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INDONESIA
Jurnal Teropong Pendidikan
Published by Universitas Pelita Harapan
ISSN : 27751597     EISSN : -     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Started in 2021, Journal Teropong Pendidikan (JTP) is a national journal published 3 times per year by the Master of Educational Technology Study Program at the Universitas Pelita Harapan. Jurnal Teropong Pendidikan focuses on the study of educational technology. Articles published in the journal cover original research, theoretical and empirical studies, and R&D. Manuscript submitted for publication in the Journal Teropong Pendidikan go through a double blind review process. FOCUS AND SCOPE - Educational and Performance Technology - Curriculum and Instructional Design - Teaching and Learning - Interactive Media Learning - Diffusion and Innovation - Online and Mobile Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 1, No 3 (2021): September 2021" : 6 Documents clear
Meningkatkan Motivasi Belajar dan Hasil Belajar Siswa pada Pelajaran Matematika Melalui Penerapan Model Contextual Teaching and Learning [Improving Students' Learning Motivation and Learning Outcomes in Mathematics Through Implementation of Contextual Teaching and Learning Model] Yohana Iskandar Darmawan
Jurnal Teropong Pendidikan Vol 1, No 3 (2021): September 2021
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v1i3.4188

Abstract

In this research study, teacher takes improvement action by using contextual teaching and learning to solve the students’ learning motivation and learning outcomes problems. This study aims to: (1) describe the implementation of contextual teaching and learning to improve students’ learning motivation and students’ learning outcomes; (2) analyze the development of students’ learning motivation; (3) analyze the development of students’ learning outcomes; (4) identify the obstacles during the implementation process and how to solve them. This study is called a Classroom Action Research (CAR) carried out in three cycles. The subjects were 21 students of class VI D Harapan Bangsa Primary School. Data was collected by using observation, field notes, interviews, written test, and analyzed with descriptive qualitative. The result showed: (1) the learning process is based on the 7 steps of the implementation of contextual teaching and learning; (2) there is 35% increase in students’ learning motivation; (3) there is 34% increase in students’ learning outcomes; (4) teacher overcomes the obstacles of the limitation of time, students who don’t work actively in groups, students who have less motivation and learning outcomes, and technical problem in learning video by creating a better time management, giving the motivation for students to participate actively in question and answer, including in discussion process, and downloading the learning video during the improvement action planning. 
Efektivitas Penerapan Problem-Based-Learning Untuk Meningkatkan Motivasi Belajar, Kreativitas dan Penguasaan Konsep Siswa [Efectivity of Problem-Based-Learning Implementation to Improve Student's Learning Motivation, Creativity and Mastery of the Concept] Jessica Ayudia
Jurnal Teropong Pendidikan Vol 1, No 3 (2021): September 2021
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v1i3.4205

Abstract

This study aims to determine the implementation of Problem-Based Learning in Mathematics, as well as determine the increase motivation, creativity and mastery of the concept of student learning outcomes through the implementation of Problem-Based Learning in Class 5A SDS Lentera Harapan Curug. Subjects were students in class 5A in SDS Lentera Harapan by the number of students by 36 students consisting of 19 female students and 17 male students. The study was conducted using a model of classroom action research conducted three cycles, each cycle consisting of four stages: planning, action, observation and reflection. The data collection is done by using observation observer, student test results, and additional instruments such as interview sheets, sheet learning motivation and creativity sheet. The results showed that the Problem Based Learning Math can help the learning process. Stages Problem Based-Learning helps students to understand the issues in the matter and the process to get a response. The development is seen in students' motivation in cycle 1 to cycle 3 to increase. Creativity and mastery of the concept of student learning outcomes have not been able to increase in cycle 1 to cycle 3 with entirely due process of problem-based learning-Learning newly conceived and performed by students. Math learning outcome of the results of the summative second cycle in which more than 70% the number of students successfully meet the KKM.
Implementing Multimedia Teaching to Improve Students’ Motivation and Critical Thinking Skills Based on the Students’ Learning Styles at Mahatma Gading School Usha Naraindas Bharwani
Jurnal Teropong Pendidikan Vol 1, No 3 (2021): September 2021
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v1i3.4189

Abstract

This study investigated implementing multimedia teaching to improve students’ motivation and critical thinking skills based on students learning styles at Mahatma Gading School. Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively supports students with different learning styles. The study employed quantitative weak experimental of static group pre-test post-test. The respondents were 67 students from Mahatma Gading School academic year 2016. There was no control group. The data was computed using SPSS VERSION 22. Results of the pretest were observed before teaching and results of the posttest was conducted after teaching. Instruments used for data collection were in the form of test and questionnaire. The test was to measure students’ critical thinking skills and questionnaire to measure students learning styles and motivation. The researcher analyzed the data through Descriptive Statistics, and Wilcoxon Test. The data was then analyzed, which showed there was a statistically significant difference between students after implementing multimedia during the Science class. However, the result of the Wilcoxon Test on reading learners had no significant differences in students learning styles.
Mengembangkan Pengetahuan Metakognisi Anak Usia Dini di PG/TK Melalui Evaluasi Kegiatan Cerita-Rencana-Evaluasi dan Diskusi Hasil Karya [Improving Metacognition Knowledge in Early Childhood in PG/TK Using Evaluation of Story-Plan-Review and Portfolio Discussion] Indah Novebrita
Jurnal Teropong Pendidikan Vol 1, No 3 (2021): September 2021
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v1i3.4210

Abstract

Metacognition skill is important for every individual to be able to understand their own way of thinking and to choose the most appropriate strategy for himself. Stimulation to develop metacognition skills in early childhood can be done through routine (Story-Plan-Review and Portfolio Discussion) which is a series of activities consisting of Metacognition components performed by children every day. This routine makes the children being trained to be able to think about how they think automatically because of habit factors. The result of metacognition knowledge assessment shows that 90% of respondents were able to identify things that they consider can facilitate themselves in doing a task, while 87% of respondents were able to identify the things that they perceive can complicate themselves in finishing a task. 87% of respondents can also explain that they have chosen to do things that they consider can make it easier and try to avoid or find a way out to deal with difficult things when completing a task. 12 students who are able to answer 9 questions from 10 questions asked by researcher about metacognition knowledge are the students that present at least 88% of total effective days in academic year. From the findings above it can be concluded that metacognition can be developed in early childhood through routine activities.
Hubungan Motivasi, Harga Diri, dan Kepercayaan Diri Terhadap Keberhasilan Siswa Belajar Matematika [Correlation Between Motivation, Self-Esteem, and Self Confidence to Student’s Success in Studying Mathematics] Hikmah Nata Rabay
Jurnal Teropong Pendidikan Vol 1, No 3 (2021): September 2021
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v1i3.4201

Abstract

The success of students learning Mathematics at “X” Junior High School is very low. Alike success of students learning Mathematics, the students also have low motivation, low self-esteem, and low self-confidence. According to this fact, guessed that there is correlation between motivation and success of students, between self-esteem and success of students, and between self-confidence and success of students learning Mathematics, so needed a research to see that correlation. Research method that was used to see that correlation is correlation method, with questionnaire as a tool to collect data from 131 students of “X” Junior High School. Technique used to analyze data are statistical techniques, which are descriptive and inferential statistic. The conclusions are 1) there is a significant correlation between motivation and success of students learning Mathematics at “X” Junior High School, 2) there is significant correlation between self-esteem and success of students learning Mathematics at “X” Junior High School, and 3) there is significant correlation between self-confidence and success of students learning Mathematics at “X” Junior High School.
Meningkatkan Keterampilan Komunikasi, Sikap Kerja Sama dan Penguasaan Konsep Siswa Melalui Implementasi Pembelajaran Inkuiri [Enhancing Communication Skill, Teamwork, and Student’s Mastery Concept Through the Implementation of Inquiry Learning] Ita Minar Oktavia Pardosi
Jurnal Teropong Pendidikan Vol 1, No 3 (2021): September 2021
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v1i3.4203

Abstract

Communication skills, cooperative attitude and mastery of concepts are very important for students to have. This research aims to know the increasing of communication skills, teamwork and student's mastery concept through inquiry learning model. This research was carried out using a quantitative approach through the experimental method of one group pre-test post-test. Data were obtained through 34 students in one class. The results showed that there were differences in communication skills, cooperative attitudes and mastery of students' concepts from before and after the implementation of inquiry learning, which was known from the increase in average scores and N-gain.

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