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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Rita Nunung Tri Kusyanti
SMA Negeri 1 Tempel, Sleman, DIY
Education Other

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Hubungan Antara Stres Akademik dan Student Engagement Siswa SMA pada Masa Pandemi Covid-19 Rita Nunung Tri Kusyanti
Ideguru: Jurnal Karya Ilmiah Guru Vol. 6 No. 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.381 KB) | DOI: 10.51169/ideguru.v6i3.276

Abstract

This study aims to determine the relationship between academic stress and student engagement of high school students during the pandemic. The research hypothesis is that there is a negative relationship between academic stress and student engagement, meaning that the higher the academic stress, the lower the value of student engagement. The research subjects were 180 students of class X, XI and XII of SMA Negeri 1 Tempel Sleman. The data collection instruments used an academic stress scale and scale student engagement which were adapted and developed by researchers. The academic stress scale has a reliability coefficient of 0.921 and thescale student engagement has a reliability coefficient of 0.738. The data analysis technique used the Pearson product moment correlation test because the data distribution of the two variables was normal and had a linear relationship. The results of the correlation test using the product moment correlation test based on the significance value (2-tailed) amounted to 0.599> 0.05, meaning that there is no significant correlation between the academic stress variable and thevariable student engagement. The result of the value of r count (Pearson correlation) is -0.39, meaning that the value of 0.39 is greater than r table 0.148, so the two variables of academic stress and student engagement have a relationship, the strength of the relationship between academic stress and student engagement during the pandemic at SMAN 1 Paste have a low relationship. The two variables have a negative relationship because the Pearson correlation value is negative, meaning that if student engagement is low, academic stress is high or if academic stress is low, student engagement on distance learning is high.
Pengembangan Desain Blended Learning Mata Pelajaran Fisika SMA pada Era Kenormalan Baru Rita Nunung Tri Kusyanti
Ideguru: Jurnal Karya Ilmiah Guru Vol. 7 No. 1 (2022): Edisi Januari 2022
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (498.878 KB) | DOI: 10.51169/ideguru.v7i1.318

Abstract

This study aims to develop a blended learning design for class XI physics subjects in the new normal era. This research is a form of R&D research with the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. In this study, researchers only arrived at the second stage, namely needs analysis and design of blended learning model designs. Data collection techniques used observation sheets to validate the blended learning design, research instruments in the form of observation sheets, qualitative data analysis. Product design planning by compiling blended learning designs with reference to the competence of physics subjects in the C-19 emergency period with blended learning syntax. Based on the analysis of learning needs, blended learning is the most effective to be applied in the new normal era. The learning design (brief design) blended learning physics with the flipped classroom model by paying attention to face-to-face variations of offline learning and online learning with a percentage of 50%-50%. The results of the validation of media and material experts obtained that the assessment of the learning object to adapt from the LORI was 8543.53%; 86, 84% fall into the category of strongly agree., the online learning process evaluation questionnaire through blended learning design is 81,25% in the fairly good category; 89.58% is in the very good category. The questionnaire for the assessment of blended learning is 85% in the quite good category; 90% fall into the very good category. Based on the conversion table and qualifications can be obtained that the average aspect or indicators 85,48%, then the results of expert validation material content and media developed blended learning design can be tested as they had been very good classification.
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