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All Journal Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Wacana Akademika : Majalah Ilmiah Kependidikan JKTP: Jurnal Kajian Teknologi Pendidikan Al-Hayat: Journal of Islamic Education Edukasi Islami: Jurnal Pendidikan Islam JTP - Jurnal Teknologi Pendidikan Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran JPP (Jurnal Pendidikan dan Pembelajaran) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Journal La Sociale Journal of Research in Instructional Inovasi Kurikulum Jurnal Indonesia Sosial Teknologi JS (Jurnal Sekolah) Proceedings Series of Educational Studies Journal of Educational Technology Studies and Applied Research ETERNAL: English Teaching Journal
Made Duananda Kartika Degeng
Universitas Negeri Malang
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Ubiquitous Project-Based Learning Instructional Design in Islamic College Pradana, Mochamad Desta; Setyosari, Punaji; Ulfa, Saida; Degeng, Made Duananda Kartika
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The right learning strategy provides benefits in mastery of learning, allowing students to collaborate and interact in implementing and creating learning projects. Through Ubiquitous Project Based Learning (UPjBL), Instructional Design fully contributes to achieving optimal learning objectives for students. This study aims to develop UPjBL Learning Design and determine the feasibility of the results. The development method for education uses the ADDIE development model stages. The data collection technique uses an instrument in the form of a validation assessment sheet and a closed question instrument in the form of a five-point Likert scale. The development procedure is done by analysis, design, development, implementation and evaluation. The study found that the Ubiquitous Project Based Learning (UPjBL) learning design is valid and feasible. It is known that the product developed has a feasibility value of 4.5 which means that the product is included in the extraordinary category or is very possible to use in the learning process. The combination of Ubiquitous learning and Project-based learning has a UPjBL learning model based on the Constructivist approach. This approach emphasizes that the learning process is centred on students by constructing knowledge obtained contextually. The lecture program units and teaching materials for Information and Communication Technology with primary computer material are adjusted to the curriculum and characteristics of students.
The impact of the case-based learning model and learning motivation on learning outcomes Fahmi, Ahmad Ihfan Khalif; Degeng, Made Duananda Kartika; Soepriyanto, Yerry
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.612

Abstract

This study aims to explore the impact of implementing the case-based learning (CBL) model and student motivation on academic achievement in mathematics. The background of this research is the low interest and motivation of students in mathematics learning, which affects their academic performance. The research design uses an experimental method with a post-test approach. The subjects of the study consisted of 40 eighth-grade students from a junior high school, divided into experimental and control groups. The findings indicate that the application of the CBL model significantly improved students' learning outcomes compared to conventional learning, with a significance value of 0.000. On the other hand, students with high motivation showed better results than those with low motivation (significance value of 0.010). However, no significant interaction was found between the learning model and motivation in influencing learning outcomes. Based on these findings, it can be concluded that CBL is effective in improving mathematics learning outcomes, while motivation also plays an important role in students' academic achievement.
Learning Management System vs Conventional Assessment: Reviewing the Best Assessment for English subjects Priyeti, Shintia; Degeng, Made Duananda Kartika; Wedi, Agus
Journal La Sociale Vol. 6 No. 1 (2025): Journal La Sociale
Publisher : Borong Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journal-la-sociale.v6i1.1800

Abstract

Technological advances in education have encouraged innovation in learning assessment methods, including in English subjects. This article discusses the effectiveness of Learning Management System (LMS) versus conventional assessment in measuring students' English proficiency. Based on a systematic literature review of 15 journals, it explores the advantages and disadvantages of each method, such as speed of feedback, student engagement, and measurement accuracy. Results show that LMS-based assessments offer efficiency, interactivity and the ability to provide detailed data on student performance. However, challenges such as limited access to technology and lack of direct interaction are obstacles. In contrast, conventional assessments outperform in the aspects of social interaction and direct observation, although they are often slower and prone to subjective bias. This study concludes that the LMS has greater potential in improving English learning outcomes, but a combination of both approaches can be an optimal solution. The implications of this study provide insights for educators and policy makers in designing a more effective technology-based curriculum.
The Effect of Different Delivery Strategies And Locus Of Control On Procedural Learning Outcomes Triretnoningrum, Alfin Niken; Degeng, Made Duananda Kartika; Setyosari, Punaji
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 8, No 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v8i12025p026

Abstract

This study aims to explore the influence of delivery strategies on students' procedural learning outcomes on anecdotal text learning, with locus of control as the moderator variable. This study used a quasi-experimental method with a two-to-two factorial design and involved sixty-four students who were divided into two classes: experimental (using video media) and control (using textbooks). Data analysis was carried out using the Two-Way ANOVA technique. The results show that video-based learning strategies significantly improve student learning outcomes compared to textbooks. Students with internal control loci had higher average learning outcomes than students with external control locus, although the influence of the control locus was not statistically significant. In addition, no significant interaction was found between delivery strategies and control loci on learning outcomes. This study recommends the use of multimedia-based strategies to optimize learning outcomes, especially for procedural materials. These findings also provide practical insights to consider the characteristic factors of each student, such as the control locus, in choosing a more effective and relevant learning method. Abstrak Penelitian ini bertujuan untuk mengeksplorasi pengaruh strategi penyampaian terhadap hasil belajar prosedural siswa pada pembelajaran teks anekdot, dengan locus of control sebagai variabel moderator. Penelitian ini menggunakan metode kuasi-eksperimental dengan desain faktorial dua kali dua dan melibatkan enam puluh empat siswa yang dibagi menjadi dua kelas: eksperimental (menggunakan media video) dan kontrol (menggunakan buku ajar). Analisis data dilakukan dengan menggunakan teknik Two-Way ANOVA. Hasil penelitian menunjukkan bahwa strategi pembelajaran berbasis media video secara signifikan meningkatkan hasil belajar siswa dibandingkan dengan buku ajar. Siswa dengan lokus kontrol internal memiliki hasil belajar rata-rata yang lebih tinggi daripada siswa dengan lokus kontrol eksternal, meskipun pengaruh lokus kontrol tidak signifikan secara statistik. Selain itu, tidak ditemukan interaksi yang signifikan antara strategi penyampaian dan lokus kontrol pada hasil belajar. Penelitian ini merekomendasikan penggunaan strategi berbasis multimedia untuk mengoptimalkan hasil pembelajaran, terutama untuk materi prosedural. Temuan ini juga memberikan wawasan praktis untuk mempertimbangkan faktor karakteristik masing-masing siswa, seperti lokus kontrol, dalam memilih metode pembelajaran yang lebih efektif dan relevan.
Game-based Interactive Digital Module: Application to Announcement Materials in English Language Learning Husna, Arafah; Degeng, Made Duananda Kartika; Prihatmoko, Yulias
Journal of Educational Technology Studies and Applied Research Vol 1 No 3 (2025): April 2025
Publisher : PT. Inovasi Teknologi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70125/jetsar.v1i3y2025a26

Abstract

This study aims to develop a game-based interactive digital module that is effective in helping students understand the material “announcement” in English learning. The game-based approach is expected to increase student engagement, interest in learning, and understanding of concepts. The research method used is Research and Development (R&D) with the stages of needs analysis, module design, expert validation, field trials, and evaluation. The results showed that this module can increase students' active participation in learning and can facilitate them in understanding the material. The findings support the application of technology and game-based learning media as an innovative solution in language education.
Pengaruh Virtual Reality Artsteps Sebagai Media Pembelajaran Materi Zaman Batu Terhadap Hasil Belajar Siswa Kelas 7 SMP Roy Ferdinand; Degeng, Made Duananda Kartika; Wedi, Agus
Journal of Educational Technology Studies and Applied Research Vol 1 No 3 (2025): April 2025
Publisher : PT. Inovasi Teknologi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70125/jetsar.v1i3y2025a38

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Virtual Reality Artsteps terhadap hasil belajar siswa. Metode yang digunakan pada penelitian ini menggunakan Quasi Eksperimental menggunakan desain penelitian Non – Equivalent Posttest Only Control Grup. Penelitian ini dilaksanakan di Sekolah Menengah Pertama pada kelas VII mata pelajaran IPS materi zaman batu. Sampel penelitian kelas eksperimen sejumlah 58 siswa menggunakan media virtual reality artsteps, sedangkan kelas kontrol sejumlah 58 siswa yang menggunakan media konvensional berupa video pembelajaran youtube. Pelaksanaan penelitian ini dilaksanakan selama sekali pertemuan, dengan siswa mengisi posttest setelah implementasi materi menggunakan kedua media. Pengujian dilakukan menggunakan uji independent sample t-test. Dari penelitian ini diperoleh hasil bahwa media Virtual Reality Artsteps memiliki pengaruh signifikan terhadap hasil belajar siswa, dengan nilai signifikansi 0,001 (< 0,005). Hasil belajar kelas yang diberikan media virtual reality lebih baik daripada kelas yang hanya diberikan media konvensional berupa video pembelajaran.
A LITERATURE REVIEW: IMPLEMENTASI METODE PEER-TUTORING DALAM PEMBELAJARAN BAHASA INGGRIS Leihitu, Sharly Prisca Maria; Degeng, Made Duananda Kartika; Wedi, Agus
JS (JURNAL SEKOLAH) Vol. 9 No. 3 (2025): JUNI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/js.v9i3.66344

Abstract

Abstrak: Penelitian ini merupakan tinjauan pustaka mengenai implementasi metode peer tutoring dalam pembelajaran bahasa Inggris. Peer tutoring merupakan strategi pembelajaran yang melibatkan interaksi antara sesama siswa, di mana satu siswa berperan sebagai tutor bagi siswa lainnya. Metode ini telah terbukti efektif dalam meningkatkan berbagai keterampilan berbahasa, seperti berbicara (speaking), mendengarkan (listening), membaca (reading), dan menulis (writing). Selain itu, penerapan peer tutoring juga berdampak positif terhadap motivasi belajar, kepercayaan diri, serta pengembangan karakter sosial siswa. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan menganalisis sepuluh jurnal akademik yang membahas efektivitas peer tutoring dalam pembelajaran bahasa Inggris. Hasil analisis menunjukkan bahwa metode ini mampu menciptakan lingkungan belajar yang lebih interaktif dan kolaboratif, sehingga meningkatkan hasil pembelajaran secara signifikan. Namun, beberapa tantangan dalam implementasi peer tutoring, seperti kesulitan komunikasi, manajemen waktu, dan kurangnya keterampilan mengajar dari tutor sebaya, juga diidentifikasi dalam penelitian ini. Oleh karena itu, diperlukan persiapan yang matang, termasuk pelatihan bagi tutor sebaya, agar metode ini dapat diterapkan secara optimal. Dengan demikian, peer tutoring merupakan pendekatan yang efektif untuk meningkatkan kualitas pembelajaran bahasa Inggris, dengan catatan bahwa tantangan yang ada dapat diatasi melalui strategi pendukung yang tepat. Kata Kunci: Pembelajaran Bahasa Inggris, tinjauan pustaka, keterampilan berbahasa, motivasi belajar
Exploring the Impact of Virtual Reality and Learning Styles on Student Outcomes: Insights into Synergistic Effects and Academic Success Degeng, Made Duananda Kartika; Triretnoningrum, Alfin Niken
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.54532

Abstract

This study explored the interactive effect between virtual reality-based learning media and student learning styles on student learning outcomes. Although the use of virtual reality (VR) in education is increasingly widespread, research has yet to thoroughly examine how VR-based learning media interact with students’ individual learning styles to influence learning outcomes. VR has demonstrated potential in boosting student engagement and comprehension, especially in subjects rich in content such as learning for type of field of Fact. However, there remains limited understanding of how learners with visual, auditory, and kinesthetic preferences respond uniquely to immersive learning experiences. A quasi-experimental factorial design (2×2) was employed in the study. Participants were divided into two groups that carried out the learning process using VR and video. The results of the study showed that the group learned using VR significantly improved their learning outcomes compared to video. Mixed learning styles students in experiment groups achieved higher average learning outcomes than students with visual or auditory learning styles. Meanwhile, a group of students with auditory learning styles performed better than both visual and mixed learning styles in control group. Furthermore, this research found an interactive effect that significantly affected the connection between instructional media and learning styles in relation to student learning outcomes. As the main purpose of holding why this research was conduct, it is recommended for teachers not to use VR just like that, but must first ensure that students' learning styles are indeed suitable for learning using this media.
Correlation of Learning Systems with Student Engagement and Learning Outcomes Pradana, Mochamad Desta; Setyosari, Punaji; Ulfa, Saida; Degeng, Made Duananda Kartika
Al-Hayat: Journal of Islamic Education Vol 8 No 1 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i1.518

Abstract

Ubiquitous Project Based Learning (UPBL) offers learning opportunities that are not limited by time and place, adapts to students' level of mastery, and creates learning communities where students can engage with each other while working on learning projects. UPBL actively contributes to achieving learning goals as best as possible. This research aims to determine the relationship between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) with student involvement and to choose the relationship with learning outcomes. This research uses a one-group pretest-posttest design. The parametric statistical test analysis technique of Pearson product-moment correlation was used to calculate the research data findings. The output of data calculations using SPSS is correlation data between Ubiquitous Project Based Learning (UPBL) and Self-Regulated Learning (SRL) students with student involvement and learning outcomes which is known to indicate a significant relationship between UPBL and SRL students, with student involvement and learning outcomes. , which is 0.000 and 0.005, which is smaller than the value of 0.05, it can be concluded that there is a significant relationship between UPBL and SRL students with student engagement and learning outcomes. The research results show that UPBL is substantially related to SRL regarding student engagement and learning outcomes.
Pengaruh Delivery Strategy yang Berbeda Terhadap Hasil Belajar Pengetahuan Prosedural Nabilah Riauwati, May Rahmi; Degeng, Made Duananda Kartika; Aulia, Fikri
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 8 No 1 (2024): Mei 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

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Abstract

This study aims to investigate the impact of different delivery strategies on students' learning outcomes, particularly in procedural knowledge in the subject of Bahasa Indonesia for the 11th grade DKV students at SMK Negeri 7 Jember. The research design utilized was a quasi-experiment with a nonequivalent control group pretest-posttest design. The population comprised all 11th-grade DKV classes at SMK Negeri 7 Jember, totaling four classes. Purposive sampling was employed to select XI DKV 1 as the experimental group and XI DKV 2 as the control group. Data were collected through pretests and posttests administered to both groups at the end of the study to obtain students' learning outcomes. Data analysis was conducted using Independent Sample T-Test, revealing a significant influence of different delivery strategies on procedural knowledge learning outcomes in Bahasa Indonesia between the control and experimental groups, as indicated by Sig. (2-tailed) value of 0.000 < 0.05.
Co-Authors Agus Salim Agus Wedi Amat Mukhadis Andika Bagus Nur Rahma Putra, Andika Bagus Nur Rahma Arafah Husna Azman, Muhammad Khairul Citra Kurniawan Darwisy, Ivanka Harits Dedi Kuswandi Erly Lumban Gaol Fahmi, Ahmad Ihfan Khalif Faizah, Intan Fathurrosi Fikri Aulia Habiddin Henry Praherdhiono I Nyoman S Degeng, I Nyoman S I Nyoman Sudana Degeng Janah, Nadya Miftaqul Leihitu, Sharly Prisca Maria Mochamad Desta Pradana Nabilah Riauwati, May Rahmi Nur Halimah Nurlaeli Fitriah Nurul Ulfatin Oktaviani Adhi Suciptaningsih Pradana, Mochamad Desta Priyeti, Shintia Pujianto, Wahyu Hadi Punaji Setyosari Reno Nurdiyanto Roy Ferdinand Saida Ulfa Saputra, Mokhamad Dwi Agung Setiasih, Muhti Setiowati, Theresa Dewi Setyo Ajie Wibowo Surjani Wonorahardjo Tee, Tze Kiong Triretnoningrum, Alfin Niken Tuwoso Ulfa , Saidah Wibowo, Setyo Ajie Widowati, Lusy Ayu Yeni Yusella Yerry Soepriyanto Yulianto, Muhamad Fahmi Yulias Prihatmoko Zahid Zufar At Thaariq Zainul Abidin