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All Journal Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) CEJou
Agus Qowiyuddin
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Education Languange, Linguistic, Communication & Media Mathematics Other

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ANALISIS KESALAHAN SISWA MADRASAH TSANAWIYAH ROUDLOTUL MUBTADIIN WONOREJO PASURUAN PADA MATERI TEKANAN Erni Wijayati; Agus Qowiyuddin
Center of Education Journal (CEJou) Vol. 4 No. 1 (2023): Central Journal of Education (CEJou) July
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v4i1.252

Abstract

The purpose of this study was to analyze the mistakes made by students of Madrasah Tsanawiyah Roudlotul Mubtadiin regarding problems in the material pressure. The research was carried out by giving individual written tests (three essay questions) on the material pressure. This study used descriptive qualitative method. Six students of Madrasah Tsanawiyah Roudlotul Mubtadiin who studied stress material participated in this research. Data collection techniques were carried out using interview techniques and material analysis was carried out in the data reduction, presentation and conclusion steps. Based on data analysis and discussion, the following conclusions can be drawn: 1. The mistakes made by students when solving problems related to pressure material were conceptual errors in understanding the concept of pressure, and solid, liquid, and gas pressures, strategic errors in the form of errors in determining symbols, and arithmetic errors in the form of errors in performing arithmetic operations. 2. The reasons for student errors are a. conceptual error: students study less, pay less attention to the teacher's explanation and are afraid to ask questions if there is material that is still not understood. In this case, students misunderstood the concept. b. strategic mistakes: Students forget, don't care, lack of practice questions, lack of variety of practice questions, rush and limited time to solve problems. And 3. counting errors: students are not careful and enter the wrong numbers when counting, and complete assignments in a hurry.
PENERAPAN METODE PRAKTIKUM VIRTUAL BERBASIS SIMULASI PHET BERBANTUAN GUIDED-INQUIRY MODULE UNTUK MENINGKATKAN MATERI GELOMBANG PADA MATAKULIAH FISIKA Kholifatur Rizqiyah; Agus Qowiyuddin
Center of Education Journal (CEJou) Vol. 4 No. 1 (2023): Central Journal of Education (CEJou) July
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v4i1.253

Abstract

This research aimed to determine the increase in student's physics content knowledge through the application of a virtual practicum method based on a PhET simulation assisted by the guided-inquiry module. The method used in this research was a classroom action research method. The research subjects were 1 class of students who took the Basic Physics course in odd semester of the 2022/2023 academic year. Collecting data method consisted of documentation, observation, survey, and test of content knowledge. The results showed that the average score of student content knowledge was 65 in the first cycle, 85 in the second cycle. The percentage of subject matter mastery obtained by the class was 50% in the first cycle, 100% in the second cycle. Based on these results, it can be concluded that there is an increase in student’s physics content knowledge after participating in learning with a virtual practicum method based on a PhET simulation assisted by the guided-inquiry module.
EFEKTIVITAS STRATEGI DALAM PENGELOLAAN KELAS DI SMPN 1 WONOREJO PADA GENERASI Z Agus Qowiyuddin; Farda Faidah
Center of Education Journal (CEJou) Vol. 4 No. 1 (2023): Central Journal of Education (CEJou) July
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v4i1.254

Abstract

This research aims to identify trends in successful classroom management by generation Z, as well as study teachers strategies over the past 2 years. The results showed that the average Z class is more dominated by the way teachers and students manage it. The study used a qualitative, literature-based, research approach. The review of several studies found that the main problem lies in the preparation, struggle and management, process and final result for self-evaluation in teaching. However, it should be emphasized that teachers must understand the problem-based learning model. Generation Z is very critical and likes to argue, so it needs to understand problem-based learning models, presentations and group debates in class can be an effective way to stimulate their interest in learning.
KONSTRUKTIVISME FILSAFAT DALAM KONTEKS PENGEMBANGAN KETERAMPILAN BERBICARA DALAM PEMBELAJARAN BAHASA INGGRIS Agus Qowiyuddin; Ramazan; Muhammad Hanif; Mochamad Nursalim
Center of Education Journal (CEJou) Vol. 4 No. 2 (2023): Central Journal of Education (CEJou) December
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v4i2.380

Abstract

Speaking skills are considered a very vital aspect of improving communication skills, self-confidence and career opportunities. In the context of English language teaching, learning speaking skills should be done effectively, focusing on hands-on experience and social interaction. The concept of philosophical constructivism provides the theoretical foundation for this study, with six key principles, including an emphasis on the active construction of knowledge by learners and the role of the teacher as a facilitator. The implications of constructivism in language learning include learner-centered learning, the teacher's role as a facilitator, active learning, the use of direct experience, social interaction, and reflection. The previous review highlights the application of constructivism in English language learning, with research covering the development of constructivist models, the enhancement of student understanding, and the application of constructivism learning theory in foreign language learning. Overall, the research confirms the importance of speaking skills in the context of English language learning and identifies constructivism as an effective approach. The implications and findings of the previous study provide deep and diverse insights into the application of constructivism in English language learning
ANALISIS PENDIDIKAN MENENGAH DENGAN PEMBELAJARAN DIFERENSIASI DENGAN BERBAGAI PERBEDAAN DALAM GAYA KOGNITIF, SELF-EFFICACY, MOTIVASI, DAN SELF-REGULATED LEARNING BERDASARKAN PADA KONSTRUKTIVIS Agus Qowiyuddin
Center of Education Journal (CEJou) Vol. 4 No. 2 (2023): Central Journal of Education (CEJou) December
Publisher : Universitas Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v4i2.381

Abstract

In differentiated learning, the role of students' cognitive style is crucial. Visual, auditory and kinesthetic students require different approaches. Self-efficacy, belief in ability, motivation and self-regulated learning also have a significant impact. Motivation is the drive, while self-regulated learning is the ability to organize the learning process. The results and discussion of this research highlight seven ways differentiated learning achieves its goals, including recognition of learning needs and styles, customization of materials, providing choice, and continuous evaluation. The research also discusses differences in cognitive style, self-efficacy, motivation, and self-regulated learning and how these concepts play a role in differentiated learning. The differentiated learning strategies discussed involve recognizing individual students, creating a positive learning environment, varying teaching methods, and utilizing technology. The role of differentiation in helping students build self-efficacy and motivation to learn is highlighted as a key contribution of differentiated learning. Despite challenges such as deep understanding of learners and preparation of differentiated materials, differentiated learning is considered to create a more positive and effective learning experience.
Co-Authors Achmad Firmansyah Erni Wijayati Farda Faidah Kholifatur Rizqiyah Mochamad Nursalim Muhammad Hanif Nikmatul Ulfah Ramazan Siti Nur Dianah Zulfa Mazida Rohmah