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All Journal Jurnal Pendidikan Matematika Undiksha Jurnal EDUTECH Undiksha
Wikanta, I Made Indra Adhi
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Education Mathematics

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Peningkatan Hasil Belajar Matematika Peserta Didik Melalui Penerapan Model Problem Based Learning Di Kelas X14 SMA N 1 Kuta Utara Wikanta, I Made Indra Adhi; Sumandya, I Wayan
Jurnal Pendidikan Matematika Undiksha Vol. 14 No. 2 (2023): Jurnal Pendidikan Matematika Undiksha
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpm.v14i2.59527

Abstract

Penelitian ini bertujuan untuk mendeskripsikan peningkatan hasil belajar matematika peserta didik melalui penerapan model pembelajaran Problem Based Learning di kelas X14 SMA N 1 Kuta Utara. Metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas (PTK). PTK dilaksanakan sebagai upaya untuk mengatasi permasalahan yang muncul di dalam kelas. Metode ini dilakukan dalam 4 (empat) tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Keempat tahap tersebut merupakan siklus yang berlangsung secara berulang dan dilakukan dengan langkah-langkah yang sama dan difokuskan pada peningkatan hasil belajar matematika peserta didik sebagai tujuan dari penelitian yang dilakukan. Penelitian ini dilaksanakan pada bulan Januari-Maret 2023 di SMA N 1 Kuta Utara dengan subjek penelitian pada peserta didik kelas X14. Penelitian dilaksanakan dalam 2 siklus dengan masing-masing siklus selama 2 pertemuan. Hasil penelitian menunjukkan bahwa terdapat peningkatan hasil belajar matematika peserta didik pada setiap siklusnya. Hal ini dapat dilihat dari rata-rata persentase ketuntasan hasil belajar peserta didik pada siklus I sebesar 60%. Sedangkan rata-rata persentase ketuntasan hasil belajar peserta didik pada siklus II sebesar 77,5%. Hal ini menunjukkan bahwa rata-rata persentase ketuntasan hasil belajar peserta didik pada siklus II mengalami peningkatan dan telah mencapai indikator keberhasilan penelitian ini, yaitu bahwa penelitian akan berhasil apabila sekurang-kurangnya 70% peserta didik tuntas belajar dengan skor sesuai harapan yaitu ≥ 75.
Exploring the Digital Literacy Levels of Junior High School Indonesian Language Teachers: A DigCompEdu Perspective Arimbawa, Gusti Putu Arya; Wikanta, I Made Indra Adhi; Sumarno, I Wayan; Dantes, Gede Rasben; Indrawan, Gede; Gunawan, I Made Agus Oka
Jurnal Edutech Undiksha Vol. 12 No. 2 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v12i2.86129

Abstract

The advancement of digital technology requires educators to possess adequate digital literacy to effectively integrate technology into the teaching and learning process. However, digital literacy among subject teachers varies widely and requires special attention, especially in maximizing the use of technology to support educational practices. This study aims to provide an overview of the digital literacy levels of Indonesian language teachers at the junior high school level. The research employed a qualitative method with an online survey involving 72 Indonesian language teachers, selected through a cluster-quota sampling technique. The research instrument was a questionnaire adapted from the DigCompEdu model, comprising 22 core statements and 13 additional questions to explore the sample’s characteristics and teaching environment. Data were analyzed by comparing the percentage scores in each aspect of digital literacy within the DigCompEdu model. The results showed that most teachers reached the B1: Integrator level of digital literacy, reflecting their ability to integrate technology effectively into teaching. Teachers predominantly used digital technologies such as presentation media when teaching Indonesian language subjects. However, the study also identified several areas for improvement, including reflective practice, resource selection, teaching, evidence analysis, differentiation and personalization, and communication skills. This study concludes by emphasizing the importance of continuous digital literacy development to enable teachers to maximize the potential of technology in education.
Co-Authors Arimbawa, Gusti Putu Arya Gede Indrawan Gede Rasben Dantes I Made Agus Oka Gunawan I Wayan Sumandya Sumarno, I Wayan