Articles
<![CDATA[The Effectiveness of Problem Based Learning and Project Based Learning Model to Improve Natural Science Study Outcomes ]]>
<![CDATA[Hanipah, Sri]]>;
<![CDATA[Florentinus, Totok Sumaryanto]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 7 No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v7i1.24383
<![CDATA[The limited creativity of teachers in choosing the right learning model has an impact on the students' learning outcomes. This study aims to compare the effectiveness of problem-based learning and project-based learning model in improving the outcomes of science learning. The type of research is experimental research with pretest-posttest design. The population is the students in the seventh grade of SMP Bina Insani Semarang. The samples were taken by cluster random sampling technique. Research data were analyzed by using independent test sample t test at α 0.05. The results showed: (1) there were differences of cognitive learning outcomes between group based learning and project based learning with significance value 0.001 < 0.05, (2) there was no significant difference between problem based learning and project based learning groups in improving students’ caring attitude toward environment with a significance value of 0.666 > 0.05. So, the conclusion is problem based learning models is more effective to improve students' cognitive learning outcomes than project based learning models. Both models do not show significant differences in improving students' environmental care attitudes. The benefits of this research can find a synthesis to add khasanah in the field of science learning.]]>
<![CDATA[The Influence of Problem Based Learning Model (PBL) Through Picture Series Media to Improve Students Speaking Ability Seen from Students Learning Style in English Lesson of XI Grade in SMA N 1 Sumber Cirebon ]]>
<![CDATA[Muhadharah, Umarah]]>;
<![CDATA[Haryono, Haryono]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 7 No 2 (2018): November 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v7i2.29246
<![CDATA[Each student has his learning style in understanding, comprehending, until practicing his already owned knowledge. Specifically, in learning the English language, all students must have the potential motivation or dominant ability affected by surroundings, habits, and also science and technology. Learning English lesson for the eleventh grader of SMAN 1 Sumber still tended to use the conventional method without supporting the result of students’ speaking ability. This research has purposed to (1) analyze the effectiveness of PBL model through picture series media to improve students’ speaking ability seen from students learning style, (2) analyze the effectiveness of learning styles to improve students’ speaking ability, and (3) analyze the interaction between learning style of the students with PBL model to improve students’ speaking ability. It was a semi-experimental model by using treatment by level 2x2 factorial design. The population was XI grader of Senior High School 1 Sumber. The samples were two randomly chosen classes: XI MIA 4 and XI MIA 7. The data of the research were analyzed by SPSS 17.0 and Two Ways ANOVA. The findings showed improvement of English speaking ability seen from student learning styles and the learning styles were effective to improve the English speaking ability of the student. There was an interaction between learning style with the PBL model in improving the English speaking ability of the students. Seen from the elaboration above, it could be explained that the intervention could improve the English speaking ability of the student. The findings would help students and teacher to recognize student learning styles and the teachers could select appropriate media and learning method to improve student learning achievements.]]>
<![CDATA[Determination of Teachers Readiness in Implementing Curriculum 2013 at Senior High Schools in Kupang City, East Nusa Tenggara ]]>
<![CDATA[Sakan, Rola Marlince]]>;
<![CDATA[Utanto, Yuli]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 8 No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v8i1.30963
<![CDATA[This study aims to analyze the effect of teacher training, teacher competence and school facility and infrastructure partially and simultaneously to teacher readiness in implementing Curriculum 2013 at Public Senior High School (SMAN) in Kupang city, East Nusa Tenggara. The study included qualitative research using ex post facto design approach and used proportional cluster random sampling technique to collect the subjects. Total subjects in this research were 169 teachers from 807 teachers as research population at senior high school in Kupang city, East Nusa Tenggara. The technique of collecting data used questionnaire and Likert scale was applied in measuring each variable. The analysis method employed multiple linear regression analysis and applied for the SPSS program. The results of this research are: (1) The quantity of the effect of teacher training to teacher readiness in implementing Curriculum 2013 was 30.20%, (2) Teachers competence to teacher readiness in implementing Curriculum 2013 was 47.40%, (3) The quantity of the effect of facilities and infrastructure to teacher readiness in implementing Curriculum 2013 was 17.20%. Teacher training, teacher competence and facilities and infrastructure to teacher readiness in simultaneously in implementing Curriculum 2013 in public school of senior high schools in Kupang city, East Nusa Tenggara was 63.50% and remaining 36.50%were influenced by other factors. Teacher training, teacher competence, and facility and infrastructure have a positive and significant effect on teacher readiness in implementing Curriculum 2013 at senior high schools in Kupang city, East Nusa Tenggara.]]>
<![CDATA[The Effectiveness of PBL-Based HOTS in English Learning ]]>
<![CDATA[Simanungkalit, Indra]]>;
<![CDATA[Utanto, Yuli]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 8 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v8i2.31342
<![CDATA[One of the disadvantages in the process of learning that is conducted by teachers is the lack of effort to increase the effectiveness of PBL-Based High order thinking the skill of students. The purpose of this research is knowing the Learning HOTS-Based in English Learning. The research method that is used in this research is a quantitative method. The population in this study was students of class XI- Public Senior High School 12 Semarang. The sampling technique was carried out by a random sampling technique, which is class XI IPA 2 as an experimental class and XI IPA Class 1 as the control class. Learning outcomes using HOTS-based PBL-Based HOTS has increased pre-test and post-test values from 33.47 to 35.00 while the Discovery Learning-based HOTS has increased from 33.29 to 34.20, (2) on the PBL-Based HOTS, pre-test value of high motivated-students is 31.89 has increased in post-test of 6.55 to 38.44. While the low-motivated students have a pre-test value of 29.89 and have increased in post-test of 1.89 to 31.78 for Discovery Learning-based HOTS, pre-test value on high-motivated students of 34.11, it has increased in post-test of 0.45 to 34.56 while in low-motivated students has the pre-test value of 29.67, experiencing an increase on post-test of 3.11 to 32.78, and (3) there is interaction between PBL-based HOTS with Discovery Learning-Based HOTS to student learning outcomes. The research is capable of generating synthesis about the effectiveness of Discovery Learning-Based HOTS in English learning, providing empirical evidence so that schools and teachers can select effective learning models and it can be a basis or a reference to further research in English learning.]]>
<![CDATA[The Effectiveness of Project-Based Learning Model and Talking stickType of Cooperative Learning Model on the Quran-Hadith Subject Learning Outcomes ]]>
<![CDATA[Ulya, Farchatin]]>;
<![CDATA[Rifai RC, Achmad]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 9 No 2 (2020): November 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v9i2.40173
<![CDATA[In the Quran-Hadith learning activities, teachers still make use of conventional methods so that students do not achieve optimal results. Therefore, teachers, as managers in a learning process, are required to be creative in order to make their students learn more actively. This study aims to analyze the differences in learning outcomes gained by students treated using project-based learning model and talking sticktype of cooperative learning model withlevels of abilityand interaction as moderating variables. This study used a quantitative method throughan experimental approach using 2x2 factorial design. The results found there are differences in students’ learning outcomes using project-based learning model and talking sticktype of cooperative learning model with a significance value of 0,000; there were differences in learning outcomes between students with high ability and those with low ability with a significancevalue of 0.002; an interaction between the learning models and the students’ ability levels on their learning outcomes with a significance value of 0.011. The implication of this study is to provide teachers with direct experiences in examining the learning models and it can be used by teachers in selecting the proper learning model in improving the learning activity process.]]>
<![CDATA[The Effectiveness of Problem Based Learning and Project Based Learning Model to Improve Natural Science Study Outcomes ]]>
<![CDATA[Hanipah, Sri]]>;
<![CDATA[Florentinus, Totok Sumaryanto]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 7 No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/ijcet.v7i1.24383
<![CDATA[The limited creativity of teachers in choosing the right learning model has an impact on the students' learning outcomes. This study aims to compare the effectiveness of problem-based learning and project-based learning model in improving the outcomes of science learning. The type of research is experimental research with pretest-posttest design. The population is the students in the seventh grade of SMP Bina Insani Semarang. The samples were taken by cluster random sampling technique. Research data were analyzed by using independent test sample t test at α 0.05. The results showed: (1) there were differences of cognitive learning outcomes between group based learning and project based learning with significance value 0.001 < 0.05, (2) there was no significant difference between problem based learning and project based learning groups in improving students’ caring attitude toward environment with a significance value of 0.666 > 0.05. So, the conclusion is problem based learning models is more effective to improve students' cognitive learning outcomes than project based learning models. Both models do not show significant differences in improving students' environmental care attitudes. The benefits of this research can find a synthesis to add khasanah in the field of science learning.]]>
<![CDATA[The Influence of Problem Based Learning Model (PBL) Through Picture Series Media to Improve Students Speaking Ability Seen from Students Learning Style in English Lesson of XI Grade in SMA N 1 Sumber Cirebon ]]>
<![CDATA[Muhadharah, Umarah]]>;
<![CDATA[Haryono, Haryono]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 7 No 2 (2018): November 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/ijcet.v7i2.29246
<![CDATA[Each student has his learning style in understanding, comprehending, until practicing his already owned knowledge. Specifically, in learning the English language, all students must have the potential motivation or dominant ability affected by surroundings, habits, and also science and technology. Learning English lesson for the eleventh grader of SMAN 1 Sumber still tended to use the conventional method without supporting the result of students’ speaking ability. This research has purposed to (1) analyze the effectiveness of PBL model through picture series media to improve students’ speaking ability seen from students learning style, (2) analyze the effectiveness of learning styles to improve students’ speaking ability, and (3) analyze the interaction between learning style of the students with PBL model to improve students’ speaking ability. It was a semi-experimental model by using treatment by level 2x2 factorial design. The population was XI grader of Senior High School 1 Sumber. The samples were two randomly chosen classes: XI MIA 4 and XI MIA 7. The data of the research were analyzed by SPSS 17.0 and Two Ways ANOVA. The findings showed improvement of English speaking ability seen from student learning styles and the learning styles were effective to improve the English speaking ability of the student. There was an interaction between learning style with the PBL model in improving the English speaking ability of the students. Seen from the elaboration above, it could be explained that the intervention could improve the English speaking ability of the student. The findings would help students and teacher to recognize student learning styles and the teachers could select appropriate media and learning method to improve student learning achievements.]]>
<![CDATA[Determination of Teachers Readiness in Implementing Curriculum 2013 at Senior High Schools in Kupang City, East Nusa Tenggara ]]>
<![CDATA[Sakan, Rola Marlince]]>;
<![CDATA[Utanto, Yuli]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 8 No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/ijcet.v8i1.30963
<![CDATA[This study aims to analyze the effect of teacher training, teacher competence and school facility and infrastructure partially and simultaneously to teacher readiness in implementing Curriculum 2013 at Public Senior High School (SMAN) in Kupang city, East Nusa Tenggara. The study included qualitative research using ex post facto design approach and used proportional cluster random sampling technique to collect the subjects. Total subjects in this research were 169 teachers from 807 teachers as research population at senior high school in Kupang city, East Nusa Tenggara. The technique of collecting data used questionnaire and Likert scale was applied in measuring each variable. The analysis method employed multiple linear regression analysis and applied for the SPSS program. The results of this research are: (1) The quantity of the effect of teacher training to teacher readiness in implementing Curriculum 2013 was 30.20%, (2) Teachers competence to teacher readiness in implementing Curriculum 2013 was 47.40%, (3) The quantity of the effect of facilities and infrastructure to teacher readiness in implementing Curriculum 2013 was 17.20%. Teacher training, teacher competence and facilities and infrastructure to teacher readiness in simultaneously in implementing Curriculum 2013 in public school of senior high schools in Kupang city, East Nusa Tenggara was 63.50% and remaining 36.50%were influenced by other factors. Teacher training, teacher competence, and facility and infrastructure have a positive and significant effect on teacher readiness in implementing Curriculum 2013 at senior high schools in Kupang city, East Nusa Tenggara.]]>
<![CDATA[The Effectiveness of PBL-Based HOTS in English Learning ]]>
<![CDATA[Simanungkalit, Indra]]>;
<![CDATA[Utanto, Yuli]]>;
<![CDATA[Rifai RC, Achmad]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 8 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/ijcet.v8i2.31342
<![CDATA[One of the disadvantages in the process of learning that is conducted by teachers is the lack of effort to increase the effectiveness of PBL-Based High order thinking the skill of students. The purpose of this research is knowing the Learning HOTS-Based in English Learning. The research method that is used in this research is a quantitative method. The population in this study was students of class XI- Public Senior High School 12 Semarang. The sampling technique was carried out by a random sampling technique, which is class XI IPA 2 as an experimental class and XI IPA Class 1 as the control class. Learning outcomes using HOTS-based PBL-Based HOTS has increased pre-test and post-test values from 33.47 to 35.00 while the Discovery Learning-based HOTS has increased from 33.29 to 34.20, (2) on the PBL-Based HOTS, pre-test value of high motivated-students is 31.89 has increased in post-test of 6.55 to 38.44. While the low-motivated students have a pre-test value of 29.89 and have increased in post-test of 1.89 to 31.78 for Discovery Learning-based HOTS, pre-test value on high-motivated students of 34.11, it has increased in post-test of 0.45 to 34.56 while in low-motivated students has the pre-test value of 29.67, experiencing an increase on post-test of 3.11 to 32.78, and (3) there is interaction between PBL-based HOTS with Discovery Learning-Based HOTS to student learning outcomes. The research is capable of generating synthesis about the effectiveness of Discovery Learning-Based HOTS in English learning, providing empirical evidence so that schools and teachers can select effective learning models and it can be a basis or a reference to further research in English learning.]]>
<![CDATA[The Effectiveness of Project-Based Learning Model and Talking stickType of Cooperative Learning Model on the Quran-Hadith Subject Learning Outcomes ]]>
<![CDATA[Ulya, Farchatin]]>;
<![CDATA[Rifai RC, Achmad]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 9 No 2 (2020): November 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/ijcet.v9i2.40173
<![CDATA[In the Quran-Hadith learning activities, teachers still make use of conventional methods so that students do not achieve optimal results. Therefore, teachers, as managers in a learning process, are required to be creative in order to make their students learn more actively. This study aims to analyze the differences in learning outcomes gained by students treated using project-based learning model and talking sticktype of cooperative learning model withlevels of abilityand interaction as moderating variables. This study used a quantitative method throughan experimental approach using 2x2 factorial design. The results found there are differences in students’ learning outcomes using project-based learning model and talking sticktype of cooperative learning model with a significance value of 0,000; there were differences in learning outcomes between students with high ability and those with low ability with a significancevalue of 0.002; an interaction between the learning models and the students’ ability levels on their learning outcomes with a significance value of 0.011. The implication of this study is to provide teachers with direct experiences in examining the learning models and it can be used by teachers in selecting the proper learning model in improving the learning activity process.]]>
