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All Journal Jurnal Ilmiah Sekolah Dasar
Zeva Adi Fianto
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Education

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Perceptions of Elementary School Teacher Education Students on the Use of Wordwall Interactive Media as a Quiz Zeva Adi Fianto; Sekar Purbarini Kawuryan; Bambang Saptono; Mujinem; Galuh Mentari Putri
Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i1.65492

Abstract

The use of interactive media in learning activities provides new innovations in the world of education. This study aims to analyze the perceptions of PGSD students on the use of Wordwall interactive media as quizzes in elementary school social studies education courses. This research is a quantitative type with 50 PGSD (Elementary School Teacher Education). The research method used in this research is the survey method. Data was collected using a 1-5 Likert scale questionnaire. Questionnaires were distributed to students via the Google form. The data obtained from the study were then analyzed using a Likert scale and the results were converted into a student perception classification table. The results of the analysis of the questionnaire distributed to PGSD students showed that the perceptions of PGSD students regarding the use of Wordwall interactive media as quizzes in elementary school social studies education courses were in the "agree" category. So that future learning can take advantage of Wordwall interactive media. Based on the results of the questionnaire distributed to students, the conclusion that can be drawn is that the use of interactive teaching media such as Wordwall as quizzes can increase students' motivation, learning outcomes, enthusiasm and learning achievements. Because the use of Wordwall interactive media has an attractive appearance, is easy to use and at the end of the quiz work a value rating will appear automatically. So that it can stimulate students to compete to get the maximum value.
The Role of Emotional Intelligence in Improving Student Self-Efficacy Galuh Mentari Putri; Sekar Purbarini Kawuryan; Bambang Saptono; Zeva Adi Fianto
Jurnal Ilmiah Sekolah Dasar Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i2.68257

Abstract

This study analyzes the influence of emotional intelligence on students' self-efficacy in an educational context. This research highlights the importance of good emotion management to maximize emotional intelligence, which impacts the ability to follow lessons and self-management in educational settings, especially in facing academic demands and life in the 21st century. This quantitative study involved 52 respondents who filled out a Google Form questionnaire. The instrument used consisted of 40 items measuring emotional intelligence and self-efficacy scales. The prerequisite tests included normality, linearity, and multicollinearity tests, while data analysis techniques employed regression with Pearson product-moment correlation approach. The results showed that emotional intelligence significantly affects students' self-efficacy, with a regression coefficient of 0.740 and a determination coefficient of 0.538. The significance of 0.000 (<0.05) indicates that emotional intelligence influences self-efficacy by 53.80%, while the remaining 46.20% is influenced by other variables not examined. This study concludes that emotional intelligence is important in enhancing students' self-efficacy, making it essential to develop it within the educational context. The implications of these findings emphasize the need for educational strategies that can enhance emotional intelligence to support academic success and students' personal development.
Co-Authors Bambang Saptono Galuh Mentari Putri Mujinem Sekar Purbarini Kawuryan