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Edcomtech Jurnal Kajian Teknologi Pendidikan

EDCOMTECH
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Published by Universitas Negeri Malang

ISSN : 25489879 EISSN : 25992139 DOI : -

Core Subject : Humanities, Education, Art, Social,

Arts Humanities Education Social Sciences

Edcomtech is a journal in the field of educational technology which contains conceptual studies and empirical findings in scientific disciplines of educational technology theories and practices. The covered topics are involved the foundation and philosophy of educational technology, design and implementation, assessment and evaluation, strategies and models of general and specific learning, research and development methods, research and development methods, emerging technologies, and technology integration in learning. Journal of Edcomtech is willing to facilitate writers to disseminate conceptual ideas, development, and research findings which are useful in the development of science, study programs, and educational technology profession.

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Articles 9 Documents

Search results for , issue "Vol 4, No 1 (2019)" : 9 Documents clear

Improve Your English Through The 21st Century Skills Shobahul Hoir; M. Subandowo; Yoso Wiyarno
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

Abstrak: Memasuki dasawarsa ke-2 dari abad ke-21 artinya penerapan pola pendidikan abad ke-21 di Indonesia sudah harus mulai diterapkan. The Partnership (P21) for 21st Century Skill mengidentifikasi empat kemampuan penting yang disebut dengan ‘Four Cs’ atau 4Cs, terdiri dari collaboration (kolaborasi), critical thingking (berfikir kritis), creativity (kreatifitas), dan communication (komunikasi). Penelitian ini bertujuan untuk mengembangkan produk bahan ajar pada mata pelajaran bahasa Inggris melalui 4Cs. Prosedur pengembangan bahan ajar menggunakan model pengembangan ADDIE yang terdiri atas lima tahapan yaitu: analisis, rancangan, pengembangan, implementasi, dan evaluasi. Data dikumpulkan bertujuan untuk melihat kelayakan produk sebagai bahan ajar dan uji coba lapangan di kelas pembelajaran. Data angket berasal dari ahli materi (SME), ahli desain pembelajaran, teman sejawat, dan 30 peserta didik. Teknik analisis ini digunakan untuk mengolah data yang diperoleh/terkumpul melalui angket dalam bentuk deskriptif persentase. Hasil reviu kelayakan produk pengembangan sebagai berikut: 1) Reviu ahli materi bahasa Inggris sebesar 90%, reviu ahli desain pembelajaran sebesar 90%, 2) Uji coba produk kepada peserta didik dan guru melalui angket mendapatkan respon yang sangat baik. Berdasarkan hasil reviu kelayakan produk dapat disimpulkan bahwa produk pengembangan ini sangat layak untuk digunakan dalam proses pembelajaran bahasa Inggris untuk mengarahkan peserta didik dalam mengembangkan kemampuan abad ke-21. Saran untuk pemanfaatan produk ini adalah guru menjadi pengarah serta motivator bagi peserta didik untuk proses pengembangan kemampuan abad ke-21.Abstract: Entering the second decade of the 21st century means that the implementation of the 21st century education pattern in Indonesia must be implemented. The Partnership (P21) for 21st Century Skill identifies four important abilities called 'Four Cs' or 4Cs, consisting of collaboration (collaboration), critical thinking (critical thinking), creativity (creativity), and communication (communication). This study aims to develop teaching material products in English through 4Cs. The procedure for developing teaching materials uses the ADDIE development model which consists of five stages, namely: analysis, design, development, implementation, and evaluation. The data collected aims to see the feasibility of the product as teaching material and field trials in the learning class. The questionnaire data came from material experts (SME), learning design experts, peers, and 30 students. This analysis technique is used to process the data obtained / collected through a questionnaire in the form of a descriptive percentage. The results of the feasibility review of the development product are as follows: 1) Expert review of English material by 90%, expert review of learning design by 90%, 2) Product testing to students and teachers through questionnaires gets a very good response. Based on the results of the product feasibility review, it can be concluded that this development product is very suitable for use in the English learning process to direct students in developing 21st century skills. Suggestions for the use of this product are that the teacher becomes a guide and motivator for students for the 21st century ability development process.

The Influence of the Problem Based Learning and Attitudess towards Learning Outcomes For Mathematics Antonius Yohan Armanta; Mustaji Mustaji; Suryaman Suryaman
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

This research aims to (1) to know the differences between the learning outcomes of students who follow the LBC and conventional learning, (2) to tell the difference between students who have learning outcomes learning the attitude of higher and lower (3) to know the interactions between models of learning and learning attitude towards learning outcomes. This research uses a type of quantitative research. Implementation observations data model Data and results of Problem Based learning questionnaire attitudes of the students analyzed inquantitative descriptive by determining the score and the percentage obtained every aspect is observed. The results showed that: (1) there is a difference between the learning outcomes of students who follow Problem Based Learning and conventional learning. (2) there is a difference between students who have learning outcomes learning the attitude of higher and lower (3) there are interactions between the learning model and attitudes towards learning outcomes.

The Effect of Realia Strategy and Self-Regulated Learning (SRl) Tto The English Learning Result Nuke Lismarini
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

The focus of this study was to determine whether any interactions between Realia Strategy and Self-Regulated Learning (SRL) to the English learning result of the seventh grade students in SMPN 1 & 2 Dlanggu Mojokerto. The research approach used in this study was a quantitative. The research population was the seventh grade students in SMPN 1 & 2 Dlanggu Mojokerto. The number of the respondents who took part in this research was 128. The findings revealed that the majority of the respondents were the seventh grade students and both genders were almost equally represented in the sample. Test and questionnaire were conducted with 128 respondents using a prepared structured test and questionnaire schedule. The test and questionnaire was managed for easy analysis and analysed using SPSS computer program. Based on the data analysis and hypothesis verification, it can be concluded that there are any differences of the English learning result between a group of students who is given a treatment using Realia Strategy and a group of students who is given a treatment using Display Strategy, between a group of students who has High Self-Regulated Learning (SRL) and Low Self-Regulated Learning (SRL), and there are any interactions between Realia Strategy and Self-Regulated Learning (SRL) to the English learning result of the seventh grade students in SMPN 1 & 2 Dlanggu Mojokerto. It can be said that there is significant interaction of Realia Strategy and Self-Regulated Learning (SRL) to the English Learning Result of the Seventh Grade Students in SMPN 1& 2 Dlanggu Mojokerto. According to the findings of the research, Realia strategy and Self-Regulated Learning (SRL) are able to be implemented in classroom to improve students’ English learning result. Keywords: Realia strategy, Self-Regulated Learning (SRL)

Pengembangan Media ICT Berbasis Proyektor Interaktif Bagi Guru dan Siswa Raudhathul Athfal (RA) Dindin Sobiruddin; Gelar Dwirahayu; Dedek Kustiawati
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

Abstrak: Teknologi dewasa ini semakin menguasai pada semua aspek kehidupan, termasuk di dalamnya adalah penggunaan teknologi dalam bidang pendidikan salah satunya adalah pendidikan di Tingkat RA. Penelitian ini terintegrasi dengan kegiatan pengabdian kepada masyarakat yang bertujuan untuk melatih guru-guru RA untuk 1) memanfaatkan media pembelajaran ICT berbasis proyektor interaktif dalam pembelajaran, 2) mengembangkan media ICT berbasis proyektor interaktif bagi anak usia dini, 3) memberikan gambaran tentang aktivitas siswa RA dalam pembelajaran yang menggunakan media ICT berbasis proyektor interaktif. Metode Metode R&D digunakan dalam mengembangkan aplikasi dan media ICT berbasis proyektor interaktif dalam meningkatkan aktivitas belajar siswa RA di kelas. Uji coba media ICT berbasis proyekor interaktif dilakukan di dua RA yaitu siswa RA Al-Hidayah dan siswa RA Al-Husaeni. kabupaten Pandeglang Propinsi Banten. Hasil penelitian menunjukkan bahwa 1) tersusun aplikasi pembelajaran interaktif bagi anak usia dini yang menggunakan media ICT berbasis proyektor interaktif, 2) Proses pembelajaran tematik di RA yang menggunakan media media ICT berbasis proyektor interaktif sangat menyenangkan, hal ini ditunjukkan oleh antusias siswa dalam mengikuti pelajaran, dan juga terjadi peningkatan aktifitas belajar siswa RA di Kabupaten Pandeglang. 3) Guru memberikan respon yang positif terhadap penggunaan proyektor interaktif dalam pembelajaran tematik di kelas RA. Abstract: Today's technology is increasingly dominating all aspects of life, including the use of technology in education, one of which is education at RA level. This research is integrated with community service activities which aim to train RA teachers to 1) utilize interactive projector-based ICT learning media in learning, 2) develop interactive projector-based ICT media for early childhood, 3) provide an overview of RA student activities in learning using interactive projector-based ICT media. Method The R&D method is used in developing interactive projector-based ICT applications and media to improve RA students' learning activities in the classroom. Interactive projector based ICT media trials were conducted in two RAs, namely RA Al-Hidayah students and RA Al-Husaeni students. Pandeglang district, Banten Province. The results showed that 1) arranged interactive learning applications for early childhood using interactive projector-based ICT media, 2) The thematic learning process in RA using interactive projector-based ICT media was very enjoyable, this was shown by the enthusiasm of students in participating in lessons and there is also an increase in the learning activities of RA students in Pandeglang Regency. 3) The teacher gives a positive response to the use of interactive projectors in thematic learning in class RA.

Pengaruh Strategi Pembelajaran Swa-Atur dengan Discovery Learning dan Gaya Kognitif terhadap Hasil Belajar Kimia Mohammad Fauzi
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

Tujuan penelitian ini adalah 1) mengetahui perbedaan hasil belajar kimia antara siswa yang mengikuti strategi pembelajaran Swa-Atur dan Discovery Learning,2) mengetahui perbedaan hasil belajar kimia antara siswa yang mempunyai gaya kognitif Field Dependence dan gaya kognitif Field Independence, dan 3) untuk mengetahui interaksi antara pembelajaran Swa-Atur, pembelajaran Discovery Learning, dan gaya kognitif siswa terhadap hasil belajar kimia. Penelitian ini merupakan penelitian eksperimen faktorial 2 x 2. Kelompok kontrol merupakan kelompok yang mengikuti pembelajaran menggunakan strategi pembelajaran Discovery Learning, sedangkan kelompok eksperimen merupakan kelompok yang mengikuti pembelajaran menggunakan strategi pembelajaran Swa-Atur. Melalui desain analisis ANAVA dua arah ini akan dibandingkan pengaruh strategi pembelajaran Swa-Atur dengan strategi pembelajaran Discovery Learning dan gaya kognitif siswa yaitu Field Dependence dan Field Independence terhadap hasil belajar kimia. Dari analisis diperoleh hasil: Ha.1 diperoleh Fhitung = 22,566 lebih besar dari Ftabel dengan pembilang 1 dan penyebut 67 yang 3,99 (Fhitung > Ftabel) dan p = 0,000 maka p <0,05 sehingga terbukti bahwa nilai rata-rata kedua populasi tidak sama sehingga terbukti hasil belajar dengan strategi pembelajaran Swa-Atur dan Discovery Learning berbeda secara signifikan pada taraf kepercayaan 95%. Ha.2 diperoleh Fhitung = 5,182 lebih besar dari Ftabel dengan pembilang 1 dan penyebut 67adalah 3.99 (Fhitung > Ftabel) dan p = 0,000 maka p <0,05 berarti bahwa hasil belajar siswa yang memiliki gaya kognitif Field Independence dan gaya kognitif Field Dependence berbeda secara signifikan pada taraf kepercayaan 95%, dan Ha.3 diperoleh Fhitung = 0,219 lebih kecil dari Ftabel dengan pembilang 1 dan penyebut 67adalah 3.88 (Fhitung < Ftabel) dan p =0,641 maka p> 0,05 berarti bahwa tidak ada interaksi strategi pembelajaran Swa-Atur dan Discovery Learning dan gaya kognitif siswa terhadap hasil belajar pada taraf kepercayaan 95%. Kesimpulan yang diperoleh bahwa siswa yang diberi strategi pembelajaran Swa-Atur menunjukkan hasil belajar lebih tinggi dari strategi pembelajaran Discovery Learning. Bahwa siswa yang memiliki Field Independence memiliki hasil belajar yang lebih tinggi daripada siswa yang memiliki Field Dependence. Tidak ada interaksi antara strategi pembelajaran dan hasil belajar kimia.The objectives of this study were 1) to determine differences in chemistry learning outcomes between students who took Self-Organized learning strategies and Discovery Learning, 2) to determine differences in chemistry learning outcomes between students who had Field Dependence cognitive style and Field Independence cognitive style, and 3) to determine the interaction between Self-Organized learning, Discovery Learning learning, and students' cognitive styles on chemistry learning outcomes. This research is a 2 x 2 factorial experimental research. The control group is a group that follows learning using the Discovery Learning learning strategy, while the experimental group is a group that takes learning using the Self-Organized learning strategy. Through this two-way ANAVA analysis design, the influence of Self-Arranged learning strategy with Discovery Learning learning strategy and students' cognitive style, namely Field Dependence and Field Independence, will be compared to chemistry learning outcomes. From the analysis, the results obtained: Ha.1, it is obtained that Fcount = 22.566 is greater than Ftable with the numerator 1 and denominator 67 which is 3.99 (Fcount> Ftable) and p = 0.000 then p <0.05, so it is proven that the average value of the two populations not the same so it is evident that the learning outcomes with Self-Organized learning strategies and Discovery Learning differ significantly at the 95% confidence level. Ha.2 obtained Fcount = 5.182 greater than Ftable with a numerator of 1 and the denominator 67 is 3.99 (Fcount> Ftable) and p = 0.000 so p <0.05 means that the learning outcomes of students who have Field Independence cognitive style and Field Dependence cognitive style are different significantly at the 95% confidence level, and Ha.3 obtained Fcount = 0.219 which is smaller than Ftable with numerator 1 and denominator 67 is 3.88 (Fcount <Ftable) and p = 0.641 then p> 0.05 means that there is no interaction between self-learning strategies -Set and Discovery Learning and students' cognitive styles on learning outcomes at the 95% confidence level. The conclusion was that students who were given the Self-Organized learning strategy showed higher learning outcomes than Discovery Learning learning strategies. That students who have Field Independence have higher learning outcomes than students who have Field Dependence. There is no interaction between learning strategies and chemistry learning outcomes.

Penerapan Metode Inkuiri dalam Meningkatkan Keterampilan Berfikir Kritis Dan Keaktifan Belajar Siswa pada Mata Pelajaran PAI Di MTS Al-Amin Pekalongan Failasuf Fadli
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

Abstrak: Kurangnya pemahaman siswa dalam proses pembelajaran pada materi (Pendidikan Agama Islam) PAI di sekolah merupakan salah satu masalah yang sering dijumpai di sekolah. Selain itu, siswa juga tidak antusiasdalam merespon materi yang disampaikan gurunya.Perilaku yang seperti itu disebabkan karena materi PAI dianggap kurang menarik, selain itu penggunaan model pembelajaran yang monoton menjadikan siswa kurang aktif serta belum dapat mengembangkan ketrampilannya dalam berpikir kritis. Hal ini dapat dilihat dari perilaku siswa di kelas cenderung hanya melihat dan mendengar materi pelajaran yang diberikan gurunya. Sedangkan Pembelajaran PAI merupakan upaya membekali peserta didik dengan pengetahuan, pemahaman, dan nilai-nilai yang bersumber dari ajaran islam. Untuk mencapai hasil pembelajaran yang maksimal, maka guru diharapkan dapat menerapkan suatu metode pembelajaran yang dapat mengembangkan pola piker siswa. Metode pembelajaran yang dimaksud salah satunya adalah metode pembelajaran inkuiri. Implentasi metode inkuiri pada mata pelajaran PAI dapat meningkatkan daya berpikir kritis dan keaktifan siswa dalam proses belajar mengajar. Penelitian ini menggunakan metode penelitian kualitatif dengan sumber primer guru yang mengampu mata pelajaran PAI (Fiqih, al-Qur’an Hadist, Aqidah Akhlak, Sejarah kebudayaan Islam) dan peserta didik MTs Al-Amin Pekalongan. Proses Penelitian ini melalui tahapan reduksi data, penyajian data dan penarikan kesimpulan. Adapun hasil dari penilitian ini mengemukakakn bahwa pembelajaran inkuiri yang melibatkan secara maksimal seluruh kemampuan otak siswa untuk berpikir mencari dan menyelidiki suatu masalah yang dikemukakan guru secara sistematis dan logis, akan berdampak pada siswa sehingga siswa dapat menemukan sendiri pengetahuan, sikap dan keterampilan dalam menjawab masalah yang dikemukakan gurunya. Dengan penggunaan seluruh pengetahuan yang dimiliki siswa dapat menggerakkan jiwa serta menimbulkan kemampuan dalam berpikir kritis serta aktif.Abstract: Students' lack of understanding in the learning process of Islamic Education (Islamic Education) material in schools is one of the problems that is often encountered in schools. In addition, students are also not enthusiastic in responding to the material presented by their teacher. Such behavior is because the PAI material is considered less attractive, besides the use of monotonous learning models makes students less active and unable to develop skills in critical thinking. This can be seen from the behavior of students in the class who tend to only see and hear the subject matter provided by the teacher. Meanwhile, PAI learning is an effort to equip students with knowledge, understanding, and values that come from Islamic teachings. To achieve maximum learning outcomes, the teacher is expected to be able to apply a learning method that can develop students' thinking patterns. One of the learning methods referred to is the inquiry learning method. The implementation of the inquiry method in Islamic Education subjects can increase critical thinking power and student activity in the teaching and learning process. This study used a qualitative research method with the primary source of teachers who taught PAI subjects (Fiqh, al-Qur'an Hadith, Aqidah Akhlak, Islamic Cultural History) and students of MTs Al-Amin Pekalongan. This research process through the stages of data reduction, data presentation and drawing conclusions. The results of this study show that inquiry learning which maximally involves the students' brain ability to think, search for and investigate a problem raised by the teacher systematically and logically will have an impact on students so that students can find their own knowledge, attitudes and skills in answering problems said his teacher. By using all the knowledge that students have, it can move the soul and lead to the ability to think critically and actively.

Peran Screencast dalam Memfasilitasi Pembelajaran Yerry Soepriyanto
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

Abstrak: Screencast, screencasting adalah sebuah istilah yang berkaitan dengan video hasil tangkapan pada layar monitor komputer. Tujuan artikel ini adalah memberikan penjelasan dan membahas tentang sejarah yang melatarbelakangi kedua istilah tersebut dan peranannya dalam memfasilitasi pembelajaran. Pembahasan juga melibatkan penelitian-penelitian yang telah dilakukan sebelumnya untuk memberikan bukti peranan screencast dalam memfasilitasi pembelajaran. Abstract: Screencast, screencasting is a term related to video captured on a computer monitor screen. The purpose of this article is to provide an explanation and discuss the history behind these two terms and their role in facilitating learning. The discussion also involved previous studies to provide evidence of the role of screencasts in facilitating learning

The Effect of ICT-Based Learning on Students' Learning Achievement of Computer System in Vocational High School Made Agustia Permata Wardani; Rufi'i Rufi'i; Harwanto Harwanto
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

This study aimed to examine the effect of ICT-based learning on learning achievement of computer system. This study was a quantitative research with quasy-experimental method and post-test only control group design model. The subject was tenth graders of a vocational high school on Multi Media and Computer Engineering and Network skill competencies as many as 90 students which was divided into two equal groups that taught using ICT-based learning and conventional method. The instrument of the study was a written test (post-test) to measure the learning achievement. The data was analyzed by independent-samples T Test at 0.05 significance level. The finding revealed that coefficient t-test (10.025) > ttable (1.987) with p-value (2-tailed) 0.000, so there was a significant difference on computer system’s learning achievement between groups that taught using ICT-based learning and conventional methods. Thus, ICT-based learning has a significant effect on the students’ learning achievement of computer system. Keywords: ICT-based learning; conventional method; learning achievement

The Impact of Creative Problem Solving Strategy VS Learning Cycle Model and Cognitive Style on The Understanding of Comparison Concept Muhammad Ainul Fudo'il; I Nyoman Sudana Degeng; Nurmida Catherine Sitompul
Edcomtech Vol 4, No 1 (2019)
Publisher : Universitas Negeri Malang

Abstract: This study aims to examine the differences in the understanding of the comparison concept in groups of students who take realistic mathematics learning through the Creative Problem Solving (CPS) and Learning Cycle Model (LCM) strategies. It also examines the differences in the understanding of comparison concept between groups of students who have Field Independent (FI) and Field Dependent (FD) Cognitive Style. Lastly, it examines whether there is an interaction between learning strategies and Cognitive Style towards the students’ understanding of the concept of comparison. This study uses quasi-experimental research design, with 2x2 factorial design pretest-posttest nonequivalent control group design. Data analysis uses two-way ANOVA by utilizing SPSS statistical software version 22 for windows. The subjects of this study were 53 seventh-grade students of Islamic junior high school (MTs) Azzainabiyah Pramian Sampang Madura, consisting of 2 classes (experimental class and control class) with non-random assignment. The instrument used in this study is the Cognitive Style test called GEFT (Group Embedded Figure Test) and learning outcomes test. The results of this study indicate that there is no difference in the understanding of the concept of comparison in groups of students who take realistic mathematics learning through CPS and LCM strategies. There is a difference in the understanding of the concept of comparison between groups of students who have FI and FD cognitive style. There is no interaction between the strategy of learning with the cognitive style possessed by students towards the understanding of the concept of comparison.

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