Article Per Year (5 Year)
p-Index From 2021 - 2026
3.139
P-Index
This Author published in this journals
All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan JURNAL PENDIDIKAN TEMATIK DIKDAS Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar IRJE (Indonesian Research Journal in Education) International Journal of Language Teaching and Education Jurnal Ilmiah Bina Bahasa JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Ilmiah Wahana Pendidikan Jurnal Pijar MIPA Modality Journal: International Journal of Linguistics and Literature Journal of Innovation and Research in Primary Education Indonesian Educational Administration and Leadership Journal (IDEAL) Vocational: Journal of Educational Technology Educational Leadership and Management Journal Lembaran Ilmu Kependidikan LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Eddy Haryanto
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
PENGARUH MODEL NHT (NUMBER HEAD TOGETHER) TERHADAP HASIL BELAJAR SISWA KELAS IV PADA MATA PELAJARAN IPAS DI SD NEGERI 054/VIII SUNGAI KERUH pahmi, Sahrul; Haryanto, Eddy; Wulandari, Bunga Ayu
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.9228

Abstract

The cooperative learning model of the Numbered Heads Together (NHT) type is essentially a variation of group discussion, characterized by the teacher selecting only one student to represent their group. The problem in this study is the lack of implementation of learning models in teaching and learning activities. The purpose of this research is to determine the influence of the NHT (Numbered Heads Together) model on learning outcomes in the IPAS subject. This study is experimental research with a one-group pretest-posttest design. The population of this research includes all first to sixth-grade students at SDN 054/VIII Sungai Keruh in the 2023/2024 academic year, totaling 211 students. The research sample consists of 29 students. The data collection technique used was a test technique. Based on the results of the paired samples t-test, the significance value obtained was 0.000 < 0.05, which means that H₀ is rejected and Hₐ is accepted. It is concluded that the NHT (Numbered Heads Together) model has an impact on the IPAS subject in terms of the learning outcomes of fourth-grade students at SDN 054/VIII Sungai Keruh. Based on this study, the NHT (Numbered Heads Together) model can have a very positive influence on students' learning outcomes in IPAS.
The Influence of the Discovery Learning Model on Enhancing Motivation and Learning Outcomes in Natural and Social Sciences (IPAS) Among Students Hopipah, Ria; Sofyan, Hendra; Haryanto, Eddy
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.9750

Abstract

This research was motivated by the lack of learning motivation and low student achievement in the subject of Natural and Social Sciences (IPAS). The proposed solution to this issue is the use of the Discovery Learning model. This study aims to improve motivation and learning outcomes in IPAS through the application of the Discovery Learning model among fourth-grade students at SD Negeri 82/VI Rantau Limau Kapas. This research is a Classroom Action Research (CAR) study that employs both qualitative and quantitative methods. The study was conducted in two cycles. Data collection methods included documentation, learning outcomes, and observation. The instruments used in this study were observation records, learning outcome assessments, and documentation. The results indicate an improvement in learning outcomes by 9.79% based on the pretest and posttest in cycle I and an 11.79% increase in cycle II. Additionally, student motivation in learning IPAS reached 70% in cycle I and increased to 77% in cycle II, demonstrating that the Discovery Learning model is suitable for the subjects in this study. Based on these findings, it can be concluded that the application of Discovery Learning improves both learning outcomes and student motivation in fourth-grade students at SD Negeri 82/VI Rantau Limau Kapas.
Analisis Etnosains dalam Pembelajaran IPA di Madrasah Ibtidaiyah Kecamatan Pal Merah, Kecamatan Kota Baru, dan Kecamatan Telanai Pura Kota Jambi Maysarah; Nazurty; Haryanto, Eddy
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10136

Abstract

This study analyzes the effect of CTL learning model based on ethnoscience on critical thinking skills and science learning outcomes of elementary school students. Initial observations indicate that students' critical thinking skills still need to be improved, especially in articulating their ideas and understanding. With a quantitative approach, data were collected through standardized research instruments and analyzed statistically. The results of the analysis showed a significant difference between the experimental group taught by CTL model based on ethnoscience and the control group. The F count was 83.267 (p <0.05) for simultaneity between the two, 20.075 (p <0.05) for critical thinking, and 168.644 (p <0.05) for learning outcomes. Ethnoscience that connects traditional knowledge with modern science has been proven to play a strategic role in transforming learning. This approach allows students to construct knowledge by connecting academic concepts and cultural experiences, changing the learning model from conventional to constructivist that develops declarative and procedural knowledge. Learning experiences that are linked to cultural contexts create meaningful learning that enhances students' cognitive and metacognitive capacities. Ethnoscience not only bridges local wisdom and scientific knowledge, but also becomes a catalyst for the development of high-level thinking skills.
LISTENING AND SPEAKING IN THE EXTENSIVE ENGLISH COURSE: INSIGHTS FROM A POSTGRADUATE EFL CONTEXT Susanti, Aam Eka; Handayani, Reli; Haryanto, Eddy
Jurnal Ilmiah Bina Bahasa Vol 18 No 2 (2025): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/4h8r3r74

Abstract

This study aimed to understand the perspectives of graduate participants on the learning of listening and speaking skills during the Extensive English courses within the English Education Master’s Program at the University of Jambi. A qualitative descriptive method was employed, using brief, focused open-ended interviews with nine respondents after completing the course. Their responses were thematically analyzed to identify emerging perceptions, learning experiences, and factors that influenced the learning process both constructively and otherwise. The results indicate that participants thrive in supportive, motivating environments that foster interaction and communication. They valued the use of authentic learning materials—particularly videos, podcasts, and other digital resources—which enhanced motivation, confidence, active participation, and engagement. Constructive criticism was recognized as a motivational factor that encouraged language development and self-directed learning. However, some respondents suggested a better balance between material difficulty and time allocated to speaking practice. These findings indicate that while the provision of authentic materials and a supportive pedagogical approach contributed significantly to students’ improvement, the course’s greater strength lies in how these elements fostered learner autonomy and self-confidence—key factors in sustaining long-term oral communication development.
Co-Authors ahmad habibi Ali, Muhammad Raden Atri Widowati Bashir, Ashadi Charles Darwin Diningsih, Rina Duti Volya Duti Volya Dwi Oktalia Edi Suryadi, Edi Ekawarna Ekawarna Eli Susanti Firman Firman Hadiyanto Hadiyanto Hendra Sofyan Hopipah, Ria Indryani, Indryani ISTIQOMAH, LAILATUL Kiska, Nurul Delima Kurnia Saputri, Kurnia Lidiawati MASBIROROTNI - Maysarah Mochammad Imron Awalludin Mukhlash Abrar Nazurty Nazurty Nely Arif Nia Daniati Norawati, Rosinta Pahmi, Sahrul Rahayu, Sulathi Reli Handayani, Reli Resti, Meri Rosmiati Rosmiati Sofyan Sofyan Sofyan Sri Wachyuni Sulistiyo, Urip Sulistyo, Urif Susanti, Aam Eka Syifa, Putri WINDA TRISNAWATI Wulandari, Bunga Ayu Zalviardi, Sanca