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All Journal Jurnal Pendidikan Ekonomi Undiksha Pendas : Jurnah Ilmiah Pendidikan Dasar
Indah Nurlaili, Eka
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Economics, Econometrics & Finance Education Social Sciences Other

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Pengembangan Strategi Membangun Critical Thinking Melalui Pembelajaran Ekonomi Berbasis Konstruktivistik Sakti, Norida Canda; Soesatyo, Yoyok; Surjanti, Jun; Fitrayati, Dhiah; Indah Nurlaili, Eka
Jurnal Pendidikan Ekonomi Undiksha Vol. 15 No. 1 (2023)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpe.v15i1.61743

Abstract

21st century learning requires teachers to be able to create students who are knowledgeable, pious, and have character to be ready to face various educational challenges in the industrial revolution era. Economics teachers as an integral part of other subject teachers have a sense of professional responsibility and moral responsibility in preparing the nation's young generation. The analysis of students often has difficulty understanding macro and micro economic concepts that have not been answered by teachers in learning. So we need smart solutions to overcome them through changing the mindset of teachers in facing the challenges of teaching to be creative and willing to be good facilitators for students. The fusion of information technology applications in society needs to be revitalized in economic learning that is more effective, efficient and efficacy through strengthening economics teachers. Based on the urgency and conceptual ideas, the researcher intends to provide training for economics teachers in East Java on constructivist learning in economics learning to be able to improve students' critical thinking. This research was carried out using a participatory approach through the participation of teachers in seminar activities and continued with practical activities for training in constructivistic economic learning models and methods. The goal is to build critical thinking towards 21st century economic learning which is prepared independently by economics teachers. The results of the study indicate that the activities of developing constructivist-based economic learning models and methods have been proven to improve teacher understanding and skills as a form of developing strategies to build critical thinking.
PENGARUH PEMBERIAN REWARD DAN PUNISHMENT TERHADAP MINAT BELAJAR EKONOMI MENGGUNAKAN SELF-EFFICACY SEBAGAI VARIABEL MEDIASI PADA SISWA SMA SHAFTA SURABAYA Ahmad Rizky Firzatulloh Maulana; Indah Nurlaili, Eka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59210

Abstract

This study aims to analyze the effect of rewards and punishments on learning interest, with self-efficacy as a mediating variable, among students at Shafta High School in Surabaya. Learning interest is one of the key factors determining student success in the learning process, yet it can be influenced by external factors such as rewards and punishments and by internal factors such as self-efficacy. This study employed a quantitative approach using a survey method. The population consisted of all students of Shafta High School in Surabaya, and the entire population of 126 students was used as the sample through a saturation sampling technique. Data were collected through questionnaires and analyzed using multiple linear regression, path analysis, and the Sobel test with the assistance of IBM SPSS Statistics. The results indicate that rewards and punishments have a positive and significant effect on students' learning interest and on self-efficacy, while self-efficacy has a positive and significant effect on learning interest. Self-efficacy was also found to partially mediate the effect of rewards and punishments on learning interest. The coefficient of determination indicates that reward, punishment, and self-efficacy explain 67.2% of the variation in students' learning interest, while the remaining 32.8% is influenced by other variables outside the research model. Thus, students' learning interest can be enhanced through the application of educational rewards and punishments as well as the strengthening of self-efficacy in the learning process.
Co-Authors Ahmad Rizky Firzatulloh Maulana Dhiah Fitrayati Jun Surjanti NORIDA CANDA SAKTI Yoyok Soesatyo