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All Journal IJORER : International Journal of Recent Educational Research
Fajar Arianto
Universitas Negeri Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Development of Direct and Asyncronous Online Learning Models to Improve Student Learning Outcomes During Study From Home the COVID-19 Pandemic ‪Bachtiar Syaiful Bachri; Andi Mariono; Fajar Arianto
IJORER : International Journal of Recent Educational Research Vol. 3 No. 5 (2022): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i5.246

Abstract

The development of learning needs is increasing as the demand for competency improvement is not only oriented to mastery of the material but also to more complex competencies, namely holistic knowledge, attitudes and skills. At this time the world is being hit by a pandemic due to Covid-19 which hinders direct interaction in learning as usual. So that learning requires the use of communication and information technology (ICT) through learning in the network (online). Through this research, it will be studied to determine the right formula in the selection and use of the synchronous and asynchronous models. This research was conducted using a development research approach with the ADDIE model. conducted at the Educational Technology Study Program, Faculty of Education, State University of Surabaya in the period May – November 2021. The acquisition of learning outcomes in sychronous learning is better than asynchronous. The results of the analysis can be concluded that there is a difference in learning outcomes between the two models, asynchronous and synchronous.
How Thinking Routines Enhance Critical Thinking of Elementary Students Mala Rejeki Manurung; Siti Masitoh; Fajar Arianto
IJORER : International Journal of Recent Educational Research Vol. 3 No. 6 (2022): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i6.260

Abstract

Learning English as a foreign language within a primary school in Indonesia tends to be teacher-centered and focuses on the single correct answer. The demands of tests and covering textbook materials for tests prevent students from becoming active thinkers. Specific strategies have been proposed to promote critical thinking skills. Previous studies focused on applying thinking routines either in early childhood or higher education. This study examines the effect of thinking routines on sixth-grade elementary school students' critical thinking ability within an English lesson. The quasi-experimental research was conducted with 64 students divided into a control group (N=32) and an experimental group (N=32) at two different schools. This research was conducted online due to the COVID-19 pandemic. The data is analyzed statistically using the Mann-Whitney U Test. Critical thinking ability tests and observation sheets were used as data collection tools. The results reveal that thinking routines significantly improved sixth-grade students' critical thinking skills. The result suggests using thinking routines in teaching and learning to support students thinking from different points of view.
Whole Brain Teaching and Multi-Sensory Environments on Cognitive Science Development: Moderated by Children's Learning Preferences Choirun Nisak Aulina; Siti Masitoh; Fajar Arianto
IJORER : International Journal of Recent Educational Research Vol. 5 No. 4 (2024): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i4.624

Abstract

Objective: This study aims to determine the impact of whole-brain learning and a multi-sensory environment on developing cognitive abilities in early childhood. Method: This research method uses a quantitative, quasi-experimental approach. The State University of Malang Laboratory Kindergarten's classes B and C served as the population for this study. The sample was determined by purposive sampling, so there were 60 children. We carried out the data collection process in this study using observation and closed interviews. We conducted observations to evaluate children's cognitive science abilities, encompassing information processing, intelligence, reasoning, language development, and memory. We used closed-ended interviews to measure the children's visual, audio, and kinesthetic learning styles. We processed the data using the SPSS 17.0 program, which included a validity test to determine the product moment, a reliability test with alpha Cronbach, a normality test with Kolmogorov-Smirnov, a homogeneity test with the Levene test, and hypothesis testing to test a two-way ANOVA. Results show a positive relationship between cognitive science development and learning preferences in children's learning styles, whether visual, audio, or kinesthetic. Novelty: This research can improve children's effective recall of information and open opportunities for more inclusive and adaptive learning according to each child's cognitive needs. Therefore, further research in this area has the potential to shape educational practices that are more effective in recognizing the development of cognitive science in children's learning.
The Effect of Educational Background on Preparation of Lesson Planning in Project-Based Blended Learning Chornia Putrantasa; Siti Masitoh; Andi Mariono; Fajar Arianto; Shahrin bin Hashim
IJORER : International Journal of Recent Educational Research Vol. 5 No. 6 (2024): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i6.693

Abstract

Objective: This study aims to analyze the effect of educational background on preparing learning plans in project-based blended learning. Method: The study used a quantitative research method with an experimental research type. The research subjects were 40 teachers, 20 teachers with particular education backgrounds, and 20 teachers not from special education. The data collection technique used a questionnaire to review the educational background. Data analysis used a homogeneity test, normality test, and hypothesis test. Results: Based on the research results, the research data is homogeneous and statistically normally distributed. The results of hypothesis testing show an influence of educational background on the preparation of lesson planning in project-based blended learning statistically. Further research can examine and research the influence of teacher education background in other fields of education, from early school to college. Novelty: This educational background is fundamental because this is where the ability or insight related to the teacher's competence can be reviewed. It is hoped that it is appropriate and the same as the field of education being taught, mainly so that there are no obstacles in the learning or teaching process.
Co-Authors Andi Mariono Choirun Nisak Aulina Chornia Putrantasa Mala Rejeki Manurung Shahrin bin Hashim Siti Masitoh ‪Bachtiar Syaiful Bachri