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International Journal of Educational Dynamics (IJEDS)
Published by Universitas Negeri Padang
ISSN : 26554852     EISSN : 26555093     DOI : -
Core Subject : Education,
Education
International Journal of Educational Dynamics (IJEDs) is an international journal published twice a year in June and December by Pascasarjana, Universitas Negeri Padang. The International Journal of Educational Dynamics (IJEDs) welcomes authoritative, original, ably illustrated, and well-written manuscripts on any topic of education dynamics in the world. The Journal publishes Articles, Technical Notes, Rapid Communications, Opinion Papers, Comments/Responses and Corrections.
Arjuna Subject : -
Articles 309 Documents
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Education Quality Improvement Through the Development of Hilda Taba's Curriculum Osmi Zein R; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 3 No 2 (2021): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v3i2.352

Abstract

To develop a curriculum, many people will be involved, starting from teachers who are the spearheads in the field to experts who determine the direction of education policy. Hilda Taba an education expert makes a curriculum development that is different from other experts, Hilda Taba develops by developing an inductive model, namely from the bottom (bottom-up), teachers must start the process by creating a special teaching and learning unit for their students at school and not involved in the design of a general curriculum. Therefore Taba adopts an inductive approach that starts with the specifics and builds into a general design. According to him, curriculum development that encourages teacher innovation and creativity is inductive, which is the opposite of the traditional model. The steps in the curriculum development process according to Taba are Step 1: Needs diagnosis, Step 2: formulation of the main points, Step 3: Content selection, Step 4: Organization of content, Step 5: Selection of learning experiences, Step 6: Organization of learning experiences, Step 7: determining what to evaluate and how to do it. By implementing the steps that have been prepared by Hilda Taba.
Collaborative Application of CTL Learning Model with Conventional Model on Student Learning Outcomes in Geography Lessons Rahmayoni Rahmayoni; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 3 No 2 (2021): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v3i2.353

Abstract

There are still many students who are less motivated to do the assignments given during the theoretical and practical material, both those given in class and as homework assignments. The solution for solving this problem by using collaborative methods of contextual learning teaching (CTL) and problem-based learning (PBL) in geography subjects can improve student learning outcomes. This study aims to apply the contextual learning teaching (CTL) model with the conventional model to student learning outcomes in geography. This research method uses experimental research. The population in this study is the total sample of XI Social Science 3 students. Data was collected using a pre-test and a post-test. The results of this study have a positive difference and a significant influence between the CTL learning method and the conventional method on student learning outcomes.
Total Learning Experience Model as the Development of Geography Teaching Materials based on the Nature of the Grassroots Curriculum Titi Syafura; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 4 No 1 (2021): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v4i1.354

Abstract

Learning geography still tends to use the lecture method. These learning conditions will result in not creating conducive learning and will have an impact on learning outcomes. Learning is a form of interaction between individuals and their environment so that they provide a lot of experience from real situations. The curriculum is a means to achieve the desired educational program. The solution that can be done is to apply the Grassroot curriculum system by developing teaching materials for the total learning experience model. Research by developing Research and Development (R & D) using the Dick & Carey model. The results obtained are that the development of the total learning experience model has high and efficient quality and legibility.
Increasing Student's Learning Interest in Geography Through out Door Study Method Suhadi Rahman; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 4 No 1 (2021): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v4i1.355

Abstract

There are still many students who are less motivated to do the assignments given when studying theory and practicum, both those given in class and those that are used as homework. The learning process will be more optimal if we can take advantage of the media around us. The purpose of this research is the use of outdoor study methods or methods outside the lecture room can increase student interest in attending lectures so that the objectives of the lecture can be achieved. The method in this study using classroom action research was carried out in 3 (two) cycles, each cycle consisting of 2 meetings, each meeting time of 3 x 55 minutes. The population in the study of the Senior High School 1 Tanjung Jabung Barat. The research sample was in classes XII IPS 3 and XI IPS 4. The results showed that the outdoor study method was successful in increasing interest in learning, as seen by students being more enthusiastic in learning, more efficient, and effective, especially in geography.
The Use of Problem-based Learning Models and Media in Geography Learning Mutia Ayulanda; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 4 No 1 (2021): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v4i1.356

Abstract

The purpose of this study is to: 1) know the use of Problem Based Learning; 2) know the various ways of applying Problem Based Learning; and 3) know the use of media in learning. This research is a library research. Literature research is research whose data collection techniques are carried out by reading various literature related to information and relevance to research topics. Problem-based learning, hereinafter abbreviated as PBL, is one of the innovative learning models that can provide active learning conditions to students and the purpose of using learning media is to help teachers in conveying messages or subject matter to their students, so that the message is easier to understand, more interesting, and more enjoyable to students.
Improving Student Activities and Learning Outcomes Through the Problem based Learning (PBL) Model in Geography Learning Nada Nilam Suri; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 4 No 2 (2022): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v4i2.357

Abstract

The purpose of the study is to determine the application of the Problem Based Learning (PBL) model, student activities during the application, and student learning outcomes after the application of the Problem Based Learning (PBL) model to geography learning. This research is Classroom Action Research (PTK) or Classroom Action Research (CAR). Steps for implementing actions in PTK with action planning, action implementation, observation, and reflection.Data collection techniques with observations, scales, and tests. Based on the results of this study, it was found that this study student activity while applying the PBL learning model to exponential and logarithmic material in class X IPS 1 SMAN 3 Bukittinggi were classified as active student criteria and student learning outcomes after applying the PBL learning model achieved classical completion of 87.5%.
Exo Olo Task Learning Model with Case method To Improve Students' HOTS on the Distribution of Flora and Fauna Andika Rahman; Nofrion Nofrion; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 4 No 2 (2022): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v4i2.358

Abstract

The purpose of writing this article is to explain the influence of the application of the Exo Olo Task learning model with the Case method (CM) to Improve students' high-level thinking skills on the material distribution of flora and fauna in Indonesia and the world. Where the Exo Olo Task Learning Model with Case method is in line with the 2013 curriculum which applies student-centered learning. The distribution of Flora and Fauna in Indonesia and the World studied by students in high school class XI is included in the scope of physical geography. The research method in this study is a literature study with sources from various articles through searches on the internet and supported by related books. This writing obtained the results that the Exo Olo Task Learning Model with the Case method can improve students' high-level thinking skills. So, the Exo Olo Task Learning Model Method with the Case method can be applied in geography learning in high school. The role of the teacher is needed in the implementation of the Exo Olo Task Learning Model with the Case method as a facilitator of student learning.
The Role of Teachers in Improving Student Learning Outcomes During the COVID-19 Pandemic Ardi Wijayanto; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 4 No 2 (2022): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v4i2.359

Abstract

The role of the teacher in any circumstances and conditions is still prioritized in improving student learning outcomes. So that learning can still run effectively so that the process can run as it should. During the COVID-19 pandemic at SMAN 2 Kinali, there was a decrease in student learning outcomes. Research purposes, in this case, are to find out how the role of teachers in improving learning outcomes during the COVID-19 pandemic. The method used is a literature review from various journals and book sources that are on the theme. The role of teachers in improving student learning outcomes during the COVID-19 pandemic at SMAN 2 Kinali can be done by increasing aspects of the role and function of teachers in learning, factors that affect learning, learning outcomes, and learning during the COVID-19 pandemic.
Application of Constructivism Approach to Improve the Quality of Learning Geography Frist Adam Tampubolon; Yurni Suasti
International Journal of Educational Dynamics Vol 2 No 2 (2020): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v2i2.360

Abstract

The constructivism approach is one approach in learning that is appropriate to encourage participation, activity and creativity, and independence of students in learning activities. This is supported by the concepts and understandings contained in the underlying theory. The constructivist approach focuses on how students build and discover their knowledge so that learning will be more interesting. Geography is a science that studies the phenomenon of the geosphere that is spread over the earth's surface with its diversity. Learning geography will be more interesting if it is carried out with a constructivist approach, because in learning students are not passive objects, but will be encouraged to be active, and creative, build their knowledge and be able to apply the information they have in understanding, analyzing and solving problems of geographical phenomena themselves. The application of the Constructivism approach in geography learning can improve the quality of geography learning. This can be seen through interactive learning with two-way communication, the level of participation of students involved in learning is getting higher, the learning motivation of students is getting higher, the ability of students to understand concepts is getting better, and the ability of students to solve geographical problems is also getting better.
Application of the Map-Q Learning Model to Improve Student Activities and Learning Outcomes in Geography Subjects Harby Prasetya; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 2 No 2 (2020): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v2i2.361

Abstract

Tigo Lurah sub-district is one of the sub-districts in Solok Regency. This sub-district is the most underdeveloped sub-district among other sub-districts in Solok Regency. Some of the reasons why Kec. Tigo Lurah left behind can be seen from the access road, road network, and internet network. These things also have an impact on the education process in Tigo Lurah, especially SMA 1 Tigo Lurah. SMA 1 Tigo Lurah is the only small school in the Tigo Lurah area. This school is supported by four SMA and one MTSS. Although supported by these five schools, less than 70 students are studying at SMA 1 Tigo Lurah. This happens because of the large number of students who study in Vocational Schools and Madrasah in Solok City. SMA 1 Tigo Lurah only has students from two villages, namely Nagari Batu bajanjang and Nagari Rangkiang Luluih. The distance factor is the main thing that makes three Nagari such as Garabak Data, Smanau, and Sumiso reluctant to attend SMA 1 Tigo Lurah. In addition to the problem of the lack of interest in students to study at SMA 1 Tigo Lurah. Schools also face opposition from students who lack learning activities and learning outcomes. The majority of these students only follow the learning process just to play (fill spare time) and there is no motivation to learn. To overcome this problem the author uses a learning model that the author designed himself, namely Map-Q Based on the results of research conducted by the author, it can be concluded that: a. Learning activities using the map-Q model have increased by 16.3% while learning outcomes have increased by 28.3%.

Page 17 of 31 | Total Record : 309

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