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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
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Articles 6 Documents
 1 
Search results for , issue "Vol 2, No 2 (2020)" : 6 Documents clear
An evaluation toward the post-certification teacher performance in the natural history learning process for the elementary school degree Azizah, Siti Noor; Suparwoto, Suparwoto; Nuryana, Zalik
Psychology, Evaluation, and Technology in Educational Research Vol 2, No 2 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (503.405 KB) | DOI: 10.33292/petier.v2i2.16

Abstract

The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conducted in both the Public Elementary Schools and the Private Elementary Schools throughout the Province of Yogyakarta Special Regions. The subjects of the study were the teachers who had been teaching Natural History in both schools who had passed the certification test in 2007 and 2008 and who had also been receiving the certification allowance. During the conduct of the study, the data gathering instruments that had been implemented were questionnaire, observation sheet and documentation. On the other hand, the data analysis technique that had been adopted was descriptive statistical analysis with percentage. Then, the results of the study show that the post-certification performance of Natural History teachers have been “Very Good” based on the personality, professionalism, pedagogy and social competency and also based on the results of the self-assessment, the principal assessment and the peer assessment. The details on the results of the post-certification teacher performance in this regard might be elaborated as follows: (1) personality competence 96.70%; (2) professionalism competence 76.40%; (3) pedagogy competence 83.30%; and (4) social competence 88.90%. Furthermore, the results of the student assessment assert that the post-certification of Natural History teachers belongs to the “Very Good” category with the assessment rate of 96.70%. Last but not the least, the results of the observation toward the teacher learning process also belong to the “Very Good” category with the following details: (1) pre-learning activities 93.30%; (2) core activities 93.30%; and (3) closing activities 73.30%.
Examining guidance and counseling students interpersonal communication skill based on semester level Dewanti, Septinda Rima; Novitasari, Zeti
Psychology, Evaluation, and Technology in Educational Research Vol 2, No 2 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.16 KB) | DOI: 10.33292/petier.v2i2.47

Abstract

Interpersonal communication has been widely studied and proven to be an important skill possessed by school counselor. Interpersonal communication skills are activities that transfer certain information appropriately by the context of the communication. The purpose of this study was to determine the differences in interpersonal communication skills of students majoring in guidance and counseling. The subjects of this study were students of the guidance and counseling department at Universitas Negeri Yogyakarta, who enrolled in the year 2017, 2018 and 2019. The research method used was quantitative research methods. Data analysis was performed using One-way Anova.The results of this study show that there is no difference in the interpersonal communication skills based on semester level.
Improving critical thinking skills and scientific attitudes by using comic Putri, Mufida Awalia; Prodjosantoso, Anti Kolonial
Psychology, Evaluation, and Technology in Educational Research Vol 2, No 2 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.66 KB) | DOI: 10.33292/petier.v2i2.13

Abstract

The objective of the study is to identify the fitness and the effectiveness of the comic that has been developed using Guided Inquiry Technique in improving the students’ critical thinking skills and scientific attitudes for the learning process of Natural Science. The study itself is a research and development initiative that has adapted the model proposed by Borg & Gall. Within the conduct of the study, the limited experiment by means of one-group pre-test and post-test design had been conducted. On the other hand, within the conduct of the operational test, the quasi-experiment design in the form of non-equivalent pre-test post-test control group design had been adopted. The results of the study, thus, show that: (1) the Natural Science comic media has been fit for implementation with the “Very Good” category; and (2) the Natural Science comic media has been active in significantly improving the students’ critical thinking skills. The mean score for the critical thinking skills of the students in the control group is 0.74 with the “High” category. In contrast, the mean score for the critical thinking skills of the students in the experimental group is 0.87 with the “High” category. In the same time, it is apparent that the improvement of the scientific attitude between the students in the control group and the students in the experimental group has been significant.
The effect of self-regulated learning strategies on the primary school students' independent learning skill Sukowati, Sukowati; Sartono, E. Kus Eddy; Pradewi, Gunarti Ika
Psychology, Evaluation, and Technology in Educational Research Vol 2, No 2 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (286.394 KB) | DOI: 10.33292/petier.v2i2.44

Abstract

Students have Self-Regulated Learning (SRL) which can motivate themselves to arrange personal goals, plan strategies done to achieve the goal, until to evaluate the behaviors. Besides that, students can be more responsible to themselves so that the learning independence of students can be formed. This research aimed to investigate the level of SRL and learning independence of elementary school students, and to investigate the influence of SRL towards the learning independence of elementary school students. This research used a quantitative approach with the comparative research design. The population in this research was 387 students with the sample used was 194 students taken randomly using Slovin’s formula. The instrument used in this research consisted of 24 questions by using 4-point Likert Scale. The data collection technique was used by comparing SRL of students. The data analysis was conducted by SPSS version 24. The finding of the research showed that SLR and learning independence of elementary school students was on the category medium and has a tcount of 8,516. In addition, the F-test result obtained was 240, 783. Therefore, it can be concluded that there is a significant influence between SRL and the learning independence of elementary school students. The futher reasearch must be based on previous studies. The influence of SRL on student independence and the factors that influence needed to described more comperhensive.
Integrating problem-based learning with schoology in criminal law course Rachman, Dzul; Pratama, Rio Arif; Mahayanti, Ni Wayan Surya; Kusuma, I Putu Indra
Psychology, Evaluation, and Technology in Educational Research Vol 2, No 2 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (253.706 KB) | DOI: 10.33292/petier.v2i2.35

Abstract

This study indents to investigate students’ perception of problem-solving skill and influence of Schoology on students’ ability to solve problems used in the criminal course in tertiary education. In reality, this course requires many activities involving students to solve various types of cases. This study used the quasi-experimental method at the class of criminal law. The students were from the Faculty of Law taking a 14 week enrolled in the Criminal course in the second semester. The instruments in this study were test and questionnaire.  Data were analyzed using descriptive and inferential analysis. The overall, There are significant differences in problem-solving skills between the students who learn the material of solubility and constant solubility product using Problem-solving learning model through Schoology in the learning activities. Furthermore, this learning model can also be applied to overcome the lack of time allocation for face-to-face learning.
The development of audio-visual media with contextual teaching learning approach to improve learning motivation and critical thinking skills Sarwinda, Khairani; Rohaeti, Eli; Fatharani, Mirra
Psychology, Evaluation, and Technology in Educational Research Vol 2, No 2 (2020)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.745 KB) | DOI: 10.33292/petier.v2i2.12

Abstract

The study aims at developing the valid Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in order to improve the learning motivation and the critical thinking skills significantly and also at identifying the effectiveness level of the Contextual Teaching-Learning (CTL) Approach-based audio visual learning media in improving the students’ learning motivation and critical thinking skills. Therefore, autoatically the nature of the study is research and development. During the conduct of the study, the data were gathered by using the random sampling technique. Then, the data gathering instruments that had been implemented were the media assessment questionnaire, the observation, the motivation questionnaire and the critical thinking skills test. The results of the study show that the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media that has been developed by using the Borg & Gall model is considered valid. The students’ learning motivation has increased as having been confirmed by the fact that the students are more enthusiastic, more interested and happier in attending to the learning process. Furthermore, the results of the students’ critical thinking skills test in the experimental group show that 25 students have met the passing grade while the remaining 6 students have not met the passing grade. On the other hand, the results of the students’ critical thinking skills test in the control group show that 20 students have met the passing grade while the remaining 12 students have not met the passing grade. In other words, these findings show that the learning process through the use of the Contextual Teaching-Learning (CTL) Approach-based audio-visual learning media is able to improve the students’ learning motivation and critical thinking skills.

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