International Journal of Education and Teaching Zone
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.
Articles
126 Documents
<![CDATA[Chemistry Learning Through CIRC on DNA Base Materials: Hypothesis Testing the Kolmogorov-Smirnov Method on Male and Female Population Samples ]]>
<![CDATA[Tri Susdarwono, Endro]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.32
<![CDATA[Cooperative Integrated Reading and Composition (CIRC) is one type of cooperative learning model that combines reading activities with other activities, such as writing, discussion, and presentation in an integrated manner. The purpose of this study is to provide a description of learning chemistry through CIRC on DNA base material. The method used in this research is experimental research. The characteristics of experimental research in this study include manipulation, control or control, and observation. The research design used is the one-shot case study design, while the sampling technique used for this design is purposive sampling. The research hypothesis testing procedure used the Kolmogorov-Smirnov method for multiple sample groups. Based on the comparison between the D value in the table and the calculated D value, the D value is 0.142857. This value is smaller than the D value in the table of 0.726951. Thus, the null hypothesis which states that the post-test score category for male students is the same as the post-test score category for female students. In this condition, it can be concluded that Chemistry Learning Through CIRC on DNA Base Material for students of different sexes produces the same category of posttest scores. This means that this learning can be applied to male and female students equally well.]]>
<![CDATA[The Analysis of Mathematical Critical Thinking Ability and Mathematical Creativity: Judging from the Process of Deriving the Fermi-Dirac Formula ]]>
<![CDATA[Nehru, Nehru]]>;
<![CDATA[Ananda, Rizki]]>;
<![CDATA[Zb, Aminah]]>;
<![CDATA[Navalyyan, Devie]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.33
<![CDATA[This study aims to see and simultaneously describe the ability to think critically and creatively in student physics teacher candidates in the Fermi-Dirac course. Descriptive quantitative was used as the method of this research. Data collection in the study used tests on the cognitive domain in the form of a description of 8 questions where four measured critical thinking skills and four questions measured creative thinking skills. The data analysis process was carried out qualitatively and then described to determine the students' mathematical critical thinking and creative thinking skills, which were then assessed in distribution based on the categories that had been created. The data and facts that the researchers found after the study showed that the average mathematical thinking ability of students was in the Good Enough category, and the average mathematical communication ability of students were also in the Good Enough category.]]>
<![CDATA[The Understanding Mathematical Communication Concepts and Skills: Analysis of the Ability of Prospective Physics Teachers? ]]>
<![CDATA[Yusuf, Irfan]]>;
<![CDATA[Zb, Aminah]]>;
<![CDATA[Rozal, Edi]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.34
<![CDATA[The research that has been carried out aims to see the ability to understand mathematical concepts and mathematical communication of students on the Maxwell-Boltzman material for Tadris Physics students, especially students in semester VI. This research is a quantitative descriptive study in which the data collected from the test results and the results of the lecture process at the time of giving the Maxwell-Boltzman material will be analyzed and described and added with a test technique on the cognitive domain in the form of a description test (essay) consisting of 7 test questions, where five questions are for understanding students' mathematical concepts and two questions for technical analysis of students' mathematical communication skills. The data obtained in the quantitative analysis and according to the five categories that have been determined. The facts obtained from the results of the study show that students' ability to understand mathematical concepts in the Maxwell-Boltzman material is in the Good Enough category, and the average mathematical communication ability of students is also in the Good Enough category.]]>
<![CDATA[Application of Model Group Investigation based on Experiments Against Student Academic Skills ]]>
<![CDATA[Rahim, Abd]]>;
<![CDATA[Nadira, Nadira]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.35
<![CDATA[This study aims to see the effect of the Experiment-based Group Investigation learning model on the academic skills of students at one of the Madrasah Aliyah Negeri in Tebo. This research is quantitative by using the experimental method. using a posttest-only control group design. This study used two classes, namely the experimental class and the control class, sampling using the cluster random sampling technique. The instruments used for data collection are test questions and observations. Before the data were analyzed, normality and homogeneity tests were first performed. Then, the data were analyzed using a t-test and effect size. Based on the results of the study, it is known that there is an effect of using the Experimental-based Group Investigation learning model on the Academic Skills of students in learning physics. This can be seen from the calculation of the average post-test academic skill score for experimental class students, 78.7 out of 26 students, and the average post-test academic skill score for control class students, 73.7 out of 25 students.]]>
<![CDATA[Investigating Problem Solving and Mathematical Connections in Solving the Fermi-Dirac Equation ]]>
<![CDATA[Misbah, Misbah]]>;
<![CDATA[Trisnowati, Eli]]>;
<![CDATA[Rahim, Abd]]>;
<![CDATA[Zb, Aminah]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.36
<![CDATA[This study aimed to describe the problem-solving abilities and mathematical connections of the sixth-semester students of Physics Tadris in the Statistical Physics course, especially the Bose-Einstein Equation Material. This type of research is quantitative descriptive research. Data collection in this study used a cognitive test technique in the form of a description test to measure students' mathematical abilities, which amounted to 8 questions, of which four were used to measure problem-solving abilities, and four were used to measure students' mathematical connections. Data analysis was carried out descriptively to determine the profile of students' mathematical abilities and the distribution of predicate achievement on the ability of problem fractions and students' mathematical connections. The results showed that students' average problem-solving ability and mathematical connection were in the Pretty Good category.]]>
<![CDATA[Development of Interactive Learning Media as an Alternative to Improve Students' Conceptual Understanding and Motivation on the Temperature and Heat Topics ]]>
<![CDATA[Dion Bahrudin, Azhar]]>;
<![CDATA[Insjaf Yogihati, Chusnana]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.37
<![CDATA[This study aims to develop and determine the feasibility of interactive learning media on the topic of temperature and heat. The type of research is Research and Development (R&D) with the ADDIE model. In this model, the stages include Analyze, Design, Develop, Implement, and Evaluate. However, this research is only up to the development stage. The subjects of this study were 20 students from one of the XI MIPA classes at Panjura High School. The interactive media was developed in the form of an android-based application with the topic of temperature and heat. The research data was obtained from the results of content and construct validation by the validator and then the feasibility test by the students. From the research that has been done, the average percentage of content or display validation is 82.2% including in the very valid category and the average percentage of construct validation is 93.1% including in the very valid category. For the feasibility test conducted by students, the percentage is 95.2% so it is included in the very feasible category. Based on the validation test and student feasibility test, it was found that interactive learning media can strengthen students' conceptual understanding and motivation in learning. The media developed is also easy to download and use and easy to operate. Suggestions for further research are applications that are made can be downloaded via the google play store, then the questions on the diagnostic test are easier than Quiz and not only the Android system but iOS as well.]]>
<![CDATA[Level of Students Conceptual Understanding and Resource Theory View: Geometric Optics ]]>
<![CDATA[Hilma Wahyuni, Ike]]>;
<![CDATA[Reyza Arief Taqwa, Muhammad]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.38
<![CDATA[This study aims to identify the level of understanding (LoU) and resources that students activate. This is a descriptive study. The study used a survey method by distributing ten multiple-choice questions. The focus of the study is geometric optics. The research was conducted on 64 physics students who were taking Basic Physics III courses. Data analysis was carried out by determining descriptive statistics and categorizing students' LoU based on the reasons given. The LoU includes Sound Understanding, Partial Understanding, Partial Understanding with Specific Misconceptions, Specific Misconceptions, and Not Understanding. Based on the analysis of the research results, the average score of students' conceptual understanding was 53.44. Furthermore, the average levels of understanding are 15.9% for Sound Understanding, 28.1% for Partial Understanding, 14.7% for Partial Understanding with Specific Misconceptions, 16.4% for Specific Misconceptions, and 26.2% for Not Understanding. Meanwhile, the resource that is activated by students when showing possible rays in the formation of images on a convex lens is "there are only three possible rays". It means that students do not understand that it is not only "three special rays" reflected by objects towards the lens to form an image.]]>
<![CDATA[Learning Reflection During Covid-19 Pandemic: Teacher Perception Toward Google Form Based Test ]]>
<![CDATA[Zakwandi, Rizki]]>;
<![CDATA[Wulansari, Putri]]>;
<![CDATA[Maula, Atika Rofiqatul]]>;
<![CDATA[Hasan, Suhandi]]>;
<![CDATA[Anditya, Novia]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.42
<![CDATA[This study aims to analyze the usability of Google Form as an online learning assessment tool. This study uses a quantitative approach through survey methods. Respondents in this study were teachers from various levels of education ranging from elementary to high school levels and from various subjects. The respondents' answers were collected by using a Google Form questionnaire. The analysis results show that using Google Forms is the most straightforward alternative for conducting online assessments. Assessment through Google Form has the principle of being an open system, so it takes the ability to use it. The novelty in this study is to determine the proficiency of Google Forms as an assessment tool during the COVID-19 pandemic and teacher perceptions of the assessment principles using Google Forms. Using Google Forms as an assessment tool during the Pandemic requires additional teachers' competencies for designing a better assessment process. Thus, the comparison of the assessment principle with the assessment process using Google Form to conduct a Pedagogical Review can be considered in designing an assessment using Google Form.]]>
<![CDATA[Development of an Android-Based Physics Interactive E-Module Equipped with Problems with Scaffolding in Applying the Concept of Light Waves ]]>
<![CDATA[Alvia Quthrotun Nada]]>;
<![CDATA[Taqwa, Muhammad Reyza]]>;
<![CDATA[Supriana, Edi]]>;
<![CDATA[Suwasono, Purbo]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.43
<![CDATA[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.]]>
<![CDATA[Students' Learning Difficulties And Their Relationship With Biology Learning Outcomes Of Class XI Students at SMA N 8 Padang During Online Learning ]]>
<![CDATA[Sinaga, Chairunnisa]]>;
<![CDATA[Gusmaweti, Gusmaweti]]>;
<![CDATA[Azrita, Azrita]]>;
<![CDATA[Deswati, Lisa]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.44
<![CDATA[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.]]>
