Garuda - Garba Rujukan Digital

PENGEMBANGAN KREATIVITAS INOVATIF MELALUI PEMBELAJARAN DIGITAL Suciati Suciati
Jurnal Pendidikan Vol. 19 No. 2 (2018)
Publisher : LPPM Universitas Terbuka

Digital learning is a current mode of education today, triggered by the rapid development of information and communication technology in the era of Industrial Revolution 4.0. This mode of learning has the capacity to develop the potential and abilities of students, not only in knowledge but also in life skills, especially in terms of innovative creativity which is an important capital in the era of 21st Century. This article discusses the concept of digital learning, readiness for usage, and its role in developing students' innovative creativity. Pembelajaran digital merupakan modus pendidikan masa kini yang dipengaruhi oleh perkembangan pesat teknologi komunikasi dan informasi pada era Industrial Revolution 4.0. Modus ini mempunyai potensi untuk mengembangkan potensi dan kemampuan anak didik bukan saja dalam hal pengetahuan tetapi juga dalam life skills, khususnya dalam hal kreativitas inovatif yang menjadi modal penting dalam kehidupan era Abad 21. Artikel ini membahas tentang pengertian pembelajaran digital serta kesiapan untuk menggunakan, dan perannya dalam pengembangan kreativitas inovatif mahasiswa.

INTERAKSI KESIAPAN BELAJAR DAN KEPUASAN TERHADAP LAYANAN PADA PEMBELAJARAN ONLINE PROGRAM PASCASARJANA Suciati Suciati
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2017, TH. XXXVI, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan untuk melakukan analisis interaksi antara kesiapan belajar, yang diukur melalui variabel self-efficacy, self-regulation, connectedness dan kepuasan belajar. Faktor-faktor ini dapat membuat mahasiswa merasakan kepuasan dalam proses pembelajaran, sehingga akan bertahan menyelesaikan studi dan tidak putus kuliah di tengah jalan. Sampel penelitian sebanyak 59 responden yang berasal dari berbagai kota provinsi, kabupaten, dan kecamatan di Indonesia. Pengumpulan data dilakukan menggunakan kuesioner yang dikirimkan kepada mahasiswa melalui email, dengan tingkat pengembalian 29,4%. Data dianalisis menggunakan korelasi, dan ditemukan adanya hubungan antarvariabel yang positif dan signifikan, berkisar antara 0,25 sampai 0,78. Selanjutnya dilakukan uji klasik sebelum data dianalisis menggunakan analisis korelasi regresi. Hasil penelitian ini membuktikan bahwa faktor self-efficacy, self-regulation, connectedness secara simultan memengaruhi kepuasan mahasiswa terhadap program belajar yang diikuti. Kepuasan mahasiswa diharapkan dapat membuat mahasiswa bertahan sampai ke akhir dan mencapai keberhasilan.Temuan juga menunjukkan bahwa faktor connectedness secara partial tidak berpengaruh terhadap kepuasan. Kata kunci: pembelajaran online, kesiapan belajar, efikasi diri, regulasi diri, keterhubungan, kepuasan INTERACTION BETWEEN LEARNING READINESS AND SATISFACTION AND THE LEARNING SERVICE IN A GRADUATE ONLINE LEARNING PROGRAM Abstract: This article intends to analyze the interaction among learning readiness, measured by selfefficacy, self-regulation, connectedness and learning satisfaction in online learning. Success in online learning requires a certain mindset and learning behavior necessary for independent learners, to persist and succeed in study. Fifty-nine (59) students from various parts of Indonesia constitute respondents of this research. A questionnaire was sent to 200 students by email, with a 29.4 % return rate. Correlation and regression analysis was employed to determine the effect of the research variables on learning satisfaction. The result shows a positive and significant correlation among students self-efficacy, selfregulation, connectedness and learning satiffaction, ranging from .25 to .78. Further analysis using multiple regression indicates a simultaneous significant effect of self-effectiveness, self-regulation and connectedness on learning satisfaction with effect size of 40%. However at individual level, the effect is not statistically significant. Suggestions are made in terms of developing and implementing online learning programs. Key words: Online learning, learning readiness, self-efficacy, self-regulation, connectedness, satisfaction

PENGARUH BUDAYA ORGANISASI, MOTIVASI KERJA, KOMPETENSI INTERPERSONAL TERHADAP KINERJA TENAGA KEPENDIDIKAN SEKOLAH SATUAN PENDIDIKAN KERJASAMA Kasmida Kasmida; Abdul Mujib; Suciati Suciati
JURNAL PENDIDIKAN GLASSER Vol 6, No 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/glasser.v6i1.1245

Riset ini untuk menganalisis pengaruh budaya organisasi, motivasi kerja, dan kompetensi interpersonal terhadap kinerja tenaga kependidikan Sekolah SPK di Kota Batam. Metode penelitian menggunakan pendekatan kuantitatif, korelasional dengan sampel 55 responden. Teknik pengumpulan data melalui kuesioner, wawancara, dan analisis dokumen untuk menganalisis kinerja tenaga kependidikan. Hasil riset diperoleh bahwa variabel budaya organisasi, motivasi kerja, dan kompetensi interpersonal secara serentak dan bermakna berpengaruh terhadap kinerja tenaga kependidikan. Hasil variabel budaya organisasi kompetensi interpersonal berpengaruh secara bermakna terhadap kinerja, dan motivasi kerja tidak berpengaruh. Koefisien determinasi sebesar 0,886 menunjukkan bahwa 88,6% kinerja tenaga pendidikan dipengaruhi secara serentak oleh peubah budaya organisasi, motivasi kerja, dan kompetensi interpersonal. Oleh karena itu, riset ini menyimpulkan bahwa kinerja yang baik dapat dipengaruhi oleh budaya organisasi dan kompetensi interpersonal, sedangkan motivasi kerja tidak memberikan kontribusi yang signifikan dalam pencapaian kinerja tenaga kependidikan.

KOMPETENSI PEDAGOGIK GURU DALAM PELAKSANAAN PEMBELAJARAN TEMATIK KELAS IV DI SD NEGERI 01 SEPAUK KECAMATAN SEPAUK SINTANG Herman Nganas; Luhur Wicaksono; Suciati Suciati
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 9, No 1 (2023): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v9i1.2186

The teacher's pedagogic competence can be used to understand students well and be able to create an active and fun learning environment and the teacher is better able to manage the class so that student learning outcomes are at an optimal level. This research is a qualitative research. Data collection was carried out by observing, interviewing, documenting, and reinforced by the Likert scale of student perceptions in grade 4. Data analysis was carried out by data reduction, data presentation or data display, and data verification and drawing conclusions. The source of the data in this study were Class IV teachers at Sepauk 01 Public Elementary School, Sepauk District, Sintang Regency. Based on the conclusion, the class teacher in applying the teacher's pedagogic competence 1) has prepared a thematic learning design with the 2013 curriculum that the teacher made is appropriate; 2) has carried out all aspects of learning activities at the stage of implementing learning in accordance with the order and theories of thematic learning with the 2013 curriculum principles and directed at achieving Basic Competencies, Core Competencies, Indicators and learning objectives; 3) have carried out authentic assessments of assignments, written test results, homework, and presentation of assignment results and provided assessments of knowledge aspects, by assessing the results of discussions and individual work of students.

The Use of Problem Based Learning Learning Models to Improve Critical Thinking Skills and Engagement and Student Learning Outcomes Zakiyah Darajat; Suciati Suciati; Amalia Sapriati
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (629.012 KB)

Problem Based Learning (PBL) is a guidance method that focuses on students using objective methods, dismantling interesting problems using cooperative and collaborative learning resources and teachers as providers. Critical thinking is thinking that has characteristics. Student engagement is student participation in learning activities. Learning outcomes show the ability of students to capture, understand the subject matter given by the teacher. It is hoped that PBL can improve critical thinking skills, student involvement and student learning outcomes. The aims of this study were: (1) to determine the effect of the PBL model on students' critical thinking skills (2) to determine the effect of the PBL model on student engagement; and (3) to determine the effect of the PBL model on the learning outcomes of state elementary school students in Pamulang District. This research was conducted with a survey approach. Testing was carried out using SPSS 22.0. The sample of this research was 60 students consisting of 30 control class students and 30 experimental class students using random sampling method. Based on the results of the Sig test for the effect of PBL on critical thinking skills, the value of t count is 9.591 > t table 2.001, meaning that the application of the PBL model has an effect on critical thinking skills. The Sig test results for the effect of X is 0.000 <0.005 and the t-value is 13.443 > t-table 2.001 meaning that the application of the PBL model has an effect on critical thinking skills. The N-Gain test results for the experimental class (PBL model) were 56.424 or 56.4% which were included in the moderately effective category. With a minimum NGain score of 20% and a maximum of 74.42%. Meanwhile the NGain Score for the Control class (Conventional method) was 33.855 or 33.8% included in the ineffective category. With a minimum NGain Score of 6.30% and a maximum of 62.5%. The use of the PBL model is quite effective in improving the learning outcomes of fifth grade students of public elementary schools in Pamulang sub-district.

Pengaruh Pembelajaran Model CTL Berbantuan Papan Tempel pada Mata Pelajaran IPA terhadap Pencapaian Kemampuan Pemecahan Masalah Siswa Sekolah Dasar Kuriyah Kuriyah; Kartono Kartono; Suciati Suciati
widiyanto Vol 9, No 2 (2023): JPK, Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v9i2.44747

Pembelajaran IPA harus dilakukan dengan pendekatan kontekstual dan memacu keterlibatan aktif siswa dalam proses pembelajaran. Pembelajaran kontekstual sangat penting untuk membekali kemampuan berpikir kritis dan pemecahan masalah pada siswa. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran model CTL berbantuan papan tempel pada mata pelajaran IPA terhadap pencapaian kemampuan pemecahan masalah siswa SD. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) two group pretest posttest with control group design. Sampel dalam penelitian ini terdiri atas 30 siswa kelas IV SD Negeri 01 Sidorejo sebagai kelas yang diberi pembelajaran menggunakan model CTL berbasis media papan tempel (kelas eksperimen) dan 30 siswa kelas IV SD Negeri Lowa sebagai kelas yang diberi pembelajaran menggunakan model konvensional (kelas kontrol). Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan metode tes. Analisis data dilakukan dengan uji t. Hasil penelitian menunjukkan bahwa penggunaan model CTL (Contextual Teaching and Learning) berbantuan papan tempel efektif dalam meningkatkan kemampuan pemecahan masalah IPA. Penggunaan model CTL (Contextual Teaching and Learning) berbantuan papan tempel lebih baik dalam meningkatkan kemampuan pemecahan masalah IPA dan minat belajar siswa dibandingkan dengan model konvensional. Berdasarkan simpulan yang ada, maka model pembelajaran kontekstual berbantuan media pembelajaran papan tempel akan sangat baik apabila digunakan oleh guru IPS di kelas IV SD guna meningkatkan kemampuan pemecahan masalah pada siswa.Science learning must be done with a contextual approach and encourage active involvement of students in the learning process. Contextual learning is very important to equip students with critical thinking skills and problem solving. This study aims to analyze the effect of learning the CTL model assisted by sticky boards in science subjects on the achievement of problem solving abilities of elementary students. This research is a quasi-experimental research with two group pretest posttest with control group design. The sample in this study consisted of 30 grade IV students at SD Negeri 01 Sidorejo as a class that was given learning using the CTL model based on sticky boards (experimental class) and 30 students in grade IV at SD Negeri Iowa as a class that was given learning using conventional models (control class). Data collection in this study was carried out using the test method. Data analysis was performed by t test. The results showed that the use of the CTL (Contextual Teaching and Learning) model with the help of sticky boards was effective in improving science problem solving skills. The use of the CTL (Contextual Teaching and Learning) model with the help of sticky boards is better at improving science problem solving abilities and students' interest in learning compared to the conventional model. Based on the existing conclusions, the contextual learning model assisted by sticky-board learning media will be very good if used by social studies teachers in grade IV SD to improve students' problem-solving abilities.

Peningkatan Karakter Siswa melalui Pendekatan Pembelajaran Aktif dengan Metode Bermain Peran di SDN 003 Pangkalan Kerinci Yulita Yulita; Suciati Suciati; Suroyo Suroyo
Instructional Development Journal Vol 5, No 3 (2022): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/idj.v5i3.26217

Pembelajaran di SD Negeri 003 dalam pengamatan bahwa sebagain besar guru pada kelas tinggi sudah menerapkan pembelajaran active learning dengan pendekatan role playing sesuai dengan yang ada pada silabus dan perangkat pembelajaran yang dibuat oleh guru. kenyataan dilapangan dan observasi, guru sudah menerapkan pembelajaran aktif yang bersifat kognitif. Namun pembelajaran pada aspek afektif/sikap seperti pendidikan karakter masih belum dilakukan. Sehingga, penulis berargumentasi jika guru telah menerapkan pembelajaran mata pelajaran kognitif, apakah pembelajaran pada pendidikan karakter juga dapat menimbulkan pengaruh pada karakter siswa di sekolah maupun luar sekolah. Pendekatan penelitian ini menggunakan penelitian kualitatif yang mengarah pada penelitian lapangan (field research). Dengan menitikberatkan pada proses pencarian setiap data yang ada di lapangan, penulis dapat memperoleh gambaran yang lengkap tentang informasi yang dibutuhkan dari permasalahan yang dibuat dengan menggunakan teknik deskriptif kualitatif. Dengan tujuan agar semua materi yang dipelajari bersifat komprehensif, natural, dan logis. Dengan tujuan untuk memberi gambaran pembelajaran berbasis pembelajaran aktif dengan teknik role playing dalam pembentukan karakter pada siswa di SDN 003 Pangkalan Kerinci. Dalam penelitian ini informan adalah warga sekolah dari SD Negeri 003 Pangkalan Kerinci yang terdiri dari 2 guru kelas dan lima orang perwakilan siswa. Instrumen penelitian dalam ini menggunakan instrument wawancara, observgasi dan dokumentasi. Hasil penelitian menjelaskan jika penerapan bermain peran dalam pendidikan katakter dapat meningkatkan nilai tanggungjawab pada siswa, selain itu, nilai lainnya yaitu kerjasama dan kemandirian memiliki peningkatan terhadap pendidikan karakter khususnya karakter kemandirian, kerjasama dantanggungjawab. Sedangkan, hambatan dalam penerapan bermain peran dapat dilihat ketika siswa sulit dan tidak ingin mengikuti bermain peran, selain itu, keberhasilan di nilai efektif jika siswa dapat mengikuti bermain peran sesuai dengan instruksi dari guru pada pelajaran di kelas.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

Math Learning Outcomes with Cooperative Learning Model (STAD) Reviewed from Students’ Self Efficacy Alifi Nur Hidayah; Kertono Kertono; Suciati Suciati
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 9, No. 2, November 2023
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v9i2.18955

This study aims to determine the effectiveness of the STAD cooperative learning model in terms of students' self-efficacy towards mathematics learning outcomes, particularly in the topics of Least Common Multiple (KPK) and Greatest Common Divisor (FPB), for fourth-grade students at SD Negeri Manyaran 02, divided into two learning groups: Class IV.A with 25 students and Class IV.B with 24 students. The research design employed in this study is quasi-experimental. Quasi-experimental research is conducted under conditions that do not allow for full control. Data collection utilized questionnaire and test techniques, followed by data analysis using a two-way ANOVA and further post hoc tests (multiple comparisons). Based on the tests, the test instrument was declared valid, with difficulty index reaching ???? < 0.30 for difficult criteria and ???? > 0.70 for easy criteria, as well as a reliability index of ????11 > 0.70. The study findings indicate that there is no significant effect of the STAD cooperative learning model on mathematics learning outcomes when viewed from the self-efficacy of fourth-grade students. However, the relationship between the STAD model and self-efficacy in mathematics learning outcomes shows positive results. Students with higher self-efficacy indices are proven to have better learning outcomes compared to those with lower self-efficacy levels.

Pengaruh Achievement Motivation, Locus of Control, dan Study Habits terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Dessy Rahmawati; Suciati Suciati
Jurnal Studi Guru dan Pembelajaran Vol. 6 No. 3 (2023): September - Desember 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.6.3.2023.3080

The study aims to analyze whether achievement motivation, internal locus of control, and study habits influence the learning outcomes of grade 7 students in four regions in Indonesia, namely Sumatera, Java, and Papua. Several experts and previous studies have shown that achievement motivation, locus of control, and study habits can be used as predictors and improve students’ mathematics learning outcomes. This research is a survey with a quantitative approach and was conducted at four schools in the XYZ Foundation. Data collection techniques using questionnaires distributed through Google Form link to measure students' achievement motivations, internal locus of control, and study habits on mathematics learning outcomes of 7th grade students. Data was collected from 183 respondents. Data analysis techniques used descriptive analysis and multiple linear regression with the IBM SPSS 25 application. Based on the result of the data analysis, the regression equation for students' achievement motivation, locus of control, and study habits on mathematics learning outcomes of 7th grade students is . Furthermore, based on the t-test result, achievement motivation with a t count of 3.961, internal locus of control with a t count of -2.994, and study habits with a t count of 1.424 are obtained. The conclusions are achievement motivation and internal locus of control partially have a positive influence and study habits do not affect the learning outcomes of grade 7 mathematics. Based on the value of , as much as 15.9% of independent variables are achievement motivation, internal locus of control, and study habits that simultaneously influence the mathematics learning outcomes of 7th grade students. Theoretical implications and implications of the research are discussed.

Implementasi Model Pembelajaran RADEC (Read Answer Discuss Explain Create) Serta Dampaknya Pada Kemampuan Berpikir Tingkat Tinggi dan Kemampuan Komunikasi Widodo Widodo; Suciati Suciati; Rais Hidayat
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 1 (2024): January - April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.1.2024.3706

Hasil analisis rapor Pendidikan Kabupaten Bogor menunjukkan kualitas pembelajaran perlu ditingkatkan. Analisis rapor satuan Pendidikan SD Negeri Gorowong 02 pada tahun 2023, mengindikatorkan kemampuan literasi 60% serta kemampuan numerasi 50% dan statusnya berwarna kuning. Sehingga perlu adanya inovasi baru dalam meningkatkan keterampilan berpikir tingkat tinggi serta kemampuan komunikasi peserta didik sekolah dasar. Sehingga penelitian berfokus pada implementasi Model Pembelajaran RADEC (Read-Answer-Discuss-Explain-Create) terhadap kemampuan berpikir tingkat tinggi HOTS dan Keterampilan Kemampuan Komunikasi Peserta Didik Sekolah Dasar. Penelitian ini merupakan penelitian kuasi eksperimen dengan Desain Pretest-posttest control group design. Instrumen Penelitian berupa tes kemampuan HOTS, Lembar Observasi Aktivitas RADEC, Wawancara dan Angket Kuesioner. Sedangkan analis data penelitian menggunakan Uji Normalitas, Uji Peningkatan (n-Gain), dan Uji hipotesis (Uji t). Hasil penelitian menunjukkan bahwa (1) Nilai rata-rata kemampuan HOTS dan Kemampuan komunikasi peserta didik eksperimen lebih tinggi dibandingkan dengan kelas kontrol yang menggunakan pembelajaran konvensional, (2) Hasil N-gain kemampuan berpikir tingkat tinggi kelas eksperimen dikategorikan tinggi, sedangkan kelas kontrol dikategorikan sedang. Sedangkan hasil N-gain kemampuan komunikasi kelas eksperimen dikategorikan sedang, sedangkan kelas kontrol dikategorikan rendah. Temuan dalam penelitian terdapat pengaruh yang signifikan implementasi model pembelajaran RADEC terhadap kemampuan berpikir tingkat tinggi HOTS dan kemampuan komunikasi peserta didik.

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