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All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat EDUJAVARE: International Journal of Educational Research
Dwi Sartica
Institut Agama Kristen Negeri Palangka Raya
Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGUATAN KETERAMPILAN ANDRAGOGI PADA SATUAN PENDIDIKAN NON-FORMAL (SPNF) SEJENIS SANGGAR KEGIATAN BELAJAR (SKB) KABUPATEN PULANG PISAU Ni Nyoman Astrini Utami; Merry Bendelina Asalaka; Ratih Sulistyowati; Putra Andino Nugrahhu; Octa Maria Sihombing; Dwi Sartica; Amos Jaya Adie Sitinjak; Frenky Albert Timotius
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 7, No 3 (2024): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v7i3.962-972

Abstract

Satuan Pendidikan Non-Formal (SPNF) Sejenis Sanggar Kegiatan Belajar (SKB) Kabupaten Pulang Pisau provides equality education programs for people who still need to complete their education successfully. An equal education program is essential for people whose education has stopped. The ages of people who have stopped attending school vary widely, from young to adults. The problem in the SPNF Sejenis SKB Kabupaten Pulang Pisau is the difficulty of conveying material to adult students. The knowledge and skills of tutors in teaching, especially adults, are essential. Based on this, it is necessary to carry out training to strengthen andragogy competencies for learning teachers. After strengthening and empowering, tutors are expected to be able to understand adult teaching, find adult learning strategies to be creative in teaching, and carry out teaching using the strategies that have been found. Based on the evaluation of activities that have been carried out, training to strengthen the andragogy competencies of learning teachers has had a positive impact. Teachers learn based on a theoretical understanding of adult teaching and can creatively make teaching materials and deliver material.
The Effect of the Contextual Teaching and Learning Model on the Learning Motivation of Grade 10 Students in PAK Learning at SMK Karsa Mulya Palangka Raya Depi Triani; Matius Timan Herdi Ginting; Dwi Sartica
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.2065

Abstract

This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) instructional model on students’ learning motivation in Christian Religious Education for Grade X students at SMK Karsa Mulya Palangka Raya and to determine whether the effect of the CTL model was greater than that of conventional learning. This study employed a quantitative approach using a Quasi-Experimental Design with a Pretest-Posttest Control Group Design. The sample consisted of Grade X TKR as the experimental class, comprising 27 students, and Grade X DKV as the control class, comprising 22 students. Data were collected using a learning motivation questionnaire that had been tested for validity and reliability. Data analysis was conducted using IBM SPSS Statistics 25 through normality, homogeneity, Paired Sample t-Test, and Independent Samples t-Test tests. The results of the Paired Sample t-Test in the experimental class showed a significance value of 0.000 (< 0.05), with a t-value of -11.673 and a mean difference of -17.889, indicating an increase in students’ learning motivation after the implementation of CTL. The results of the Independent Samples t-Test on the post-test showed a significance value of 0.000 (< 0.05), with |t-value| = 6.040 > t-table = 2.011, indicating a significant difference in learning motivation between the experimental and control classes. The N-Gain results showed an average increase of 0.6641 (66.41%) in the experimental class, higher than 0.3741 (37.41%) in the control class. Thus, CTL had a significant effect and resulted in a greater increase in students’ learning motivation than conventional learning.
Co-Authors Amos Jaya Adie Sitinjak Depi Triani Frenky Albert Timotius Matius Timan Herdi Ginting Merry Bendelina Asalaka Ni Nyoman Astrini Utami Octa Maria Sihombing Putra Andino Nugrahhu Ratih Sulistyowati