International Journal for Educational and Vocational Studies
IJEVS aims to for the sharing, dissemination and discussion of research results, indivudal experience and review across a wide range of educational and vocational issues, as like all areas of the teaching development, instruction, educational projects and innovations, learning methodologies, new technologies in education, innovative pedagogies and inspirational insights into education, technology, and vocational. IJEVS will be publishing issues Monthly by the Universitas Malikussaleh, Aceh Utara, Indonesia.
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<![CDATA[Development of Circuit Games to Develop Rugged Motoric Ability and Language ]]>
<![CDATA[Purwatiningsih, Siti Dyah]]>;
<![CDATA[Bachri, Bachtiar S.]]>;
<![CDATA[Hasibuan, Rachma]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.2115
<![CDATA[The purpose of this study is to analyze the feasibility and effectiveness of the circuit game of the recognize me have in developing gross motor skills and children's language in group A at RA Al-Qodir Wage Sidoarjo. This development research use the Dick & Carey research and development model. The result of the development are circuit game products to develop gross motor skill and childrens language in group A. The development of the media includes material about the introduction of indonesian culture, namely traditional clothes in Indonesia. The study was conducted in class A1 at RA Al-Qodir Wage Sidoarjo. Based on the formative test to experts and children obtained qualitative and quantitative data, qualitative data are suggestions from experts and quantitative data in the form of a percentage of child observasion sheets. From the percentage of asessment of formative tests experts and also children, the circuit game is feasible and effective to be used in learning to develop gross motor skills and childrens language in group A in RA Al-Qodir Wage Sidoarjo.]]>
<![CDATA[The Effect of Problem Based Learning Model on Understanding Concepts and Problem Solving Skill in Social Sciences in Grade IV Students of SDN 1 Mulung Driyorejo Gresik ]]>
<![CDATA[Muliyono, Miftaqul Rizqi]]>;
<![CDATA[Suyanto, Totok]]>;
<![CDATA[Yani, Muhammad Turhan]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1598
<![CDATA[This study aims to determine whether the use of the problem-based learning model can influence the understanding of concepts and problem-solving skills in social studies learning in the fourth grade of SDN 1 Mulung. This study uses a quantitative method with quasi-experimental design type nonequivalent sampled group design. The dependent variable in this study is the understanding of concepts and problem-solving skills, and the different variables are problem-based learning models. The sample chosen in this study uses namely IV-A class students totaling 20 students and IV-B class students totaling 20 students, using the sample random sampling technique. Data collection techniques using tests (pre-test and post-test). The research instrument used was a test sheet for understanding concepts and problem-solving skills. Instrument analysis technique uses validity test and reliability test while the data analysis technique uses the normality test, homogeneity test, hypothesis test, and normalized n-gain test. Based on the calculation of the T-test, Sig. (2-tailed) That is equal to 0,000 <0,05, then Ha is accepted, or there are significant differences between the difference between the results of the post-test and pre-test of the control class with the difference between the results of the post-test and the pre-test of the experimental class. This can be interpreted that the problem-based learning model has a significant effect on the understanding of concepts and problem-solving skills in social studies learning in the fourth grade of SDN 1 Mulung on natural resource material. To provide effective, interesting, and fun learning for students, teachers, should use an interesting learning model.]]>
<![CDATA[The Development of Motion-Based Individual Badminton Smash Forehand Training Models for Students of IKIP Mataram 2019 ]]>
<![CDATA[Soemardiawan, Soemardiawan]]>;
<![CDATA[Tangkudung, James]]>;
<![CDATA[Hanif, Ahmad Sofyan]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1589
<![CDATA[This article produces a product in the form of an individual smash training model to improve the forehand smash capability which is based on good motion, has advantages over the previous model, where the model of individual smash forehand variations is to improve motion-based badminton Smash Skills. The aim to be achieved in development research is to produce a product program for individual smash forehand training which is efficiently and effectively varied, and also improve smash forehand skills, both in motion, technical skills, individually in the IKIP Mataram students. The population and samples using NTB athletes belonging to the UKM FPOK IKIP Mataram were 100 students. The instruments used in this development research were questionnaires, questionnaires, and the Badminton Smash Test Instrument from Purnama. The design of this study uses the research & development (R & D) development method of Borg and Gall which is qualitative in nature and while the quantitative approach is used to reveal the second objective, with a pre-experimental research design in the form of the one group pretest-posttest design. who looked for significant differences in individual forehand smash models before and after training were given a smash model. Based on the analysis of research data using the t test with a significance level of 0.05. Therefore, the research on the development of individual forehand smash models based on the results of badminton training from the results of research shows that the use of a varied and effective forehand smash training model can improve this forehand smash training model for badminton athletes in IKIP Mataram students.]]>
<![CDATA[Improving the Ability of Representation and Problem Solving Through Concrete Representational Abstract (CRA) Approach in Mathematical Learning ]]>
<![CDATA[Zulfakri, Zulfakri]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Yusrizal, Yusrizal]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1585
<![CDATA[The representation and mathematical problem-solving abilities of students are still relatively low. The low ability is due to the lack of attention of the implementers of learning to develop learning that can improve the ability of representation and mathematical problem-solving. One effort that can be done is to apply to learn through the Concrete Representational Abstract (CRA) approach. This study aims to analyze the increase in representation ability and mathematical problem solving of students and to examine the interaction between student learning and the ability of representation and mathematical problem solving of students. This research is quantitative research with an experimental method with the design of the pretest-posttest group design. The population of this study was all students of SMP Negeri 1 Banda Aceh with a sample of two classes which became the experimental and control classes. The instrument of data collection is a test of representation ability and mathematical problem-solving. Data analysis of the study was carried out with SPSS 23 assisted two-way ANOVA for windows at a significant level of 0.05. The results of the study showed that: 1) the improvement of the representation and mathematical problem-solving abilities of students who obtained learning through the CRA approach was better than improving the problem-solving abilities of students who obtained conventional learning 2) there was no interaction between the CRA approach and the student level towards improving representation and solving abilities mathematical problem]]>
<![CDATA[Parent Involvement in the Program for Developing of Children's Emotional Social Values in Darussalam Kindergarten of Sugihwaras Sidoarjo ]]>
<![CDATA[Masfufah, Siti]]>;
<![CDATA[Darminto, Eko]]>;
<![CDATA[Naqiyah, Najlatun]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.2116
<![CDATA[This study aims to determine the forms of emotional, social values of children aged 5-6 years and their implementation with a parent engagement program. The subject of research children aged 5-6 years group B in the Sugihwaras kindergarten in Sidoarjo Temple with a total of 7 children and their parents. The research approach used is qualitative data collection techniques through observation, documentation, and interviews and field notes as well as the use of Cresswell's data analysis which is processing data and preparing data for analysis, reading all data, coding data, applying the results of the coding process and finally describe the results of the data during the study. The findings of this study will be tested for truth by using triangulation techniques. The findings of this study indicate the results that the Parental Involvement in the Children's Emotional Social Value Program in TK Darussalam Sugihwaras Sidoarjo Temple is carried out through the social-emotional value program by involving parents in the TK institution. Parental support has benefits and a big contribution to the education of their children. Throughout bonding activities, cooking classes, parenting, curriculum preparation, habituation activities at home, and modeling to develop children's emotional values according to their age stages and abilities. The involvement of parents in children's emotional, social value programs at every school institution should be fully socialized. Given the participation of parents is needed in the child's emotional, social process. Support, appropriate stimulation, and opportunities to explore children can grow and develop good social-emotional values of children.]]>
<![CDATA[The Effect of Cooperative Learning Model Type Two Stay Two Stray and Learning Style on Social Sciences Learning Outcomes of Grade IV Elementary School Students ]]>
<![CDATA[Irfanto, Wachid Yuli]]>;
<![CDATA[Mustaji, Mustaji]]>;
<![CDATA[Jacky, Muhammad]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1595
<![CDATA[This study aims to determine the existence of significant differences in students who carry out learning using the two stay two stray model and learning styles towards learning outcomes. The design used in this study is the Pre-Experimental Design design of the One-Group Pretest-Posttest Design. The technique of data analysis using validity and reliability tests. The average results of the pretest and posttest values obtained in the research subjects (class IV) showed that there was an increase before the treatment and after treatment, both students who had the type of visual learning style, audiovisual and kinesthetic. In the type of visual learning style, the pretest score was 65.24 while the posttest score was 79.17. For the type of audio-visual learning style, the pretest score was 66.74, while the posttest score was 82.26 and for the last type, the kinesthetic learning style obtained a pretest score of 67.32 while the posttest score was 84.75. All types of student learning styles experience increased learning outcomes when given treatment with model two stay two strays. So from that shows that the learning model of two stay two stray with visual learning style, audiovisual and kinesthetic experiences a significant increase in improving student learning outcomes.]]>
<![CDATA[Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor ]]>
<![CDATA[Sari, Ike Dian Puspita]]>;
<![CDATA[Rahmah, Tities Hijratur]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1586
<![CDATA[In teaching and learning process, teacher may use certain learning strategies or methods. Virtual discussion, for instance, it can be done to encourage students cognitive, affective, and psychomotor. This activity provides an opportunity for students to sit and listen as they speak and think critically, logically, and rationally. Moreover, students get better results when they work together than those who study individually. This survey research conducted to find out the correlation among virtual discussion with cognitive, affective, and psychomotor of 110 students in IKIP Budi Utomo Malang. The result shows that the virtual discussion has strong correlation not only in cognitive domain, but also it has strong correlation with affective and psychomotor domain. Almost all significant values are positive. There is only one negative significant value between cognitive and affective. Thus, it illustrates that the increasing of cognitive domain by applying virtual discussion is not always followed by the increasing of affective domain.]]>
<![CDATA[The Effect of The Realistic Mathematics Education (RME) Approach and The Initial Ability of Students on The Ability of Student Mathematical Connection ]]>
<![CDATA[Febriyanti, Febriyanti]]>;
<![CDATA[Bagaskorowati, Riana]]>;
<![CDATA[Makmuri, Makmuri]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.2117
<![CDATA[This study aims to determine the effect of the Realistic Mathematics Education (RME) approach and students' initial ability to mathematical connection skills of students in grade III of elementary school. The method used is the experimental method with 2x2 treatment by level design with 30 samples. Data analysis using two-way analysis of variance and followed by the Tukey test for the significance level α = 0.05. Test the normality of the data using the Lilliefors test and homogeneity test using the Bartlett test. The results of the study show that: 1). Mathematical connection skills in students taught by the Realistic Mathematics Education (RME) approach are higher than students taught by conventional approaches. 2). There is an interaction between the use of the learning approach and the students 'initial ability to students' mathematical connection skills. 3).Ability of mathematical connection of elementary school students between students who study using the Realistic Mathematics Education (RME) approach that has a high initial ability higher than students who learn by using a conventional approach that has high initial abilities. 4) The mathematical connection ability of elementary school students between students who study with the Realistic Mathematics Education (RME) approach that has low initial abilities is higher than students who learn with conventional approaches that have low initial abilities.]]>
<![CDATA[Effectiveness of the Superitem Learning Model on Students Learning Achievements ]]>
<![CDATA[Ikawati, Hastuti Diah]]>;
<![CDATA[Majid, Ilham Abdul]]>;
<![CDATA[Anwar, Zul]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1591
<![CDATA[Student activeness in class is one of the important factors that influence student learning outcomes. This activity can be influenced by several factors one of the learning models used by lecturers. The lack of variations in the learning model has an impact on the monotonous learning process so that students are easily bored and bored with the learning process. Therefore, lecturers are always required to create an interesting learning condition process, including by applying a varied learning model. There are several learning models that can be used by lecturers to improve student learning outcomes, one of which is to implement super-learning learning models. The purpose of this study was to determine the effect of super-learning models on student learning outcomes in the course of the Diffusion of Educational Innovation. The population of this study is all Education Technology students who have programmed the Education Innovation Diffusion course in the even semester of the 2018/2019 academic year. Data collection techniques used tests to determine the differences in student learning outcomes before and after the super-learning learning model was used ” data analysis using t-test formula. Based on the results of the study it is known that the results of the t-test show the value of t-count greater than t-table at a significance level of 5% with db = 30-1 = 29 (12,963> 2,045). Based on the results of the calculation it can be concluded that it can be concluded, there is the influence of the Superitem learning model on student learning outcomes in the educational innovation diffusion course in Education Technology Study Program Mataram IKIP academic year 2018/2019.]]>
<![CDATA[Mathematical Reasoning Ability and Learning Independence of High School Students Through Problem Based Learning Model ]]>
<![CDATA[Putra, Purnama]]>;
<![CDATA[Ikhsan, M.]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i3.1596
<![CDATA[The ability of students to answer mathematical reasoning questions and to learn independence is still low. Mathematical reasoning and learning independence are important possessed by students. Therefore, a learning model of a relevant. One of the learning approaches is the Problem Based Learning (PBL) model. The purpose of the study to find out: Differences in the increase in mathematical reasoning abilities and student learning independence taught by using PBL with students taught with conventional learning in terms of (a) all students, and (b) student level (high, medium, low). This research is an experimental research design with a pretest-posttest control group design. The population of this study was all students of class X of the Delima 1 High School in Pidie. While the sample consisted of two classes, namely the experimental class (X-2) and the control class (X-3) taken by random sampling. The instrument used to obtain research data is a test of mathematical reasoning ability and student learning independence. To see the difference in mathematical reasoning abilities and student learning independence between classes PBL models with conventional classes using the t-test. The results showed that the improvement of students' mathematical reasoning abilities and student learning independence that obtained learning with PBL approach was better than students who obtained learning with conventional approach in terms of overall and initial abilities of students (high, medium, low), in quality there were significant differences between students who studied using PBL model with those using conventional learning.]]>
