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Baso Intang Sappaile, Baso Intang

Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Balitbang Kemendikbud

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The Impact of Dependence on Gadgets on Student Concentration and Academic Performance Sappaile, Baso Intang
Journal Emerging Technologies in Education Vol. 2 No. 2 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i2.1063

Background:One impact that can disrupt students' concentration in studying is gadget dependence. This dependency can have an impact on students' academic achievement, such as decreasing test scores and poor learning quality and achievement. Therefore, schools must better monitor students' use of gadgets during lessons at school and notify students' parents or guardians to supervise or limit students' use of gadgets at home. Research purposes:This research was conducted with the aim of understanding the relationship between the impact of dependence on gadgets on students' learning concentration and academic performance, as well as the extent of the impact of dependence on gadgets on students. Method:The method used in this research is a quantitative method.This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From this research, researchers were able to obtain research results on the impact of dependence on gadgets on students' learning concentration and academic performance, which can indeed have a very big influence on students' focus in learning. However, if the use of gadgets can be utilized properly, the resulting negative impact on students' concentration and academic performance will be less. Conclusion:Based on the results of this research, it can be concluded that the impact of dependence on gadgets, if used frequently, will have an impact on students' learning concentration. By decreasing student concentration in learning, it can result in fatalities such as decreasing the level of student achievement itself. Therefore, supervision is needed, especially by parents, so that students at home do not always play or use gadgets all the time.

Factors Influencing Intention to Use Mobile Learning: A Quantitative Study in Higher Education Sappaile, Baso Intang; Sukoco, Hendro
Scientechno: Journal of Science and Technology Vol. 3 No. 1 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/scientechno.v3i1.1047

In this modern era, the use of technology is increasingly widespread among students at universities. One of them is the increasing use of mobile technology in learning, showing the importance of understanding the factors that influence the intention to use mobile learning among students. The aim of this research is to determine and analyze the factors that influence the intention to use mobile learning among college students. Apart from that, it is also to find out the relationship between the variables studied. This research method uses a quantitative method with a questionnaire as a data collection instrument. The research sample consisted of students at universities who used mobile learning in the learning process. The results of this research indicate that there are several factors that influence the intention to use mobile learning in higher education, including ease of use, perceived benefits, perceptions of usefulness, and social factors. These variables make a significant contribution to the intention to use mobile learning among students. The conclusion of this study confirms that factors such as ease of use, perceived usefulness, perception of usefulness, and social factors play an important role in forming intentions to use mobile learning in higher education environments. The implication of this research is the importance of integrating these factors in the development of effective learning strategies using mobile technology to increase student participation and performance in higher learning. The limitation of this research is that the researcher did not directly conduct research at universities, but by distributing questionnaires to students at universities.

The Impact of Gamification Learning on Student Motivation in Elementary School Learning Sappaile, Baso Intang
Scientechno: Journal of Science and Technology Vol. 3 No. 2 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/scientechno.v3i2.1050

Lately, many students have found a lack of motivation in learning in elementary schools. This can be caused by a lack of methods or use of technology that can attract students' attention so they are motivated to learn. Student motivation is a key factor in successful learning in elementary schools. However, one often finds it challenging to maintain high levels of motivation among students. For this reason, a gamification approach, which uses game elements in learning, has attracted attention as a way to increase student motivation. This research aims to determine the impact of gamified learning on student motivation in learning in elementary schools. The focus is to find out whether the use of game elements in learning can increase student motivation. This research uses a quantitative approach with a preposttest-posttest experimental design. Data was collected through questionnaires that measured students' motivation levels before and after the intervention. The research results show that gamified learning has a positive impact on student motivation in elementary schools. Students who engaged in learning with gamification elements showed greater increases in their motivation levels compared to students who received conventional learning. Factors such as challenge, reward, and self-recognition in the context of play help increase student interest and engagement in learning. The conclusion of this research explains that gamified learning can be an effective tool for increasing student motivation in elementary schools. The integration of game elements such as points, levels, and challenges in learning can increase student interest, engagement, and overall motivation. These findings provide an important contribution to the development of more innovative and effective learning strategies in the future.

Teachers Pedagogical Competence in Terms of Supervisors Academic Supervision and Teaching Experience Sappaile, Baso Intang; Abeng, Andi Tenri; Nuridayanti, Nuridayanti
Journal International of Lingua and Technology Vol. 2 No. 3 (2023)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v2i3.467

" This study aims to determine the pedagogical competence of teachers in terms of supervisors' academic supervision and teachers' teaching experience. This type of research is ex post facto which consists of two independent variables, namely supervisor academic supervision (X1) and teacher teaching experience (X2) and one dependent variable, namely teacher pedagogical competence (Y). The study population was all private junior high school teachers in Binamu District, Jeneponto Regency. Class random sampling and the number of samples used Slovin. Data collection techniques are divided into two, namely questionnaires for variables X1 and X2 and tests for variable (Y). The results of the study found that: 1) teachers' pedagogical competence is influenced by supervisors' academic supervision and teachers' teaching experience, both jointly and partially.

Teaching through Flipping Classrooms a new innovation at Higher Education in Indonesia Sappaile, Baso Intang; Siminto, Siminto; Sefrizal, Levy; Tarigan, Jenheri Rejeki; Roswati, Roswati; Sabur, Fatmawati
Journal International of Lingua and Technology Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i2.677

Education in Indonesian tertiary institutions has recently been negotiating with him that there is a problem that arises in learning in the form of less effective classroom learning, because the time between teaching materials is not balanced and in delivering material it is too monotonous and boring because the The material being taught is in the form of lectures so that with this students will feel sleepy and not enthusiastic in learning. Therefore, learning with conventional methods such as listening to lectures in class tends to make students passive and ultimately makes teaching and learning activities unpleasant and boring. So the effort that must be made for this problem is how to overcome it. One of the newest innovative learning models based on learning videos and is believed to be a solution to this problem is teaching through a flipped classroom for new innovations in universities in Indonesia. This lesson guides students to study independently, with the help of videos they can study before going to class, so that by coming to class they will only do class activities that focus more on discussion activities and asking questions. Therefore this study aims to create students who are more active in discussing in class so that the discussion only discusses material that has been studied at home. So as to create a class atmosphere that is not quiet and creates active and enthusiastic students in learning. The existence of a learning model in the form of a Flipped Classroom will make it easier for lecturers and students in class activities, and this Flipped Classroom can be applied in Universities in Indonesia. The method used in this research is a quantitative method. The data obtained in this study is through the distribution of questionnaires containing statements. The questionnaire was created via Google Form. The results of this study explain that teaching through Flipped Classroom provides positive benefits in learning, becomes a solution in solving problems, and encourages student enthusiasm and will create local activity so that collaboration between individuals is created, and motivates the birth of new ideas. The conclusion of this study explains that teaching through Flipped Classroom can change a person to think more creatively, increase the ability and skills to create new things that are more creative, create an interesting learning environment, and build good communication between individuals. The limitations of this study are that researchers only conduct research at the tertiary level which basically can think more critically to deal with new things.

THE ROLE OF CREATIVE AND INNOVATIVE EDUCATION MANAGEMENT IN IMPROVING THE QUALITY OF LEARNING Loso Judijanto; Zoni, Lapas; Sappaile, Baso Intang
International Journal of Teaching and Learning Vol. 2 No. 8 (2024): AUGUST
Publisher : Adisam Publisher

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

Creative and innovative educational management can help overcome the challenges faced by teachers in carrying out their duties. With a clear framework, teachers can have a guide that can help them organize their workload, plan learning, and cope with changes in policy and curriculum. Effective educational management can also provide the support, training, and supervision needed for teachers to continue to develop themselves and improve the quality of their teaching. The quality of learning is centered on the teacher's ability during the learning process in the classroom. Teachers are required to have the ability to plan learning, in the learning process, and in evaluating learning. When educators put forth the proper effort in imparting knowledge in accordance with the character traits of their students and the constraints of their teaching time, their attempts to apply teacher innovation and creativity management to enhance the quality of learning can succeed. Enhancing the quality of learning is largely dependent on creative and inventive educational management through innovation in the development of educational multimedia, the role of the principal in integrated quality management, the development of creative and innovative learning media, and the management of facilities and infrastructure.

Kontribusi Keyakinan Diri dan Kecemasan Matematika Terhadap Prestasi Belajar Matematika Siswa SMP Talib, Ahmad; Sappaile, Baso Intang; Zaki, Ahmad
Seminar Nasional Pengabdian Kepada Masyarakat SEMINAR NASIONAL 2024:PROSIDING EDISI 7
Publisher : Seminar Nasional Pengabdian Kepada Masyarakat

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

Tujuan penelitian ini untuk mengetahui seberapa besar kontribusi keyakinan diri, dan kecemasan matematika terhadap prestasi belajar matematika siswa. Jenis penelitian adalah ex-post facto. Populasi penelitian adalah seluruh siswa kelas VIII SMPN 6 Moncongloe, jumlah sampel yang digunakan sebanyak seratus siswa. Teknik penentuan sampel dilakukan dengan systematic proporsional random sampling. Instrumen yang digunakan adalah angket keyakinan diri dan angket kecemasan matematika. Teknik analisis data yang digunakan adalah analisis data statistika deskriptif dan statistika inferensial dengan menggunakan analisis jalur, analisis ini digunakan untuk mencari pengaruh secara langsung variabel bebas terhadap variabel terikat. (1) Hasil analisis data menggunakan statistik deskriptif, menunjukan bahwa nilai rata-rata keyakinan diri adalah 56,45 berada pada kategori sedang, nilai rata-rata kecemasan matematika adalah 65,32 juga berada pada kategori sedang, dan nilai rata-rata prestasi belajar matematika adalah 77,40 berada pada kategori tinggi, (2) Hasil analisis data secara inferensial menunjukan bahwa keyakinan diri berpengaruh positif signifikan secara langsung terhadap prestasi belajar matematika siswa, dan (3) Hasil analisis data secara inferensial menunjukan bahwa kecemasan berpengaruh negatif signifikan secara langsung terhadap prestasi belajar matematika siswa.

Educational Applications to Improve Cognitive Development in Early Children: A Review of Educational Psychology Sappaile, Baso Intang; Damayanti, Damayanti; Jumiyah, Rahmi; Fernandez, Fransisca Debby Christine; Chusyairi, Kholil
World Psychology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v3i3.715

Educational applications for early childhood (PAUD) are very important for growing children's cognitive abilities. Cognitive development in early childhood develops quickly and dynamically and can be influenced by many factors, such as the environment, opportunities and their own cognitive style. This research was conducted with the aim of creating educational applications that can improve the cognitive abilities of young children through various fun educational activities. Apart from that, this educational application also aims to improve creative abilities, remember and recognize the environment around them, recognize the concepts of numbers, letters, colors, and solve problems, as well as the ability to develop other cognitive abilities. The method used by researchers in researching Educational Applications to Improve Cognitive Development in Early Childhood: A Review of Educational Psychology is to use a quantitative method. The data obtained by researchers was obtained from the results of distributing questionnaires. The distribution of questionnaires carried out by researchers was carried out online using Google From software. Then the results of the data acquisition will also be tested again using the SPSS application. The results of research on educational applications to improve the cognitive development of early childhood can show several things related to educational psychology, such as, experience-based learning methods can encourage children's creativity. From this research, researchers can conclude that educational applications to improve cognitive development in early childhood are very effective for use in the learning process. With the various educational applications used in learning, it is able to create a fun learning process and can provide new experiences to young children.

A Comparison of John Dewey and E. D. Hirsch's Thoughts on Determining Quality Educational Goals Darmawati.R; Prayitno, Mustofa Aji; Solehuddin, Moh.; Sappaile, Baso Intang; Cahyono, Didik
COMPETITIVE: Journal of Education Vol. 2 No. 3 (2023): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v2i3.35

This paper explores the views of John Dewey and E. D. Hirsch on determining quality educational goals, and compares the similarities and differences between their approaches. The main objective of this research is to provide a comprehensive understanding of the two prominent educational theorists and their ideas on quality educational goals, and to examine how their approaches differ and overlap. To achieve this objective, the research methodology adopted in this study is a comparative analysis of the two thinkers' views on education. The study begins with a thorough review of the literature on the educational theories of Dewey and Hirsch, followed by a comparative analysis of their approaches. The comparative analysis includes an examination of their perspectives on curriculum development, experiential learning, cultural literacy, and knowledge-based education. The data collected from the literature review and comparative analysis is then synthesized to develop a comprehensive understanding of the similarities and differences between Dewey and Hirsch's approaches to determining quality educational goals. The findings of this research suggest that while Dewey and Hirsch's approaches differ in their emphasis on experiential learning versus cultural literacy, they share a common goal of providing a quality education that prepares students for active and engaged citizenship. Additionally, both Dewey and Hirsch emphasize the importance of effective curriculum development and individualized learning. Education policymakers and practitioners can draw on the insights provided by this research to develop a holistic approach to education that incorporates the strengths of both Dewey and Hirsch's perspectives.

Pengembangan Instrumen Penilaian Pelayanan Laboratorium IPA di SMP Negeri 20 Sinjai Sappaile, Baso Intang
Seminar Nasional LP2M UNM SEMINAR NASIONAL 2024 : PROSIDING EDISI 5
Publisher : Seminar Nasional LP2M UNM

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

Abstrak. Penelitian ini merupakan jenis penelitian pengembangan dengan tujuan mengembangkan instrumen penilaian pelayanan laboratorium IPA SMP yang valid dan reliabel. Subjek penelitian adalah semua guru dan pegawai yang terlibat dalam layanan laboratorium SMP Negeri 20 Kabupaten Sinjai. Objek penelitian adalah semua butir-butir layanan laboratorium IPA yang didasarkan kisi-kisi instrumen. Instrumen yang dikembangkan dalam bentuk skala yang disusun berdasarkan teori kualitas layanan dalam bidang pendidikan yang terdiri dari 5 (lima) dimensi pelayanan yaitu 1) reliabilitas (reliability), 2) daya tanggap (responsiveness), 3) jaminan (assurance), 4) empati (empathy), dan 5) bukti fisik (tangibles). Jumlah butir yang disusun pada instrumen awal sebanyak 30 butir. Teknik analisis data yang digunakan untuk menentukan validitas secara teoretik adalah Gregrory, teknik analisis data yang akan digunakan untuk menentukan valid secara empirik adalah validitas internal dengan menggunakan korelasi product moment, dan teknik analisis data yang digunakan untuk menentukan reliabilitas digunakan rumus Alpa Crombach. Hasil akhir dari instrumen yang dikembangkan terdapat 25 butir valid secara teoretik atau konsisten berada pada konstruk yang telah ditentukan. Hasil reliabilitas menunjukkan bahwa instrumen yang dikembangkan telah reliabel. Dengan demikian, instrumen yang dikembangkan dinyatakan telah valid dan reliabel. Kata Kunci: Instrumen, Pelayanan Laboratorium, Validitas, Reliabilitas

Co-Authors A.A. Ketut Agung Cahyawan W Abeng, Andi Tenri Affandi, Lukman Afif Alfiyanto Afriani, Gusma Ahmad Afandi Ahmad Amarullah, Ahmad Ahmad Fahrudin Ahmad Talib Ahmad Zaki Ahmad, Khawaritzmi Abdallah Ahmadin Ahmadin Al Haddar, Gamar Al Mufida, Asita Amalia, Avida Fitri Andika, Alek Anshoriyah, Sofiyatul Arisandi, Duddy Asdar Asdar Aswan, Dara Mutiara Aulia, Fitrah Ayi Abdurahman BR, Wahyudi Budi Utami cahyono, didik Cale, Woolnough Chandra Halim Chusyairi, Kholil Dahoklory, Franklin Stevan Damayanti Damayanti Darmawati.R Dewanto Dewanto Dhaksietsatsura, Virzha Aulianna Dina Ediana, Dina Dina Mayadiana Suwarma Djaman, Nurwati DWI SURYANTO Ediaman Sitepu Eka Olivia Dewi Eka Selvi Handayani, Eka Selvi Fachry Abda El Rahman Fajriana, Fajriana Farlina, Baiq Fina Fatmawati Sabur Fernandez, Fransisca Debby Christine Fredrik Warwer Galuh Hartinah Gamar Al Haddar, Gamar Al Gugat, Rudy Max Damara Guilin, Xie Gusti Marliani Hadi Prayitno Hamzah Upu Hardianty, Sri Hartin Kurniawati Hayati, Auliya Aenul Hendra Nusa Putra Hendra Sudarso Hendrik Hendrik Hilya Wildana Sofia Husriani Husain Ika Rahayu Satyaninrum Ilham Minggi Ishak, Suryadi Ismail, Nur Ikhsan Iwan Suhardi Jaya, Rahmat Jenal Abidin, Jenal Jenheri, Jenheri Judijanto, Loso Jumiyah, Rahmi Kadir, Dalimawaty Kathryn, Morse Khaeruddin, Faizah Kirom, Ahmad Lasino J.W. Putro Lengam, Rino Lindawati Lindawati Liza Husnita Loso Judijanto Mahmudah, Laila Manuhutu, Abraham Mardiati Mardiati Mardiati Mardiati Mardikawati, Budi MARIA BINTANG Marito, Winanda Marlina Marlina Mattoliang, Lisnasari Andi Merakati, Indah Meriyati Meriyati Mia Aina Mila Karmila Moeis, Dikwan Mokay, Meggy Merlin Mubarok, Ahmad Shofi Muhajir Muhajir, Muhajir Muhammad Yusup MULYADI Musa Hefer Smas Mustajab, Wahyu Mustofa Mustofa Mutmainna, Diati Nampira, Ardi Azhar Nasrullah Nasrullah NETTI KARIANI MENDOFA Nisak, Sayida Khoiratun Noka, Isara Abda Nove, Albertus Hengka Nur Aida, Nur Nur Fajrin Maulana Yusuf Nur, Mulyadi Nuridayanti, Nuridayanti panglipur, indah rahayu Pemu, Nasrullah Pinanta, Raden Roro Maya Candra Poncowati, Srikandi Dwi Prayitno, Mustofa Aji Priyatno, Slamet Eko Putri, Desfita Eka Rachman, Reza Saeful Rahmani, Anggi Rais, Rinovian Ramli, Akhmad Ridwan Riyanti, Apriani Rosidah Rosidah Roswati, Roswati Rukimin Rukimin, Rukimin Sa'diyah, Sa'diyah Safitri, Izza Saifullah Saifullah Samputri, Salma Santosa, Tomi Apra Saputri, Dwi Yuniasih Sari, Arum Fandan Sari, Liani Sefrizal, Levy Sembiring, Darmawanta Siminto Siminto, Siminto Sinaga, Nenni Triana Singgih Prastawa Siti Aisyah Solehuddin , Moh. Solehuddin, Moh. Sudiyarti Sudiyarti Sujarot, Sujarot Sumanik, Ermi Dikta Supendi, Dede Suryati Suryati Suryono, Wiwid Sutarto Sutarto Syahrul , Syahrul Syahrul Syahrul Tambunan, Novidawaty Tarigan, Jenheri Rejeki Taryana Taryana, Taryana Ta’Ifah, Ta’Ifah Triyanto Pristiwaluyo Tuamely, Julita Unpris Yastanti, Unpris Usman Mulbar Vandan Wiliyanti Veronika Asri Tandirerung Wahyu Nugroho Wahyudin, Mokhammad Waliulu, Yuniar Sakinah Wardani, Happy Kusuma Widianingsih, Betti Winiasri, Linda Wiranti Kusuma Hapsari Xavier, Murphy Xu, Shanshan Yana, Medi Yasriuddin, Yasriuddin Yuanyuan Wang, Yuanyuan Yuliyanti yuliyanti Yusem Ba’ru Z, Muhammad Hidayat Zoni, Lapas Zoraida, Masli Nur cahya Zou, Guijiao

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