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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 68 Documents
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Hubungan matematika–budaya pada arsitektur bubungan tinggi: Sebuah meta-analisis etnomatematika Suriansyah, Ahmad; Muharam, Akhmad Gilang; Azizah, Siti Nur; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.298

Abstract

Penelitian ini bertujuan mendeskripsikan peran guru dalam peningkatan kemampuan literasi matematis siswa. Studi menggunakan pendekatan kualitatif deskriptif dengan wawancara terstruktur kepada guru matematika di SMAN 1 Sungai Loban, dilengkapi pencatatan reflektif praktik pembelajaran. Data dianalisis secara tematik untuk mengidentifikasi strategi, hambatan, dan prasyarat pendukung. Hasil menunjukkan peran guru berpusat pada: (1) penguatan kompetensi profesional melalui pelatihan—termasuk modul PMM—dan adaptasi kurikulum; (2) rekayasa iklim kelas yang menumbuhkan mindset positif terhadap matematika; (3) desain pembelajaran interaktif berbasis konteks yang mengintegrasikan pemecahan masalah, diskusi terarah, dan representasi multiple; serta (4) dukungan motivasional melalui umpan balik formatif dan penetapan tujuan belajar yang jelas. Hambatan yang menonjol meliputi minat belajar yang rendah, kebiasaan belajar pasif, kesulitan menerapkan penalaran dalam soal nonrutin, dan keterbatasan paparan terhadap soal menantang. Solusi yang disarankan mencakup penataan rutinitas problem solving bertahap, scaffolding strategi berpikir, tugas autentik kontekstual, serta kolaborasi guru untuk kurasi bank soal literasi. Temuan menegaskan bahwa peran guru yang konsisten pada aspek perencanaan, orkestrasi diskusi, dan asesmen formatif berkontribusi pada penguatan literasi matematis. Studi ini menyarankan pengembangan profesional berkelanjutan dan dukungan sumber belajar untuk memperluas dampak praktik.   Developing mathematical literacy through interactive instruction: Mathematics teachers’ perspectives   Abstract: This study describes teachers’ roles in improving students’ mathematical literacy. A qualitative descriptive approach was employed using structured interviews with mathematics teachers at SMAN 1 Sungai Loban, complemented by reflective notes on classroom practices. Data were thematically analyzed to identify strategies, obstacles, and enabling conditions. Findings indicate four focal roles: (1) strengthening professional competence through training—including PMM modules—and curriculum adaptation; (2) cultivating a classroom climate that promotes positive mindsets toward mathematics; (3) designing interactive, context-rich lessons that integrate problem solving, guided discussion, and multiple representations; and (4) providing motivational support via formative feedback and clear learning goals. Prominent challenges include low student interest, passive study habits, difficulties applying reasoning to non-routine items, and limited exposure to demanding tasks. Suggested solutions involve staged problem-solving routines, scaffolding of thinking strategies, contextual authentic tasks, and teacher collaboration to curate literacy-oriented item banks. Overall, consistent attention to lesson planning, discussion orchestration, and formative assessment supports the development of mathematical literacy. The study recommends ongoing professional development and improved access to learning resources to broaden the impact of these practices.
Teknologi kecerdasan buatan dalam kelas matematika: Dampak terhadap motivasi belajar siswa Syaukani, Agus; Winata, Jati Sastra; Apriza, Regita Widya; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 7 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i1.299

Abstract

Studi ini bertujuan mendeskripsikan kontribusi media pembelajaran berbasis kecerdasan buatan (AI) terhadap motivasi belajar matematika siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui angket, wawancara, dan dokumentasi pada siswa kelas XI di MAN 1 Banjarmasin. Fokus analisis diarahkan pada perubahan minat, kegigihan dalam mengerjakan tugas, dan kemauan menghadapi soal menantang setelah integrasi AI dalam pembelajaran. Hasil angket dari lima responden menunjukkan kecenderungan peningkatan motivasi saat AI dimanfaatkan untuk latihan adaptif dan umpan balik cepat. Wawancara dengan tiga siswa menguatkan temuan tersebut: dua siswa melaporkan pemahaman yang lebih baik dan peningkatan kedisiplinan dalam pemecahan masalah, sementara satu siswa menyatakan minat yang rendah karena ekspektasi yang tidak realistis dan kesalahpahaman terhadap fungsi sistem AI. Temuan menyoroti pentingnya penyiapan ekspektasi, literasi AI dasar, dan desain tugas yang memandu interaksi produktif dengan alat AI. Implikasinya, guru perlu mengorkestrasi penggunaan AI melalui tujuan belajar yang jelas, mekanisme umpan balik formatif, dan pendampingan etis agar motivasi yang tumbuh berkelindan dengan pencapaian belajar. Keterbatasan studi meliputi ukuran sampel yang kecil dan data yang bersifat kontekstual; penelitian lanjutan dengan desain campuran dan sampel lebih luas disarankan.   Artificial intelligence in mathematics classrooms: Effects on students’ learning motivation   Abstract: This study describes how AI-based learning media contribute to students’ motivation in mathematics. A qualitative descriptive approach was adopted, using questionnaires, interviews, and documentation with eleventh-grade students at MAN 1 Banjarmasin. The analysis focused on changes in interest, persistence with tasks, and willingness to tackle challenging problems after AI was integrated into instruction. Questionnaire responses from five students suggested increased motivation when AI provided adaptive practice and rapid feedback. Interviews with three students corroborated these trends: two students reported better understanding and greater discipline in problem solving, while one student showed lower interest due to unrealistic expectations and misunderstandings about AI functionalities. The findings highlight the need for expectation-setting, basic AI literacy, and task designs that guide productive interactions with AI tools. Practically, teachers should orchestrate AI use through clear learning goals, formative feedback mechanisms, and ethical guidance so that motivational gains translate into achievement. The study is limited by its small sample size and contextual scope; future research employing mixed methods and larger samples is recommended to examine effects across different cohorts and instructional settings.
Mengembangkan literasi matematis melalui pembelajaran interaktif: Perspektif guru matematika Maqsadah, Rayyan; Parwati, Dewi; Fitriani, Elza; Rahmah, Hayyinur; Ela, Ela; Atsnan, Muh Fajaruddin
Teacher in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v7i2.300

Abstract

Penelitian ini bertujuan mendeskripsikan peran guru dalam peningkatan kemampuan literasi matematis siswa. Studi menggunakan pendekatan kualitatif deskriptif dengan wawancara terstruktur kepada guru matematika di SMAN 1 Sungai Loban, dilengkapi pencatatan reflektif praktik pembelajaran. Data dianalisis secara tematik untuk mengidentifikasi strategi, hambatan, dan prasyarat pendukung. Hasil menunjukkan peran guru berpusat pada: (1) penguatan kompetensi profesional melalui pelatihan—termasuk modul PMM—dan adaptasi kurikulum; (2) rekayasa iklim kelas yang menumbuhkan mindset positif terhadap matematika; (3) desain pembelajaran interaktif berbasis konteks yang mengintegrasikan pemecahan masalah, diskusi terarah, dan representasi multiple; serta (4) dukungan motivasional melalui umpan balik formatif dan penetapan tujuan belajar yang jelas. Hambatan yang menonjol meliputi minat belajar yang rendah, kebiasaan belajar pasif, kesulitan menerapkan penalaran dalam soal nonrutin, dan keterbatasan paparan terhadap soal menantang. Solusi yang disarankan mencakup penataan rutinitas problem solving bertahap, scaffolding strategi berpikir, tugas autentik kontekstual, serta kolaborasi guru untuk kurasi bank soal literasi. Temuan menegaskan bahwa peran guru yang konsisten pada aspek perencanaan, orkestrasi diskusi, dan asesmen formatif berkontribusi pada penguatan literasi matematis. Studi ini menyarankan pengembangan profesional berkelanjutan dan dukungan sumber belajar untuk memperluas dampak praktik.   Developing mathematical literacy through interactive instruction: Mathematics teachers’ perspectives   Abstract: This study describes teachers’ roles in improving students’ mathematical literacy. A qualitative descriptive approach was employed using structured interviews with mathematics teachers at SMAN 1 Sungai Loban, complemented by reflective notes on classroom practices. Data were thematically analyzed to identify strategies, obstacles, and enabling conditions. Findings indicate four focal roles: (1) strengthening professional competence through training—including PMM modules—and curriculum adaptation; (2) cultivating a classroom climate that promotes positive mindsets toward mathematics; (3) designing interactive, context-rich lessons that integrate problem solving, guided discussion, and multiple representations; and (4) providing motivational support via formative feedback and clear learning goals. Prominent challenges include low student interest, passive study habits, difficulties applying reasoning to non-routine items, and limited exposure to demanding tasks. Suggested solutions involve staged problem-solving routines, scaffolding of thinking strategies, contextual authentic tasks, and teacher collaboration to curate literacy-oriented item banks. Overall, consistent attention to lesson planning, discussion orchestration, and formative assessment supports the development of mathematical literacy. The study recommends ongoing professional development and improved access to learning resources to broaden the impact of these practices.
Strategi guru matematika dalam membudayakan pembelajaran berbasis HOTS: Studi deskriptif kualitatif Husaini, Muhammad; Nordi, Muhammad
Teacher in Educational Research Vol. 6 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v6i2.309

Abstract

Penelitian ini bertujuan menelaah apakah strategi guru matematika dalam membiasakan pembelajaran berbasis Higher Order Thinking Skills (HOTS) berkontribusi pada peningkatan prestasi belajar sekaligus penguatan berpikir kritis, kreatif, dan pemecahan masalah siswa. Pembelajaran berbasis HOTS menuntut perancangan tugas dan pertanyaan tingkat tinggi, fasilitasi penalaran, serta kesempatan refleksi yang berkelanjutan. Studi ini menggunakan metode kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui wawancara terstruktur kepada pemangku kepentingan pembelajaran dan dianalisis secara tematik untuk memetakan praktik, tantangan, serta prasyarat implementasi. Hasil pemetaan menggambarkan bahwa upaya pembiasaan HOTS bergantung pada konsistensi perencanaan (perumusan tujuan kognitif tingkat tinggi dan indikator terukur), pelaksanaan (pemodelan penalaran, pertanyaan pengarah, dan waktu berlatih yang memadai), serta asesmen formatif yang selaras. Temuan juga menyoroti kebutuhan penguatan kapasitas guru dalam merancang tugas autentik, ketersediaan sumber belajar aksesibel, dan dukungan budaya kelas yang mendorong elaborasi jawaban siswa. Secara implikatif, praktik yang lebih terstandar dan dukungan pengembangan profesional dipandang penting untuk mendorong keterukuran dampak pada prestasi dan kemampuan berpikir tingkat tinggi. Studi ini memberikan gambaran awal mengenai strategi pembiasaan HOTS dan area perbaikan yang perlu diprioritaskan pada konteks pembelajaran matematika.   Mathematics teachers’ strategies for cultivating HOTS-based instruction: A qualitative descriptive study   Abstract: his study examines whether mathematics teachers’ strategies for habituating Higher-Order Thinking Skills (HOTS) contribute to improving academic achievement while strengthening students’ critical thinking, creativity, and problem-solving. HOTS-oriented instruction requires the deliberate design of higher-level tasks and questions, facilitation of reasoning, and sustained opportunities for reflection. A qualitative descriptive design was employed. Data were collected through structured interviews with instructional stakeholders and analyzed thematically to map practices, challenges, and enabling conditions. The analysis indicates that the habituation of HOTS depends on consistent planning (explicit higher-order cognitive goals and measurable indicators), enactment (modeled reasoning, guiding questions, and sufficient practice time), and aligned formative assessment. The findings also highlight the need to strengthen teacher capacity in authentic task design, ensure access to suitable learning resources, and cultivate a classroom culture that supports elaborated student responses. Practically, more standardized routines and targeted professional development are warranted to make the effects on achievement and higher-order thinking more observable and traceable. The study offers an initial landscape of HOTS-habituation strategies in mathematics instruction and identifies priority areas for improvement.
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.
Kelayakan bahan ajar PJOK berbasis Tri N pada konteks sekolah menengah di Magelang Ngadino, Ngadino
Teacher in Educational Research Vol. 4 No. 2 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Riset mengenai integrasi ajaran Tri N (Niteni, Niroake, Nambahi) ke dalam bahan ajar PJOK di jenjang SMP masih terbatas. Studi ini bertujuan menghasilkan bahan ajar berupa buku PJOK terintegrasi Tri N untuk kelas IX serta menilai kelayakan dan respons siswa. Metode yang digunakan adalah penelitian dan pengembangan (R&D) mengacu pada sepuluh langkah Borg & Gall: penelitian dan pengumpulan data, perencanaan, pengembangan draf, validasi ahli dan revisi, uji coba skala kecil dan revisi, uji coba skala besar, penyempurnaan, hingga produk akhir. Subjek uji adalah siswa kelas IX SMP Negeri 1 Bandongan. Data dikumpulkan melalui angket kepada ahli materi, ahli media, dan peserta didik, kemudian dianalisis secara deskriptif kuantitatif. Produk buku PJOK terintegrasi Tri N berhasil dikembangkan; kelayakan dinilai tinggi oleh ahli pada uji awal, dan pada uji skala kecil rerata komponen ketertarikan, materi, dan bahasa mencapai 74,50%. Setelah revisi, uji pada populasi sebenarnya menunjukkan peningkatan: ketertarikan 86,00%, materi 87,75%, bahasa 89,00% (rerata 87,50%) yang dikategorikan sangat layak. Implikasi praktisnya, guru dapat memanfaatkan buku ini untuk memfasilitasi tahapan mengamati-meniru-menambah dalam aktivitas PJOK. Mengingat keterbatasan konteks satu sekolah, studi lanjutan yang melibatkan lebih banyak kelas dan pengukuran hasil belajar objektif disarankan untuk menilai efektivitas komparatif. Feasibility of Tri N–Based PJOK Teaching Materials in a Lower-Secondary School Context in Magelang Abstract: Empirical evidence on embedding the Tri N principles—Niteni (noticing), Niroake (imitating), and Nambahi (enhancing)—into Physical Education and Health (PJOK) materials at the lower-secondary level remains limited. This research and development (R&D) study aimed to produce Tri N–integrated PJOK teaching materials for Grade 9 and to evaluate their feasibility and student responses. The study followed Borg and Gall’s ten-step model, covering needs analysis, planning, draft development, expert validation and revision, small-scale tryout and revision, large-scale tryout, refinement, and final product. Participants were Grade-9 students at SMP Negeri 1 Bandongan. Data from material and media experts and students were gathered via questionnaires and analyzed descriptively. The PJOK book was successfully developed; initial expert reviews indicated high feasibility. In the small-scale tryout, the average scores for interest, content, and language reached 74.50%. After revisions, testing in the actual population showed improvements: interest 86.00%, content 87.75%, and language 89.00%, yielding a mean of 87.50%, classified as highly feasible. Practically, the book can help teachers structure observe-imitate-enhance cycles in PJOK activities. Given the single-school context, further research with broader samples and objective learning-outcome measures is recommended to examine comparative effectiveness.
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.
Validitas–reliabilitas instrumen HOTS Ekonomi SMA: Model Borg & Gall yang dimodifikasi Setiarini, Supras
Teacher in Educational Research Vol. 4 No. 2 (2022)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v4i2.493

Abstract

Penelitian ini bertujuan untuk: (1) memetakan praktik guru dalam mengukur kemampuan berpikir tingkat tinggi (HOTS); (2) menguraikan langkah pengembangan instrumen; (3) menilai kelayakan instrumen dari sisi validitas dan reliabilitas; serta (4) memotret tingkat HOTS Ekonomi peserta didik kelas XI SMA Negeri se Sub-Rayon V Klaten. Riset pengembangan menggunakan model Borg & Gall yang dimodifikasi, mencakup studi awal dan pengumpulan informasi, perencanaan, pengembangan produk awal, uji coba lapangan awal dan revisi, uji coba lapangan akhir, serta revisi produk akhir. Subjek penelitian adalah 155 siswa kelas XI IPS. Data dikumpulkan melalui tes; validitas isi ditelaah oleh penimbang ahli dan dianalisis menggunakan Aiken’s V, sedangkan analisis butir dilakukan dengan Iteman 3.00. Hasil menunjukkan: (1) guru pada umumnya belum menyelenggarakan pengukuran HOTS secara sistematis; (2) tahapan pengembangan tersusun dan dapat direplikasi; (3) diperoleh 16 butir soal yang dinyatakan valid berdasarkan Aiken’s V dan reliabel dengan koefisien alpha 0,796 (kategori kuat); dan (4) tingkat HOTS Ekonomi siswa berada pada kategori sedang. Temuan ini menegaskan pentingnya pengembangan instrumen HOTS yang tervalidasi untuk mendukung asesmen pembelajaran. Penelitian lanjutan disarankan memperluas sampel dan menilai hubungannya dengan capaian kognitif lain guna memperkuat generalisasi. Validity and reliability of a HOTS Economics test for senior high school: A modified Borg & Gall Approach Abstract: This study aims to: (1) map teachers’ practices in assessing higher-order thinking skills (HOTS); (2) describe the steps for instrument development; (3) evaluate feasibility in terms of validity and reliability; and (4) profile Grade-11 students’ HOTS in Economics at public senior high schools within Sub-Rayon V Klaten. A modified research-and-development approach based on the Borg and Gall model was employed, covering preliminary investigation and information gathering, planning, initial product development, a small-scale tryout with revision, a final field tryout, and final product revision. Participants were 155 Grade-11 social-science students. Data were obtained through a test; content validity was reviewed by expert judges and analyzed using Aiken’s V, while item analysis was conducted with Iteman 3.00. The results indicate that: (1) teachers generally had not implemented systematic HOTS assessment; (2) the development sequence was well-structured and replicable; (3) the finalized test comprised 16 items that met content-validity criteria and demonstrated reliability with Cronbach’s alpha of 0.796 (strong); and (4) students’ HOTS in Economics fell into the medium category. These findings highlight the need for validated HOTS instruments to support instructional assessment. Future studies should include broader samples and examine relationships with other cognitive outcomes to strengthen generalizability.
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.
Dampak implementasi media audiobook terhadap motivasi dan hasil belajar: Studi evaluasi di MTs SLB/A Yaketunis Wahyono, Joko; Rachman, Dzul
Teacher in Educational Research Vol. 5 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v5i1.495

Abstract

Penelitian ini mengevaluasi keberhasilan pelaksanaan media audiobook pada pembelajaran di MTs SLB/A Yaketunis Yogyakarta dengan menggunakan kerangka empat level Kirkpatrick (reaksi, proses/pembelajaran, perilaku, dan hasil/dampak). Desain penelitian berupa evaluasi program dengan pendekatan deskriptif kualitatif melalui kuesioner, observasi, dan wawancara terstruktur kepada peserta didik dan pendidik. Hasil menunjukkan (1) reaksi peserta didik sangat positif (97%), menandakan penerimaan dan kenyamanan penggunaan yang tinggi; (2) pada level proses/pembelajaran, keterlibatan dan pemahaman materi meningkat dengan kategori cukup–sangat berhasil (dilaporkan 99%); (3) perubahan perilaku belajar seperti kemandirian dan partisipasi kelas teridentifikasi pada kategori berhasil (100%); (4) dampak/hasil pembelajaran menunjukkan keberhasilan umum (95%); namun (5) motivasi dan hasil belajar belum menunjukkan peningkatan yang konsisten. Faktor pembatas meliputi kesiapan pendidik dalam desain instruksional berbasis audiobook, ketersediaan sarana bantu, serta kesesuaian konten dengan karakteristik peserta didik berkebutuhan khusus. Implikasi praktis merekomendasikan penyesuaian desain pembelajaran, pelatihan pendidik, kurasi materi yang ramah akses, dan pemantauan berkelanjutan agar implementasi lebih berdampak pada motivasi dan capaian belajar. Secara keseluruhan, media audiobook diterima baik dan mendukung proses belajar, tetapi memerlukan penguatan praktik implementasi untuk menghasilkan peningkatan motivasi dan hasil belajar yang terukur.   The impact of audiobook implementation on motivation and learning outcomes: An evaluation study at MTs SLB/A Yaketunis   Abstract: This study evaluates the implementation of audiobook media in instruction at MTs SLB/A Yaketunis, Yogyakarta, using the four-level Kirkpatrick framework (reaction, learning/process, behavior, and results). A program-evaluation design with a qualitative descriptive approach was employed, drawing on questionnaires, observations, and structured interviews with students and teachers. The findings indicate highly positive reactions (97%), reflecting strong acceptability and comfort of use; at the learning/process level, engagement and content comprehension improved, reported within the fairly to highly successful range (99%); behavioral indicators such as independence and classroom participation improved (100%); and results showed general success (95%). However, improvements in motivation and learning outcomes were not consistently observed. Limiting factors include teachers’ readiness for audiobook-based instructional design, availability of assistive infrastructure, and alignment of materials with the characteristics of learners with special needs. Practical implications recommend refining instructional design, providing targeted teacher training, curating accessible content, and instituting ongoing monitoring to achieve measurable gains in motivation and attainment. Overall, audiobook media is well received and supports learning processes; nevertheless, stronger implementation practices are required to translate acceptance and process gains into consistent improvements in motivation and learning outcomes.

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