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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Paedagogy
Dahlan, Hesti
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Tingkat Kelelahan Teknologi dan Pengaruhnya terhadap Kinerja Guru SMKN 1 Sambas Dahlan, Hesti
Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 1, No 01 (2024): Seminar Nasional Pendidikan (SNP) Tahun 2024
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jppk.v1i01.87307

Abstract

Burnout, dalam Bahasa Inggris artinya pemadaman. Menurut para ahli, burnout bias diartikan kelelahan, yaitu kehilangan kekuatan atau upaya. Kelelahan emosional dan sindrom desensitisasi, yang terjadi sebagai akibat dari bekerja dengan orang lain, adalah dua istilah yang biasanya digunakan untuk menggambarkan kelelahan. Jenis kelelahan fisik dan psikologis berbeda-beda. Kelelahan digital, yang meningkat di era informatif, adalah salah satu jenis kelelahan ini. Banyak para ahli percaya bahwa menghabiskan terlalu banyak waktu untuk perangkat digital, akan menyebabkan masalah fisik dan mental seperti stres, kelelahan, desensitisasi, kehilangan perhatian, dan gangguan fisik lainnya. Guru, di era digital sekarang ini juga sangat dituntut untuk mahir dan selalu menggunakan perangkat digital ini dalam semua aktifitasnya. Sehingga para guru diduga juga mungkin mengalami kelelahan fisik, emosional, dan mental, yang dapat berdampak negatif pada proses dan kinerja pengajaran yang mereka berikan. Penelitian ini bertujuan untuk mengukur tingkat kelelahan digital guru di SMKN 1 Sambas serta menganalisis pengaruhnya terhadap kinerja mereka. Metode penelitian yang digunakan adalah metode kuantitatif. Data diambil dengan menggunakan kuisioner yang disebar kepada seluruh guru di sekolah tersebut. Data yang diperoleh memperlihatkan ada pengaruh kelelahan digital terhadap variabel-variabel kinerja guru, seperti produktivitas, kreativitas, dan kepuasan kerja. Hasil penelitian ini diharapkan dapat memberikan gambaran yang lebih jelas mengenai kondisi guru di SMKN 1 Sambas dalam menghadapi tuntutan era digital serta memberikan rekomendasi untuk meningkatkan kesejahteraan dan kinerja guru.
Developing a Web-Based Application to Support Student Behavior Monitoring in Vocational Education Dahlan, Hesti; Sujaini, Herry; Basri, Muhammad; Aunurrahman; Salam, Urai
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 Herry Sujaini Muhammad Basri urai salam