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<![CDATA[The Effect of Directed Reading and Thinking Activity (DRTA) Learning Model assisted by Padlet on Learning Motivation and English Reading Comprehension Ability of Grade IX Students at SMP Negeri 5 Kubu ]]>
<![CDATA[I Gede Okta Santikacahya]]>;
<![CDATA[I Wayan Santyasa]]>;
<![CDATA[I Kadek Suartama]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/onoma.v10i1.3288
<![CDATA[This study aims to analyze the differences in reading comprehension ability and learning motivation between students who follow the Directed Reading and Thinking Activity (DRTA) model assisted by Padlet and students who follow the direct learning model. This research is a quasi-experiment with Non-Equivalent Pretest-Posttest Control Group Design. The population in this study were ninth-grade students of SMP Negeri 5 Kubu in the 2022/2023 academic year consisting of three classes. The sample selection was carried out using Classroom Random Sampling technique and two classes were selected as samples, one class as the experimental group and the other class as the control group. Data collection was carried out using a reading comprehension ability test and a learning motivation questionnaire. The data obtained were analyzed by MANCOVA with initial reading comprehension ability and initial learning motivation as covariates. The results showed that: First, there is a significant difference in reading comprehension ability and learning motivation together between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. Second, there is a significant difference in reading comprehension ability between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. Third, there is a significant difference in learning motivation between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. The implication of this research shows that to improve learning motivation and reading comprehension ability we can use DRTA model learning assisted by Padlet.]]>
<![CDATA[The Effect of Project Based E-Learning Models toward Learning Outcomes and Critical Thinking Skills of Vocational High School Students ]]>
<![CDATA[Rusnawati, Made Delina]]>;
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Tegeh, I Made]]>
<![CDATA[ JPP (Jurnal Pendidikan dan Pembelajaran) Vol 27, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um047v27i22020p057
<![CDATA[Abstract: Learning outcomes and critical thinking skills are main competencies that students must achieve in Digital Simulation subjects. This study aimed to describe the differences in learning outcomes and critical thinking skills together between students who learned by using project-based e-learning model and students who learned by using direct e-learning in Digital Simulation subjects. This research used quasi experiment method. The research design used was a pretest-posttest control group design. The research sample consisted of 4 classes or 133 students by using a simple random sampling technique. This study used two test instruments namely, the learning outcomes test in the form of objective tests and the critical thinking skills test in the form of essay test. Data were analyzed descriptively and Multivariate Analysis of Covariate (Mancova) with hypothesis testing using a significance level of 0.05. The findings showed that first, there were differences in learning outcomes and critical thinking skills simultaneously between students who learned by using a project-based e-learning model and students who learned by direct e-learning model. Second, there was no difference in learning outcomes between students who learned by using the project-based e-learning model and students who learn by direct e-learning model. Third, there were differences in critical thinking skills between students who learned by using the project-based e-learning model and students who learned by using direct e-learning model.]]>
<![CDATA[The Relationship between Learning Motivation and Emotional Intelligence with Physics Learning Achievement of Public High School Students Class XI MIA in Singaraja City ]]>
<![CDATA[Utami, Ratni Ayu]]>;
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Rapi, Ni Ketut]]>
<![CDATA[ JPP (Jurnal Pendidikan dan Pembelajaran) Vol 25, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um047v25i12018p025
<![CDATA[This research aimed to analyzing the relationship between learning motivation and physics learning achievement, emotional intelligence and physics learning achievement, and learning motivation and emotional intelligence with physics learning achievement at SMA Negeri in Singaraja city. The type of this research was ex-post facto with correlation quantitative method. The result of this research was the students’ physics learning achievement which is low and it shows that there are the positive relationship between learning motivation and emotional intelligence with physics learning achievement. Penelitian ini bertujuan untuk menganalisis hubungan motivasi belajar dan prestasi belajar fisika, kecerdasan emosional dan prestasi belajar fisika serta motivasi belajar dan kecerdasana emosional dengan prestasi belajar fisika di SMA Negeri di kota Singaraja. Jenis penelitian ini adalah ex-post facto dengan metode kuantitatif korelasional. Hasil penelitian menemukan bahwa prestasi belajar fisika siswa berada pada kategori rendah dan menunjukkan adanya hubungan positif antara motivasi belajar dan kecerdasan emosional terhadap prestasi belajar fisika]]>
<![CDATA[The Effect of Problem Based Learning Teaching Method on Students’ Critical Thinking Skills in Physics Lesson at SMA Negeri 4 Singaraja ]]>
<![CDATA[Lisniandila, Ni Putu Ayu]]>;
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Suswandi, Iwan]]>
<![CDATA[ JPP (Jurnal Pendidikan dan Pembelajaran) Vol 25, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um047v25i12018p016
<![CDATA[Abstract: The study aims to find the effect of problem based-learning method (PBL) on students’ critical thinking skills in a physics course at SMA Negeri 4 Singaraja. The study is a quasi-experiment study with a pretest-posttest nonequivalent control group design. The population of this study was 245 tenth graders majoring in science at SMA 4 Singaraja. The sample of this study was 67 students distributed to two different classes. The data were analyzed by using descriptive analysis and one-way analysis of covariance (ANCOVA). The result of the study shows that there was critical thinking skills gaps between the students using PBL and students using the direct instruction method (DIM). The average score of PBL group had higher average critical thinking skills score (posttest) then the MDI group, in which the scores of PBLM group were in adequate category (M = 54,84; SD = 14,50), meanwhile the scores of DIM group were in low category (M = 43,05; SD = 14,29). Penelitian ini bertujuan mengetahui pengaruh model problem based learning (MPBL) terhadap kemampuan berpikir kritis siswa dalam pembelajaran fisika di SMA Negeri 4 Singaraja. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain pretest-posttest nonequivalent control group design. Populasi penelitian ini adalah siswa kelas X MIPA SMA Negeri 4 Singaraja yang terdiri dari 245 siswa. Pemilihan sampel dalam penelitian ini menggunakan random assignment. Jumlah sampel dalam penelitian ini sebanyak 67 siswa yang terdistribusi dalam dua kelas berbeda. Teknik analisis data yang digunakan adalah analisis deskriptif dan ANAKOVA satu jalur. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis siswa antara siswa yang berlajar dengan MPBL dan siswa yang belajar dengan MDI. Nilai rata-rata kelompok MPBL memiliki nilai rata-rata kemampuan berpikir kritis (posttest) yang lebih unggul dibanding kelompok MDI yaitu pada kelompok MPBL berada pada kualifikasi cukup (M = 54,84; SD = 14,50) sedangkan kelompok MDI pada kualifikasi rendah (M = 43,05; SD = 14,29).]]>
<![CDATA[Discovery Learning Berbantuan Online LKPD terhadap Keterampilan Menyimak Bacaan dan Prestasi Belajar Siswa dalam Pembelajaran Bahasa Inggris Sekolah Menengah Atas ]]>
<![CDATA[Martiningsih, Ni Made Sri]]>;
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Tegeh, I Made]]>
<![CDATA[ Jurnal Media dan Teknologi Pendidikan Vol. 4 No. 2 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jmt.v4i2.79905
<![CDATA[Penguasaan literasi memiliki peranan krusial dalam memperkuat kompetensi mereka dalam kehidupan sehari-hari. Ketika generasi muda memiliki kemahiran literasi yang kuat, ini akan membantu mereka dalam meraih kesuksesan hidup, karena kemampuan tersebut akan saling mendukung. Oleh karena itu, penting bagi generasi muda saat ini untuk memiliki keterampilan dalam berbahasa Inggris. Tujuan penelitian ini adalah mendeskripsikan perbedaan keterampilan menyimak bacaan dan prestasi belajar siswa dalam pembelajaran bahasa Inggris. Desain penelitian ini adalah pretest-posttest nonequivalent control group design. Sampel penelitian terdiri dari tiga kelas yaitu eksperimen 1 menggunakan model Discovery Learning Berbantuan Online LKPD, eksperimen 2 menggunakan model Discovery Learning, dan kelompok kontrol menggunakan model Direct Instruction. Data keterampilan menyimak dikumpulkan dengan menggunakan tes keterampilan menyimak bacaan. Data prestasi belajar dikumpulkan dengan menggunakan tes prestasi belajar bahasa Inggris. Data yang terkumpul dianalisis dengan menggunakan uji Mancova yang dilanjutkan dengan uji least significant deference (LSD). Hasil penelitian menunjukkan bahwa keterampilan menyimak bacaan dan prestasi belajar bahasa Inggris siswa yang belajar menggunakan model pembelajaran Discovery Learning berbantuan Online LKPD lebih baik dibandingkan dengan model pembelajaran Discovery Learning dan Direct Instruction.]]>
<![CDATA[Model Case Based Learning Berbantuan Video Kontekstual terhadap Kemampuan Literasi Sains dan Keterampilan Berpikir Kreatif dalam Pembelajaran Fisika ]]>
<![CDATA[Wijaya, I Ketut]]>;
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Parwati, Ni Nyoman]]>
<![CDATA[ Jurnal Media dan Teknologi Pendidikan Vol. 4 No. 2 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jmt.v4i2.79930
<![CDATA[Penelitian ini dilatarbelakangi oleh hasil PISA dan TIMSS yang menunjukkan bahwa kemampuan literasi sains dan kemampuan pemecahan masalah dalam bidang sains masih rendah. Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan pengaruh model case based learning berbantuan video kontekstual terhadap kemampuan literasi sains dan keterampilan berpikir kreatif siswa dalam pembelajaran fisika kelas XI SMA. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan non equivalent pretest-posttest control group design. Populasi penelitian sebanyak 167 peserta didik, dengan sampel sebanyak 102 peserta didik yang ditetapkan dengan teknik simple random sampling. Data kemampuan literasi sains dan keterampilan berpikir kreatif fisika dikumpulkan dengan tes essay. Analisis data menggunakan uji statistik Multivariat Analysis of Covarian (MANCOVA) satu jalur. Pengujian hipotesis menggunakan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan kemampuan literasi sains dan keterampilan berpikir kreatif fisika secara bersama-sama antara kelompok model case based learning berbantuan video kontekstual, model case based learning dan model direct instruction; (2) terdapat perbedaan kemampuan literasi sains fisika dan keterampilan berpikir kreatif antara kelompok model case based learning berbantuan video kontekstual, model case based learning dan model direct instruction. Sehingga dapat disimpulkan bahwa model case based learning berbantuan video kontekstual secara signifikan berpengaruh terhadap kemampuan literasi sains dan keterampilan berpikir kreatif dalam pembelajaran fisika kelas XI SMA.]]>
<![CDATA[Pengaruh Metode Peta Konsep Berbantuan Multimedia Terhadap Keterampilan Menulis Cerpen dan Kreativitas Siswa Kelas X Sekolah Menengah Atas ]]>
<![CDATA[Widiani, Ni Nyoman]]>;
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Sudarma, I Komang]]>
<![CDATA[ Jurnal Media dan Teknologi Pendidikan Vol. 4 No. 2 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jmt.v4i2.81453
<![CDATA[Keterampilan menulis adalah keterampilan yang sulit. Hal ini dibuktikan oleh hasil penelitian yang menunjukan rendahnya keterampilan menulis siswa. Penelitian eksperimen ini bertujuan untuk menganalisis pengaruh metode peta konsep berbantuan multimedia terhadap keterampilan menulis cerpen dan kreativitas siswa kelas X. Penelitian ini merupakan penelitian eksperimen semu dengan non equivalent pretest-posttest control group design. Populasi penelitian ini adalah siswa kelas X yang terdiri dari 242 siswa dan tersebar di 7 kelas. Dari populasi tersebut, dipilih 3 kelas sebagai sampel dimana kelas XC diberikan perlakuan metode peta konsep berbantuan multimedia, kelas XD diberikan perlakuan metode peta konsep dan kelas XE diberikan perlakuan metode konvensional. Masing-masing kelas sampel terdiri dari 34 siswa sehingga jumlah total sampel adalah 102 siswa. Data keterampilan menulis cerpen dan kreativitas dikumpulkan dengan tes uraian. Analisis data menggunakan uji statistik Multivariat Analysis of Covarian (MANCOVA) satu jalur. Hasil analisis menunjukan bahwa terdapat perbedaan yang signifikan keterampilan menulis cerpen dan kreativitas siswa yang belajar dengan metode peta konsep berbantuan multimedia, metode peta konsep dan metode pembelajaran konvensional baik secara simultan maupun parsial. Dengan demikian dapat disimpulkan bahwa metode peta konsep berbantuan multimedia berpengaruh positif terhadap keterampilan menulis cerpen dan kreativitas siswa secara simultan dan parsial.]]>
<![CDATA[PENGEMBANGAN MULTIMEDIA PEMBELAJARAN PADA ELEMEN PENGOLAHAN MAKANAN DAN MINUMAN SUB ELEMEN HIDANGAM SOUP ]]>
<![CDATA[Cok. Istri Raka Marsiti]]>;
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Sudatha, I Gde Wawan]]>;
<![CDATA[Sudarma, I Komang]]>
<![CDATA[ Jurnal Pendidikan Teknologi dan Kejuruan Vol. 20 No. 1 (2023): Edisi Januari 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jptkundiksha.v20i1.52749
<![CDATA[This study aimed at finding the process of developing learning multimedia on the food and beverage product course particularly in the soup menu as the sub-topic. The validity of developed product depended on the expert judgements; content expert judgment, media expert judgement, and design expert judgement. The research model used in this study was ADDIE model in which the subjects of this study were 2 content expert judges, 2 design expert judges, and 2 media expert judges. There were also 40 students of twelfth grade involved in this study. The data were gained by conducting observation, interview, and questionnaire. The process of developing learning multimedia on the food and beverage product course particularly in the soup menu as the sub-topic was relevant and appropriate to be used for twelfth grade students in vocational high school. The use of developed learning multimedia assisted students in understanding the learning material due to the complement of concrete examples in the form of picture and video. It also created students’ interactions during the learning process where the students were able to operate and response the questions given in this interactive learning multimedia. The developed product has very good quality viewed from the results of content validity, design validity, and media validity. The similar result also found from the individual validity and small group validity.]]>
<![CDATA[Multimedia for Culinary Students: Food and Beverage Processing Subject ]]>
<![CDATA[Cok. Istri Raka Marsiti]]>;
<![CDATA[I Wayan Santyasa]]>;
<![CDATA[Sudatha, Gde Wawan]]>;
<![CDATA[Sudarma, I Komang]]>
<![CDATA[ Journal of Education Technology Vol. 6 No. 4 (2022): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v6i4.53518
<![CDATA[The use of learning media is less varied, monotonous, and still one-way. This study aims to develop multimedia on food and beverage processing elements and the sub-elements of hot and cold appetizers. This type of research is development. The model used for product development is the ADDIE model. The subjects of this study consisted of 2 learning content experts, 2 learning design experts, and 2 learning media experts. The product trial subjects totaled 40 students from class XII. The instrument used in this research is a questionnaire. The data analysis technique used in this study is descriptive qualitative, quantitative, and statistical inferential analysis techniques. The results of this study are that the process of developing learning multimedia in the elements of food and beverage processing, the sub-elements of hot and cold appetizers, obtains very good qualifications from experts and students so that they are suitable for use in learning. The use of multimedia learning can help students understand the material because it is equipped with concrete examples in the form of pictures and videos and can create student interaction in the learning process because students can operate and respond to questions given in this interactive learning multimedia, not just see and hear.]]>
<![CDATA[Cognitive Engagement and Creative Thinking: Intervention with Research-Based e-Learning and Students' Social Attitudes in Learning Physics at Public High School ]]>
<![CDATA[Santyasa, I Wayan]]>;
<![CDATA[Suswandi, Iwan]]>;
<![CDATA[Santyadiputra, Gede Saindra]]>;
<![CDATA[Juniantari, Made]]>
<![CDATA[ Indonesian Review of Physics Vol. 5 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/irip.v5i2.6084
<![CDATA[Physics learning in high school is closely related to students' social attitudes in conducting cognitive engagement to achieve creative thinking. This study aims to analyze students' cognitive engagement and creative thinking using research-based e-learning (RBeL) and directed learning (DeL) about students' social attitudes. The samples were randomly selected from 4 classes (two experimental and two control classes). This study used a post-test-only control group design. Data on social attitudes and cognitive engagement were collected using questionnaires, and data on creative thinking using essay tests. Data were analyzed using a two-way Manova and hypothesis testing using a significance level of 5%. The results showed significant differences in the cognitive engagement of students who were intervened using RBeL and DeL. Intervention using RBeL was more effective than DeL in achieving cognitive engagement. There is a significant difference between the creative thinking of students who are intervened using RBeL and DeL. The RBeL intervention was more effective than DeL in achieving creative thinking. There are similarities in cognitive engagement and creative thinking among students with HSA and LSA. There was no interaction between learning models and social attitudes regarding cognitive engagement and creative thinking in students. The achievement of cognitive involvement and creative thinking of 10th-grade students in learning physics is more effective using research-based e-learning models.]]>
