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All Journal Jurnal Pendidikan dan Kewirausahaan Educational Dynamics: International Journal of Education and Social Sciences
Maria Anita Titu
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Education Social Sciences

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Pengaruh Kompetensi Guru terhadap Hasil Belajar Siswa Kelas XI di SMA Negeri I Adonara Barat Tahun Ajaran 2022/2023 Maria Anita Titu; Reinaldis Masi; Sirilus Karolus Keroponama Keban
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 11 No 1 (2023)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v11i1.655

Abstract

Abstract: This study aims to determine the effect of teacher competence on student learning outcomes in class XI SMA Negeri 1 Adonara Barat. The population and sample in this study amounted to 50 students. The data collection method in this study was a questionnaire or questionnaire. The data analysis technique used was simple linear regression analysis. Based on the results of data processing, the results obtained are tcount = 5,353 and ttable = 1.677 with Fcount = 28,660 greater than Ftable = 2.565 with a significance level of 0.000, less than α = 0.05. the conclusion that teacher competence has a significant influence on learning outcomes. This can be proven by the problems that exist in the research being answered. The hypothesis states that there is a significant influence between teacher competence on learning outcomes at SMA Negeri 1 Adonara Barat for the 2022/2023 academic year is accepted. And the determinant coefficient (Rsquare is 37.4% which means that the teacher's competence gives a proportion of 37.4% to learning outcomes. Keywords: Teacher Competence. Learning outcomes
Analyzing the Impact of Blended-Learning Implementation on Student Engagement and Achievement in Secondary Schools During Pandemic Recovery M.Isa; Maria Anita Titu; Olabode Adeyinka Ayoola
Educational Dynamics: International Journal of Education and Social Sciences Vol. 1 No. 1 (2024): January: Educational Dynamics: International Journal of Education and Social Sc
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i1.279

Abstract

This study examines the impact of blended learning on student engagement and academic achievement in secondary schools during the recovery phase of the pandemic. A quantitative research approach was employed, utilizing a comparative design to assess the differences between blended learning and conventional learning models. Data were collected through student engagement surveys and academic performance records from secondary school students exposed to both learning models. The results indicated that students in the blended learning model exhibited significantly higher levels of engagement across behavioral, emotional, and cognitive dimensions compared to those in the conventional model. Academic achievement was also notably higher in the blended learning group. Statistical analysis, including t-tests and linear regression, revealed a strong positive correlation between student engagement and academic performance. The study concluded that blended learning significantly enhances student involvement and performance, particularly when supported by adequate technological infrastructure and teacher preparedness. These findings suggest that blended learning should be integrated as a permanent strategy in post-pandemic education to support student success and engagement. The study also emphasizes the importance of continuous teacher training and technological support in maximizing the benefits of blended learning.
Co-Authors M.Isa Olabode Adeyinka Ayoola Reinaldis Masi Sirilus Karolus Keroponama Keban