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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Penelitian dan Pendidikan IPS
Laurens Kaluge
Universitas Negeri Surabaya
Education Other

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Pengaruh Model Pembelajaran Project Based Learning, Motivasi Belajar Terhadap Hasil Belajar Mata Pelajaran Geografi Otrin Nabang; Vitus No; Laurens Kaluge; Endah Andayani
Jurnal Penelitian dan Pendidikan IPS Vol. 15 No. 1 (2021): APRIL
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v15i1.5488

Abstract

The purpose of this research is to explain early learning capabilities, characteristics, learning models whether peer-driven motivation affects learning outcomes. The approach used in this study is quantitative, the data obtained during the study of trainee value analyses prior to treatment and trainee value analyses after treatment. Based on the results of dummy data analysis of the significant value of the motivation to learn from pre test is 0.051 and post test is 0.067 indicates that 0.051 would indicate that any impulse effect of learning from an experiment class as well asa class of control to test the original pre test abilities and class control. For the test of the t- test the motivation effect on study results is 0,000< 05, then it is estimated that there is a significant amount of motivation for learning results.
VALIDATION OF ACTIVE LEARNING SCALE IN ELEMENTARY SCHOOL BASED ON THE INDONESIAN TEACHER PERCEPTION Laurens Kaluge; Yulianti
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 2 (2023): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i2.9707

Abstract

This paper discusses the validity and reliability of a measuring tool that reflects active learning in elementary schools, which is called the Active-Learning-in-Primary-School Scale (SPASD). The research was quantitative, which adheres to the idea of item-response- theory. The data used was secondary that was obtained from the Managing-Good-Practice-for- Basic-Education program, which was collected under the sponsorship of the European Commission based on five different provinces in Indonesia using a questionnaire developed under the coordination of UNICEF even though it has not been statistically validated. The sample of 1021 primary school teachers met the requirements for analysis. Exploratory and confirmatory factor analysis proves that there are several constructs. Seven valid dimensions were found namely training utilization, teaching planning, learning process, and evaluation, use of media, teacher professional satisfaction, and classroom climate. Some items were removed because they were not valid, even though all the hypothesized constructs remained valid and reliable. In conclusion, the tested scale was valid and reliable with a slight modification of the structure. It is recommended that the application of the constructs should bere-confirmed if it is applied in the context of different places, cultures, and school conditions.
Co-Authors endah andayani Otrin Nabang Vitus No Yulianti