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International Journal of Education and Teaching Zone
Published by Yayasan Nurul Yakin Bunga Tanjung
ISSN : 29637899     EISSN : 28307925     DOI : https://doi.org/10.57092/ijetz.v1i2
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
International Journal of Education and Teaching Zone (IJETZ) is a double-blind peer-reviewed and open-access journal on Education and teacher training. The focus of this journal is to discuss issues of education and teacher training in countries around the world, both in public educational institutions and private educational institutions. IJETZ Journal provides the opportunity to receive articles related to education and teaching from research results starting from preparatory levels, elementary schools, and universities. The scopes of IJETZ Journal include Islamic Education, Social Education Studies, Natural Science Education Studies, Physics Education, Physical Education, Mathematics Education, Environmental Education, Language Education, Management Education, Teaching and Learning, Quality Education, Teacher Education, Educational Technology, Early Childhood Education, Special Education, Guidance and Counseling Education, and other educational fields in the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 16 Documents
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Search results for , issue "Vol. 1 No. 2 (2022): October 2022 Edition" : 16 Documents clear
Development of an Android-Based Physics Interactive E-Module Equipped with Problems with Scaffolding in Applying the Concept of Light Waves Alvia Quthrotun Nada; Taqwa, Muhammad Reyza; Supriana, Edi; Suwasono, Purbo
International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1205.399 KB) | DOI: 10.57092/ijetz.v1i2.43

Abstract

The purpose of this study was to develop and determine the validity and practicality of learning media in the form of an Android-based E-Module equipped with questions with scaffolding on light wave material. In this study, the Research and Development (R&D) model with the 4-D method was used. The stages of 4D development include define, design, develop, and disseminate, but in this study only up to the design stage with validity and practicality tests. Product validation was carried out by three media and material expert validators, namely 1 lecturer and 2 high school physics teachers, while the practicality test was carried out by 48 students of class XI MIPA SMAN 1 Paciran. The research results obtained quantitative and qualitative data. Analysis of quantitative data using percentages and categorized criteria of validity and practicality. The results of this research and development are in the form of an Android-based physics interactive E-Module product with light wave material. From the validation test by the validator, the average percentage of results for media and material validation is 90% with very valid criteria. This shows that the material presented is in accordance with the curriculum so that it can support student learning. In the validation test results of practice questions with scaffolding, the average percentage is 97% and the percentage of evaluation questions is 96% with very valid criteria. This shows that the practice questions and evaluation questions that have been made valid are used by students in studying light waves and are validly included in the developed e-module. From the results of the practicality test, an average percentage of 85% was obtained in the very practical category. This shows that the product developed is very valid and very practical so it is worth investigating its effectiveness so that it can further support physics learning in understanding the concept of light waves, both used independently and in school learning.
Students' Learning Difficulties And Their Relationship With Biology Learning Outcomes Of Class XI Students at SMA N 8 Padang During Online Learning Sinaga, Chairunnisa; Gusmaweti, Gusmaweti; Azrita, Azrita; Deswati, Lisa
International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (442.128 KB) | DOI: 10.57092/ijetz.v1i2.44

Abstract

his research is motivated by students who have difficulty in the online learning process is the low learning outcomes obtained from students. This study aims to analyze what factors influence the biology learning difficulties of students in class XI IPA at SMA Negeri 8 Padang during online learning and to determine the relationship between students' learning difficulties in biology through online learning and student biology learning outcomes. This research is descriptive research. The population of this research is class XI IPA which consists of 3 classes totaling 110 students. The research sample amounted to 33 students. The sampling technique is a random sampling technique with a sample proportion of 30%. The research data were analyzed using descriptive analysis and then a t-test to determine the correlation. The results showed that the highest score of the student learning difficulty factor was 2.81, namely the motivation and interest in student learning factors, and the lowest difficulty factor obtained a score of 2.44, namely social interaction. There is a relationship between students' learning difficulties in biology through online learning with biology learning outcomes with a value of r = 0.520; the coefficient of tcount value of 4.642 is greater than ttable of 2.040, so it can be concluded that there is a positive and significant relationship between learning difficulties in biology through online learning and student learning outcomes and there are suggestions for schools to be positive inputs in efforts to build and improve models. online/online learning and is also able to improve student learning and it is hoped that teachers and parents can recognize and observe online learning difficulties experienced by these students.
Investigating the Everyone Is Teacher Here (ETH) Learning Model on Biology Learning Outcomes Nofriadi, Nanang; Yestin, Yoki
International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.222 KB) | DOI: 10.57092/ijetz.v1i2.45

Abstract

The purpose of this research is to prove whether there is an effect of using the Everyone Is A Teacher Here (ETH) learning model on the learning outcomes of class X students at SMA Tuah Kemuning. This research is a quantitative study using true experimental design postest only control design. Sampling using the Cluster Random Sampling technique in order to obtain class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. The data collection instrument used a multiple choice test. Based on the analysis of data calculations, the average value of student learning outcomes in the experimental class was 80.8, while for the control class the average student learning outcomes were 70.24. Based on the results of data analysis, it was found that student learning outcomes with a value of t0 ≥ ti were 2.01 <3.91> 2.68 with a large effect size of 1.15 or 86%. So, it can be concluded that there is an effect of using the ETH model on the learning outcomes of class XI students at SMA Tuah Kemuning. The results of this study suggest that teachers apply the ETH model as a learning model for further material.
Analysis of Study Habits and Their Relationship with Biology Learning Outcomes of Class XI MIPA Students at SMA N 8 Padang Putri, Mifta Hayati; Hendri, Wince; Har, Erman; Gusmaweti, Gusmaweti
International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (699.286 KB) | DOI: 10.57092/ijetz.v1i2.47

Abstract

This study aims to analyze study habits and their relationship with biology learning outcomes for students of class XI MIPA at SMA Negeri 8 Padang. This type of research is descriptive, with a total sample of 45 students in the odd semester of the 2021/2022 academic year. The sampling technique was simple random sampling using a questionnaire. The results showed that the highest average study habits were habits in student preparation (28.82 ± 3.36), reading textbooks (23.84 ± 3.05) making notes and summaries (24.15 ± 3.14 ) repeating lessons (17.06 ± 3.04) facing e xa ms (23.60 ± 2.94) and completing assignments (16.35 ± 2.02). Study habits contribute to students' biology learning outcomes with a t count of 2,794. The relationship between study habits and learning outcomes in general shows a low relationship (r = 0.161). Furthermore, the relationship between variable habits showed a low relationship between taking notes and summaries (r = 0.216), with study preparation (r = 0.174), reading habits of textbooks (r = 0.128), repeating lessons (r = 0.103), in facing exams ( r = 0.102) and the relationship between habits in completing tasks with learning outcomes (r = 0.000) is in the very low category. From this research, it can be concluded that the relationship between study habits and learning outcomes in taking notes and summaries with learning outcomes is in the low category, while the relationship between learning preparation habits, reading textbooks, repeating lessons, facing exa ms and the relationship between habits in completing assignments is in the very low category.
Resource Identification and Level of Understanding of Particle Dynamics Concepts Kadir Masalesi, Akbar
International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1044.02 KB) | DOI: 10.57092/ijetz.v1i2.48

Abstract

The need for a complete understanding of concepts to prevent imperfect understanding still needs to be prioritized. Many student difficulties are still due to misconceptions that have not been straightened out. Resource theory also reveals this, which explains the phenomenon of imperfect student understanding. This study aims to reveal the students' difficulties in understanding physics concepts on the topic of Newton's laws. The study was conducted on 82 students of class X by using 11 questions of choice of reasons, students' answer choices became quantitative, and the reasons for students' answers became sources of qualitative data. Quantitative data were analyzed using descriptive statistics. Meanwhile, the data was analyzed qualitatively using the Miles and Huberman analysis stages to see students' level of understanding and activated resources. The results showed that many students still experienced very low conceptual understanding, averaging 37.58. This is shown in the 11 questions. Only five questions can be answered correctly by more than 50% of students. At the same time, fewer than 30% of students can answer the six questions correctly. However, only 11.53% of students can answer correctly and are accompanied by reasons by scientific concepts. The reasons given in answering indicate the existence of misconceptions experienced by students, with a percentage of 14.52%. At the same time, the remaining 55.54% indicate that students are at the level of not knowing by showing students' answers without giving reasons.
A Study of The Relationship Between Students' Belief and Attitude Toward Physics and GPA Diyana, Tsania Nur; Pebriana, Irvany Nurita
International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v1i2.51

Abstract

The Grade Point Average (GPA) score is the average value of each student who has studied for several semesters. This value is considered a representation of students' success in learning. Meanwhile, it is known that success in studying physics is not only influenced by cognitive abilities but also related to other things including students' beliefs and attitudes toward physics. This study aims to examine the relationship between students' beliefs and attitudes towards physics on GPA scores. This study used a survey research design with a total of 69 students from the third-year physics education department as subjects. Spearman's Rank Correlation analysis was used to determine the relationship between students' beliefs and attitudes toward physics with GPA scores. The results of the study show that there is a relationship between the two but with a very weak relationship. The correlation coefficient value obtained is 0.132 while the significance value is 0.281. These results indicate that the relationship that occurs between the two variables is not significant.

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