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Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO)
Published by Transpublika Publisher
ISSN : -     EISSN : 28100743     DOI : https://doi.org/10.55047/romeo
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
ROMEO : REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The ROMEO Journal aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. Furthermore, it also provides a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated values, skills, and knowledge are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal incorporates a variety of topics, including child development, curriculum, reading comprehension, philosophies of education aeducational approaches, etc The scope of our journal includes: 1. Language and literature education 2. Visual arts, dance, music, and design education 3. Social science education 4. Economics and business education 5. Math and natural science education 6. Vocational and engineering education 7. Sports and health education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 116 Documents
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THE EFFECT OF SOCIAL MEDIA ADDICTION AND TIME MANAGEMENT ON THE LEARNING ACHIEVEMENT OF ECONOMICS EDUCATION STUDENTS: (Survey on Students of the Department of Economic Education, Siliwangi University Class of 2019) Agustian, Kiki; Suherti, Heti; Nurdianti, Raden Roro Suci
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i2.691

Abstract

Excessive usage of social media can lead to distractions and reduced focus, especially when it interferes with dedicated study time. Constant notifications, scrolling through feeds, and engaging in online conversations can hinder effective studying and educational activities. This study aims to investigate the impact of social media addiction and time management on learning achievement. The research utilizes a quantitative survey method with an explanatory survey research design. The sampling technique employed is a saturated sample, encompassing the entire population as the research sample. Data collection is done through a questionnaire, and the data is analyzed using multiple linear regression analysis, including both partial and simultaneous tests. The results of the partial test indicate that social media addiction does not have a significant effect on learning achievement, with a significance value of 0.329, whereas time management has a significant effect on learning achievement, with a significance value of 0.000. The simultaneous test results demonstrate that both social media addiction and time management significantly influence learning achievement, with a significance value of 0.000. Consequently, this study concludes that social media addiction and time management significantly impact learning achievement, with a coefficient of determination of 64%.
IMPROVING MATHEMATICS LEARNING OUTCOMES THROUGH PROBLEM BASED LEARNING (PBL) LEARNING MODEL FOR 4TH GRADE STUDENTS Magdalena, Ina; Fadhillahwati, Nur Fauziah; Amalia, Rizki; Farhana, Syarifah
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i2.692

Abstract

Problem-Based Learning (PBL) is an active learning approach that engages students in solving real-world problems to enhance their mathematics learning outcomes. This study aims to investigate the effectiveness of the PBL model in improving students' understanding and achievement in mathematics. The research employed an experimental design with a pretest-posttest control group. The participants were divided into an experimental group receiving PBL-based teaching and a control group receiving conventional teaching. The results demonstrated that students in the PBL group exhibited significantly better mathematics learning outcomes compared to the control group. These findings suggest that PBL holds promise as an effective learning approach, promoting critical thinking, problem-solving skills, collaboration, and motivation in mathematics. This study's implications may contribute to the development of learning strategies that emphasize the practical application of mathematical concepts, fostering students' deeper understanding and ability to apply these concepts effectively.
THE INFLUENCE OF LEARNING STYLES AND SCHOOL ENVIRONMENT ON LEARNING MOTIVATION AND ITS IMPLICATIONS ON STUDENT LEARNING OUTCOMES IN ECONOMICS SUBJECTS: (Survey on Students of Grade X and XI Social Sciences Program at SMA Negeri 8 Tasikmalaya in the 2022/2023 Academic Year) Setiawan, Vito Ari; Gumilar, Gugum
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i2.726

Abstract

This study aims to determine the influence of learning styles and the school environment on learning motivation and its implications for learning outcomes. The study adopts a quantitative survey research method with an explanatory survey research design. The population for this study comprises X and XI social studies students of SMA Negeri 8 Tasikmalaya in the 2022/2023 academic year, totaling 427 individuals. The sampling technique used is Proportional Random Sampling, resulting in a sample size of 207 respondents. Data is collected through questionnaires, and the data analysis technique employed is Path Analysis or path analysis. Based on the results of data processing, it is found that learning style does not have a significant effect on learning motivation (with a significance value of 0.218). On the other hand, the school environment significantly influences learning motivation (with a significance value of 0.002). Moreover, learning styles do not significantly impact learning outcomes (with a significance value of 0.323), whereas the school environment significantly affects learning outcomes (with a significance value of 0.006). Additionally, learning motivation significantly influences learning outcomes (with a significance value of 0.001). Furthermore, the study reveals that learning styles do not have a significant effect on learning outcomes through learning motivation, as indicated by the t-count value of 0.969. However, the school environment significantly influences learning outcomes through learning motivation, with a t-statistic value of 2.149.
THE ISSUE OF DIFFICULTIES FACED BY TWELFTH GRADE STUDENTS IN LEARNING CHEMISTRY ON THE SUBJECT OF ALKYNE DERIVATIVES Daulay, Rabiah Afifah; Damayanti, Alfina; Shaharani, Adella; Anggriani, Syaprina; Syafitri, Wanda; Nasution, Yara Maulina
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i2.730

Abstract

Learning difficulties refer to conditions when students face special obstacles in actively participating in the teaching and learning process, resulting in challenges in achieving optimal learning outcomes. One of the specific difficulties students’ encounters is related to understanding the concepts of alkyne derivatives in chemistry. This research aims to explore the problematic difficulties faced by 12th grade students while learning about alkyne derivatives. The study adopts a qualitative approach and relies on a literature review, presenting descriptive findings. Data collection involves analyzing various sources, including scientific articles, theses, proceedings, and books that are relevant to the research focus. The study reveals that student learning difficulties are influenced by two major factors: internal and external. Internal factors include physiological aspects such as physiological conditions and the functioning of the five senses. Psychological factors also play a role, encompassing interests, intelligence, talent, motivation, and cognitive abilities. External factors, on the other hand, comprise social and natural environmental influences, as well as instrumental factors like the curriculum, programs, facilities, infrastructure, and the role of teachers.
THE INFLUENCE OF TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) OF ECONOMICS TEACHERS ON LEARNING MOTIVATION THAT IMPACTS LEARNING CREATIVITY IN ECONOMICS SUBJECT AT SMA NEGERI 59 JAKARTA Yuliana, Dewi; Nurjanah, Siti; Zahra, Siti Fatimah
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i2.739

Abstract

This study aims to examine the impact of technological, pedagogical, and content knowledge (TPACK) of economics teachers on students' learning motivation and its subsequent influence on learning creativity in economic subjects at SMA Negeri 59 Jakarta. The research employs a quantitative approach with data collected through questionnaires from a sample of 107 students from class XI economics. The data analysis is conducted using SEM-PLS with SmartPLS software. The findings reveal significant direct effects of the teacher's TPACK ability on both student learning creativity (path coefficient: 0.335, t-statistic: 4.316, p-value: 0.000 < 0.05) and learning motivation (path coefficient: 0.378, t-statistic: 4.739, p-value: 0.000 < 0.05). Additionally, a significant direct effect of learning motivation on student learning creativity is observed (path coefficient: 0.315, t-statistic: 2.161, p-value: 0.031 < 0.05). Furthermore, the study also identifies an indirect effect of TPACK Ability on Learning Creativity through Learning Motivation, indicating a considerable influence (path coefficient: 0.119, t-statistic: 2.041, p-value: 0.042 < 0.05). Overall, these findings highlight the importance of economics teachers' TPACK in fostering students' learning motivation and creativity in economic subjects. The study provides valuable insights into the interplay between teacher knowledge, student motivation, and learning outcomes, contributing to the enhancement of educational practices and student engagement in the economics curriculum.
DEVELOPING CREATIVE THINKING SKILLS IN ECONOMICS SUBJECTS THROUGH A GOOGLE CLASSROOM-BASED BLENDED LEARNING MODEL AND SELF REGULATED LEARNING FOR HIGH SCHOOL STUDENTS Gandi, Muhammad Rajib; Mardi; Pratama, Aditya
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i2.740

Abstract

This study aims to enhance high school students' creative thinking skills in the field of Economics through the implementation of the Google Classroom-Based Blended Learning model and self-regulated learning strategies. The study's population comprises all students of SMAN 62, with the sample encompassing students from class XI IPS 1 (designated as the control group) and XI IPS 2 (assigned as the experimental group). Employing an experimental approach with a 2x2 factorial design, the research employed questionnaires, pre-tests, and post-tests as data collection tools. The data analysis reveals notable disparities in creative thinking skills between conventional classrooms and blended learning environments. Furthermore, variations in creative thinking skills are observed between students exhibiting low and high levels of self-regulated learning. The study also identifies significant interactions between the learning models and self-regulated learning concerning creative thinking skills. This interaction extends to the distinction in creative thinking skills between conventional classes and blended learning settings for students demonstrating high self-regulated learning as well as those displaying low self-regulated learning. Moreover, the research underscores disparities in creative thinking skills within conventional classes, differentiating students with high and low self-regulated learning. Analogously, differences in creative thinking skills are noted within blended learning classes, differentiating students with high and low self-regulated learning. In conclusion, the study establishes that students' creative thinking skills can be effectively enhanced by deploying the Google Classroom-Based Blended Learning model while cultivating a proactive self-regulated learning disposition. The augmentation of students' creative thinking skills is evident through post-treatment assessments based on a creative thinking indicator questionnaire.
DEVELOPMENT OF STUDENT ASSESSMENT INSTRUMENTS FOR CIVIVCS LEARNING IN SMP/MTs Leksono, Tangguh Timbul; Rarasati, Ida Putri
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 3 (2023): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i3.744

Abstract

This study focuses on creating a valid and practical assessment instrument for 8th-grade Civics Education (PPKn) students in junior high schools (SMP/MTs). The research employs the Research and Development (R&D) approach, adapting the Borg & Gall model by Sugiyono. The instrument, centered on Pancasila as the foundational principle of the state and national outlook, consists of 20 multiple-choice questions derived from a well-designed question matrix and indicators. Expert validation results show high approval scores for material and language aspects from two validators. The average validation score is 82.06%, affirming the instrument's validity. Educator and student questionnaire responses demonstrate strong practicality support, with average response rates of 83.89% and 87.60%, respectively. Analysis of the 20 questions confirms 18 valid questions, 2 needing revision, establishing the instrument's reliability (reliability coefficient r11 = 0.819). Difficulty analysis reveals 16 easy and 4 moderately difficult questions. Discrimination power assessment indicates 9 adequately differentiating and 11 highly discriminative questions. The study confirms the successful development of a valid and practical assessment tool for enhancing Civics Education in junior high schools, rejecting the null hypothesis.
ANALYSIS OF STUDENTS' DIFFICULTIES IN LEARNING MATHEMATICS OF CIRCLE GEOMETRY IN FOURTH GRADE ELEMENTARY SCHOOL Aeunah, Een; Aziz, Abdul; Joe, Caecilia Jilia; Ali, Cut Dihe Zayhaqqi
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 3 (2023): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i3.751

Abstract

The present study endeavors to comprehensively examine the obstacles faced by elementary school students when attempting to grasp fundamental mathematical concepts pertaining to circles. Specifically focusing on Grade 4 students at SDN Cipondoh 2, Tangerang City. The primary objective is to shed light on the difficulties encountered by students in three core areas: calculating circle area and circumference, understanding the complex concept of π (pi), and accurately sketching circles utilizing a compass. Various tools are employed to scrutinize the obstacles students encounter, including tasks such as calculating circle area and circumference, comprehending the intricate π (pi) concept, and accurately sketching circles using a compass. The findings indicate that students encounter hurdles in computing circle area and circumference due to the need to understand underlying formulas and calculation procedures. Additionally, comprehending the π (pi) concept presents a notable challenge in circle calculations. Moreover, students struggle with precise and symmetrical circle drawing using a compass. The research outcomes provide valuable insights for formulating effective pedagogical strategies to help students overcome challenges in comprehending and applying circle geometry principles.
EFFORTS TO ENHANCE ENGLISH LEARNING MOTIVATION USING THE CONTEXTUAL TEACHING LEARNING (CTL) METHOD IN CLASS X-2 AT SMAN PAKUSARI Anggraeni, Siska; Nurkamilah; Dewi, Rita Sinta
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 3 (2023): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i3.781

Abstract

This Classroom Action Research (CAR) aims to describe the English learning outcomes of Grade X-2 students at Pakusari High School in Jember before and after applying the contextual teaching and learning (CTL) method. The study involved 36 students in the academic year 2022/2023. The analysis of the data revealed that the English learning motivation of Grade X-2 students at Pakusari High School prior to implementing the contextual teaching and learning method was as follows: 6% of the students had very high motivation; 31% had high motivation; 39% had moderate motivation; and 25% had low motivation. Conversely, after implementing the contextual teaching and learning method, there was an improvement in English learning motivation: 14% of the students had very high motivation; 67% had high motivation; 17% had moderate motivation; and 3% had low motivation.
DEVELOPMENT OF VIDEO MULTIMEDIA “LET'S LEARN THE MEASUREMENT OF TIME, WEIGHT AND LENGTH” IN ELEMENTARY SCHOOL Putri, Lia Sofia; Rarasati, Ida Putri
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 3 (2023): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i3.786

Abstract

The development of instructional media is essential for educators to convey abstract learning content effectively. Multimedia offers a concrete visualization of abstract concepts. This study aims to create an efficient and practical multimedia-based instructional media. The research subjects were third-grade elementary school students. Employing a modified Research and Development (R&D) design, the study utilized questionnaires and interviews for data collection. The research encompassed phases of problem analysis, data collection, product design, design validation, design revision, and product testing. Multimedia was validated by media experts, subject matter experts, and language experts. The obtained scores from media experts were 85.57%, subject matter experts scored 83%, and language experts scored 93.27%. This research contributes to the creation of effective and practical multimedia-based instructional media.

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