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INDONESIA
Jurnal VARIDIKA
Published by Universitas Muhammadiyah Surakarta
ISSN : 08520976     EISSN : 24603953     DOI : 10.23917
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal Varidika is an open access journal published by Lembaga Pengembangan Publikasi dan Buku Ajar, Universitas Muhammadiyah Surakarta, twice a year (June and December). The journal focus on both empirical and literature studies in educational field, specifically on HOTS-based education, distance learning, digital technology in education, character and culture based education, and STEAM-based education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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Impacts of Artificial Intelligence on Student Learning: A Systematic Literature Review Ambarita, Nita; Nurrahmatullah, Muh. Fiqri
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.4730

Abstract

This research presents a systematic literature review on the impact of artificial intelligence (AI) on student learning outcomes. While previous studies have explored various aspects of AI in education, there has been a lack of comprehensive analysis specifically examining its effect on learning outcomes. The objective of this study is to provide a detailed review of the literature on the effects of AI on student learning outcomes from 2013 to 2023, employing the PRISMA methodology. From an initial pool of 1068 papers identified in the Scopus database using defined search criteria, 39 articles were selected for the final analysis. Descriptive data reveal that most of the research focuses on higher education students and aims to enhance cognitive learning outcomes. Despite being grounded primarily in empirical research, the findings suggest that AI has significant potential to enhance educational processes in both schools and universities. This study aims to elucidate how AI can improve the learning experience, identify associated challenges and risks, and underscore the importance of integrating technology into the educational system to elevate the overall quality of learning.
Improving Learning Outcomes and Learning Motivation of Students Through Teams Games Tournament Learning Model (TGT) Riyanti, Rahayu Febri; Suranto, Suranto; Yusof, Norazmie; Febriyanti, Amalia
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.4737

Abstract

This research investigates the impact of the problem-based learning (PBL) model on enhancing students' critical thinking abilities within civic education in third-grade classes at SDN Srewendari, Malang City. The study aims to assess the influence of the PBL approach on students' proficiency in analyzing facts, articulating reasons and arguments, drawing conclusions, and effectively presenting their findings. Employing a quasi-experimental design with the Nonequivalent Groups Pretest-Posttest Control Group methodology, the research compares the average post-test scores of critical thinking skills between the experimental and control groups through a t-test. The study population comprises third-grade students from SDN Srewendari, Malang City, with the sample consisting of experimental class IIIa and control class IIIb. Data collection involves observation, utilizing rating scale instruments, and assessments comprising test or evaluation questions administered during class sessions. The analysis is conducted descriptively and quantitatively, employing a difference test with a confidence level exceeding 95%. Findings indicate a positive and statistically significant impact of the problem-based learning model on students' critical thinking skills within civic education.
The Effect of Using Edugame Wordwall on Students' Mathematical Representation Ability Salsabila, Alna; Tsurayya, Ayu
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.4990

Abstract

The difficulty students face in comprehending problems presented through diagrams and mathematical models, coupled with the monotony experienced during mathematics lessons, has resulted in low mathematical representation skills among students. While studies indicate that Wordwall can enhance student engagement, the specific factors influencing this engagement when utilizing Wordwall remain under-explored. This study aims to assess the impact of Wordwall media on students' mathematical representation abilities and determine the extent of this influence. Adopting a quantitative research approach with experimental methods, the researchers employed a post-test-only design using cluster random sampling. Class VII-A was designated as the experimental group, while Class VII-B was the control group. Data were gathered through a post-test essay examination. Analytical techniques involved prerequisite tests (normality and homogeneity) and hypothesis testing (t-test and effect size). Results indicated a significance level of 0.008 in the t-test and an effect size of 0.685, suggesting that using Wordwall media has a moderate yet significant positive effect on students' mathematical concept representation skills. The findings reveal that incorporating Wordwall edugames in classroom instruction can enhance students' mathematical representation capabilities, foster an interactive learning environment, and improve students' self-expression. Consequently, Wordwall has been proven to elevate student engagement in learning and can effectively supplement traditional classroom instruction.
Research Trends in Teacher Digital Competencies: A Bibliometric Review Butar Butar, Senita; Haniva, Respita; Mulyadi, Hari
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.4993

Abstract

Teacher digital competence (TDC) is a pivotal skill in 21st-century education, essential for addressing the extensive educational demands of the digital age and technological advancements. This study aims to investigate and evaluate research trends in teacher digital competency from 2013 to 2023 using descriptive bibliometric analysis. Researchers utilized the Scopus database for data collection, following a four-stage process to obtain 235 publications. These publications were then analyzed using the VOS Viewer software. The findings of this study are as follows: 1) The research trend on TDC has shown a continuous increase from 2013 to 2020; 2) Citation trends peaked in 2018, with the work of Gudmundsdottir and Hatlevik (2018) being the most frequently cited; 3) Spain emerged as the leading country in this field, with 100 publications and five international collaborations; 4) Research on teacher digital competence primarily focuses on digital competence itself, higher education, ICT, digital technology, digital e-learning, personnel training, educational technology, digital devices, digital resources, teaching and learning, motivation, digital skills, digital literacy, TPACK, information and communication technologies, professional development, professional digital competence, self-assessment, education, and teacher professional development. Recent themes such as digital teaching competence, improvement, and digital tools are recommended for further research on teacher digital competence.
Design of Quantum Learning-Based Numeracy Worksheet on Uncertainty and Data Content Maulidiyah, Fathimatuz Zahro; Nuriyatin, Siti; Ayuningtyas, Nurina
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.5149

Abstract

Previous study attempted to create worksheets to boost students' comprehension and numeracy skills. However, there is little research on designing numeracy worksheets using Quantum Learning. This study intends to provide uncertainty-and-data-content-of-numeracy worksheets using Quantum Learning to help students enhance their grasp of probability material and numeracy skills. The incorporation of Numeracy into the uncertainty and data content worksheet distinguishes this study from past research. This is supported by earlier research, which suggests that incorporating Numeracy in worksheets can help pupils improve their numeracy skills. Furthermore, Numeracy, which is concerned with problem solving in a variety of real-world scenarios, adheres to Quantum Learning, whose learning stages connect the content to real life. This study employs the 4D development paradigm, which has been condensed into 3D: define, design, and develop. Data gathering methods include questionnaires, observation of learning implementation, and testing. The analysis is both descriptively qualitative and descriptively quantitative. This study involved 31 kids from one of Indonesia's junior high schools. The findings of this study show that the worksheet is valid, practical, and successful, indicating that it was doable. The study found that students' grasp of probability material improved, as did their numeracy skills. The worksheet creation will assist instructors to construct excellent mathematics learning combined with numeracy.
Innovative Strategies in Math Education: The Impact of PBL and TaRL on Concept Mastery and Classroom Dynamics Mustafa, Sriyanti; Ilmi, Nur; Suliati, Suliati
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.5150

Abstract

In scrutinizing the amalgamation of Problem-Based Learning (PBL) and Teaching at the Right Level (TaRL) approach within mathematics pedagogy, extant scholarship scarcely offers a holistic evaluation of their synergistic efficacy. Prior research predominantly accentuates scholastic outcomes, frequently neglecting the ramifications of these models on classroom dynamics, including the nuances of student-teacher interactions and student engagement and participation levels. This study probes the integration of PBL and TaRL models to augment students' comprehension of mathematical principles, employing a mixed-methods research design encompassing qualitative and quantitative methodologies. The investigation centered on seventh-grade students in junior high school, utilizing test instruments to evaluate mathematical comprehension and observational protocols to document student and teacher engagement for enriched insights. Comprehensive qualitative and quantitative data analyses were executed. The findings disclosed significant advancements in students' grasp of mathematical concepts, with observations revealing heightened student engagement and more favorable teacher-student interactions. Statistical analyses evidenced substantial disparities between pre-test and post-test scores (p < 0.05). The results proffer recommendations and pragmatic implications for enhancing mathematics education, underscoring the imperative for teacher professional development in deploying this integrative pedagogical model to elevate the quality of mathematics instruction at the secondary school echelon.
Adapting to Online Education: A Case Study of Resilience and Innovation in Private Tutoring During the Pandemic Jatmika, Surya; Khasanah, Laili; Martama, Happy; Pertiwi, Puspita
Jurnal VARIDIKA Volume 36 No 2, December 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i2.5417

Abstract

During the pandemic, online-based learning faced numerous challenges, such as internet connectivity issues, difficulties in comprehension, an increase in assignments, one-sided interactions, and reduced concentration. Nevertheless, private tutoring institutions emerged as invaluable resources, enabling students to revisit lesson materials, enhance their understanding, and complete assignments effectively. This study aimed to investigate the digital transformation at Prima Utama Private Tutoring Institution in Surakarta, Indonesia, focusing on the factors that support and hinder the institution's operations, and proposing solutions to overcome these obstacles during the pandemic. Utilizing a qualitative case study approach, the research involved institutional leaders, tutors, and students as key informants. Data were collected through interviews, observations, and documentation, followed by data condensation, presentation, and conclusion drawing. The findings demonstrated the institution’s resilience through the implementation of both online and offline tutoring programs, incorporating diverse learning strategies such as lectures, interactive teaching methods, and the use of various applications. Despite technical challenges like network issues and limited technological proficiency, the interaction between tutors and students remained strong. Challenges included physical distance constraints, module availability, and promotional barriers. Proposed solutions included enhancing the Wi-Fi network, providing training on learning platforms, accessing e-modules, and developing practice questions. Additionally, the study recommended using social media, parent testimonials, and discount offers to overcome promotional challenges. Ultimately, this research offers valuable insights into the adaptation of educational institutions during the pandemic and provides recommendations for improving learning quality in an all-digital private tutoring environment.
Harnessing Technology for Educational Assessment: An In-Depth Analysis of Quizizz in Economics Classrooms Suranto; Mafariha, Niswatul; Fuadi, Djalal
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.5431

Abstract

Technological advancements in classroom education are evolving at a rapid pace, offering a multitude of innovative applications, particularly for assessment purposes. This study offers a comprehensive analysis of the strengths, benefits, and limitations of the Quizizz assessment application within the context of high school economics education. Adopting a qualitative research methodology with a case study design, the study collects data through interviews, observations, and documentation. The participants in this research include economics teachers and 8th-grade and 11th-grade social science students from a private school in Indonesia who have utilized Quizizz for their economics classes. To ensure the validity of the data, both source and technique triangulation are employed. The data analysis process involves three main steps: data reduction, data presentation, and conclusion drawing. The findings reveal that the Quizizz application significantly enhances student motivation and engagement in the learning process. The benefits of Quizizz include creating an enjoyable learning environment and fostering a competitive spirit among students. However, the study also identifies some challenges, such as issues with internet connectivity and the potential for academic dishonesty, which have been addressed through various measures.
Exploring Ethnomathematical Geometry in Indonesian Shadow Puppetry Gunungan: Philosophical and Educational Implications Djannah, Miftakhul; Ishartono, Naufal; Hayuni, Argenti Agung; Mufidah, Atikah; Sufahani, Suliadi Fidaus bin; Waluyo, Mohamad
Jurnal VARIDIKA Volume 36 No 1, June 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i1.5661

Abstract

This study delves into the philosophical dimensions of traditional architecture and the ethnomathematical geometry inherent in the mountains of shadow puppets, a significant aspect of Indonesia's cultural heritage. Utilizing a qualitative methodology with an ethnographic design, data were collected through observations and interviews with primary, secondary, and additional informants. The objective of this research is to uncover the mathematical concepts embedded in the mountains of shadow puppets, including geometry, algebra, arithmetic, and statistics, using an ethnographic approach that addresses four principal inquiries: "Where should I begin my investigation?", "How do I proceed with the search?", "How can I identify significant findings?", and "How do I interpret these findings?". The results indicate that among the four mathematical concepts investigated, only geometric concepts are present in the puppet mountains, as validated by a geometer. The geometric sub-concepts identified encompass (1) geometric transformations such as translation and reflection, (2) plane geometry including rhombuses, rectangles, triangles, and circles, and (3) congruence and symmetry. This research holds significant implications for enhancing students' mathematical education by incorporating geometric examples from local cultural contexts. Integrating ethnomathematics into school curricula can expand students' artistic horizons, boost their engagement in learning, and deepen their comprehension of mathematical concepts.
Does Learning Behavior Moderate the Influence of Emotional Intelligence and Spiritual Intelligence on Vocational Accounting Students? Br Sinuhaji, Yuli Anastasya; Zainal, Andri; Darma, Jufri; Herliani, Rini; Ganda Tua Sibarani, Choms Gary
Jurnal VARIDIKA Volume 36 No 2, December 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v36i2.5906

Abstract

Inadequate comprehension of accounting among students in class X who specialize in accounting at a vocational school in Medan is the primary concern of this investigation. The objective of this investigation is to ascertain the influence of emotional intelligence on the understanding of accounting. (2). The influence of spiritual intelligence on the understanding of accountancy. (3). The influence of spiritual intelligence and emotional intelligence on the understanding of accountancy. (4). Is the relationship between emotional intelligence and accounting comprehension moderated by learning behavior? (5). Is the relationship between spiritual intelligence and accounting comprehension moderated by learning behavior? This investigation is retrospective. The population for this study consisted of all 140 students enrolled in the Vocational Accounting program in class X. The research included a sample of 140 students, and the sampling approach used was complete sampling. The information was gathered using research interviews and accounting exam queries. The research questionnaire underwent initial testing to assess its validity and reliability. However, the accounting comprehension test questions were not subjected to such testing as they were derived from a multiple-choice test found in a school textbook with a legitimate ISBN. Subsequently, the data underwent processing utilizing the SPSS version 25 software. The research findings indicated that Emotional Intelligence and Spiritual Intelligence had a favorable and substantial impact on Accounting Understanding, with the influence being controlled by Learning Behaviour.

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