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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 71 Documents
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Persepsi Siswa tentang Implementasi Media Literasi Digital di Pembelajaran Daring Geografi [Students' Perception about the Implementation of Digital Literacy in Geography Online Learning] Apriyanti, Maria Eti; Purbojo, Rijanto
Jurnal Teropong Pendidikan Vol 2, No 2 (2022): May 2022
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v2i2.5790

Abstract

The background of this research is the low literacy, participation, and collaboration ability of students. The COVID-19 pandemic has had an impact on the learning process. This study aims to determine student perceptions related to the implementation of digital literacy media on participation, collaboration skills, student satisfaction, and cognitive learning achievement in geography subjects. The subjects in this study were 162 students of class XI and XII social studies at XYZ private high school in South Tangerang. This research is a quantitative descriptive study using a simple regression test to measure. Data collection techniques using a questionnaire in the form of google form. The research instrument used is a variable to measure students' perceptions about the implementation of digital literacy, participation, collaboration skills, and student satisfaction. The results showed that students' perceptions about the implementation of digital literacy media affected the participation of 38.2%. Students' perceptions of digital literacy media also affect 50.2% of collaboration skills and 64.3% of student satisfaction. Participation and collaboration ability did not show any effect on cognitive learning achievement, it was seen from the sig value. > 0.05 and Fcount. < Ftable. Cognitive learning achievement is influenced by student satisfaction and perceptions regarding digital literacy media in geography online learning by 5.4% and 2.5%, respectively. So it can be concluded that students' perceptions of digital literacy media help students learn in geography online learning.
Pengaruh Hybrid Learning dan Motivasi Belajar Terhadap Keaktifan Siswa Di SMAK XYZ Jababeka [The Influence of Hybrid Learning and Learning Motivation on Students Activities at SMAK XYZ Jababeka] Kusumaanggara, Tommy Betta; Purbojo, Rijanto
Jurnal Teropong Pendidikan Vol 3, No 1 (2023): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v3i1.6527

Abstract

Hybrid learning was held in response to the government's directive regarding steps to anticipate the Covid 19 outbreak. Public and private schools have begun to stop learning at school and begin to implement hybrid learning. Hybrid learning can reduce student learning motivation and student activity. This study aims to determine the influence of hybrid learning and learning motivation on student activity while at SMAK XYZ Jababeka. The subjects in this study are sixty-five students of class X and XI SMAK XYZ Jababeka. The research method used by the author is Path Analysis using a quantitative approach. The questionnaire research instruments used are to measure hybrid learning, learning motivation, and student activity. The results of this quantitative study show that hybrid learning affects student activity in learning, hybrid learning affects learning motivation, learning motivation affects student activity at SMAK XYZ Jababeka. So, it was concluded that hybrid learning influences activity, student learning motivation and learning motivation has an effect on student activity when conducting hybrid learning.
Penerapan Model Inquiry Based Learning Dalam Meningkatkan Kemampuan Berpikir Kreatif, Sikap Rasa Ingin Tahu, dan Rasa Percaya Diri Pada Pembelajaran Tematik Siswa Kelas K1 di Tingkat Usia Dini [Application of the Inquiry-Based Learning Model in Improving Creative Thinking Ability, Curious Attitude, and Self-Confidence in Thematic Learning for K1 Class Students at Early Age Level] Siahaan, Totar Septika
Jurnal Teropong Pendidikan Vol 3, No 2 (2023): November
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v3i2.7353

Abstract

This research is motivated by the low creative thinking skill, curiosity and self-confidence of K1 students.  The purpose of this study was to analyze the application of Inquiry Based Learning model to improve creative thinking, curiosity and self-confidence in K1 students. The type of research used is classroom action research which consists of three learning cycles with the stages of orientation, conceptualization, investigation, conclusion and discussion. The subjects of this study were fourteen students in one class. The instrument used was an assessment rubric to measure creative thinking skills, curiosity and self-confidence. The result showed that there was an increase in the average value of creative thinking in the first cycle is 57,9, in the second cycle is 66,6 and in the third cycle to 78,5. The increase in the average value of curiosity in the first cycle was 47,6 , in the second cycle is 61,8 and in the third cycle to 81,4. The increase in the average of self-confidence in the first cycle is 49,2, in the second cycle is 61,9 and in the third cycle to 82,5. It can be concluded that the Inquiry Based Learning model can improve creative thinking skill, curiosity and self-confidence in thematic learning of K1 students in Early Age Level.
Pentingnya Mentor Sebagai Pemimpin Penggembala Pada Kelompok Guru [The Importance of a Mentor as a Shepherd Leader in a Group of Teachers] Rumanti, Elisabet Dewi
Jurnal Teropong Pendidikan Vol. 4 No. 2 (2024): November
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i2.5707

Abstract

XYZ School is a Christian school in Manado that has implemented teacher mentoring program since the school was established. Changes in the implementation of mentoring programs that were designed in structured way created anxiety for leaders who had to become mentors about their leadership ability to focus not only on professional development, but also on shepherding role. This research aims to determine how deep the role of mentor as shepherd leader is in professional development, identify challenges faced by mentor and how to overcome it, and identify the impact of mentor’s role as shepherd leader on the process of forming mentee’s life formation. This study uses qualitative approach with an exploratory case study design. Determination of informants is done by purposive and snowball sampling as many as fourteen informants. The research showed that mentors are a shepherding leader in professional development through various intentional activities in mentoring meetings. Mentor struggles with challenges from within. In facing challenges, mentor experiences life changes and growth, then processed in response to God's calling. The small group context builds deep relationships that helps mentor to know, feed, lead, and to be a role model. Mentor’s life changes and deep relationships have influenced mentee and inspired process of forming their life formation
Enhancing Students’ Engagement, Self-Efficacy, and Mathematics Concept Mastery Through the Implementation of the Flipped Classroom Model at Quiver Center Academy [Peningkatan Keterlibatan Siswa, Efikasi Diri, dan Penguasaan Konsep Matematika Melalui Penerapan Model Kelas Terbalik di Quiver Center Academy] Tampi, Gillian
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.7349

Abstract

The COVID-19 pandemic has caused significant disruption in the education sector, forcing schools to shift their learning processes to online platforms. This transition to online learning is widely regarded as the most viable option for distance education. The present research was motivated by observed issues in Grade ten Mathematics, specifically passive student engagement, low self-efficacy, and poor concept mastery during classes conducted via video conferencing. The aim of this study was to improve students' engagement, self-efficacy, and concept mastery in Mathematics through the implementation of the Flipped Classroom Model during the pandemic. This Classroom Action Research was carried out over three learning cycles, with the subjects consisting of five Grade ten students from Quiver Center Academy. Data were collected through observations, surveys, and test assessments. The analysis of data from the three cycles indicated a twenty-nine percent increase in student engagement, a fifty-five percent increase in academic self-efficacy, and a sixteen percent improvement in concept mastery. In conclusion, the implementation of the Flipped Classroom Model effectively enhanced student engagement, self-efficacy, and concept mastery in grade ten Mathematics at Quiver Center Academy.
Efektivitas Penerapan Project Based Learning Terhadap Hasil Pembelajaran dan Motivasi Siswa [Effectiveness of Project Based Learning Implementation on Student Learning Outcomes and Motivation] Marina, Indra; Seda, Fredrikus; Hardiono, Dwi
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.7701

Abstract

The development of digital technology has influenced various fields, including education. One learning model that can utilize technology is Project-Based Learning (PBL). The purpose of this study is to provide empirical evidence to support the implementation of PBL as an effective learning strategy, improve the quality of learning, and provide meaningful learning experiences for students. Using simple regression analysis and involving 51 students, the results of the study show a moderate positive correlation between the level of PBL implementation and student learning outcomes. The regression equation confirms that PBL not only improves learning outcomes but also significantly impacts student motivation. Recommendations include widespread implementation of PBL, teacher training, development of relevant PBL projects, as well as continuous monitoring and evaluation. Further research is needed to generalize these findings to a broader educational context.
Menguji Virtual Reality Dengan Metode Pembelajaran Konvensional di Kalangan Gen - Z Atau Alfa [Testing Virtual Reality with Conventional Learning Methods Among Gen - Z Or Alpha] Novianti, Ade Eva
Jurnal Teropong Pendidikan Vol. 4 No. 2 (2024): November
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i2.7713

Abstract

This study highlights the need for the education system to adapt to the rapid development of technology, especially in response to changes in student behavior, particularly those from Generation Z and Alpha. The researcher suggests that effective learning methods can no longer rely solely on a single approach, such as the traditional verbal method, but must integrate other methods, particularly the use of technology like virtual reality (VR), to create more engaging and effective learning experiences. Based on the results of this study, which used a qualitative approach with virtual reality as the research instrument, 80% of respondents found learning with VR to be enjoyable, while only 3 out of 15 respondents showed interest in conventional methods. These findings indicate that the use of technology, especially VR, has great potential to meet the preferences of younger generations, who are more accustomed to technology and require a more interactive and innovative approach to learning. This research provides valuable insights for educators to consider incorporating technology into the learning process, as a way to address the behavioral changes and needs of Generation Z and Alpha, who are more dynamic. By leveraging technology, educators can create a more enjoyable and effective learning environment, ultimately improving students' learning outcomes.
Pengukuran Keterampilan Komunikasi Siswa Setelah Pandemi Covid 19 [Measuring Students' Communication Skills After the Covid-19 Pandemic] Krisdianto, Patricius Dwi; Widjaya, Wahyu; Christianingsih, Ni Putu Hindriani; Rizki Raindriati
Jurnal Teropong Pendidikan Vol. 4 No. 2 (2024): November
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i2.7725

Abstract

Communication skills are essential for everyone, including students. The COVID-19 pandemic had a significant impact on the education sector, with learning heavily relying on students' ability to use information technology. During this period, communication and interaction depended on the quality of the hardware used and the stability of internet connections. Due to unprecedented restrictions, these limitations affected students' communication skills, both written and verbal. There have been assumptions and speculations from teachers and parents that students' communication skills have declined after the pandemic. This study aims to understand how well students have developed their communication skills post-pandemic. Research employs a quantitative research method. Data was collected by distributing open-ended questionnaires to 6th-grade students at XYZ Elementary School. A total of 45 students participated in the study. The results of this study indicate that the average communication skills of the students at XYZ Elementary School in Tangerang after the pandemic are considered adequate. Therefore, teachers need to focus on improving students' communication skills to enhance them further.
Hubungan Kecerdasan Emosional dengan Kemampuan Problem Solving pada Guru PAUD di TK XYZ Jakarta Barat [The Relationship between Emotional Intelligence and Problem Solving Skills of Early Childhood Education Teachers at XYZ Kindergarten, West Jakarta] Dewanti, Damaris Fajar; Wibowo, Nadya Sarah; Susant, Shervin
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.8637

Abstract

Emotional intelligence refers to an individual’s ability to recognize, understand, control, and express their own emotions, as well as to understand and respond to others' emotions. This helps people stay calm and focused on finding solutions. This study aims to examine the relationship between emotional intelligence and problem-solving ability among early childhood education (PAUD) teachers at TK XYZ in West Jakarta. The research uses a quantitative approach with questionnaires as the data collection tool, and the data are analyzed using Excel. The emotional intelligence questionnaire contains 28 items, while the problem-solving questionnaire contains 36 items. The study involved all 19 PAUD teachers at TK XYZ, with no sampling as the entire population was included. The results show a significant relationship between emotional intelligence and problem-solving ability among PAUD teachers. Pearson’s correlation test was used to analyze the data, and the correlation coefficient (r = 0.523) was higher than the table value (r = 0.456 for n = 19), indicating that the hypothesis is supported. Therefore, it can be concluded that emotional intelligence is positively linked to problem-solving skills in PAUD teachers. It is recommended that teachers continue to improve their emotional intelligence through seminars, webinars, and workshops, as this can help enhance their problem-solving abilities. Bahasa Indonesia Asbtrak: Kecerdasan emosional adalah kapasitas seorang individu untuk mengidentifikasi, memahami, mengendalikan, dan mengekspresikan perasaan mereka sendiri, serta memahami dan merespons perasaan orang lain. Hal ini memungkinkan individu untuk tetap tenang dan fokus pada pencarian solusi yang tepat. Tujuan penelitian ini adalah untuk mengkaji hubungan antara kecerdasan emosional dengan kemampuan problem solving guru PAUD TK XYZ di Jakarta Barat. Pendekatan yang digunakan di dalam penelitian ini adalah pendekatan kuantitatif dengan metode kuesioner sebagai instrumen pengumpulan data dan data dianalisis menggunakan excel. Kuesioner Kecerdasan Emosional terdiri dari 28 butir pertanyaan, sementara kuesioner Problem Solving terdiri dari 36 pertanyaan. Populasi yang digunakan dalam penelitian ini adalah seluruh Guru PAUD di TK XYZ Jakarta Barat sebanyak 19 orang guru. Tidak ada penentuan sampel karena penelitian ini menggunakan seluruh populasi. Hasil dari penelitian ini menunjukkan adanya hubungan antara kecerdasan emosional dengan kemampuan problem solving pada guru PAUD di TK XYZ Jakarta Barat. Analisis yang digunakan dalam penelitian ini adalah uji statistik Pearson Correlation Product Moment untuk melihat hubungan kecerdasan emosional dan kemampuan problem solving. Nilai rhitung adalah 0,523 lebih kecil dari rtabel (n=19) yaitu 0,456, maka H1 diterima. Dengan demikian disimpulkan bahwa hipotesis dapat diterima, yang disimpulkan pada adanya hubungan antara kecerdasan emosional dengan kemampuan problem solving pada guru PAUD. Disarankan guru dapat memaksimalkan kecerdasan emosi melalui seminar, webinar, dan workshop perlu terus dilakukan sehingga dapat meningkatkan kemampuan problem solving pada guru PAUD.
Efektifitas Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa [The Effectiveness of Problem Based Learning on Students' Critical Thinking Skills] Wuisan, Audrey Caroline; Simamora, Marihot; Siboro, Minerva
Jurnal Teropong Pendidikan Vol. 4 No. 1 (2024): May
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v4i1.8638

Abstract

The rapid changes in technology today have led to numerous problems and challenges related to global issues that must be addressed wisely. Adapting to this era requires strong thinking skills to quickly acquire new knowledge and make sound decisions. The Problem Based Learning (PBL) model can be used to enhance critical thinking competencies in the teaching and learning process. The objective of this study is to assess the effectiveness of applying the Problem Based Learning (PBL) model in improving students' critical thinking skills in the context of systems of linear equations with two variables. Additionally, this study aims to detect significant differences in critical thinking skills between the experimental and control groups, as well as to investigate whether gender has any impact on critical thinking abilities. The research was conducted at a private XYZ junior high school in Bekasi City from mid-March to April during the second semester of the 2022/2023 academic year. The study used a quasi-experimental research design. The research sample consisted of 28 students in both the control and experimental groups. Purposive sampling was employed, and the instrument used was a set of five essay questions. The results of the mean test analysis indicated that there was no significant difference in critical thinking skills between the experimental and control groups. Furthermore, the correlation test revealed that gender did not have a significant impact on students' critical thinking skills.

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