchers to collect accurate empirical data, analyze it, and draw useful conclusions. By understanding and applying these methods effectively, developmental psychologists can further their understanding of the complexities of human development and make significant contributions to the development of relevant theories and interventions. These methods include introspective methods, extrospective methods, biographical methods, longitudinal methods, and cross-sectional methods. Each method has its own advantages and disadvantages, so it is necessary to choose the right method according to the research objectives and the characteristics of the individuals being studied. Developmental psychologists often spend time investigating and observing developmental processes occurring under normal circumstances. The aim of this paper is to provide a better understanding of investigative methods in developmental psychology and how these methods can be used to understand behavior change. and mental processes that occur in humans from infancy to adulthood.

Description of the Application of the Quantum Teaching Method to Increasing Student Learning Motivation: Deskripsi Penerapan Metode Quantum Teaching Terhadap Peningkatan Motivasi Belajar Mahasiswa Frezy Paputungan; Abd Rahman K. Ma'ruf
Jurnal Ilmu Pendidikan dan Budaya Vol 3 No 2 (2023): Journal of Education and Culture (JEaC)
Publisher : LPPM UNiversitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47918/jeac.v3i2.1334

In several universities, the application of learning models that are less effective and innovative often results in low student learning outcomes, so a learning model is needed that is able to motivate to improve learning outcomes, especially in course content. This research aims to analyze the learning outcomes of odd semester undergraduate students in Educational Technology after implementing the quantum teaching learning model. This research is a descriptive research carried out through observation during the even semester. The subjects of this research were all Bachelor of Educational Technology students consisting of 12 people, while the object of this research was the students' learning outcomes. Data on student learning outcomes are collected through written tests at the end of each lesson. The data that has been collected is analyzed using quantitative analysis. The results of this research show that the average value of learning outcomes before the action is 62.78 with a learning completeness level of 50.00% and the average value of learning outcomes after the action is 75.00 with a learning completeness level of 88.89%. The conclusion of this study is that the application of the quantum teaching learning model can increase students' learning motivation. The implication of this research is to foster student curiosity and create a pleasant learning atmosphere to motivate student activity in the learning process so that students are able to get maximum learning results.

Utilization of Learning Design at the Educational Communication Information Technology Center (BTIKP) to Support the Availability of School Learning Devices in Gorontalo City Frezy Paputungan; Rahmat Olii
Jurnal Ilmu Pendidikan dan Budaya Vol 3 No 2 (2023): Journal of Education and Culture (JEaC)
Publisher : LPPM UNiversitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47918/jeac.v3i2.1454

The development of ICT in education means that in the 21st century there has been a revolution in learning resources which mandates that the role of the teacher is no longer the only source of learning and the classroom is no longer the only place of learning. The virtual world with Google, Wikipedia and Kindle is also a place for learning without being limited by space and time. Therefore, teachers' external challenges in learning will become increasingly complex. To support a learning process that keeps up with current developments, the Educational Information and Communication Technology Center (BTIKP) is usually under the auspices of the Provincial Education Service in a region. This center is really needed to support the creation of tools, methods, models, resources and learning media in schools. Especially in Gorontalo Province, BTIKP has not yet been formed. So the demands and needs of school education are still very minimal, let alone the availability of appropriate learning devices. To answer this problem, research is needed that proves that BTIKP is important to be formed to support the learning process in Gorontalo City schools.

USE OF ONLINE LEARNING MEDIA TO SUPPORT DIGITAL NEEDS Frezy Paputungan
Jurnal Ilmu Pendidikan dan Budaya Vol 1 No 1 (2021): Jurnal Ilmu Pendidikan dan Budaya
Publisher : LPPM UNiversitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47918/jeac.v1i1.1558

In today's developments, traditional learning activities are rarely found, school classrooms are emptied and replaced with digital classrooms that are presented virtually. Parents also play the role of homeroom teacher and suddenly have to help their children with their studies. The digital education ecosystem in Indonesia has a wide range of control spaces, including geographical differences, gaps in infrastructure distribution, gaps in educators' digital capabilities, and gaps in different teaching methods. Thus, several scenarios or strategies must be used to be used during the post-Covid 19 digital education transformation. The demand for using technology for learning has actually been around for a long time. Technological progress is unrelenting, unnoticed, and unavoidable, even unstoppable, but there are some application gaps. Among them are the availability of electricity, the availability of the internet, laptops, cellphones, television and geographical inequality where Indonesia faces various obstacles in deploying this infrastructure. A communication network must also be used. Teachers' competency levels are also inconsistent in their use of ICT, staffing gaps range from a lack of communication channels to acquire digital learning information to an equally important factor, support in ICT use. As for the reason, educators and teachers use digital technology, teachers become more confident by always accompanying the implementation of the application of digital technology in learning as an affirmative step in the introduction of learning technology innovations. To address digital needs in the learning process in schools, online learning media are needed that are easy to use and can support the achievement of student learning outcomes. Online learning media in the form of the Academia Edu application is believed to be able to solve student problems to facilitate the learning process anytime and anywhere. Apart from being easy to use, Academia Edu provides several online features including uploading/downloading pdf, complete document options, unlimited data sources, discussion options and much more

The Influence of MBKM Project-Based Learning on Problem Solving of Educational Technology Undergraduate Students at Bina Mandiri University Gorontalo Frezy Paputungan
International Journal of Computer Technology and Science Vol. 2 No. 1 (2025): International Journal of Computer Technology and Science
Publisher : Asosiasi Riset Teknik Elektro dan Infomatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijcts.v2i1.125

This research aims to determine the impact of Project Based Learning (MBKM) on Problem Solving for Undergraduate Students in Educational Technology at Bina Mandiri University, Gorontalo. The research method used is a qualitative and quantitative approach at four research stages. According to Creswel and Clark, mixed methods research is a research design with philosophical assumptions as well as being an inquiry method. As a methodology, this mixed research involves philosophical assumptions that guide the direction of data collection and analysis, as well as cultivating qualitative and quantitative research approaches throughout many phases of the research process. This research is in the first stage, namely identifying problem solving for Bachelor of Educational Technology students and measuring the effectiveness of MBKM project-based learning at UBMG. The results of the research show that project-based learning (MBKM) can influence Problem Solving for students in the Bachelor of Educational Technology study program at Bina Mandiri University, Gorontalo. This can be seen from the achievement of the problem solving method indicator for the Educational Technology S1 PRODI students, which was initially 75%, increasing to 87% after participating in project-based learning (MBKM) for one semester. The conclusion of this research is that project-based learning (MBKM) has a positive impact on improving problem solving skills in undergraduate students in educational technology so that it can be applied to subsequent learning processes.

Analisis Kebutuhan UPTD BTIKP sebagai Designer Platform Merdeka Mengajar Guru di Kota Gorontalo Ma'ruf, Abd Rahman K.; Paputungan, Frezy
Journal of Education Research Vol. 6 No. 2 (2025): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v6i2.2273

Balai Teknologi Informasi Komunikasi Pendidikan mempunyai tugas membantu Gubernur melaksanakan kegiatan teknis operasional Dinas Pendidikan Provinsi yang meliputi Pengembangan, Pemanfaatan, Pembinaan, Pelatihan, Evaluasi Kegiatan Teknologi Pendidikan dan Pendayagunaan Teknologi, Informasi dan Komunikasi Pendidikan serta sebagai Pusat Data dan Publikasi Pendidikan. BTIKP sangat membantu pelaksanaan pendidikan, apalagi sekarang ini para Guru dituntut untuk dapat melaksanakan PMM di sekolah. Survey lapangan menunjukkan bahwa 75% Guru di Kota Gorontalo belum memahami platform merdeka mengajar dan proporsi guru yang merasa perlu pelatihan PMM berdasarkan jenis dukungan yang diinginkan guru adalah sekitar 14,09%, hal ini ditunjukkan dengan pernyataan Guru SD, SLTP dan SMK pada Google-Form yang sudah dishare peneliti. Keberadaan UPTD BTIKP di Provinsi Gorontalo dibutuhkan untuk memberikan pelatihan secara berkesinambungan, mengingat administrasi merdeka mengajar adalah wajib. Hasil Penelitian dengan teknik wawancara melalui Google-Form menunjukkan bahwa UPTD BTIKP sangat dibutuhkan untuk mendukung platform merdeka mengajar Guru di Kota Gorontalo. Secara keseluruhan jawaban Responden mengungkapkan bahwa kesulitan yang dialami adalah pada ketersediaan jaringan internet. Pengadaan UPTD BTIKP sangat dibutuhkan dalam hal pemberian tutorial, pelatihan dan sosialisasi untuk memberikan solusi terkait administrasi yang wajib dilaksanakan Guru di Kota Gorontalo. Oleh karena itu, perlu dilaksanakan penelitian selanjutnya yang tidak kalah penting yaitu “Peran UPTD BTIKP sebagai Designer Platform Merdeka Mengajar Guru di Kota Gorontalo”. Hal ini dilaksanakan agar kesesuaian antara pecapaian pembelajaran di sekolah dan pengadaan administrasi platform merdeka belajar dapat seimbang.

Analisis Kebutuhan UPTD BTIKP sebagai Designer Platform Merdeka Mengajar Guru di Kota Gorontalo Ma'ruf, Abd Rahman K.; Paputungan, Frezy
Journal of Education Research Vol. 6 No. 2 (2025)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v6i2.2273

Balai Teknologi Informasi Komunikasi Pendidikan mempunyai tugas membantu Gubernur melaksanakan kegiatan teknis operasional Dinas Pendidikan Provinsi yang meliputi Pengembangan, Pemanfaatan, Pembinaan, Pelatihan, Evaluasi Kegiatan Teknologi Pendidikan dan Pendayagunaan Teknologi, Informasi dan Komunikasi Pendidikan serta sebagai Pusat Data dan Publikasi Pendidikan. BTIKP sangat membantu pelaksanaan pendidikan, apalagi sekarang ini para Guru dituntut untuk dapat melaksanakan PMM di sekolah. Survey lapangan menunjukkan bahwa 75% Guru di Kota Gorontalo belum memahami platform merdeka mengajar dan proporsi guru yang merasa perlu pelatihan PMM berdasarkan jenis dukungan yang diinginkan guru adalah sekitar 14,09%, hal ini ditunjukkan dengan pernyataan Guru SD, SLTP dan SMK pada Google-Form yang sudah dishare peneliti. Keberadaan UPTD BTIKP di Provinsi Gorontalo dibutuhkan untuk memberikan pelatihan secara berkesinambungan, mengingat administrasi merdeka mengajar adalah wajib. Hasil Penelitian dengan teknik wawancara melalui Google-Form menunjukkan bahwa UPTD BTIKP sangat dibutuhkan untuk mendukung platform merdeka mengajar Guru di Kota Gorontalo. Secara keseluruhan jawaban Responden mengungkapkan bahwa kesulitan yang dialami adalah pada ketersediaan jaringan internet. Pengadaan UPTD BTIKP sangat dibutuhkan dalam hal pemberian tutorial, pelatihan dan sosialisasi untuk memberikan solusi terkait administrasi yang wajib dilaksanakan Guru di Kota Gorontalo. Oleh karena itu, perlu dilaksanakan penelitian selanjutnya yang tidak kalah penting yaitu “Peran UPTD BTIKP sebagai Designer Platform Merdeka Mengajar Guru di Kota Gorontalo”. Hal ini dilaksanakan agar kesesuaian antara pecapaian pembelajaran di sekolah dan pengadaan administrasi platform merdeka belajar dapat seimbang.

Implementation of MBKM: Digitalization Project and Use of Library Software for Schools in Randangan Village, Pohuwato Regency, Gorontalo Province: Implementasi MBKM: Proyek Digitalisasi dan Penggunaan Software Perpustakaan untuk Sekolah-sekolah di Desa Randangan Kabupaten Pohuwato Provinsi Gorontalo Paputungan, Frezy; Husain, Rustam
Indonesian Journal of Social Science and Education (IJOSSE) Vol. 1 No. 1 (2025): Vol. 1 No. 1 Edisi Januari 2025
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijosse.v1i1.879

The Minister of Education and Science and Technology stated that MBKM will be continued with various improvements. The Independent Campus (MBKM) was initiated by the Minister of Education and Culture through the Regulation of the Minister of Education and Culture Number 3 of 2020 concerning National Standards for Higher Education, especially in articles 18 and 15, aiming to answer the challenges of the capacity of higher education institutions that have not been able to adapt quickly to prepare relevant and quality graduates with the presence of Industry 4.0. Based on this decision, Bina Mandiri University Gorontalo has participated in and run the MBKM program. However, the implementation is still limited so that the scope of implementation is only at one point and then affects the development of unsustainable programs. Related to the MBKM program, undergraduate students of Educational Technology have been trained and are able to design software, one of which is for libraries in schools. This was proven in the implementation of previous research entitled The Impact of MBKM Project-Based Learning on Problem Solving for Undergraduate Students of Educational Technology at Bina Mandiri University, Gorontalo. Considering that the MBKM program is important to run and its sustainability is expected, its implementation is very urgent. In coastal areas, especially schools in Randangan Village, Pohuwato Regency, Gorontalo Province, it is known that digitalization in the implementation of education has not been effective, so there needs to be digitalization of library software to support student learning activities outside school hours or on holidays. The purpose of this study is to implement MBKM: a digitalization project and the use of library software in schools in Randangan Village, Pohuwato Regency, Gorontalo Province.

CONTEXTUAL LEARNING MODEL PRACTICE Paputungan, Frezy; siradjang, marshela
Indonesian Journal of Social Science and Education (IJOSSE) Vol. 1 No. 2 (2025): Vol 1. No. 2 : Edisi Mei 2025
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijosse.v1i2.1008

Observation of Elementary School Students 14 Bone Bolango Selatan In grade 5 students using the Quiziz learning model along with the Game Based Learning method. The contextual learning model (Contextual Teaching and Learning/CTL) is a learning approach that emphasizes the relationship between subject matter and real-life situations of students. This model aims to help students understand academic concepts by connecting the knowledge gained from school with its application in everyday life, both in personal, social, and cultural contexts. Through contextual learning, teachers act as facilitators who encourage students to actively build knowledge and skills through direct experience, problem solving, and collaboration in learning communities. Contextual learning integrates several main components, including constructivism, inquiry (discovery), asking, learning communities, modeling, reflection, and authentic assessment. This approach requires students to think critically, creatively, and innovatively, and be able to relate learning materials to real problems faced in their environment. Thus, learning outcomes are expected to be more meaningful, increase motivation, and equip students with adaptability and problem solving skills that are relevant to future life.

SELF DIRECTED LEARNING MODEL APPROACH Balu, Fauzan; Olii, Rahmat; Paputungan, Frezy
Indonesian Journal of Social Science and Education (IJOSSE) Vol. 1 No. 3 (2025): Vol. 1 No. 3 : Edisi September 2025
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijosse.v1i3.1009

This research is a quasi-experimental study conducted to improve students' mathematical problem-solving abilities, one of which is through the use of the Self-Directed Learning (SDL) instructional model. The objectives of this study are to determine (a) the learning process using the Self-Directed Learning model; (b) the difference in improvement of students' mathematical problem-solving abilities between those using the Self-Directed Learning model and those receiving conventional (expository) instruction; and (c) students' attitudes toward mathematics learning using the Self-Directed Learning model. Data were collected using research instruments including tests in the form of mathematical problem-solving ability questions and non-tests such as student response questionnaires toward learning using the Self-Directed Learning model. This study was conducted at MAN 1 Gorontalo, with class X IPA-1 as the experimental class and class X IPA-2 as the control class, focusing on vector material. Based on the research results and n-gain data analysis, it was found that: (a) the description of the teacher and student learning process on quadrilateral vector material using the Self-Directed Learning model falls into the good category; (b) the improvement in mathematical problem-solving ability of students who received learning with the Self-Directed Learning model showed a moderate increase. Meanwhile, the improvement in mathematical problem-solving ability of students who received conventional learning showed a low increase. Therefore, there is a difference in the improvement of mathematical problem-solving ability between students using the Self-Directed Learning model and those using conventional learning; (c) most students who received learning using the Self-Directed Learning model responded positively to mathematics learning using this model.

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