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Cucuk Budiyanto
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Kampus V Universitas Sebelas Maret, Jl Ahmad Yani, no 200, Pabelan, Kartasura, Surakarta, 57169
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Journal of Informatics and Vocational Education
Published by Universitas Sebelas Maret
ISSN : -     EISSN : 27467813     DOI : doi.org/10.20961/joive
Core Subject : Science, Education,
Computer Science & IT Education Other
JOIVE is a peer-reviewed journal providing a forum for presenting the latest original research results and developments in the fields of informatics and applied computer science education. The journal promotes discussion among researchers, students, and practitioners in informatics and practical educators both in Indonesia and beyond where a distinctive methodology of teaching and learning informatics has been developed and is of great interest. Journal of Informatics and Vocational Education (JOIVE) published by the Informatics Education Dept. Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta. JOIVE is published three times annualy. JOIVE scope cover all aspect of Informatics Theory, Application, and Vocational Education
Arjuna Subject : Ilmu Komputer (semua kategori) - Aplikasi Ilmu Komputer
Articles 5 Documents
 1 
Search results for , issue "Vol 3, No 3 (2020): Journal of Informatics and Vocational Education" : 5 Documents clear
Pengaruh Strategi Practice Rehearsal Pair Dalam Model Pembelajaran Active Learning Terhadap Kreativitas Dan Collaboration Skill Siswa Pada Mata Pelajaran Dasar Desain Grafis Febri Candra Nur Baiti; Basori Basori; Cucuk Wawan Budiyanto
Journal of Informatics and Vocational Education Vol 3, No 3 (2020): Journal of Informatics and Vocational Education
Publisher : Pendidikan Teknik Informatika dan Komputer, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v3i3.47565

Abstract

Penelitian ini bertujuan untuk mengetahui (1) Apakah terdapat perbedaan kemampuan kreatifitas siswa pada penerapan model pembelajaran Active Learning dengan Strategi Practice Rehearsal Pair; (2) Apakah terdapat perbedaan kemampuan collaboration skill siswa pada penerapan model pembelajaran Active Learning dengan strategi Practice Rehearsal Pair. Penelitian ini menggunakan pendekatan kuantitatif dengan true experiment design. Populasi dalam penelitian ini adalah siswa kelas X RPL SMK Negeri 2 Surakarta. Sampel yang digunakan adalah 64 orang. Teknik pengumpulan data menggunakan soal tes dan angket. Teknik analisis yang digunakan adalah uji normalitas, uji keseimbangan, uji homogenitas dan uji hipotesis menggunakan independent sample t-test. Berdasarkan hasil penelitian dapat disimpulkan bahwa : (1) Terdapat perbedaan kemampuan kreatifitas siswa pada penerapan model pembelajaran Active Learning dengan Strategi Practice Rehearsal Pair (Sig.=0.000 <0.05); (2) terdapat perbedaan kemampuan collaboration skill siswa pada penerapan model pembelajaran Active Learning dengan strategi Practice Rehearsal Pair (Sig.=0.000 <0.05).
The Influence of Student Teams Achievement Division combined with Discovery Learning to Improve Student Learning Outcomes and Activeness Arief Hermanto; Agus Efendi; Nurcahya Pradana Taufik Prakisya
Journal of Informatics and Vocational Education Vol 3, No 3 (2020): Journal of Informatics and Vocational Education
Publisher : Pendidikan Teknik Informatika dan Komputer, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v3i3.48388

Abstract

This research aims to find out the influence of learning outcomes as well as the activeness of students in the classroom who apply the learning model of student teams achievement division combined with discovery learning with classes that apply conventional learning models. The method used is a quantitative quasi-experimental design using pretest-posttest control. The sample used in this study was 72 students consisting of 2 classes. The sampling techniques in this study used total sampling. Data is obtained from pretest and posttest results based on indicators of student learning outcomes and activeness. The results showed differences and improved learning outcomes and student activity that implemented the student teams achievement division learning model combined with discovery learning compared to conventional learning models. This is evidenced by the results of the first hypothesis test using a t-test that confirms that the posttest result is 0.00 which means the value is less than the error level of 0.05 so it can be concluded that the two classes have a significant difference (H0 rejected). Furthermore, the results of the second hypothesis test used again to test showed a score of 0.52 in the experiment class and a score of 0.28 in the control class which meant there was an increase in learning outcomes and liveliness in the experiment and control classes.
EFEKTIVITAS PENERAPAN MODEL PEMBELAJARAN STUDENT TEAM ACHIEVEMENT DIVISION (STAD) BERBASIS ONLINE DITINJAU DARI HASIL BELAJAR DAN DISIPLIN BELAJAR SISWA PADA MATA PELAJARAN DESAIN GRAFIS PERCETAKAN Fadilla Risky Putri; Dwi Maryono; Endar Suprih Wihidayat
Journal of Informatics and Vocational Education Vol 3, No 3 (2020): Journal of Informatics and Vocational Education
Publisher : Pendidikan Teknik Informatika dan Komputer, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v3i3.48242

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas  penerapan model pembelajaran  Student Team Achievement Division (STAD) berbasis online ditinjau dari hasil belajar dan disiplin belajar siswa pada mata pelajaran desain grafis. Subjek dalam penelitian ini adalah siswa kelas XI Multimedia II SMK N 6 Surakarta yang berjumlah 34 siswa. Metode yang akan digunakan dalam penelitian ini adalah metode eksperimen semu (quasi experimental design). Desain yang digunakan dalam penelitian ini pre-test dan post-test control design. Pengumpulan data melalui penyebaran angket kedisiplinan belajar dan hasil belajar. Berdasarkan data penelitian, dapat diketahui bahwa hasil dari uji t sampel berpasangan data skor tes hasil belajar kelas XI Multimedia II nilai sig yaitu 0,00 < 0,05, sehingga dapat disimpulkan penerapan model pembelajaran Student Team Achievement Division (STAD) berbasis online berpengaruh meningkatkan hasil belajar. Hasil dari uji t sampel berpasangan data skor tes kedisiplinan belajar kelas XI Multimedia II nilai sig yaitu 0,00 < 0,05, sehingga dapat disimpulkan penerapan model pembelajaran Student Team Achievement Division (STAD) berbasis online berpengaruh meningkatkan kedisiplinan belajar.
The effectiveness of the application of project based learning with video content toward students' interests and learning outcomes in graphic design printing subject Muhammad Yusuf Farizi; Dwi Maryono; Febri Liantoni
Journal of Informatics and Vocational Education Vol 3, No 3 (2020): Journal of Informatics and Vocational Education
Publisher : Pendidikan Teknik Informatika dan Komputer, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v3i3.47568

Abstract

This study aims to find out the improvement and effectiveness of students' learning interests and learning outcomes in using project-based learning models in graphic design printing subjects. The method in this research uses a quantitative quasi-experimental design method. Data collection is done through questionnaires and pretest-posttest controls. The subjects in this study were class XI Multimedia 2 as experimental class and XI Multimedia 1 as control class. The results showed differences in students' learning interests and learning outcomes after using the project-based learning model. This is evidenced by the first hypothesis test using t-test in posttest result of 0.00 which means less than an error level of 0.05, so the conclusion of both classes has a significant difference. In the second hypothesis test using the N-Gain test on learning interests in the experimental class was greater than the control class (41.21 > 20.77). As well as the learning outcomes of the N-Gain (50.30 > 24.49). Therefore, it is concluded that there is an increase in students' interest and learning outcomes in the experimental class.
Effective Use of Blended Learning Flipped Classroom Type Reviewed from Student Learning Outcomes in Digital Simulation Subjects at SMK Negeri 3 Surakarta Alfin Kausar; Dwi Maryono; Yusfia Hafid Aristyagama
Journal of Informatics and Vocational Education Vol 3, No 3 (2020): Journal of Informatics and Vocational Education
Publisher : Pendidikan Teknik Informatika dan Komputer, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v3i3.47248

Abstract

This study aims to find out (1) differences in student learning outcomes in the application of blended learning model flipped classroom type with enriched virtual learning model (2) more effective learning model between blended learning model flipped classroom type and enriched virtual learning model. The research method used is a quantitative quasi-experimental design by using pretest-posttest control. The population in this study is all students of grade X majoring in Accounting and Finance of SMK Negeri 3 Surakarta Institution. The sample used in this study was 72 students. Sampling techniques in this research are by total sampling method. Data obtained from pre-test and post-test results based on indicators of student learning outcomes. The results obtained from this study are as follows. First, there are differences in learning outcomes in Digital Simulation subjects in experimental classes by applying flipped classroom type blended learning models and control classes by applying enriched virtual learning models. Evidence from the average study results of experimental classes of 82.94 and control classes of 75.39. Second, flipped classroom blended learning models are more effective than enriched virtual learning models. The effectiveness of applying flipped classroom type blended learning models in experimental classes is in a moderate category, while the effectiveness of implementing enriched virtual learning models in control classes is in a low category.

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