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All Journal JTP - Jurnal Teknologi Pendidikan
Budhi Santosa, Eka
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Education

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Ability to Solve Complex Social Problems of Prospective Teachers according to Gender and Computational Thinking Budhi Santosa, Eka; Sukmawati, Fatma
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 3 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i3.38749

Abstract

Entering the 21st century, computational thinking has become a basic skill that all students must have. This research aims to determine gender differences in learning outcomes to solve social problems, differences in students' levels of computational thinking by gender, and the influence of students' levels of computational thinking on learning outcomes in solving social problems. This research uses a descriptive verification method with a quantitative analysis approach. The number of research subjects was 256 students, who came from the Faculty of Teacher Training and Education, Sebelas Maret University. The quantitative data analysis used is based on the results of computational thinking ability tests using the Wilcoxon Test. Further analysis of this research uses K-Means for clustering, while analysis of the relationship between variables uses Spearman's rho. This research shows that there is an influence of gender on learning outcomes for solving social problems, there is no significant relationship between students' level of computational thinking and gender, and there is a significant influence of students' level of computational thinking on learning outcomes for solving social problems. The results of this research show that the two factors above play a large role in influencing student learning outcomes. This capability works in synergy with the computational level of thinking. With the right efforts, growing computational thinking skills can improve students' ability to solve various learning problems.
The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum Budhi Santosa, Eka; Sukmawati, Fatma; Juwita, Ratna; Prihatin, Relly; Tri Cahyono, Budi; Suparmi
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 2 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers.  Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.
Teachers' Readiness to Implement the Deep Learning Approach in Merdeka Curriculum: An Analysis Based on Psychopedagogical Characteristics Budhi Santosa, Eka; Sukmawati, Fatma; Ridhani, Jovita; Trisnaningsih, Sari; Prihatin, Relly
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.58841

Abstract

This study aims to analyze the readiness of vocational high school (SMK) teachers to implement the deep learning approach within the Merdeka Curriculum, based on psychopedagogical characteristics, particularly self-efficacy and perceptions of the learning environment. Employing a quantitative correlational approach, data were collected through a closed-ended questionnaire administered to 285 teachers across three administrative regions in Central Java: Boyolali, Klaten, and Salatiga. The results reveal a significant positive correlation between self-efficacy and teacher readiness (r = 0.319; p < 0.01), as well as between the learning environment and teacher readiness (r = 0.381; p < 0.01). These findings highlight the critical role of teachers’ confidence in using technology and the supportive digital learning environment in facilitating the successful adoption of deep learning pedagogy. Therefore, enhancing individual teacher capacity and fostering a conducive learning environment are key strategies to support effective pedagogical transformation in the era of the Merdeka Curriculum.
Co-Authors Fatma Sukmawati, Fatma Ratna Juwita Relly Prihatin Ridhani, Jovita Suparmi Tri Cahyono, Budi Trisnaningsih, Sari