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Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Published by Universitas Muhammadiyah Mataram
ISSN : 20866356     EISSN : 26143674     DOI : https://doi.org/10.31764/paedagoria.v15i2.20547
Core Subject : Education,
Education
Theoretical studies, research and development of teaching materials, activities, models or learning media in the field of education include mathematics and natural sciences (physics, chemistry, biology, science, ICT, and its applications); (2) social science, history, geography, culture and economy; (3) language and literature, and (4) basic education; Research actions to increase motivation, activities, interests or learning outcomes in solving learning problems; Development or design of creativity, innovation, and technology based on software, online or e-learning; Development of curriculum, management, programs, and other education policies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
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Search results for , issue "Vol 16, No 2 (2025): April" : 23 Documents clear
IMPLEMENTATION OF GAMIFICATION-BASED MEDIA AND ITS IMPLICATIONS FOR COLLABORATIVE LEARNING IN ELEMENTARY SCHOOLS Kurniawan, Wibisono Yudhi; Yulianto, Arief; Sarwi, Sarwi; Subali, Bambang; Avrilianda, Decky
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i2.28659

Abstract

Abstrak: Pembelajaran gamifikasi untuk meningkatkan keterlibatan dan motivasi siswa telah banyak dilakukan, namun kajian tentang pengaruh gamifikasi terhadap pembelajaran kolaboratif belum banyak dikaji. Penelitian ini bertujuan untuk mengkaji dan memahami implementasi media berbasis gamifikasi serta implikasinya terhadap pembelajaran kolaboratif siswa kelas IV di SDN 2 Kentengsari. Jenis penelitian ini adalah penelitian kualitatif. Teknik pengumpulan data dilaksanakan melalui observasi, wawancara, dan dokumentasi. Hasil peneltian ini menunjukkan bahwa penggunaan gamifikasi oleh guru memberikan keuntungan dengan kemudahan dalam mengakses konten, terjalinnya interaksi dan komunikasi yang baik dengan siswa, dan peningkatan motivasi, dan hasil belajar siswa. Penggunaan media ini dapat membuat siswa antusias untuk mengikuti pembelajaran dan siswa dapat menyerap materi pembelajaran dengan lebih baik. Dari penelitian ini dapat disimpulkan bahwa penggunaan gamifikasi dalam pembelajaran kolaboratif memberikan banyak manfaat, termasuk peningkatan keterlibatan, motivasi, dan hasil belajar siswa.  Abstract:  Gamification learning to increase student engagement and motivation has been widely used, but studies on the influence of gamification on collaborative learning have not been widely studied. This study aims to examine and understand the implementation of gamification-based media and its implications for collaborative learning of grade 4 students at SDN 2 Kentengsari. This type of research is qualitative research. Data collection techniques are carried out through observation, interviews, and documentation. The results of this study indicate that the use of gamification by teachers provides benefits such as ease of accessing content, good interaction and communication with students, and increased motivation and student learning outcomes. This media can make students enthusiastic about participating in learning and help them absorb learning materials better. From this study, it can be concluded that gamification in collaborative learning provides many benefits, including increased student engagement, motivation, and learning outcomes.
THE ROLE OF FISHERMEN AND FARMERS IN INCREASING THE LEARNING MOTIVATION OF SDN 2 BINONTOAN STUDENTS Syahriono, Sitti Amriana; Dewi, Andi Imrah; Hariana, Kadek; Aras, Nurul Fitriah; Fasli, Muhammad
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i2.29733

Abstract

Abstract: Penelitian ini bertujuan untuk mengetahui peran orang tua dalam meningkatkan motivasi belajar siswa kelas II SDN 2 Binontoan, Kecamatan Tolitoli Utara, Kabupaten Tolitoli. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian terdiri dari orang tua siswa kelas II, guru kelas, serta siswa sebagai objek utama penelitian. Hasil penelitian menunjukkan bahwa kurangnya perhatian orang tua terhadap pendidikan anak, keterbatasan waktu dalam membimbing belajar di rumah, serta minimnya komunikasi dan kerja sama dengan guru menjadi faktor utama rendahnya motivasi belajar siswa. Selain itu, kebutuhan dasar seperti ketersediaan ruang belajar yang nyaman, pola makan yang teratur, serta dukungan emosional juga berpengaruh terhadap motivasi belajar anak. Faktor-faktor yang memengaruhi motivasi belajar meliputi lingkungan keluarga, dukungan emosional, pengawasan dan bimbingan orang tua, serta motivasi intrinsik siswa. Orang tua berperan dalam enam aspek utama, yaitu memberikan dorongan belajar, memberikan penghargaan, menciptakan lingkungan belajar yang kondusif, mengatur jadwal belajar, memberikan dukungan agar anak tidak mudah menyerah, serta berkomunikasi dengan guru mengenai perkembangan akademik anak. Namun, terdapat kendala dalam menjalankan peran ini, seperti keterbatasan ruang belajar yang memadai serta keterbatasan sumber belajar dan sarana prasarana. Oleh karena itu, diperlukan kerja sama yang lebih erat antara orang tua dan pihak sekolah guna meningkatkan motivasi belajar siswa secara optimal..Abstract: This study aims to determine the role of parents in increasing the learning motivation of grade II students of SDN 2 Binontoan, North Tolitoli District, Tolitoli Regency. The method used in this study is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The subjects of the study consisted of parents of grade II students, class teachers, and students as the main objects of the study. The results of the study showed that the lack of parental attention to children's education, limited time in guiding learning at home, and minimal communication and cooperation with teachers were the main factors in low student learning motivation. In addition, basic needs such as the availability of a comfortable study room, regular eating patterns, and emotional support also affect children's learning motivation. Factors that influence learning motivation include the family environment, emotional support, parental supervision and guidance, and students' intrinsic motivation. Parents play a role in six main aspects, namely providing learning encouragement, giving rewards, creating a conducive learning environment, arranging learning schedules, providing support so that children do not give up easily, and communicating with teachers about children's academic development. However, there are obstacles in carrying out this role, such as limited adequate study space and limited learning resources and infrastructure. Therefore, closer cooperation is needed between parents and schools to optimally increase students' learning motivation.
APPLICATION OF CTL MACI (MOTIVATE, OBSERVE, CONCLUDE, IMPLEMENT) LEARNING MODEL TO IMPROVE LITERACY OF ELEMENTARY SCHOOL STUDENTS IN MATARAM CITY Lamusiah, Siti; Aryanti, Ribut
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i2.27904

Abstract

Abstrak: Penelitian ini bertujuan untuk mengevaluasi pengaruh penerapan model pembelajaran Contextual Teaching and Learning (CTL) dengan strategi MACI (Motivasi, Amati, Conclude, Implementasi) terhadap kemampuan literasi siswa di Sekolah Dasar. Metode yang digunakan adalah penelitian dan pengembangan (R&D) dengan pendekatan kuantitatif deskriptif, melibatkan uji coba terbatas melalui desain one group pretest-posttest dan pretest-posttest control group design. Penelitian dilakukan di dua sekolah dasar di Kota Mataram, yaitu SDN 26 Kota Mataram dan SDN 1 Cakranegara, dengan fokus pada peningkatan keterampilan menyimak, berbicara, membaca, dan menulis. Data dianalisis menggunakan paired sample t-test, dan reliabilitas instrumen diukur menggunakan Cronbach's Alpha. Hasil penelitian menunjukkan adanya peningkatan signifikan pada seluruh keterampilan literasi siswa setelah penerapan model CTL MACI. Peningkatan skor posttest lebih tinggi dibandingkan pretest di kedua sekolah, dengan korelasi yang kuat antara pretest dan posttest untuk semua keterampilan (ranging from 0.530 to 0.997). Reliabilitas instrumen pengukuran juga menunjukkan nilai yang sangat baik (Cronbach’s Alpha > 0.90). Meskipun keterampilan menyimak di SDN 1 Cakranegara menunjukkan korelasi yang lebih rendah (0,530), penelitian ini menyimpulkan bahwa model CTL MACI efektif dalam meningkatkan keterampilan literasi siswa, dan instrumen pengukuran yang digunakan dapat dipercaya. Temuan ini mendukung penggunaan model CTL MACI sebagai pendekatan yang kontekstual dan berbasis siswa untuk meningkatkan keterampilan literasi di sekolah dasar.Abstract:  This study aims to evaluate the effect of implementing Contextual Teaching and Learning (CTL) learning model with MACI strategy (Motivation, Observe, Conclude, Implement) on students' literacy skills in elementary school. The method used was research and development (R&D) with a descriptive quantitative approach, involving a limited trial through a one group pretest-posttest design and a pretest-posttest control group design. The research was conducted in two elementary schools in Mataram City, namely SDN 26 Mataram City and SD Aisyiyah 2 Mataram, with a focus on improving listening, speaking, reading, and writing skills. Data were analyzed using paired sample t-test, and instrument reliability was measured using Cronbach's Alpha. The results showed a significant increase in all students' literacy skills after the application of the CTL MACI model. At SD Aisyiyah, the average ability of language skills (listening, speaking, writing and reading) average score between 65-73 is moderate, because it has not used the CTL MACI learning syntax. Meanwhile, SD 26 Mataram has a high ability of the 4 language skills with an average score of 84-85, because it has implemented the CTL MACI learning syntax.  Although the skills at SD Aisyiyah 2 showed a lower correlation, the study concluded that the CTL MACI model was effective in improving students' literacy skills, and the measurement instruments used were reliable. The findings support the use of the CTL MACI model as a contextualized and student-driven approach to improving literacy skills in primary schools.

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