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All Journal Al Ishlah Jurnal Pendidikan Jurnal PAJAR (Pendidikan dan Pengajaran) J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Jurnal Pendidikan dan Konseling Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Journal of Education Technology Information Social Sciences and Health Journal of Business Inflation Management and Accounting
Mifta Rizka
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Riau
Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Other

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The Influence of Learning Independence on Student Learning Outcomes in Economics Subjects Class XI IPS SMAN 2 Mandau Yakub Tommy; Almasdi Syahza; Mifta Rizka
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol. 3 No. 2 (2024): July 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/aurelia.v3i2.2507

Abstract

This research aims to determine the effect of independent learning on student learning outcomes in economics subjects at SMA N 2 Mandau. The method used in this research is descriptive quantitative, with a respondent population of 172 students and a sample of 64 students obtained from sampling using random sampling techniques who were chosen at random. The data collection instrument used in this research was a questionnaire in the form of a list of questions using a Likert scale. The independent variable in this research is learning independence and the analysis technique used is simple linear regression. The research results obtained show that learning independence significantly and partially influences student learning outcomes. This is based on the results of the t test calculation of the learning independence variable which obtained a tcount of 9.177 with a ttable value of 1.998. So it can be concluded that based on the results of the t test and supported by the results of the descriptive test, the learning independence variable influences student learning outcomes with a contribution of 56.9% and the remaining 42.4% is influenced by variables that were not examined.
Development of Multicultural Instruments for Elementary School Teachers in Arts, Culture and Crafts Learning: Instrument Validation Analysis Zufriady; Beny Al Fajar; Intan Kartika Sari; Mifta Rizka; Fadhila Rahman; Radini; Izza Desmita; Assyuqia Balqis
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 9 No. 5 (2025): September
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v9i5.318

Abstract

This study aims to analyze the validity of the instrument and the readiness of elementary school teachers in implementing multicultural-based learning in the Arts, Culture, and Crafts (SBdP) subject. The research instrument consisted of a questionnaire and interview guide covering ten main indicators. The results of the validity test showed that all statement items were valid, so the instrument was suitable for use. The indicator with the highest achievement was the learning approach aspect (0.938–0.950), which confirmed the tendency of teachers to use thematic, contextual, humanist, and constructivist approaches. Conversely, the lowest achievement was found in the inclusive attitude indicator (0.533) and the use of local media (0.533), which indicated the need for improvement in both aspects. The interview results showed that teacher readiness in multicultural-based learning was in the high to very high category. Learning methods (82.6) and evaluation (82.6) were the dominant aspects, indicating teachers' ability to apply a variety of methods and fair assessment of cross-cultural artworks. Teachers' inclusive attitudes were also recorded as very high (82). However, the indicators in learning (62.7) and approaches (60.5) were still in the fairly high category. Overall, this study confirms that teachers are well prepared to support multicultural-based Arts and Culture learning, although strengthening is still needed in the aspects of approach and cultural integration so that its implementation is more comprehensive.
Co-Authors Almasdi Syahza Amirul Syafiq Assyuqia Balqis Barra Sastra Gibrani Basa Meilinda Manalu Bedriati Ibrahim Beny Al Fajar Ciptro Handrianto Een Syaputra Fadhila Rahman Filma Alia Sari Gani Haryana Gimin Gimin Gusnardi Gusnardi Henny Indrawaty Intan Kartika Sari Izza Desmita Lianda Syafira Makhdalena Makhdalena Mujiono Mujiono Nuraini Nuraini Piki Setri Pernantah Piki Setri Pernantah Radini Redi Yusanra Riyantama, Muhammad Yogi Rr Sri Kartikowati Yakub Tommy Yuliani Yuliani Zufriady