Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Jurnal Paedagogy Journal of Advanced Sciences and Mathematics Education
Hesti Dahlan
Universitas Tanjungpura
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Thematic approach and its effectiveness in improving learning outcomes, motivation, and critical thinking in natural and social sciences Tulus Tulus; Aunurrahman Aunurrahman; Halida Halida; Hesti Dahlan; Ndaru Wigati; Hadi Mulya
Journal of Advanced Sciences and Mathematics Education Vol. 4 No. 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.475

Abstract

Background: Thematic learning is an effective strategy to address the demands of 21st-century education by integrating critical thinking, collaboration, and creativity through contextual learning environments.Aim: This study aims to evaluate the effectiveness of the thematic approach in improving students' learning outcomes, motivation, and critical thinking skills in Natural and Social Sciences (IPAS) subjects at SMKN 1 Sukadana.Method: The research employed a quasi-experimental design with a pretest-posttest control group. A total of 70 grade XI students were selected as the sample through purposive sampling, divided into experimental and control groups (35 students each). Data were collected using learning outcome tests, motivation questionnaires, and observation sheets. Descriptive and inferential statistical analyses, including t-tests, were conducted after normality and homogeneity tests.Results: The thematic approach significantly enhanced learning outcomes, motivation, and critical thinking skills. The experimental group achieved a 100 percent success rate, compared to 48.57 percent in the control group. Variance in individual responses highlighted differing adaptations to this method.Conclusion: The thematic approach is effective in improving student engagement, motivation, and interdisciplinary learning outcomes, particularly in vocational education. These findings support its implementation as a cross-disciplinary teaching method and provide insights for educational policy development.
Developing a Web-Based Application to Support Student Behavior Monitoring in Vocational Education Hesti Dahlan; Herry Sujaini; Muhammad Basri; Aunurrahman; Urai Salam
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19411

Abstract

This study aims to develop and implement a web-based student behavior monitoring application for Grade X students of Computer and Telecommunication Network Engineering (TJKT) at SMKN 1 Sambas and to analyze its impact on student behavior and learning outcomes. The research employed a Research and Development (R&D) method using the ADDIE model, encompassing the stages of needs analysis, design, development, implementation, and evaluation. The data analysis combined quantitative descriptive and qualitative approaches. Quantitative data obtained from expert validation sheets and questionnaires were analyzed using percentage-based descriptive statistics to determine the feasibility and practicality of the developed application. Meanwhile, qualitative data derived from observations and documentation were analyzed through data reduction, data display, and conclusion drawing to support the interpretation of the findings. Data were collected through observations, questionnaires, and documentation, involving teachers, class advisors, parents, and students. The expert validation results indicated that the application is highly feasible, with scores of 88.31% from content experts, 88.94% from media experts, and 86.48% from technology experts. Practicality testing by teachers and parents also categorized the application as highly practical, with scores of 83.51% and 84.94%, respectively. Behavioral evaluation showed significant improvement, with teacher-led interventions reaching 81.27% (good category) and student self-interventions 85.45% (very good category). Furthermore, academic outcomes improved significantly, with the class average increasing from 70 to 79. The t-test analysis yielded a p-value of 0.000 (p < 0.05), indicating that the application effectively enhances both student discipline and academic performance. In conclusion, the developed web-based application is valid, practical, and effective in improving student behavior and learning outcomes.
Co-Authors Aunurrahman Aunurrahman Aunurrahman Hadi Mulya Halida Halida Herry Sujaini Muhammad Basri Ndaru Wigati Tulus Tulus urai salam