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All Journal Journal on Education Ludi Litterarri
Sagaf S. Pettalongi
UIN Datokarama Palu
Education

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Analysis Of The Influence Of Teachers' Communication Style On Students' Learning Motivation In The Online Teaching-Learning Activities Muhamad Rif'an; Sagaf S. Pettalongi; Sumartira Sumartira; Yuli Martuti; Andi Fitriani Djollong
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5409

Abstract

The purpose of this study is to determine how teacher communication techniques affect students' motivation to learn during the online learning process. The paradigm used in this study is post-positivist. This study employs qualitative methods using an explanatory case study approach, specifically in the context of descriptive qualitative research. In this study, purposive sampling is employed. Interviewing and documentation approaches are used in this study. Construct validity data analysis is used in this study. During the online learning process, the teacher's communication strategy changes to increase student motivation. Teachers apply different teaching methods, such as dubbing assignments, learning videos before class starts, and assignments to make video projects. However, despite these changes, student learning motivation tends to stagnate, with students only responding to what the teacher says without significant improvement. Although the communication strategies implemented by teachers are educational. The proposed redundancy communication strategy may be more effective for significantly increasing students' learning motivation in the online learning context.
Elementary School Teachers' Perceptions of the Effectiveness of PBL in Merdeka Curriculum Learning Sagaf S. Pettalongi
Ludi Litterarri Vol. 2 No. 3 (2025): Ludi Literarri-November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/anqq9603

Abstract

The implementation of Problem-Based Learning (PBL) within the Merdeka Curriculum requires elementary school teachers to assume more active, reflective, and facilitative roles. However, the effectiveness of PBL is strongly influenced by teachers’ perceptions of its relevance, practicality, and learning impact. This study analyzes elementary school teachers’ perceptions of PBL effectiveness using a descriptive qualitative method through a systematic narrative review. Literature identification, screening, and eligibility assessment followed a PRISMA-based process, resulting in 26 relevant sources for analysis. The findings reveal that teachers’ perceptions are shaped by conceptual understanding, prior experience, ability to design authentic problems, and the level of support provided by the school environment. Positive perceptions lead to more consistent implementation, whereas negative perceptions are commonly associated with time constraints, limited resources, and insufficient training. The discussion highlights several strategies to strengthen PBL effectiveness, including practice-oriented professional development, collaborative planning, authentic assessment, and supportive school leadership. This study concludes that teachers’ perceptions are a key determinant of successful PBL implementation and must be strengthened through systemic interventions to ensure effective and sustainable learning within the Merdeka Curriculum.
Co-Authors Andi Fitriani Djollong Muhamad Rif'an Sumartira Sumartira Yuli Martuti