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All Journal JKTP: Jurnal Kajian Teknologi Pendidikan SJME (Supremum Journal of Mathematics Education)
Degeng, Made Duanda Kartika
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Education Mathematics Social Sciences Other

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Learning Design Using Discord and Jigsaw Strategies to Improve Listening Skills Ramadhan, Iqbal; Degeng, Made Duanda Kartika; Praherdhiono, Hendry; Bahri, Saiful
SJME (Supremum Journal of Mathematics Education) Vol 8 No 2 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i2.10515

Abstract

Discusses the challenges faced by the education system in Indonesia as it adapts to the changes brought about by the development of technology and communication. The emergence of Industry 5.0 poses a significant challenge, forcing educational institutions to implement remote learning processes. Terms such as blended learning, hybrid learning, flip-classroom, and others have become ways to integrate online and offline teaching and learning activities. This integration presents new challenges in terms of effectiveness, efficiency, and engagement in designing learning that combines various media and strategies. According to Prof. Punaji (2020) in his book on learning design, learning design is a process that involves planning the needs and objectives of learning, developing teaching media, and systematically implementing an effective and efficient learning system to achieve predetermined learning goals. Various factors, such as materials and activities, student characteristics, curriculum, experimentation, teaching methods and media, and learning evaluation, need to be considered in the development of learning design. Combining learning design with technology is expected to make learning more effective and efficient, leading to optimal results.
Pengaruh Homophily Based Collaborative Learning dan Academic Engagement terhadap Writing Skill Utomo, Prasetio; Degeng, Made Duanda Kartika; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 7, No 3 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v7i32022p139

Abstract

Writing skill is often regarded as a complex ability in English language learning, requiring more precision in grammar and vocabulary than listening, speaking, and reading. Teaching writing skills effectively requires special attention, such as implementing homophily-based collaborative learning, which groups students based on shared interests. This study also investigates the impact of academic engagement on writing skills. This quasi-experimental research employed a posttest-only control group design. The experimental class utilized homophily-based collaborative learning, while the control class used standard collaborative learning. Data were collected through questionnaires and posttests. The results indicated that the homophily-based collaborative learning class achieved higher writing skill scores compared to the standard collaborative learning class. Additionally, students with high academic engagement scored higher in writing skills than those with low academic engagement. No interaction was found between the learning model and academic engagement on writing skills. Therefore, teachers are encouraged to form learning groups based on homophily principles to achieve better outcomes and to provide additional support to learners with low academic engagement to optimize their results. Abstrak Writing skill seringkali dianggap sebagai keterampilan yang kompleks dalam pembelajaran Bahasa Inggris. Writing skill membutuhkan ketelitian dan kehati-hatian dalam grammar dan vocabulary yang lebih besar daripada listening, speaking, dan reading. Sebagai keterampilan yang kompleks, pembelajaran writing skill membutuhkan perhatian khusus agar pembelajaran dapat berjalan dengan optimal. Sebagai contoh dengan menerapkan collaborative learning dengan pembentukan kelompok berdasarkan prinsip homophily. Model ini menekankan mekanisme belajar secara kolaboratif berdasarkan peminatan topik belajar. Selain itu, penelitian terkait academic engagement juga perlu dilakukan untuk mengetahui pengaruhnya terhadap writing skill. Penelitian ini berjenis quasi experiment dengan posttest only control group design. Kelas eksperimen menggunakan homophily based collaborative learning sedangkan kelas kontrol dengan collaborative learning. Pengambilan data dilakukan dengan angket dan posttest. Penelitian ini menemukan kelas dengan homophily based collaborative learning memperoleh nilai writing skill yang lebih tinggi dibadingkan collaborative learning. Pebelajar dengan tingkat academic engagement yang tinggi juga menghasilkan nilai writing skill yang lebih tinggi dibandingkan academic engagement rendah. Tidak ditemukan adanya interaksi antara model pembelajaran, academic engagement, dan writing skill. Selanjutnya, guru dapat menyusun kelompok belajar berdasarkan prinsip homophily untuk mendapatkan hasil belajar yang lebih baik. Guru juga perlu memberikan perlakuan khusus kepada pebelajar dengan academic engagement rendah agar dapat mencapai hasil belajar yang optimal.
Co-Authors Iqbal Ramadhan, Iqbal Praherdhiono, Hendry UTOMO, PRASETIO Veithzal Rivai Zainal Yerry Soepriyanto