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All Journal Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al-Jabar : Jurnal Pendidikan Matematika MUST: Journal of Mathematics Education, Science and Technology Martabe : Jurnal Pengabdian Kepada Masyarakat MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Edutama J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Majamecha Jurnal Abdi Insani Jurnal Mandala Pengabdian Masyarakat Journal of Mathematics Education and Science Jurnal Abdimas Ekonomi dan Bisnis Al Khawarizmi: Jurnal Pendidikan Matematika JAMU : Jurnal Abdi Masyarakat UMUS BULLET : Jurnal Multidisiplin Ilmu AMMA : Jurnal Pengabdian Masyarakat ABDIMAS NUSANTARA
Rahayuningsih, Suesthi
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Journal : Jurnal Pendidikan Edutama

 1 
Peran Aplikasi Schoology dalam Pembelajaran Flipped Classroom pada Materi Teks Anekdot Rani Jayanti; Suesthi Rahayuningsih
Jurnal Pendidikan Edutama Vol 7, No 2 (2020): July 2020
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v7i2.933

Abstract

Abstract: Schoology Apps is a part of Learning Management System (LMS) that makes it easy for teachers and students to interact wherever and whenever in learning anecdote text. Anecdote text begins to be taught to high school students, especially the tenthgrade students in Curriculum 2013. The purpose of this study is to investigate the role of schoology apps to learn anecdote text in flipped classroom. This study is a library research that starts from 1) choosing a topic, 2) exploring information, 3) setting the focus of study, 4) preparing data sources, 5) preparing data presentation, and 6) preparing reports. This data is secondary data from national and international journals, Indonesian and international books. The data collection method uses the documentation method. Data validation technique uses data triangulation techniques. It is analyzed using a content analysis method. The results show that anecdote text materials are compiled into schoology apps and integrated with a flipped classroom model that refers to Bergmann & Sams theory. The conclusion of this study is that the schoology apps plays an important role in the flipped classroom, it can be seen from the use of schoology apps for students at home. When they are at home or anywhere in the sense of not being in the classroom learning, they can access the materials of anecdote text first. In addition, they can have direct discussion before the classroom learning begins through the schoology apps. Keyword: schoology apps, flipped classroom, anecdote text Abstrak: Aplikasi schoology merupakan bagian dari LMS yang mempermudah pendidik dan peserta didik berinterasi dimanapun dan kapanpun dalam mempelajari teks anekdot. Teks anekdot mulai diajarkan pada siswa menengah atas, khususnya kelas 10 kurikulum 2013. Tujuan penelitin ini adalah ingin mengetahui peran aplikasi schoology dalam pembelajaran flipped classroom pada materi teks anekdot. Penelitian ini merupakan penelitian studi pustaka (library research) dengan prosedur penelitian dimulai dari, 1) memilih topik, 2) mengeskplorasi informasi, 3) menetapkan fokus penelitian, 4) menyiapkan sumber data, 5) menyiapkan penyajian data, dan 6) menyusun laporan. Data penelitian ini adalah data sekunder yang bersumber dari jurnal nasional, jurnal internasional, buku terbitan Indonesia dan luar negeri. Metode pengumpulan data menggunakan metode dokumentasi. Teknik validasi data menggunakan teknik triangulasi data. Data dianalisis menggunakan content analysis. Hasil penelitian menunjukkan bahwa materi-materi teks anekdot disusun ke dalam aplikasi schoology dan selanjutnya diintergrasikan dengan model pembelajaran flipped classroom yang mengacu pada teori Bergmann & Sams. Simpulan penelitian ini adalah aplikasi schoology sangat berperan penting dalam model pembelajaran flipped classroom, peran tersebut dapat dilihat dari penggunaan aplikasi schoology bagi siswa ketika sedang di rumah. Ketika sedang di rumah atau di manapun dalam artian tidak sedang dalam pembelajaran di kelas, siswa dapat mengakses materi teks anekdot terlebih dahulu, selain itu, siswa dapat berdiskusi secara langsung sebelum pembelajaran dimulai melalui aplikasi schoology. Kata kunci: aplikasi schoology, flipped classroom, teks anekdot
Analysis of Junior High School Teacher Readiness in Implementing the Independent Curriculum Rahayuningsih, Suesthi; Doni Uji, Windiatmoko; Achmad, Rijanto
Jurnal Pendidikan Edutama Vol 11 No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.3343

Abstract

In the 2022/2023 academic year, the independent curriculum will be implemented simultaneously, including in Mojokerto Regency. This study aims to analyze the readiness of teachers in implementing the independent curriculum in Mojokerto, especially at the junior high school level. This type of research, descriptive research with survey method. The survey reveals teacher readiness in terms of knowledge and attitude. Knowledge related to knowledge of independent curriculum policies, independent curriculum structure, learning and assessment as well as the Pancasila Student Profile Strengthening Project, while attitudes related to attitudes taken by teachers in preparing the implementation of an independent curriculum. Respondents in this study were junior high school teachers in Mojokerto. The results obtained were teacher readiness in the aspect of knowledge with the 10 questions given to respondents obtained that all questions gave positive responses knowing and very knowing more than 50%, and there were 2 questions which answered 100% knowing and very knowing related to Pancasila Student Profile Strengthening Project, Learning Achievements, Learning Objectives, and Learning Objective Flow. And teacher readiness from the Attitude Aspect with 12 questions given to respondents obtained 11 questions giving positive and very positive responses with a percentage of more than 50%, and there is one question, namely how often to compose learning assessments in an independent curriculum less than 50%, namely 43%. From these results, more than 50% of teachers were ready to implement the independent curriculum in terms of knowledge and attitudes.
Co-Authors Abror, Ahmad Nafiul Achmad Rijanto Achmad, Rijanto Agustina, Candy Alfa Ahmad Nafiul Abror Andriyati Mardliyah, Asih Ardiantoro, Luki Candy Alfa Agustina Deka Anjariyah Doni Uji, Windiatmoko Feriyanto Feriyanto Feriyanto Feriyanto Fitriyah, Nur Ana Hari Joko Wiyono Indarwati, Wahyu Pangastuti Jayanti, Rani Jayanti, Rani Lestari, Ratna Dwi Luki Ardiantoro Mardiyah, Asih Andriyati MARDLIYAH, ASIH ANDRIIYATI Miskawaih, Al Lian Muhammad Assegaf Baalwi Nasiruddin, Fathimah Az.Zahra Ngatiman Ngatiman Ngatiman Ngatiman, Ngatiman Nuril Badiatus Sa’adah Ratna Dwi Lestari sari, sita oktavia Sa’adah , Nuril Badiatus Suwandana, Engkin suwandana, engkin Wahyu Pangastuti Indarwati Wiyono, Hari Joko Zulfika, Dicki Nizar