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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Education and Human Development Journal Kelimutu Journal of Community Service Journal Economic Education, Business and Accounting
Butar-Butar, Agustina
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Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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PENGARUH TEKNIK PEMBELAJARAN TREFFINGER TERHADAP KEMAMPUAN BERPIKIR KREATI(KUASI EKSPERIMEN PADA SISWA KELAS X SMA DI BANDUNG) Butar-Butar, Agustina
Journal Economic Education, Business and Accounting Vol 2 No 1 (2023): JEEBA (Journal Economic Education, Business and Accounting)
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jeeba.v2i1.10768

Abstract

This research is based on problems according to conditions in schools. The fact is that students look passive when teaching and learning activities take place, and students' creativity is not visible. Efforts are made to encourage students' creative minds by using the Treffinger Technique in learning. This research was conducted to determine the effect of Treffinger learning on students' creative thinking in class X at SMA Kristen 3 Bina Bakti and SMA N1 Parongpong Bandung. In this study, the method used was quasi-experimental, consisting of 56 students for the experimental and 54 for the control classes. The research data was collected through a written exam (pretest and posttest) with 6 essay questions. After analyzing the data using the univariate test, the results show that: 1. It was found that there was a difference between students' creative thinking using finger learning techniques which was higher than students using conventional learning; 2. It was found that there was a difference in the creative thinking of students who used the Trefinger learning technique between Bina Bakti 3 Christian High School and Parongpong 1 Public High School; 3. The type of school and the learning skills used to increase proficiency in creative thinking are separate.
Pelatihan Pengembangan Bahan Ajar Berbasis Aplikasi Android pada SMP N 3 Kupang Butar-Butar, Agustina; Manu, Rolens E H Riwu; Yewang, Markus U K; Br Simanungkalit, Erika F.; Mau Manek, Alfridus; Abineno, Mises B.C
Jurnal Kelimutu Pengabdian Masyarakat Vol 4 No 2 (2024): Kelimutu Journal of Community Service (KJCS)
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/kjcs.v4i2.18440

Abstract

The learning process at SMP Negeri 3 Kupang is still teacher-centered, making students less motivated to learn. Teachers also rarely use technology-based learning media. Learning media must be packaged as attractively as possible so that students can easily understand the material. Therefore, the right teaching material that can support student learning according to current developments is Android-based mobile learning. The lack of variety in the media shared is not solely the teacher's fault, but because teachers are not optimizing technological developments. Therefore, it is necessary to carry out training in developing teaching materials based on Android applications at SMP N 3 Kupang. . The method for implementing this service consists of an initial survey to measure teachers' initial understanding regarding the development of interactive teaching materials based on Android applications, then planning the development of interactive teaching materials based on Android applications. Implementation activities include: Explanation/Coaching clinic, Training and practice in developing interactive teaching materials based on applications Android, data analysis and finally evaluation or reflection. Based on the evaluation results of this activity, there were 80% of teachers who mastered this material.
Collaborative Strategy Integrating School Environment and Self-Efficacy for Strengthening Metacognitive Competence and Learning Independence Yewang, Markus U. K.; Saragih, Fernando; Loe, Andri Paulus; Mau Manek, Alfridus; Butar-Butar, Agustina; Sasea, Tirtania
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8262

Abstract

This study examines the influence of the school environment on students’ independent learning, with self-efficacy and metacognitive skills functioning as sequential mediators among senior high school students in Malaka Regency. Employing an explanatory survey design, data were collected from Grade XI students across six purposively selected schools representing twelve districts. The structured questionnaire comprised 41 items measured on a 5-point Likert scale and assessed four constructs: school environment, self-efficacy, metacognitive skills, and independent learning. Data analysis was conducted using the PROCESS Macro (Model 6) in SPSS 23. The results indicate that the school environment has a significant effect on self-efficacy (β = 0.2137, p = 0.0017) and independent learning (β = 0.1794, p = 0.0066), whereas its influence on metacognitive skills is not significant (β = −0.0241, p = 0.7542). Additionally, self-efficacy does not significantly affect metacognitive skills (β = 0.1354, p = 0.0731) or independent learning (β = −0.0125, p = 0.8468). In contrast, metacognitive skills exert a significant positive influence on independent learning (β = 0.2365, p = 0.0001). The total effect of the school environment on independent learning remains significant (β = 0.1779, p = 0.0077), although the indirect effects through the mediating variables are not statistically significant. These findings suggest that a supportive and well-structured school environment directly enhances students’ independent learning more effectively than indirect psychological pathways. It is recommended that educational institutions further strengthen their learning environments and incorporate metacognitive skill development to promote students’ self-regulation and autonomy.
PENGARUH LITERASI DIGITAL TERHADAP KOMPETENSI PEDAGOGIK MAHASISWA CALON GURU: PERAN SELF-EFFICACY SEBAGAI VARIABEL MEDIASI Butar-Butar, Agustina; Manek, Alfridus Mau
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55325

Abstract

Pedagogical competence is one of the main competencies that prospective teacher students must have to support successful learning in the digital era. However, based on observations of students in the Economics Education Study Program, Faculty of Teacher Training and Education, Nusa Cendana University, limitations are still found in learning planning, technology utilization, and student-centered learning implementation. This study aims to analyze the influence of digital literacy on the pedagogical competence of prospective teacher students, the influence of digital literacy on self-efficacy, the influence of self-efficacy on pedagogical competence, and the role of self-efficacy as a mediating variable. The study used a quantitative approach with an explanatory research type. The study population was 233 students, with a sample of 105 students selected using a voluntary sampling technique. Data were collected through questionnaires and analyzed using PLS-SEM with the help of SmartPLS 4. The results showed that digital literacy had a positive and significant effect on pedagogical competence (β = 0.396; p < 0.001) and self-efficacy (β = 0.803; p < 0.001). Self-efficacy also had a positive and significant effect on pedagogical competence (β = 0.547; p < 0.001). Furthermore, self-efficacy was shown to positively and significantly mediate the effect of digital literacy on pedagogical competence (β = 0.439; p < 0.001). This study concluded that improving digital literacy can improve the pedagogical competence of student teachers directly and through strengthening self-efficacy.
PENGARUH SELF CONTROL, DISIPLIN BELAJAR, DAN DOOMSCROLLING TERHADAP PROKRASTINASI AKADEMIK MAHASISWA: SEBUAH LITERATURE REVIEW Manek, Alfridus; Butar-Butar, Agustina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.56973

Abstract

Academic procrastination is one of the most common problems among university students and may negatively affect academic achievement, time management, and study completion. The rapid development of digital technology has introduced new factors that are believed to influence academic procrastination behavior, one of which is doomscrolling. This study aims to examine the relationship between self-control, learning discipline, and doomscrolling on students’ academic procrastination through a literature review approach. The articles analyzed were obtained from various scientific sources, including Google Scholar, Garuda, and relevant national and international journals. The findings indicate that self-control and learning discipline have a negative relationship with academic procrastination. Students who possess strong self-control and good learning discipline tend to manage their time effectively, complete academic tasks on schedule, and reduce procrastination behavior. In contrast, doomscrolling shows a positive relationship with academic procrastination. Excessive social media use and overconsumption of digital information can cause students to lose focus, decrease productivity, and increase their tendency to delay academic tasks. The findings suggest that academic procrastination is influenced by a combination of internal and external factors. Therefore, strengthening self-control and learning discipline should be accompanied by the ability to manage digital media use wisely in order to reduce academic procrastination among university students.
PENGARUH PEMANFAATAN ARTIFICIAL INTELLIGENCE ( AI ) TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA PADA SMAN 1 KUPANG TENGAH Jasmine Gabriella Bait; Yewang, Markus Umbu Kalola; Butar-Butar, Agustina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62704

Abstract

Digital technology, particularly artificial intelligence, has revolutionized education by making learning more accessible and enhancing understanding. This technology enables students to access a wealth of information and personalized learning experiences, while also breaking down geographic and socioeconomic barriers. However, if misused or over-relied upon, these tools can foster dependency and hinder the development of critical thinking skills. Therefore, it is crucial to balance the integration of technology with traditional teaching methods to maximize benefits and minimize potential drawbacks. Consequently, research is needed to examine the extent to which the use of artificial intelligence (AI) affects student motivation and learning outcomes at SMAN 1 Kupang Tengah. This study employs a quantitative approach with a causal-associative research design. The study population consists of 209 Grade XI students at SMAN 1 Kupang Tengah, with a sample of 137 students selected using Simple Random Sampling based on Slovin's formula. Data collection involved distributing questionnaires to measure the variables of AI usage and learning motivation, alongside the documentation of student grades to obtain data on academic outcomes. Data analysis was conducted using validity tests, reliability tests, prerequisite analysis tests, simple linear regression analysis, t-tests, and the coefficient of determination, utilizing SPSS version 27 software. The research findings indicate that the use of Artificial Intelligence (AI) has a positive and significant impact on students' learning motivation and academic outcomes. Appropriate use of AI can boost enthusiasm for learning, facilitate the understanding of material, expand access to learning resources, and support improved academic performance. Consequently, the research hypothesis is accepted, demonstrating that more effective use of Artificial Intelligence (AI) in learning activities correlates with higher levels of student learning motivation and better academic outcomes. This study is expected to serve as a reference for schools and educators in developing innovative, technology-based learning and in encouraging students to utilize AI wisely, critically, and responsibly.
PENGARUH PENGGUNAAN INTERNET DAN KEBIASAAN BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI KELAS XI IPS DI SMA NEGERI 7 KUPANG Maria Legita Pereira Piedade; Data, Ari; Butar-Butar, Agustina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62813

Abstract

This study aims to determine the effect of internet usage and study habits on student learning outcomes. The study used a quantitative approach with an explanatory research method. The population in this study were 167 students of class XI IPS at SMA Negeri 7 Kupang, and the sample in the study amounted to 118 students determined using a sampling technique, namely proportionate stratified random sampling. Data were collected through questionnaires, documentation of student grades, and analyzed using multiple linear regression analysis, classical assumption tests, and hypothesis testing with the help of SPSS version 26.The research results show that internet use and study habits have a positive and significant impact on student learning outcomes, both partially and simultaneously. These findings suggest that appropriate internet use and good study habits can improve student learning outcomes.
Co-Authors Br Simanungkalit, Erika F. Data, Ari Fernando Saragih Jasmine Gabriella Bait Loe, Andri Paulus Manek, Alfridus Manek, Alfridus Mau Maria Legita Pereira Piedade Mau Manek, Alfridus Mises Boisana Carles Abineno Rolens Erens Hans Riwu Manu Sasea, Tirtania Yewang, Markus U K Yewang, Markus U. K. YEWANG, MARKUS UMBU KALOLA