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All Journal JPTE: Jurnal Pendidikan Teknik Elektro Affection: Journal of Psychology and Counseling
yusra, afdal
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Arts Humanities Education Electrical & Electronics Engineering Social Sciences Other

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PENGARUH POLA ASUH ORANG TUA TERHADAP MOTIVASI BELAJAR SANTRI TPQ/TPSQ DI NAGARI KOTO DALAM SELATAN yusra, afdal; Dillatul Vatin, Nurva; Afnita, Nora; Ariani, Farida; Khair, M. Hubbal
Affection: Journal of Psychology And Counseling Vol. 2 No. 1 (2025): Affection: Journal of Psychology and Counseling
Publisher : Institut Agama Islam Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55062/affection.v2i1.760

Abstract

Penelitian yang dilakukan oleh Afdal Yusra dengan judul Pengaruh Pola Asuh Orang Tua terhadap Motivasi Belajar Santri di TPQ/TPSQ Nagari Koto Dalam Selatan bertujuan untuk menganalisis hubungan antara pola asuh orang tua dan motivasi belajar santri. Pola asuh didefinisikan sebagai interaksi orang tua dalam mendidik anak yang terbagi menjadi otoritatif, otoriter, permisif, dan mengabaikan, sementara motivasi belajar adalah dorongan internal dan eksternal yang mendorong keberlanjutan aktivitas belajar. Dengan pendekatan kuantitatif yang melibatkan 65 santri dan orang tua, data diperoleh melalui kuesioner dan dianalisis menggunakan regresi linier. Hasil penelitian menunjukkan bahwa meskipun pola asuh sebagian besar berada pada kategori tinggi (55,4%), motivasi belajar mayoritas rendah (86,2%), dan pola asuh tidak memiliki pengaruh signifikan terhadap motivasi belajar (R=0,033, kontribusi 0,1%). Penelitian ini menekankan bahwa faktor lain, seperti lingkungan belajar, karakteristik santri, dan metode pengajaran, lebih berperan dalam membentuk motivasi, sehingga kolaborasi antara orang tua, guru, dan lembaga pendidikan diperlukan untuk menciptakan strategi pembelajaran yang efektif.
Implementasi Pembelajaran Berdiferensiasi untuk Meningkatkan Hasil Belajar Siswa Yusra, Afdal; Candra, Oriza
Jurnal Pendidikan Teknik Elektro Vol 7 No 1 (2026): Jurnal Pendidikan Teknik Elektro
Publisher : Jurusan Teknik Elektro Fakultas Teknik Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpte.v7i1.671

Abstract

A common problem in learning is the low achievement of students, which is influenced by differences in students’ understanding and learning styles, as well as the insufficient application of innovative and student-centered learning models. Therefore, an instructional approach that can address these issues is needed, such as differentiated learning combined with the Problem Based Learning (PBL) model. This study employed a quantitative approach using an experimental method with a One-Group Pretest-Posttest Design. The research subjects were tenth-grade students of the Electrical Installation Engineering program at SMK N 2 Sawahlunto. Data collection was conducted using pretest and posttest instruments to assess students’ learning outcomes. The data obtained were analyzed using N-Gain scores and classical completeness. The results indicate that the implementation of differentiated learning integrated with the PBL model is quite effective in improving students’ learning outcomes. This is evidenced by an increase in the average posttest score to 86.06 from a pretest score of 59.66. The implementation of differentiated learning was proven to significantly enhance students’ learning achievement, as reflected by a normalized gain score of 0.66, which falls into the medium category, with a classical completeness of 97%.
Implementasi Model Guided Discovery Learning dalam Mata Pelajaran Dasar Ketenagalistrikan Yusra, Afdal; Elfizon, Elfizon
Jurnal Pendidikan Teknik Elektro Vol 7 No 1 (2026): Jurnal Pendidikan Teknik Elektro
Publisher : Jurusan Teknik Elektro Fakultas Teknik Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpte.v7i1.700

Abstract

This study investigates the effectiveness of implementing the Guided Discovery Learning model in improving student learning achievements within the Fundamentals of Electrical Power course for tenth-grade learners specializing in Electrical Power Installation at a vocational high school in Padang, Indonesia. The research adopts a quantitative methodology featuring a one-group pretest-posttest design, where participants engaged with a validated multiple-choice assessment tool confirmed reliable via product-moment correlation and internal consistency checks. Descriptive statistics, normalized gain calculations, the Wilcoxon signed-rank test, and effect size analysis were applied to evaluate improvements. Findings reveal a marked enhancement in post-intervention scores compared to initial assessments, with normalized gains predominantly falling into moderate categories, alongside a subset achieving higher levels and a smaller portion showing lower progress. The Wilcoxon test indicates statistically significant differences between pre- and post-scores, while the effect size points to a substantial influence. These results affirm that Guided Discovery Learning effectively bolsters conceptual understanding of electrical principles, fosters active engagement, reduces learning disparities among vocational students, and promotes a more equitable classroom dynamic. Consequently, this student-centered approach is recommended as a viable alternative to traditional teacher-led methods in vocational settings, particularly for technical subjects like electrical fundamentals, to better align education with industry demands and enhance practical problem-solving skills.
Co-Authors Afnita, Nora Ariani, Farida Candra, Oriza Dillatul Vatin, Nurva Elfizon Elfizon M. Hubbal Khair