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Journal : JTP - Jurnal Teknologi Pendidikan

Developing Educational Games for Mathematics Learning to Improve Learning Motivation and Outcomes Claudea Winandyaz Rakasiwi; Muhtadi, Ali
JTP - Jurnal Teknologi Pendidikan Vol. 23 No. 1 (2021): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v23i1.18356

Abstract

This study aims to develop learning educational games as learning media in the mathematics learning process to increase students’ learning motivation and outcomes. Educational games are designed to help students understanding a simple geometric shapes such as angles, sides, and nets. The development model was based on the ADDIE model covering Analyze, Design, Development, Implementation, and Evaluation stages. The result of the feasibility assessment by media and material experts reached 94% and 90% of each. Meanwhile, the assessment by the teacher reached 90%. The result of the initial / pilot test and field test reached 87% and 94% respectively. Based on the assessment, it can be concluded that educational games are suitable for supporting mathematics learning. The increase in students’ learning motivation reached 84.4%, while the learning outcomes increase from 48.9 to 85.1. Further, the gain score reached 0.71 indicating that the educational games are effective for improving learning outcomes.
Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis Endang Sulistyowati; Hukom, Julham; Ali Muhtadi
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 2 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i2.27433

Abstract

Despite numerous studies investigating whether the Flipped Classroom method is more effective in enhancing students' mathematical abilities compared to conventional teaching methods, previous research has shown inconsistent results. This study aims to examine the effectiveness of the Flipped Classroom method on students' mathematical abilities compared to conventional methods and to investigate the factors that can influence the effectiveness of using the Flipped Classroom method on students' mathematical abilities. The research design used in this study is a meta-analysis, analyzing 42 effect sizes from 31 primary studies that meet inclusion criteria. The results of the analysis, using a random-effects approach, yielded a combined effect size of (g = 1.05; p < 0.01). It can be concluded that the use of the Flipped Classroom method significantly contributes to students' mathematical abilities and is more effective compared to conventional teaching methods. Furthermore, the analysis of heterogeneity found that the effectiveness of using the flipped classroom method on mathematical abilities is influenced by moderator variables such as the type of measured abilities, platform, type of experimental group, country, and publication type. However, it was not influenced by variables such as educational level and publication year. The findings of this meta-analysis provide more accurate results regarding the inconsistent effect size variations and enrich the knowledge insights about the effectiveness of using the Flipped Classroom method in enhancing students' mathematical abilities.
The Effectiveness of the Flipped Classroom Method on Students' Speaking Ability: A Meta-Analysis Study Senjaya, Elisabet Ani Ayu; Ali Muhtadi
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i1.38632

Abstract

Many studies have investigated the effectiveness of the flipped classroom method on students' speaking ability when compared to traditional learning methods. However, previous research has provided ambiguous results. This study aims to test the effectiveness of the flipped classroom method on students' speaking abilities compared to traditional methods, as well as investigate what factors can influence the effectiveness of using the flipped classroom method on students' speaking abilities. The design used in this study was group contrast meta-analysis by analyzing 15 primary studies that met the inclusion criteria. The results of the analysis using the random-effects approach obtained a combined effect size of (g = 1.25; p < 0.01). The effect size is in the "Large Effect" category. It can be concluded that the use of the flipped classroom method on students' speaking ability has a significant and more effective effect compared to traditional learning methods. Heterogeneity analysis found that the moderator variable educational level influenced the effectiveness of implementing the flipped classroom method on students' speaking abilities, but not the moderator variables educational level, experimental class capacity, and region. The findings of this meta-analysis provide more accurate results regarding inconsistent effect size variations and can enrich insight into knowledge about the effectiveness of using the flipped classroom method in improving students' speaking skills.