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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Visi Ilmu Pendidikan Jurnal Inovasi Teknologi Pendidikan Jurnal Edukasi Matematika dan Sains Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Edcomtech Jurnal Kajian Teknologi Pendidikan Jurnal Pendidikan : Riset dan Konseptual Science and Physics Education Journal (SPEJ) JURNAL EDUCATION AND DEVELOPMENT JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Jurnal Kumparan Fisika ACITYA Journal of Teaching & Education Jurnal Mantik Jurnal Pedagogi dan Pembelajaran Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Pijar MIPA Jurnal Ilmiah Pendidikan Holistik (JIPH) Edukasia: Jurnal Pendidikan dan Pembelajaran Sanskara Pendidikan dan Pengajaran
Achmad Noor Fatirul
Universitas PGRI Adi Buana Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Journal : Edukasia: Jurnal Pendidikan dan Pembelajaran

 1 
Pengembangan E-Modul Kimia Materi Asam Basa Berbasis Flip PDF Professional untuk Peserta Didik Kelas XI SMA Negeri 1 Menganti Vanantia Randi Ashari; Achmad Noor Fatirul; Djoko Adi Walujo
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.449

Abstract

The purpose of this study is to produce an e-module for class XI students of SMA Negeri 1 Menganti acid base material that is interesting and easier for students to understand by using Flip PDF Professional. This research is a development research. The e-module development in this study uses the ADDIE model which consists of five stages, namely analysis, design, development, implementation, and evaluation. At the analysis stage, an analysis of the curriculum, student characteristics, teaching materials, and materials was carried out. In the design phase, an e-module development design plan is created. The development stage is e-module development, review, expert validation test (media experts, design, materials, and colleagues), and revision. The implementation stage is the implementation of the e-module trial. There are three module trials, namely small, medium and large groups. At the evaluation stage, questionnaires were given to students' responses. The results of chemical e-module validation by design experts, media experts, material experts and colleagues obtained successive percentages of 90%, 85.33%, 90% and 91%, and were declared very valid. The chemical e-module for acid-base materials received very good responses in small, medium and large group trials with percentages of 93%, 92.6% and 90.03%.
Pengaruh Model Pembelajaran Problem Based Learning (PBL) dengan Model Pembelajaran Inquiry dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VIII MTsN 3 Dan MTsN 4 Sidoarjo Ulfa Mariyatie; Achmad Noor Fatirul; Yoso Wiyarno
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.451

Abstract

There are still many learning processes in schools that do not involve students, so students are less creative. There are still many teachers who use the lecture method so that students are passive and not creative, because there is no opportunity to ask questions, discuss with both the teacher and fellow students. The learning process will work well if students are involved in selecting, compiling and participating in learning situations. Problem-based learning models or known as Problem Based Learning (PBL) and Inquiry learning models are very important in supporting interactions between students and teachers, between students and students. The purpose of this study was to find out: (1) the differences in learning outcomes between the use of the PBL learning model and the Inquiry learning model in mathematics, (2) the differences in learning outcomes between high learning motivation and low learning motivation in mathematics, and (3) the interaction between the use of the PBL learning model, the Inquiry learning model and learning motivation on the mathematics learning outcomes of class VIII MTsN 3 and MTsN 4 Sidoarjo. This experimental research was carried out using a 2x2 factorial design. The subjects in this study were class VIII students consisting of four classes with 120 class VIII students at MTsN 3 and MTsN 4 Sidoarjo. The subjects that became the focus of the experiment were taken classically randomly, namely four MIPA1,2,3,4 classes from MTsN 3 and MTsN 4 Sidoarjo. The research hypothesis was tested using the Analysis of Variant (Anova) statistical test. The results of two-way analysis calculations show that: (1) There is a significant difference between the PBL Learning Model and the Inquiry Learning Model on Mathematics learning outcomes, (2) There is a significant difference between high learning motivation and low learning motivation on Mathematics learning outcomes, and ( 3) There is an interaction between the PBL Learning Model and the Inquiry Learning Model and learning motivation on Mathematics learning outcomes for Class VIII MTSN 3 and MTSN 4 Sidoarjo.
Pengaruh Penggunaan Metode Pembelajaran Contextual Teaching and Learning, Cooperative Learning, dan Gaya Berpikir Siswa terhadap Kemampuan Memahami Konsep Mata Pelajaran PPKn Siswa Kelas VIII di SMP Negeri 57 dan 49 Surabaya Ruti Diah Puspita Djelita; Achmad Noor Fatirul; Yoso Wiyarno
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.470

Abstract

This study focuses on the existence of significant differences in the ability to understand concepts between students who are taught by contextual teaching and learning and cooperative learning methods, there are significant differences in the ability to understand concepts between students who have a concrete sequential thinking style, abstract sequential, concrete random, and abstract randomization, as well as the interaction between learning methods and thinking styles on the ability to understand the concepts of Civics subjects for class VIII students at SMP Negeri 57 and 49 Surabaya. This type of research is experimental research. Quasi-experimental research design using a non-equivalent control group design. The population of this study were class VIII students of SMP Negeri 57 and 49 Surabaya for the 2022/2023 academic year. The research sample used a sampling technique with details of 72 students in the experimental class and 70 students in the control class. The data collection method is to use a student thinking style test instrument and a test of the ability to understand "Strengthening National Commitment." Methods of data analysis using Two Way Anava. The results of this study indicate that there is a significant difference between the treatment of students who are taught using the contextual teaching and learning method compared to the cooperative learning method. There are differences in the ability to understand concepts in students who have concrete sequential, abstract sequential, random concrete, and random abstract thinking styles between groups of students who are treated with the contextual teaching and learning method compared to the cooperative learning method. There is interaction between learning methods and thinking styles on the ability to understand concepts as a result of each different characteristic of each student in terms of their respective thinking styles.
Co-Authors Abdur Rahman As’ari Ainul Muttaqin Aminuyati Andri Kurniawan Anggi Gratia Putri Tatuwo Aria Wira Yudha Atik Puspita Rini Atiqoh Atiqoh Atiqoh Budi Wahjuningsih Chusnatin Ariyanti Diana Puspitasari Djoko Adi Waludjo Djoko Adi Walujo Djoko Adi Walujo Djoko Adi Walujo Djoko Adi Walujo Djoko Adi Waluyo Djoko Adi Waluyo Dony Teguh Budiman Dwi Setyo Larasati Deddy Kurniawati Erma Handayani Erna Sukestini Ery Rhomaya Gatot Sutriyo Hanny Hafiar Hartono . Hartono Hartono Hartono Hartono Ifa Mufarocha Insiyah Insiyah Iskandar Wiryokusumo Iskandar Wiryokusumo Kartika Dewantari Komariah Leo Wahyudi Lilik Windiarti Misbahul Ulum Mohammad Nasrul Mulik Cholilah Mustaji Mustaji Naufal Fikri Firmansyah Novianita Firda Nugraheni Widiastuti Nurul Badiah Rufii . Rusmawati, Retno Danu Ruti Diah Puspita Djelita Santi Ariani Shinta Prima Rosdiana Sri Firmandari Subandowo, Marianus Supriyanto Supriyanto Teguh Budi Setiada Tutut Winarti Ulfa Mariyatie Vanantia Randi Ashari Yoso Wiyarno Yunitha Ike Christyowati