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Teacher in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 2656338X     DOI : 10.26486
Core Subject : Education, Social,
Social Sciences Other
Teacher in Educational Research is providing a platform that welcomes and acknowledges high quality empirical original research papers about education written by researchers, academicians, professional, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
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Search results for , issue "Vol. 4 No. 1 (2022)" : 3 Documents clear
Implementasi joyful learning melalui deep learning cerita digital untuk meningkatkan minat belajar siswa sekolah dasar Laksono, Gatot Dwi
Teacher in Educational Research Vol. 4 No. 1 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v4i1.489

Abstract

This classroom action research (CAR) aims to: 1) Implement joyful learning through digital storytelling in Grade 1 elementary school, and 2) Analyze the method's impact on students' learning interest. Using Kemmis & McTaggart's CAR model with planning, action, observation, and reflection stages, the study involved 25 first-grade students at SD Negeri Wonoroto The research was conducted through two cycles. The first cycle implemented a 10-minute digital story titled "The Adventures of Kancil" containing basic math concepts (addition), followed by group discussions and interactive quizzes via Quizizz. Quantitative results showed improved learning interest compared to pre-cycle conditions: enthusiasm scores increased from 2.1 to 3.0, participation from 1.8 to 2.7, and media engagement from 2.3 to 3.4. Qualitatively, 65% of students remained focused during the digital story. The second cycle demonstrated more significant improvements: enthusiasm (3.0→3.8), participation (2.7→3.6), and media engagement (3.4→4.0). Qualitatively, 85% of students correctly answered quizzes, indicating enhanced conceptual understanding. Key findings reveal that digital storytelling significantly improved all learning interest indicators: enthusiasm (+0.8 points), active participation (+0.9), media engagement (+0.6), and conceptual understanding (+1.0). The highest improvement in conceptual understanding demonstrates that digital stories not only create joyful learning but also facilitate meaningful deep learning.
Peran motivasi, disiplin, dan dukungan orang tua dalam pencapaian belajar seni budaya Hidayah, Nurul
Teacher in Educational Research Vol. 4 No. 1 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v4i1.492

Abstract

Penelitian ini bertujuan menelaah pengaruh motivasi belajar, disiplin belajar, dan perhatian orang tua terhadap prestasi belajar Seni Budaya siswa SMP Negeri 1 Depok, baik secara simultan maupun parsial. Desain penelitian adalah kuantitatif dengan survei korelasional. Populasi terdiri atas 569 siswa; sampel berjumlah 171 siswa yang dipilih melalui prosedur sampling proporsional dengan unsur purposif. Data dikumpulkan melalui dokumentasi nilai dan kuesioner yang telah diuji validitas serta reliabilitasnya. Uji prasyarat meliputi normalitas, linearitas, dan multikolinearitas. Analisis menggunakan regresi linear berganda disertai uji F untuk pengaruh simultan dan koefisien parsial untuk pengaruh masing-masing variabel. Hasil menunjukkan bahwa ketiga variabel—motivasi belajar, disiplin belajar, dan perhatian orang tua—secara bersama-sama berasosiasi signifikan dengan prestasi Seni Budaya. Secara parsial, masing-masing variabel juga berkontribusi terhadap variasi prestasi, dengan arah hubungan yang sejalan dengan dugaan teoretis. Temuan ini mengindikasikan pentingnya penguatan motivasi, pembiasaan disiplin belajar, dan keterlibatan orang tua untuk mendukung capaian akademik pada mata pelajaran Seni Budaya. Keterbatasan penelitian mencakup penggunaan desain korelasional yang tidak menyimpulkan kausalitas dan konteks satu sekolah. Penelitian lanjutan dengan desain longitudinal/eksperimental dan cakupan sekolah yang lebih luas disarankan untuk memverifikasi dan memperluas generalisasi temuan. The roles of motivation, discipline, and parental support in cultural arts achievement Abstract: This study examines the effects of learning motivation, study discipline, and parental attention on Cultural Arts achievement among students at SMP Negeri 1 Depok, both jointly and individually. A quantitative correlational survey design was employed. The population comprised 569 students; a sample of 171 was selected using proportionate procedures with purposive elements. Data were obtained from grade documentation and questionnaires that had undergone validity and reliability testing. Assumption checks included normality, linearity, and multicollinearity. Multiple linear regression was applied, with an F-test assessing the joint effect and partial coefficients assessing each predictor. The results indicate that learning motivation, study discipline, and parental attention are jointly associated with Cultural Arts achievement. Individually, each predictor also contributes to variation in achievement in the theoretically expected direction. These findings suggest the importance of fostering motivation, cultivating consistent study discipline, and enhancing parental engagement to support academic outcomes in Cultural Arts. The study is limited by its correlational design, which precludes causal inference, and by its single-school context. Future research using longitudinal or experimental designs and broader samples is recommended to validate and extend these findings.
Pengaruh kecerdasan emosional, motivasi, dan kemandirian belajar terhadap hasil belajar seni budaya di sekolah menengah kejuruan Wibowo, Sigit Tri
Teacher in Educational Research Vol. 4 No. 1 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v4i1.494

Abstract

Bukti empiris mengenai peran faktor personal terhadap hasil belajar Seni Budaya di pendidikan vokasi masih terbatas. Penelitian ini bertujuan menelaah pengaruh kecerdasan emosional, motivasi belajar, dan kemandirian belajar terhadap hasil belajar Seni Budaya siswa kelas X OTKP SMK YPE Sawunggalih Kutoarjo tahun pelajaran 2020/2021, baik secara simultan maupun parsial. Desain penelitian kuantitatif menggunakan survei korelasional, dengan populasi 93 siswa dan sampel 75 siswa yang ditentukan melalui cluster random sampling. Data dianalisis secara deskriptif, dilanjutkan uji prasyarat (normalitas, linearitas, multikolinearitas) dan regresi sederhana serta berganda. Hasil menunjukkan kontribusi unik (effective contribution) kecerdasan emosional sebesar 3,82% (kontribusi relatif 25,10%), motivasi belajar 6,00% (39,46%), dan kemandirian belajar 5,39% (35,44%). Secara bersama-sama ketiga prediktor berasosiasi positif dan sangat signifikan dengan hasil belajar dengan sumbangan efektif total 15,21%. Temuan ini menegaskan pentingnya penguatan motivasi, pengelolaan emosi, dan kemandirian belajar dalam mendukung capaian Seni Budaya. Implikasi praktisnya, sekolah dapat merancang intervensi pembelajaran dan layanan bimbingan yang menstimulasi regulasi diri dan keterlibatan belajar. Mengingat desain korelasional dan konteks satu sekolah, generalisasi memerlukan kehati-hatian; studi lanjutan dengan desain longitudinal/eksperimental dan sampel lebih luas direkomendasikan. Effects of emotional intelligence, learning motivation, and learning independence on cultural arts achievement in vocational high school Abstract: Empirical evidence on how personal factors shape Cultural Arts achievement in vocational education remains limited. This study examined the effects of emotional intelligence, learning motivation, and learning independence on Cultural Arts outcomes among Grade-10 OTKP students at SMK YPE Sawunggalih Kutoarjo in the 2020/2021 academic year, both jointly and individually. A quantitative correlational survey design was employed. The population comprised 93 students, and a sample of 75 was selected through cluster random sampling. Data analysis included descriptive statistics, assumption testing (normality, linearity, multicollinearity), and simple and multiple linear regression. Results showed unique (effective) contributions of 3.82% for emotional intelligence (relative 25.10%), 6.00% for learning motivation (relative 39.46%), and 5.39% for learning independence (relative 35.44%). Collectively, the three predictors were positively and highly significantly associated with Cultural Arts achievement, with a total effective contribution of 15.21%. These findings suggest the importance of strengthening motivation, emotion regulation, and self-directed learning to support achievement in Cultural Arts. Practically, schools may design instructional and guidance interventions that foster self-regulation and learner engagement. Given the correlational design and single-school setting, caution is advised in generalizing the results; future research using longitudinal or experimental designs with broader samples is recommended.

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