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All Journal Journal of Learning Improvement and Lesson Study IDARAH : Jurnal Pendidikan dan Kependidikan Multidisciplinary Indonesian Center Journal Jurnal PPS-TP: Jurnal Pendidikan Analisis, Aplikasi Teori dan Hasil Penelitian
Suparmi
Universitas Sebelas Maret
Religion Humanities Computer Science & IT Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of Parental Income and Independence on Student Learning Motivation Firyal Nabila Afifah; Mirna Dewi Anggraini; Suparmi
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 8 No. 2 (2024): Idarah (Jurnal Pendidikan dan Kependidikan)
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v8i2.5078

Abstract

This research aims to analyze the influence of parental income and learning independence on students' motivation to learn. The subjects of the study were 101 students in the 2nd and 4th semesters of the Bachelor's program in Educational Technology at Sebelas Maret University. Data were collected through questionnaires, and analysis was conducted using simple regression with SPSS 22.0. The results showed that: (1) there was no significant effect between parental income and learning motivation, with a t-value of -0.097 < t-table 1.66 and a significance level of 0.923 > 0.05; (2) there was a significant positive effect between learning independence and learning motivation, with a t-value of 14.403 > t-table 1.66 and a significance level of 0.000 < 0.05; (3) simultaneously, parental income and learning independence had a significant positive effect on learning motivation, indicated by an F-value of 103.035 > F-table 3.09 and significance <0.00 < 0.05. This study emphasizes the importance of learning independence in enhancing motivation regardless of parental income. 
CHARACTERISTICS AND NEEDS OF SLOW LEARNERS IN THE LEARNING PROCESS Sesilya Karisma Dewi Ayu Hermawan; Suparmi
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.951

Abstract

Inclusive education is a public school that facilitates students with disabilities, also known as children with special needs, where students have physical limitations, one example of which is slow learners. A slow learner is a learning disability where students face obstacles and difficulties in thinking. Slow learners can still follow the school curriculum, but they require slightly different treatment from regular students and additional time in the learning process. Before instruction begins, teachers must understand the characteristics and needs of children with special needs, particularly slow learners. This study aims to understand the characteristics and needs of slow learners in the learning process, as well as the strategies teachers can use in the learning process. The research method used is descriptive-qualitative, involving direct observation at SMP Negeri 22 Surakarta. By understanding the characteristics and needs of slow learners, teachers can adjust their teaching methods to suit the abilities of slow learners, thereby achieving good learning outcomes.
Implementasi Teori Humanistik (Carl Rogers) dalam Peran Guru sebagai Fasilitator Pembelajaran: Studi Literatur Rangga Ramdhoni Adityansah; Septiyana Alfina Rahmadani; Suparmi
Jurnal PPS-TP: Jurnal Pendidikan Analisis, Aplikasi Teori dan Hasil Penelitian Vol. 14 No. 1 (2026): Jurnal PPS-TP
Publisher : Jurnal PPS-TP: Jurnal Pendidikan Analisis, Aplikasi Teori dan Hasil Penelitian

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Abstract

Penelitian ini bertujuan membuat kajian terhadap implementasi teori humanistik, khususnya konsep facilitation of learning Carl Rogers, terhadap peran guru dalam memfasilitasi pembelajaran siswa. Pendidikan modern menuntut pergeseran metode belajar dari pendekatan yang berpusat kepada guru menjadi berpusat kepada siswa, namun dalam praktiknya pendekatan yang berpusat pada guru masih banyak ditemukan. Analisis kualitatif dilakukan dengan metode studi kepustakaan melalui pengkajian terhadap berbagai sumber ilmu yang relevan. Data kajian membuktikan bahwa teori humanistik menempatkan guru sebagai fasilitator yang bertugas menumbuhkan suasana belajar yang kondusif, membangun relasi interpersonal yang positif, serta memberikan kebebasan kepada murid agar dapat mengeksplorasi pengalaman belajarnya. Penerapan pendekatan ini terbukti dapat meningkatkan motivasi belajar, keaktifan siswa, kepercayaan diri, kreativitas, serta kemampuan berpikir kritis. Pembelajaran yang bermakna (meaningful learning) tercipta ketika guru menunjukkan sikap empati, penerimaan, dan penghargaan terhadap keunikan setiap peserta didik. Meskipun terdapat tantangan dalam pengelolaan kelas dan kesiapan pedagogik guru, implementasi teori humanistik Carl Rogers tetap relevan sebagai alternatif peningkatan kualitas pembelajaran yang bukan hanya menghasilkan kemampuan akademis, namun juga membina individu yang mampu mengaktualisasikan diri secara optimal.
Adaptive Gamified Coding Learning Model to Increase Engagement and Computational Thinking Skills in Junior High Budi Tri Cahyono; Suparmi; Enggar Jati Sasongko
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.224

Abstract

Computational thinking in the digital era encourages integrating coding education into junior high school curricula. This study examines the effectiveness of an adaptive gamified coding-based learning model in creating a more personalized and engaging learning experience. The model integrates adaptive strategies, gamification elements, and interactive challenges to enhance student motivation and participation. Using a quasi-experimental design, data were collected through engagement questionnaires and computational thinking tests. Results show an 87% improvement in computational thinking skills in the experimental group, compared to 13% in conventional learning. A positive relationship between engagement and computational thinking was also identified, indicating benefits for cognitive development and learning motivation. Additionally, a positive relationship was identified between student engagement and computational thinking ability. These results suggest that integrating adaptive learning and gamification effectively supports both cognitive development and learning motivation. This study contributes to advancing innovative learning models relevant to digital-era education
Co-Authors Budi Tri Cahyono Enggar Jati Sasongko Firyal Nabila Afifah Mirna Dewi Anggraini Rangga Ramdhoni Adityansah Septiyana Alfina Rahmadani Sesilya Karisma Dewi Ayu Hermawan