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All Journal Journal Evaluation in Education (JEE) Indonesian Journal of Education Research (IJoER)
Nabila Nur Rizqiyah
Universitas Bengkulu
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Relationship Between Teacher Professionalism And Student Success In Learning In Class V Nabila Nur Rizqiyah
Indonesian Journal of Education Research (IJoER) Vol. 5 No. 4 (2024): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v5i4.1061

Abstract

Purpose of the study: This research aims to determine the relationship between teacher professionalism and student success in studying at Madrasah Ibtidaiyah Al Ittihad Semowo. Methodology: This research uses a quantitative approach with field research and the research subjects are 30 students from 30 members of Madrasah Ibtidaiyah Al Ittihad Semowo, meaning 100% of the population was taken. This research uses a research instrument in the form of a questionnaire. Data collection techniques using observation, questionnaires and documentation. The data analysis uses the product moment coefficient formula. Main Findings: Research findings show that there is a significant relationship between teacher professionalism and student learning success. This can be seen from the findings which show that the professional value of teachers is known to be in the high category as many as 1 student or (60%), the medium category as many as 11 students or (36.66%), while the low category as many as 1 student or (3.33%). Then the results of the student success questionnaire in learning showed that the high category was 3 students or (10%), the medium category was 20 students or (66.66%), while the low category was 7 students or (23.33%). Then, to find out the relationship or influence, it is calculated using the product moment coefficient formula which is known as the calculated rxy value = 0.236. Novelty/Originality of this study: The novelty of this research lies in the local and specific context that has rarely been explored in previous research. Most previous studies tend to focus on public schools and higher levels of education, while this research provides insight into the dynamics at play in Madrasah Ibtidaiyah, which has unique characteristics and challenges.
Development of Toulmin Argumentation E-Module to Improve Students’ Argumentation Ability on the Buffer Solution Concept Yusnidar Yusnidar; Haryanto Haryanto; Dwi Agus Kurniawan; Wanada Siti Salsabilah; Nabila Nur Rizqiyah
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1232

Abstract

Purpose of the study: This study aims to develop and test the effectiveness of e-modules based on Toulmin argumentation patterns in improving students’ argumentation skills on buffer solution material. This study also aims to confirm that e-modules based on Toulmin argumentation patterns effectively improve students' critical thinking skills and engagement. Methodology: This study uses the Research and Development (R&D) method with the ADDIE development model. The research sample was grade XI MIPA students selected purposively, consisting of an experimental class using e-modules and a control class with printed modules. Main Findings: The e-module was considered very feasible to use, with an average score of 90% in content, learning design, and readability. The effectiveness test showed that the post-test score of the experimental group (85.3) was significantly higher than the control group (73.1), with p < 0.05. The Toulmin pattern component increased significantly, and 92% of students responded positively despite minor technical constraints. Novelty/Originality of this study: The novelty in applying the Toulmin argumentation pattern as the primary approach in developing E-Modules aims to improve students’ argumentation skills in learning buffer solutions. This study shows that e-modules based on Toulmin Argumentation Patterns effectively improve students’ logical argumentation skills, critical thinking, and conceptual understanding in chemistry learning. Integrating digital technology encourages active engagement and the development of higher-order thinking skills. These implications emphasize the importance of digital innovation for transforming 21st-century learning.
Co-Authors Dwi Agus Kurniawan Haryanto Haryanto Wanada Siti Salsabilah Yusnidar Yusnidar