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<![CDATA[Development of Learning Media Based on Smart Apps Creator ]]>
<![CDATA[Khasanah Khasanah]]>;
<![CDATA[Rusman Rusman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i2.549
<![CDATA[The presence of technology should be able to penetrate the limitations of space and time in improving the quality of learning. This study aims to develop learning media for Smart Apps Creator (SAC), determine the level of Validity and Reliability of Smart Apps Creator (SAC) media products, and determine the efficiency of Smart Apps Creator (SAC) media products. This research was conducted at SMK Sandikta Bekasi City. This research method uses the ADDIE model approach which has five steps, namely Analyze, Design, Develop, Implement, and Evaluate. The development of media based on Android Smart Apps Creator (SAC) uses Al-Quran material as a way of life. The validation of this development product was carried out by three media experts and three material experts and continued with a one-on-one trial of three students and a small group trial of three people. The results of the research and development that have been carried out have produced a physical model of learning media products based on Android SAC (Smart Apps Creator). The results of the validation of the validators stated that the media was suitable for use in class XI SMK students. With the respective eligibility rates of 85% and 83%. SAC product efficiency The development of SAC media has been effective but not yet maximized. This is due to the limited hosting capacity to accommodate all materials and materials that are more complex. This can be seen from the effectiveness test of 58% pre-test and 86% post-test, so there is an average difference of 28%.]]>
<![CDATA[The Level of Persistence in Completing Tasks Based on the Student's Potential ]]>
<![CDATA[Safari Safari]]>;
<![CDATA[Khasanah Khasanah]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.1050
<![CDATA[The main objective of this study is to determine whether there is a relationship between the level of persistence in completing assignments and students' potential. The design used in this study is quantitative research. This study utilized data from the AKM 2020 SMA / SMK examination results held by Pusmenjar. This study's population is the satisfaction level of SMA / SMK students studying with teachers at school in 2020, while the sample is the degree of satisfaction of SMA / SMK students taking the 2020 AKM exam. SMA / SMK participants of AKM 2020 (514 districts/districts in 34 provinces in Indonesia). Based on the results of simple regression and part analysis, the following results were obtained. Even though the contribution is not particularly large—0.14% to be exact—statistically speaking, there is a positive relationship between the level of tenacity in finishing activities and one's self-potential (P 0.05). The health of students in understanding the material is most influenced by (1) feelings of nervousness or anxiety (-0.015), (2) getting carried away or easily angry (-0.016), (3) insomnia (-0.018), and deep feelings of sadness. Or depressed (-0.094). The contribution of the four variables (anxiety, anger, insomnia, and sadness) to students' health is relatively high, 0.605 (61%), while other variables influence the remaining 39%. The relationship between student health and subject matter is 0.286 (29%). The findings lead us to conclude that there is a statistically significant correlation (P 0.05) between the degree of students' self-potential and the amount of effort they put into finishing their tasks.]]>
<![CDATA[ANALISA DAN EVALUASI KURIKULUM PROGRAM S1 ]]>
<![CDATA[Iffah Budiningsih]]>;
<![CDATA[Khasanah Khasanah]]>
<![CDATA[ Akademika Vol 4 No 02 (2015): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v4i02.1
<![CDATA[The purpose of analysis and evaluation of curriculum S1 UIA is to look at thecurriculum S1 currently used are still relevant to needs of student of UIA as the curriculum inorder to improve the quality of kearning proces in the UIA. Teh number of samples usedevaluation as many as 127 students of teh seventh of teh academic year 2015/2016.Curriculum evaluation instrument involves seven indicators that were previously tasted thevalidity and reliability of the instrument. The validity of test results using r product momentis valid all with values between 0,608 – 0,691. The results of reliability test using AlphaCronbach shos coeffcient was 0,8084. Thus the curriculum instruments used as valid andreliabel measurement tools.The finding are as follow : curriculum S1 UIA program that is currently used as thestructure of curriculum, the composition of the subject and the number of credit (SKS) betwencore curriculum and institutional curriculum is still relevant use, both in term of standard ofHigher Education as well as the needs of students.]]>
<![CDATA[PENGARUH PENGGUNAAN METODE MIND MAPPING DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN SEJARAH ]]>
<![CDATA[Khasanah Khasanah]]>;
<![CDATA[Sopiyullah Taopik Anggun]]>
<![CDATA[ Akademika Vol 6 No 01 (2017): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v6i01.133
<![CDATA[The effect of Mind mapping Methods and Critical Thinking SkillsLearning and Outcomes History Of StudentsInLearning History (experimental studies InClass X Senior High School 1 Wanayasa Purwakarta). The purpose of this research was todetermine the effect of mind mapping methods of learning, critical thinking skills, and theresult of learning the history of high school students. This study uses a 2x2 factorial designexperiment with a sample of 40 students conducted in Senior High School 1 Wanayasa..These results of the research show that; (1) the outcomes of students from groups that aretaught using mind mapping higher than students taught by lecture method, (2) there is noeffect of significant interaction between instructional method and critical thinking skills ofstudents in the teaching of history, (3) students have the ability to think critically high andare taught by the method of mind mapping higher learning outcomes than students taught bylecture method, (4) students who have the ability to think critically low and is taught bylecture method higher learning outcomes than students taught by using mind mapping.Thisresearch shows the successful use of instructional methods. Therefore, teachers areexpected to be: (1) enhance the creativity and understanding of learning methods toimprove and train the critical thinking skills of students in learning the history, (2) providestudents the opportunity to be creative in making a map of concepts that they canunderstand, (3) train students more vigorous, active, creative history teaching so thatstudents can think scientific, logical, critical, and may find the concept of learning materialindependently]]>
<![CDATA[PENGARUH PEMANFAATAN BAHAN AJAR AUDIO VISUAL DAN KREATIVITAS BELAJAR TERHADAP HASIL BELAJAR ILMU PENGETAHUAN ALAM ]]>
<![CDATA[Khasanah Khasanah]]>;
<![CDATA[Nita Heryanti]]>
<![CDATA[ Akademika Vol 6 No 02 (2017): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v6i02.139
<![CDATA[1) Perbedaan hasil belajar IPA antara kelompok siswa yang menggunakan bahanajar audio visual dan bahan ajar modul, 2) Pengaruh Interaksi antara kreativitas belajardan bahan ajar terhadap hasil belajar IPA, 3)Perbedaan hasil belajar IPA yangmenggunakan bahan ajar audio visual dan bahan ajar modul pada siswa yang mempunyakreativitas belajar tinggi, 4) Perbedaan hasil belajar IPA yang menggunakan bahan ajaraudio visual dengan bahan ajar modul pada siswa yang memiliki kreativitas belajar rendah.Dalam penelitian ini digunakan metode eksperimen dengan menggunakan rancangan groupfactorial 2x2. Target pada penelitian ini adalah semua siswa kelas VI SDIT Nurul FikriDepok. Populasi terjangkau terdiri dari 66 siswa yang terdiri dari masing-masing kelasadalah 33 siswa, Penelitian ini menggunakan teknik pengambilan secara acak atau randomsampling dari empat kelas didapat dua kelas sample yang terdiri dari kelas control sebanyak33 siswa dan kelas eksperimen sebanyak 33 siswa. Berdasarkan hasil pengujian hipotesis danpembahasan maka disimpulkan hasil belajar siswa yang menggunakan bahan ajar audiovisual lebih baik daripada siswa yang menggunakan bahan ajar modul. Kedua, adanyainteraksi penggunaan bahan ajar audio visual dan kreativitas terhadap hasil belajar IPA.Ketiga Siswa yang menggunakan bahan ajar audio visual memiliki kreativitas lebih tinggidaripada siswa yang menggunakan bahan ajar modul. Keempat, siswa yang kreativitasnyarendah tidak berpengaruh pada hasil belajar dalam menggunakan bahan ajar audio visualdan bahan ajar. Berdasarkan hasil temuan tersebut di atas dapat diambil kesimpulan bahwapemanfaatan bahan ajar audio visual cukup efektif untuk meningkatkan kreativitas danmeningkatkan hasil belajar IPA.Abstrak meliputi: latar belakang penelitian, tujuanpenelitian, metode penelitian, hasil penelitian, dan kesimpulan penelitian yang ditulis secarasingkat dalam kesatuan. Jumlah kata dalam abstrak : maksimal 250 kata (satu halaman),dalam 1 alinea, dengan kata kunci (key word) 3-5 kata. (PTK-Abstrak-Isi]]>
<![CDATA[PENGARUH METODE PEMBELAJARAN ROLE PLAYING DAN KECERDASAN EMOSIONAL SISWA TERHADAP HASIL BELAJAR SIROH ]]>
<![CDATA[Murtaqiatusholihat Na]]>;
<![CDATA[Khasanah Khasanah]]>
<![CDATA[ Akademika Vol 5 No 02 (2016): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v5i02.267
<![CDATA[This study aims to examine: (1) student learning taught by methods Role Playing higher thanstudents taught by lecture method in subjects Siroh. (2) There is an interaction effect between themethods of learning and emotional intelligence of students' learning outcomes in subjects Siroh. (3)Results Learning Siroh students who have high emotional intelligence higher if taught with methodsRole Playing instead of using teaching methods Lecture. (4) Results of learning Siroh the students whohave low emotional intelligence lower than taught methods Role Playing teaching methods LectureThis study used an experimental model. The target population is all students of class IV MIS. AlImaroh West Cikarang Bekasi Regency. Affordable population in this study were students of class IVMIS. Al-Imaroh Cikarang Barat. Samples were taken using sampling, multi-stage random samplingbased group factorial design, so that the selected 40 students.Instruments used to obtain the datathrough the variable learning methods Role Playing (A), emotional intelligence (B), and learningoutcomes Siroh (Y) using a Likert scale. Analysis of the reliability of the variables A and B dab Ycalculated by product Moment, the result of variable A at r table = 0.923, variable B of r table = 0.918and variabek Y of r table = 0.918 Data collection techniques were analyzed using descriptive analysisand inferential analysis such as ANOVA two lanes to test the hypothesis followed by Turkey or Scheffetest. With Liliefors and homogeneity testing using Bartlet test. Statistical tests showed that the data ofthe three variables normal and homogeneous.Results showed that: (1) the results of student learning are taught with methods Role Playinghigher than students taught by lecture method in subjects Siroh. (2) There is an interaction effectbetween the methods of learning and emotional intelligence of students' learning outcomes in subjectsSiroh. (3) Results Learning Siroh students who have high emotional intelligence higher if taught withmethods Role Playing instead of using teaching methods Lecture. (4) Results of learning Siroh thestudents who have low emotional intelligence lower than taught methods Role Playing teachingmethods Lecture.The conclusion of this study is the use of Role Playing pretty effective method to improve learningoutcomes Siroh both the students who have high emotional intelligenc]]>
<![CDATA[PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA ]]>
<![CDATA[Nurhayati Na]]>;
<![CDATA[Khasanah Khasanah]]>
<![CDATA[ Akademika Vol 7 No 01 (2018): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v7i01.309
<![CDATA[This study aimed to determine : ( 1 ) The difference in student learning outcomes treated with problem-solving learning method is higher than student learning outcomes treated with expository teaching methods , (2 ) interaction between learning method with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of the mathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 ) the results of the mathematical learning of students who have cognitive style field dependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in student learning outcomes treated with the methods of learning and problem solving expository teaching methods ; 2 ) There is an interaction between cognitive styles and teaching methods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes of students who have cognitive style field independence given learning problem-solving methods of treatment is higher than the expository method ; 4 ) mathematics learning outcomes of students who have cognitive style field dependence given treatment expository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten which totaled 173 students . Samples were taken with a random sampling technique that randomly select each of the two ( 2 ) classes to be treated with the use of teaching methods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomes variable ( Y ) using tests of cognitive learning outcomes , cognitive style variables using tests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that : First , the results of student learning using a problem -solving method of teaching is higher than that using the expository method , value sig = 0.009 < α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00 < α = 0.05 , F value = 5.168 > F = 3.99 . Third , mathematics learning outcomes of students who have cognitive style field independence given learning problem-solving methods of treatment is higher than the expository method , with the results Qhitung > Qtabel ( 4.55 > 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higher than the methods of solving problems , with the result Qhitung > Qtabel (3.03 > 2.95 )]]>
<![CDATA[PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS BLOGGER DAN KECERDASAN LINGUISTIK TERHADAP HASIL BELAJAR BAHASA INDONESIA ]]>
<![CDATA[Maftuhatul Fahmiyah]]>;
<![CDATA[Khasanah Khasanah]]>
<![CDATA[ Akademika Vol 7 No 02 (2018): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v7i02.314
<![CDATA[This research was conducted at Islamic University '45 Bekasi for students majoring in Communication Science semester II of the 2017/2018 academic year with the aim of knowing the effect of blogger-based learning media and student linguistic intelligence on Indonesian learning outcomes. This study used a quantitative experimental method using the True Experimental Design Factorial 2x2. The data analysis technique used is two-way analysis of variance (two-way ANOVA). The affordable population in this study were students of the second semester majoring in Communication Science in 2017/2018. Sampling using saturated samples with simple random sampling technique. A sample of 100 students consisting of 50 students in the control group. Based on the results of the research with two-way Anava, the following results were obtained: 1) The results of learning Indonesian for students using blogger-based learning media were higher than those using power point-based learning media, as evidenced by obtaining Fcount = 27.673> Ftable = 3.072 2) Students 'Indonesian learning outcomes are influenced by the interaction between blogger-based learning media and students' linguistic intelligence, as evidenced by the price of Fcount = 4.265> Ftable = 3.072.3) Indonesian learning outcomes for students who have high linguistic intelligence who use blogger-based learning media superior to those using power point-based learning media as evidenced by the price q0 = 38.429> qt 1.65.4). The results of learning Indonesian for students who have low learning interest who use blogger-based learning media are superior to those using power point-based learning media as evidenced by the price of q0 2013> qt = 1.65. From the findings above, it can be concluded that the learning media of student bloggers affect the learning outcomes of the second semester students of the Department of Communication Studies at the Islamic University 45]]>
<![CDATA[PENGARUH PENGGUNAAN MEDIA E-LEARNING BERBASIS MOODLE DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PRAKARYA DAN KEWIRAUSAHAAN ]]>
<![CDATA[Khasanah Khasanah]]>;
<![CDATA[Musa Musa]]>
<![CDATA[ Akademika Vol 8 No 01 (2019): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v8i01.332
<![CDATA[The purpose of testing things as follows: 1) to know the differences in craft and entrepreneurship learning outcomes between moodle-based e-learning media using print media. 2) knowing whether there is an interaction between learning media and learning interest in craft learning outcomes and entrepreneurship. 3) craft learning and entrepreneurship results in students who are interested in learning high who use moodle-based e-learning media compared to using print media at high interest. 4) differences in craft and entrepreneurship learning outcomes that use moodle-based e-learning media and print media for low interest students. This study involved 60 samples taken by random sampling technique in the class X almuslim Tambun High School, with the instruments used were test models for learning outcomes and questionnaires for student interest, then processed with SPSS Ver 22 For Window application with ANOVA statistical analysis data processing and Tukey.]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING DAN KREATIVITAS BELAJAR TERHADAP HASIL BELAJAR PRAKARYA DAN KEWIRAUSAHAAN ]]>
<![CDATA[Dewintia Rahmi]]>;
<![CDATA[Khasanah Khasanah]]>
<![CDATA[ Akademika Vol 8 No 01 (2019): Akademika : Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Akademika : Jurnal Teknologi Pendidikan ]]>
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DOI: 10.34005/akademika.v8i01.335
<![CDATA[This study aims to examine : 1) differences in result craft and enterpreneurship who learned with Problem Based Learning model that learned with conventional model, 2) the interaction between the use of learning model and students creativity with the results of craft and enterpreuneurship, 3) the differences in learning craft and enterpreuneurship who learned with Problem Based Learning dan conventional learning on student who have high creativity, 4) the differences in learning craft and enterpreuneurship who learned with Problem Based Learning dan conventional learning on student who have low creativity. In this study, there are two independet variables, namely the Problem Based Learning Model and creativity of students, as well as the results of learning craft and enterpreneurship as the dependent variable. This research method using experimental method to desogn factorial 2 x 2 group design that compare two learning model that Problem Based Learning and conventional learning with creativity of students. The sample used was a student of class XI IPA 2 and XI IPA 3 SMAN 8 Bekasi City with of 78 students. Engineering sample are used is random statified.Based on the hypothesis testing results can be summarized as follows : 1) there are differences in learning craft and enterpreunership class in XI SMAN 8 Bekasi City for a given student group Problem Based Learning and conventional learning, 2) there are interaction between learning modeln and students creativity, 3) result craft and enterpreneurship study who have high creativity in the learning process using Problem Based Learning model are higher than using conventional learning model, 4) result craft and enterpreneurship study who have low creativity in the learning process using Problem Based Learning model are lower than using conventional learning model.]]>
