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All Journal Journal of Education and Learning (EduLearn) International Journal of Science and Applied Science: Conference Series PAEDAGOGIA Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) Perspektif Ilmu Pendidikan
Assidiqi, Muadz
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Humanities Chemistry Education Library & Information Science Mathematics Physics Social Sciences Other

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The effectiveness of the student teams' achievement divisions in social studies learning on activeness and learning outcomes Fikri, Asyrul; Saputra, Cheri; Boty, Middya; Rico, Muhammad; Ilmiawan, Ilmiawan; Assidiqi, Muadz; Setiawan, Johan
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21526

Abstract

Student teams’ achievement divisions (STAD) is a learning method that can provide active responses to students so that learning is maximized, but this method is still very rarely used by social studies teachers, thus making social studies learning less than optimal. The purpose of this study is to analyze the effectiveness of the question students have method in social studies learning to increase student activity and learning outcomes. The procedure divides two class groups experimental and control using a quasi-experimental nonequivalent control group design. A sample of 122 seventh-grade kids from a junior high school in Yogyakarta was utilized as the population. While instruments, interviews, and observations were employed in the data collecting process, cluster random sampling was the sampling strategy. An N-gain score test and an independent sample T-test were utilized in the data analysis. The findings demonstrated that, when compared to traditional classroom settings, the STAD's social studies teaching methodology was able to improve student engagement and learning outcomes. The N-gain score test was classified as medium, and the independent sample T-test yielded a significance value of 0.0000.05. Thus, the STAD approach has a huge influence, which makes.
Studi Komparasi Pembelajaran Pendekatan Tarl Gaya Belajar ,CRT dan Integrasi falam Peningkatan Keterampilan Bola Basket Oktavia, Hasna Tri; Setianingsih, Mega Rayhan Yuni; Assidiqi, Muadz; Raharjo, Hermawan Pamot
Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga (JPJO) Vol. 8 No. 3 (2025): Gelanggang Olahraga: Jurnal Pendidikan Jasmani dan Olahraga
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/jpjo.v8i3.13111

Abstract

The purpose of this research is to analyze the most effective learning approaches in physical education. The subjects of this study are 11th-grade students at SMK Negeri H. Moenadi Ungaran (SPMA) with a total of 4 experimental classes and 1 instrument testing class. The design of this research uses mixed methods with the type of mixed methods being concurrent embedded design with a tendency towards quantitative-qualitative research. Data will be analyzed using IBM SPSS Version 25. The results of this study indicate that all treatments had a significant impact on student learning outcomes. However, the highest sequential improvement comes from the Integration, Learning Style, TaRL, and CRT groups. Conclusion: Learning with the integration of CRT, TaRL, and learning styles has a positive impact compared to separate approaches. Keywords: Learning Approaches, TaRL, CRT, Learning Styles, PJOK
Academic Supervision To Enhance Teachers' Tpack Competence Khasanah, Nurul Uswatun; Fatoni, Achmad; Haryanto, Sigit; Assidiqi, Muadz
Perspektif Ilmu Pendidikan Vol. 37 No. 2 (2023): Perspektif Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.372.5

Abstract

The objective of this study is to investigate, elucidate, and analyze the academic oversight provided by the school principal in enhancing the proficiency of Technological Pedagogical Content Knowledge (TPACK) among teachers at SMK N 1 Karanganyar. The present study employs a qualitative study methodology utilizing a case study methodology. The data has been obtained from the paperwork provided by the statistical data informant. Various data collection procedures encompass interviews, observations, documentation, and surveys. Data analysis involves the process of reducing data, presenting data, and deriving descriptive findings. Data authenticity is achieved through the utilization of source triangulation. The research findings demonstrate the significance of TPACK competency in enhancing the overall quality of the learning process. Furthermore, the use of academic supervision has the potential to enhance the proficiency of teachers in integrating technology, pedagogy, and content knowledge (TPACK). The TPACK supervision outcomes at SMK N 1 Karanganyar, yielding an average score of 4.72, are categorized as "excellent". The primary focus of this research is to improve the educators Technological Pedagogical Content Knowledge (TPACK) by developing their proficiency in Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). The objective is to investigate how these abilities contribute to the enhancement of learning outcomes within the classroom setting.  
Integration Life Skills Education In History Learning With Online Learning On The Covid-19 Pandemic (Case Study in SMA N 1 Boyolali) Assidiqi, Muadz; Sariyatun, Sariyatun; Purwanta, Hieronymus
International Journal of Science and Applied Science: Conference Series Vol 5, No 1 (2021): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v5i1.62053

Abstract

Anderson and Krathwohl's overly rigid use of educational taxonomy led to life skills education having no clear fundamentals. This research aims to illustrate the integration of life skills in soft skills in historical learning during the Covid-19 pandemic at SMAN 1 Boyolali High School with a taxonomy of life skills education. This research is descriptive qualitative research with a case study approach. The data source in this study is obtained through interviews, observations, and documentation narrated into a sentence. Furthermore, the data source is analyzed interactively through data condensation, presentation, and conclusions. The results of this study are a detailed depiction of indicators of life skills education integrated by history teachers to improve students' soft skills. The newness in this study is the use of taxonomy of life skills education that is still not widely known by teachers and educational academics.
Application of Culturally Responsive Teaching Through the Piil Pesenggiri Philosophy to Enhance Learning Outcomes and Cultural Interest in PKn for Fourth Grade of Elementary Students Assidiqi, Muadz; Sutarmi, Sutarmi
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84489

Abstract

By implementing culturally responsive teaching practices, the research aims to improve learning outcomes and foster cultural interest among fourth-grade elementary students in PKn. The problem in this study is the students' lack of cultural understanding, which leads to their ignorance of the cultural values present in their surroundings, particularly Piil Pesenggiri. This study employed the class action research method in one of the elementary schools in Lampung. The phases of this research consist of five stages, as follows: action planning, action implementation, observation, reflection, and evaluation. Research instruments consist of interview questions, issues, and cultural interest-raising. This research employed an interactive analysis approach. The pre-cycle results revealed a low level of student cultural interest, with a 70% achievement percentage, a 75% teacher learning activity, and an average percentage of 72.5%. Furthermore, Cycle I results were 78.84% for teacher activity and 75% for student activity, with a total Cycle I percentage of 76.92%. The teacher activity results were 94.23%, the student activity was 91.66%, and the total percentage in Cycle II was 92.95%. Furthermore, the breakdown of student learning outcomes by cycle is as follows: 12.50% had an average of 52.38 for pre-cycles, 59.09% had an average of 62.27 for cycles I, and 90.90% had an average of 81.13 in cycles II. Based on these findings, we can conclude that incorporating Piil Pesenggiri's philosophical values into culturally responsive teaching can help students learn more about their own and other cultures and become more interested in PKn. It is hoped that the findings of this research can contribute to knowledge related to culturally responsive learning about the spirit of nationalism and fostering inter-ethnic tolerance as a basis for further research, such as R&D
Co-Authors Achmad Fatoni, Achmad Cheri Saputra Ediono, Suryo Fikri, Asyrul Hermanu Joebagio Hermawan Pamot Raharjo, Hermawan Pamot Hieronymus Purwanta Ilmiawan Ilmiawan, Ilmiawan Khasanah, Nurul Uswatun Khoirudin, Achmad Didik Middya Boty, Middya Oktavia, Hasna Tri RICO, MUHAMMAD Sariyatun Sariyatun Setianingsih, Mega Rayhan Yuni Setiawan, Johan Sigit Haryanto Sutarmi, Sutarmi Warto -