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All Journal Jurnal Ilmiah WUNY Jurnal Pendidikan Usia Dini Jurnal Analis Kesehatan Halaman Olahraga Nusantara : Jurnal Ilmu Keolahragaan International Journal of Community Service Learning Jurnal Kreativitas PKM Unnes Journal of Public Health AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi Saksama: Jurnal Sastra Jurnal Pengabdian Masyarakat Bangsa Jurnal Pengabdian Masyarakat Assyfa Journal of Multidisciplinary Education
Sri Nuraini, Sri
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Journal : Assyfa Journal of Multidisciplinary Education

 1 
How "influence" do media, facilities, and learning interests influence students' economic learning outcomes? Nursaid, Nursaid; Nuraini, Sri; Novitasari, Dwi Rizki
Assyfa Journal of Multidisciplinary Education Vol. 1 No. 1 (2023): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v1i1.350

Abstract

Providing ample facilities encourages active student participation and enhances learning outcomes. Evaluating the adequacy of educational resources is crucial for maximizing student achievement. Student performance is influenced by available resources and other factors, including family economics, peer influence, and societal factors. Adequate facilities are linked to higher academic achievement, while their lack can impede learning and reduce student performance. This research employs a quantitative methodology to analyze the impact of media usage, facilities, and student learning interests on their motivation and outcomes in economics. Data was collected from primary and secondary sources, involving a sample of 124 participants, including 31 class XI students from a private high school in East Java. Results indicate a positive relationship between media usage and learning facilities with learning motivation. However, there is no significant relationship between Learning Interest and Learning Motivation nor a direct relationship between media, facilities, and learning outcomes. A unidirectional relationship exists between learning interest, motivation, and outcomes. Additionally, a significant correlation is found between students' learning preferences and exposure to learning media, whereas facilities do not show a positive correlation with academic interests.
Bridging Theory and Practice: Implementation of Audio-Visual Media in Physical Education Classes Nuraini, Sri; Mas’odi, Mas’odi
Assyfa Journal of Multidisciplinary Education Vol. 1 No. 1 (2023): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v1i1.528

Abstract

This research focuses on efforts to bridge the gap between physical education theory and teaching practice by implementing audio-visual media in the classroom. This study is a systematic literature review that evaluates the effectiveness of using audio-visual media in physical education teaching from 2020 to 2024. The theories bridged include visual learning theory and learning motivation theory, which are integrated into teaching practice through instructional videos, animations, and multimedia presentations. This research examined 21 studies involving secondary school students from various regions and countries, with a total of 1789 students participating. The study results show that using audio-visual media in physical education can significantly increase student motivation and involvement. However, implementing this media still faces various challenges, such as teachers' lack of understanding of technology, limited access to audio-visual devices, and inadequate training. To address this, the research recommends increasing specific teacher training on using audio-visual media, providing more comprehensive access to such technology, and supporting policies that encourage technology integration in physical education curricula. Thus, this research emphasizes integrating audio-visual media in physical education to bridge theory and practice and improve the quality of learning and student learning outcomes. This research also suggests concrete steps for implementation, such as ongoing training programs for teachers and regular evaluation of the effectiveness of using audio-visual media in the classroom.
How "influence" do media, facilities, and learning interests influence students' economic learning outcomes? Nursaid, Nursaid; Nuraini, Sri; Novitasari, Dwi Rizki
Assyfa Journal of Multidisciplinary Education Vol. 1 No. 1 (2023): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v1i1.350

Abstract

Providing ample facilities encourages active student participation and enhances learning outcomes. Evaluating the adequacy of educational resources is crucial for maximizing student achievement. Student performance is influenced by available resources and other factors, including family economics, peer influence, and societal factors. Adequate facilities are linked to higher academic achievement, while their lack can impede learning and reduce student performance. This research employs a quantitative methodology to analyze the impact of media usage, facilities, and student learning interests on their motivation and outcomes in economics. Data was collected from primary and secondary sources, involving a sample of 124 participants, including 31 class XI students from a private high school in East Java. Results indicate a positive relationship between media usage and learning facilities with learning motivation. However, there is no significant relationship between Learning Interest and Learning Motivation nor a direct relationship between media, facilities, and learning outcomes. A unidirectional relationship exists between learning interest, motivation, and outcomes. Additionally, a significant correlation is found between students' learning preferences and exposure to learning media, whereas facilities do not show a positive correlation with academic interests.
Bridging Theory and Practice: Implementation of Audio-Visual Media in Physical Education Classes Nuraini, Sri; Mas’odi, Mas’odi
Assyfa Journal of Multidisciplinary Education Vol. 1 No. 1 (2023): Assyfa Journal of Multidisciplinary Education (March)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajme.v1i1.528

Abstract

This research focuses on efforts to bridge the gap between physical education theory and teaching practice by implementing audio-visual media in the classroom. This study is a systematic literature review that evaluates the effectiveness of using audio-visual media in physical education teaching from 2020 to 2024. The theories bridged include visual learning theory and learning motivation theory, which are integrated into teaching practice through instructional videos, animations, and multimedia presentations. This research examined 21 studies involving secondary school students from various regions and countries, with a total of 1789 students participating. The study results show that using audio-visual media in physical education can significantly increase student motivation and involvement. However, implementing this media still faces various challenges, such as teachers' lack of understanding of technology, limited access to audio-visual devices, and inadequate training. To address this, the research recommends increasing specific teacher training on using audio-visual media, providing more comprehensive access to such technology, and supporting policies that encourage technology integration in physical education curricula. Thus, this research emphasizes integrating audio-visual media in physical education to bridge theory and practice and improve the quality of learning and student learning outcomes. This research also suggests concrete steps for implementation, such as ongoing training programs for teachers and regular evaluation of the effectiveness of using audio-visual media in the classroom.
Co-Authors Abidin, Saenal Akbar, Zidane Al Furqon, Rozaqi Aminuyati Arita Marini Arum, Wahyu Sri Ambar Asy-Syamiil, Grandy Jiddan Ayu Trysnawati Bowoleksono, Tegar Desy Safitri H, Hernawan Hanifa, Siti Nurul Hendri Setyawan Ibrahim, Nurzengky Ika Lestari, Ika Irawan, Rizki Iskandar, Rossi Iskandar, Rossi Jayawarsa, A.A. Ketut Kurnianti, Endang M. Laksono, Arif Teguh Leola Dewiyani Lintang Dian Saraswati MAHI MAMAT HKIKMAT Maratun Nafiah, Maratun Mas’odi, Mas’odi Mateus Sakundarno Adi, Mateus Sakundarno Musril Zahari, Musril Musytari, Ahmad Awwab Ningsih, Putri Ayu Novitasari, Dwi Rizki Nugraha, Daffa Setyo NURMINHA, NURMINHA Nursaid Purwadi Purwadi Putri, Reni Anggita Rajamuddin, Rezki Apriani Rianto, Dede Rosinar, Rosinar Saleh, Muhammad Rasyied Sujarwo Sulistianingsih, Eka Suntari, Yustia Suroso Suroso Susanto, M Dian Taufik Rihatno Touku Umar Triwulan, Aulia Ujiani, Sri W, Widiastuti Wahyudiana, Endang Wardoyo, Hendro Yoga Sudarisman Yufiarti Zakaria, Muhammad Iqro Zulela Ms