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JKTP: Jurnal Kajian Teknologi Pendidikan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 26158787     DOI : 10.17977
Core Subject : Education,
Other
JKTP: Jurnal Kajian Teknologi Pendidikanis a journal in the field of educational technology which contains literature review, action reserach, case study research, 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 JKTP 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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 6, No 3 (2023)" : 6 Documents clear
Analisis Persepsi Mobile Learning Readiness Dengan Menggunakan Technology Acceptance Model Dalam Pembelajaran Bahasa Jawa Pangestu, Sulih Aji; Setyosari, Punaji; Kuswandi, Dedi
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p152

Abstract

Technological developments in the current era are growing rapidly. Disruptive innovation from this technological development penetrates human needs in various fields, especially in the field of education. Regulations on technological developments in the field of education become learning innovations to remain effective and efficient in their utilization. The application of Mobile Learning requires a readiness analysis that must be considered from the Perceived Ease of Use and Perceived Usefulness variables. This research is an exploratory study with the technology acceptance model (TAM). The aim is to find out the extent of the level of acceptance of the use of media, especially at the junior high school education level. In the acquisition of overall results data reviewed from several aspects namely Student Readiness, Perceived Ease of Use and Usefulness get very good acceptance from the learners. It is proven that the use of media can be accepted by learners who are in accordance with the needs. Furthermore, it is important for educational institutions and teachers to pay attention to learners' perception of Ease of Use and Usefulness on the use of Mobile Learning. Proper support and provision of relevant and useful content can help learners' readiness level in adopting and utilizing Mobile Learning effectively in the learning process.AbstrakPerkembangan teknologi pada era sekarang yang semakin berkembang pesat. Inovasi secara disrupsi dari perkembangan teknologi ini merambah pada kebutuhan manusia dalam berbagai bidang khususnya dibidang pendidikan. Regulasi pada perkembangan teknologi dalam bidang pendidikan menjadi inovasi pembelajaran agar tetap efektif dan efisien dalam pemanfaatannya. Penerapan Mobile Learning ini membutuhkan analisis kesiapan yang harus diperhatikan dari variabel Perceived Ease of Use dan Perceived Usefulness. Penelitian ini merupakan penelitian eksploratif dengan model penerimaan teknologi (TAM). Tujuan untuk mengetahui sejauh mana tingkat penerimaan pada penggunaan media khususnya di tingkatan pendidikan Sekolah Menengah Pertama. Pada perolehan data hasil keseluruhan ditinjau dari beberapa aspek yakni Student Readiness, Perceived Ease of Use dan Usefulness mendapatkan penerimaan yang sangat baik dari para pebelajar. Hal ini terbukti bahwa penggunaan media dapat diterima oleh pebelajar yang sesuai dengan kebutuhan. Selanjutnya penting bagi institusi pendidikan dan pengajar untuk memperhatikan persepsi pebelajar tentang Ease of Use dan Usefulness pada penggunaan Mobile Learning. Dukungan yang tepat dan penyediaan konten yang relevan dan bermanfaat dapat membantu tingkat kesiapan pebelajar dalam mengadopsi dan memanfaatkan Mobile Learning secara efektif dalam proses pembelajaran.
Pengaruh Personalized Ubiquitous Learning Dan Self Regulated Learning Terhadap Hasil Belajar Matematika SMP Tonge, Marselinus; Kuswandi, Dedi; Ulfa, Saida
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p163

Abstract

Personalized u-Learning environments can enhance context-aware learning experiences and provide personalized learning opportunities. Personalized u-Learning supports interaction between authentic and digital learning resources. This study tested the learners' u-learning and Self Regulated Learning (SRL) strategies on mathematics learning outcomes in students of Frater Maumere Catholic Junior High School. The study used quasi-experimental design. The research design used is a non-equivalent control group design. The instruments to measure learning outcomes are objective tests and SRL questionnaires (OSLQ) adapted from Barnard to determine the SRL of the subjects studied. The data is then analyzed through the two-way ANOVA technique. The results of the study found several important findings: First, there was a significant difference in the mathematics learning outcomes of students who used the u-learning learning strategy with the e-Learning strategy. Second, there were significant differences in the learning outcomes of groups that had high SRL levels with low SRL levels. Third, there is an interaction of U-learning and e-learning strategies with high SRL and low SRL levels that affect learner learning outcomes.AbstrakLingkungan pembelajaran u-Learning yang dipersonalisasi dapat meningkatkan pengalaman belajar sadar konteks dan memberikan kesempatan belajar personal. Personalized u-Learning mendukung interaksi antara sumber belajar otentik dan digital. Penelitian ini menguji strategi u-learning dan Self Regulated Learning (SRL) pebelajar terhadap hasil belajar matematika pada siswa SMP Katolik Frater Maumere. Penelitian menggunakan kuasi eksperimen (quasi-eksperimental design). Rancangan penelitian yang dipakai adalah non-equivalent control group design. Instrumen untuk mengukur hasil belajar adalah tes objektif dan angket SRL (OSLQ) diadaptasi dari Barnard untuk mengetahui SRL subyek yang diteliti. Data tersebut kemudian dianalisis melalui teknik two-way ANOVA. Hasil penelitian menemukan beberapa temuan penting: Pertama, Ada perbedaan yang signifikan hasil belajar matematika peserta didik yang menggunakan strategi pembelajaran u-Learning dengan strategi e-Learning. Kedua, terdapat perbedaan signifikan dalam hasil belajar kelompok yang memiliki tingkat SRL tinggi dengan tingkat SRL rendah. Ketiga, ada interaksi strategi u-Learning dan e-Learning dengan tingkat SRL tinggi dan SRL rendah yang mempengaruhi hasil belajar pebelajar.
Pengaruh Blended Learning DLPCA Models Terhadap Kemampuan Numerasi Siswa Ma'rifah, Sila Nur; Kuswandi, Dedi; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p173

Abstract

In the Basic Programming subject, it contains numeracy skills. Meanwhile the 2018 PISA results stated that students' numeracy skills were weak. Basic Programming itself is a mandatory prerequisite material for vocational high school students which is quite difficult but very important to master. The application of Blended Learning DLPCA Models (BL-DLPCA Models) learning strategies is carried out to get the combined advantages of online learning and face-to-face learning. BL-DLPCA Models have a syntax namely Discover, Learn, Practice, Collaborate and Asses which aims to integrate instructors, students and are ready to use technology to meet challenges in learning. The use of BL-DLPCA Models learning strategies aims to improve students' numeracy skills in Basic Programming subjects. Quasi-experiment quantitative research design type pottest only control group design. The experimental group applied the BL-DLPCA Models and the both control group applied online and face-to-face learning strategies respectively. The results of the study stated that the use of BL-DLPCA Models learning strategies had a better effect on students' numeracy abilities in Basic Programming subjects compared to online and face-to-face learning strategies.AbstrakDidalam mata pelajaran Pemrograman Dasar memuat kemampuan numerasi. Sementara itu hasil PISA 2018 yang menyatakan bahwa lemahnya kemampuan numerasi siswa. Pemrograman Dasar sendiri merupakan materi wajib prasyarat siswa sekolah menengah kejuruan yang cukup sulit tetapi sangat penting untuk dapat dikuasai. Penerapan strategi pembelajaran Blended Learning DLPCA Models (BL-DLPCA Models) dilakukan untuk mendapatkan gabungan keuntungan dari pembelajaran online dan pembelajaran tatap muka. BL-DLPCA Models memiliki syntax yaitu Menemukan (Discover), Mempelajari (Learn), Berlatih (Practice), Berkolaborasi (Collaborate) dan Dinilai (Asses) bertujuan mengintergasikan instruktur, siswa dan siap menggunakan teknologi untuk memenuhi tantangan dalam pembelajaran. Penggunaan strategi pembelajaran BL-DLPCA Models bertujuan untuk meningkatkan kemampuan numerasi siswa pada mata pelajaran Pemrograman Dasar. Penelitian kuantitatif quasi-eksperiment design tipe pottest only control group design. Pada kelompok eksperimen menerapkan BL-DLPCA Models dan dua kelompok kontrol lain masing-masing menerapkan pembelajaran online dan pembelajaran tatap muka. Hasil penelitian menyatakan bahwa penggunaan strategi pembelajaran BL-DLPCA Models memberikan pengaruh terhadap kemampuan numerasi siswa pada mata pelajaran Pemrograman Dasar lebih baik dibanding dengan strategi pembelajaran online maupun tatap muka.
Memperkuat Keterampilan Berpikir Kreatif Melalui Model Pembelajaran Proyek Berlandaskan Metode Design Thinking Aprianto, Muhamad Tri Panunggal; Kuswandi, Dedi; Soepriyanto, Yerry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p132

Abstract

The design thinking method is used as the main approach in developing learning models to promote creativity and innovation in students. This model adopts the instructional design development model by Walter Dick & Lou Carey and consists of 5 stages: Discovery, Interpretation, Idea Determination, Experimentation, and Evaluation. The validity of this learning model has been verified by material experts and media experts, and the results show a high degree of suitability. Trials on large groups of students confirmed the validity and usefulness of the project learning model based on the design thinking method. The research results show that this model meets the requirements of validity, practicality, and effectiveness. Statistical analysis shows that there is a significant difference in students' creative thinking skills after applying this learning model. Trials on students indicated that the project learning model based on the design thinking method was valid and appropriate to be implemented in learning, and received positive responses from students. Therefore, this model can be applied in learning to empower students' creative thinking skills in learning media innovation courses.AbstrakMetode design thinking digunakan sebagai pendekatan utama dalam pengembangan model pembelajaran untuk menggalakkan kreativitas dan inovasi pada mahasiswa. Model ini mengadopsi model pengembangan desain instruksional oleh Walter Dick & Lou Carey dan terdiri dari 5 tahap: Penemuan, Penafsiran, Penetapan Ide, Eksperimen, dan Evaluasi. Validitas model pembelajaran ini telah diverifikasi oleh ahli materi dan ahli media, dan hasilnya menunjukkan tingkat kesesuaian yang tinggi. Uji coba pada kelompok besar mahasiswa menegaskan kevalidan dan kegunaan model pembelajaran proyek berdasarkan metode design thinking. Hasil penelitian menunjukkan bahwa model ini memenuhi persyaratan validitas, kepraktisan, dan efektivitas. Analisis statistik menunjukkan adanya perbedaan signifikan dalam keterampilan berpikir kreatif mahasiswa setelah menerapkan model pembelajaran ini. Uji coba kepada mahasiswa mengindikasikan bahwa model pembelajaran proyek berbasis metode design thinking adalah valid dan pantas diimplementasikan dalam pembelajaran, serta mendapatkan tanggapan positif dari mahasiswa. Oleh karena itu, model ini dapat diterapkan dalam pembelajaran untuk memberdayakan keterampilan berpikir kreatif mahasiswa dalam mata kuliah inovasi media pembelajaran.AbstractThe design thinking method is used as the main approach in developing learning models to promote creativity and innovation in students. This model adopts the instructional design development model by Walter Dick & Lou Carey and consists of 5 stages: Discovery, Interpretation, Idea Determination, Experimentation, and Evaluation. The validity of this learning model has been verified by material experts and media experts, and the results show a high degree of suitability. Trials on large groups of students confirmed the validity and usefulness of the project learning model based on the design thinking method. The research results show that this model meets the requirements of validity, practicality, and effectiveness. Statistical analysis shows that there is a significant difference in students' creative thinking skills after applying this learning model. Trials on students indicated that the project learning model based on the design thinking method was valid and appropriate to be implemented in learning, and received positive responses from students. Therefore, this model can be applied in learning to empower students' creative thinking skills in learning media innovation courses. 
Studi Multi Situs: Pelaksanaan Pembelajaran Daring Synchronous dan Asynchronous Pada Sekolah Dasar di Jember Alamsyahrony, Syahidi; Soetjipto, Budi Eko; Atok, A. Rosyid Al
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p183

Abstract

The purpose of this study is to thoroughly analyze the implementation of synchronous and asynchronous online learning in two elementary schools in Jember. The two schools are, Tiga Bahasa Rukun Harapan Elementary School, and Al Baitul Amien 01 Elementary School. This study used a qualitative multi-site study method. The data collected relates to planning online learning, implementing online learning, and evaluating the implementation of online learning. The data analysis technique begins with single-site data analysis followed by cross-site data analysis. The single site analysis procedure was carried out with the Miles & Huberman analysis model. The cross-site analysis procedure was carried out using an analytic induction model looking for the final cross-site findings. The results of the study show that in online learning planning, educators need to consider online learning principles that are easy for all students and teachers to follow as a first step in planning effective online learning. At the stage of implementing online learning, the important thing for the teacher to do is to organize the platform according to the type of online learning into a digital class that ideally approaches real learning conditions. In the evaluation of learning the teacher again ensures the ease of communicating with students, the suitability of the platform for the type of learning, the ease of accessing material, ensuring the level of authenticity of student answers, and the teacher can collaborate with parents to control student learning activities.Abstrak Tujuan penelitian ini menganalisis secara menyeluruh pelaksanaan pembelajaran daring synchronous dan asynchronous pada dua sekolah dasar di Jember. Kedua sekolah tersebut yaitu, SD Tiga Bahasa Rukun Harapan, dan SD Al Baitul Amien 01.  Metode penelitian yang digunakan yaitu kualitatif studi multi situs. Data yang dikumpulkan berkaitan dengan perencanaan pembelajaran daring, penerapan pembelajaran daring, dan evaluasi pelaksanaan pembelajaran daring. Teknik analisis data yang pertama menggunakan analisis data situs tunggal kemudian dilanjutkan dengan analisis data lintas situs. Prosedur analisis situs tunggal dilakukan dengan model analisis Miles & Huberman. Prosedur analisis lintas situs dilakukan dengan model induksi analitik mencari temuan akhir lintas situs. Hasil penelitian menunjukan pada perencanaan pembelajaran daring, pendidik perlu mempertimbangkan prinsip pembelajaran daring yang mudah diikuti oleh semua siswa dan guru sebagai langkah awal merencanakan pembelajaran daring yang efektif. Pada tahap penerapan pembelajaran daring hal penting yang dilakukan guru adalah mengorganisasikan platform sesuai jenis pembelajaran daring menjadi kelas digital yang idealnya medekati kondisi pembelajaran secara nyata. Pada evaluasi pembelajaran daring guru kembali memastikan kemudahan berkomunikasi dengan siswa, kesesuaian platform dengan jenis pembelajaran daring, kemudahan mengakses materi, memastikan tingkat keaslian jawaban siswa, dan guru dapat berkolaborasi bersama orangtua untuk mengontrol aktivitas belajar siswa.
Pengaruh Blended Learning Enriched Virtual Model Terhadap Hasil Belajar Materi Konflik Sosial Di SMA Djagom, Donatus; Kuswandi, Dedi; Praherdhiono, Henry
JKTP: Jurnal Kajian Teknologi Pendidikan Vol 6, No 3 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um038v6i32023p143

Abstract

To keep up with the latest developments in science and technology, schools must use teaching strategies that are in line with modern times. One of them is the Blended learning Enriched Virtual Model (BLEV), which is a mixed model that is enriched through features in Google Classroom for learning needs. To test this model with social conflict material, the experimental group applied the model and the control group. Quantitative approaches and quasi-experimental procedures are used to explore the effect of one on the other under controlled conditions. The results showed that there were differences between the two groups. According to this study, students who use the virtual mixed learning model have superior learning outcomes than the traditional mixed learning model. It has also been shown that using an enriched virtual blended learning paradigm can expose students to the topic of social conflict. Therefore, the use of an enhanced virtual blended learning paradigm is highly recommended for students, especially in social conflict content.AbstrakUntuk mengikuti perkembangan ilmu pengetahuan dan teknologi terkini, sekolah harus menggunakan strategi pengajaran yang sesuai dengan zaman modern. Salah satunya adalah Blended learning Enriched Virtual Model (BLEV) yaitu sebuah model campuran yang diperkaya melalui fitur-fitur di Google Classroom untuk kebutuhan pembelajaran. Untuk menguji model tersebut dengan materi konflik sosial, maka kelompok eksperimen menerapkan model tersebut dan kelompok kontrol. pendekatan kuantitatif dan prosedur kuasi-eksperimental digunakan untuk mengeksplorasi pengaruh satu terhadap yang lain dalam keadaan terkendali. Hasil penelitian menunjukkan bahwa ada perbedaan antara kedua kelompok tersebut. Menurut penelitian ini, siswa yang menggunakan model pembelajaran campuran virtual lebih unggul hasil belajarnya daripada model pembelajaran campuran tradisional. Juga telah ditunjukkan bahwa menggunakan paradigma pembelajaran campuran virtual yang diperkaya dapat memaparkan siswa pada topik konflik sosial. Oleh karena itu, penggunaan paradigma blended learning virtual yang disempurnakan sangat dianjurkan bagi siswa, terutama pada konten konflik sosial.

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