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Jurnal Sinar Edukasi (JSE)
Published by Institute of Information Technology and Social Science
ISSN : 27213706     EISSN : 27216705     DOI : https://doi.org/10.61346/jse.v1i02
Core Subject : Education,
Education Other
|Jurnal Sinar Edukasi |JSE|is a peer-reviewed journal devoted to publish multidisciplinary issues related to education starting from applied education, traditional value education, health and medical education, tourism education to local and foreign language education in Indonesia and around the world. JSE is a triannual, open access, peer-reviewed, and international e-journal, published in Indonesia. We accept unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, and mixed research methodology related to or associated with multidisciplinary issues in education. JSE is published three times per year by Institute of Information Technology and Social Science (IITSS). All research articles appearing in JSE have undergone a thoroughly blind peer-review.
Arjuna Subject : Umum - Umum
Articles 58 Documents
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A UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BERBASIS MASALAH PADA SISWA KELAS XI.5 SMA NEGERI 15 PALEMBANG Dyna Meriza
Jurnal Sinar Edukasi Vol 2 No 01 (2021): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v4i3.70

Abstract

Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan hasilbelajar matematika melalui model pembelajaran berbasis masalah. Subjek yang digunakanpada penelitian ini yaitu siswa kelas XI.5 SMA Negeri 15 Palembang pada semester ganjiltahunajaran 2023/2024 yang terdiri dari 35 siswa. Penelitian dilaksanakan dengan dua siklusyang terdiri dari empat kegiatan, yaitu perencanaan, pelaksanaan tindakan, observasi, danrefleksi. Pada setiap siklus dilakukan dua kali pertemuan. Teknik pengumpulan data yangdigunakan pada penelitian ini yaitu data hasil belajar matematika siswa yang diambil dari tessetiap siklus dan data mengenai situasi belajar mengajar yang diambil pada saat pembelajarandengan menggunakan lembar observasi. Berdasarkan hasil analisis kuantitatid denganmenggunakan tes hasil belajar pada evaluasi mata Pelajaran matematika siklus I menunjukkanbahwa jumlah siswa yang mencapai di atas KKTP adalah 10 orang dengan persentase 32,86%dan pada siklus II jumlah siswa yang mencapai nilai di atas KKTP adalah 28 orang denganpersentase 80,85%. Berdasarkan hasil penelitian ini dapat disimpulkan dengan menggunakanmodel pembelajaran berbasis masalah dapat meningkatkan hasil belajar matematika siswakelas XI.5 SMA Negeri 15 Palembang.
A Implementasi Pendekatan Pembelajaran Berdiferensiasi Model Pembelajaran Problem Based Learning Untuk Meningkatkan Kemandirian Belajar Siswa Kelas X SMAN 2 Palembang Khairani Nasya Anggraini
Jurnal Sinar Edukasi Vol 2 No 01 (2021): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v4i3.71

Abstract

Penelitian ini bertujuan untuk mengimplementasikan pedekatan pembelajaran berdiferensiasi model pembelajaran problem based learning untuk meingkatkan kemandirian belajar peserta didik. Subjek penelitian dari penelitiam ini adalah peserta didik Kelas X-9 SMA Negeri 2 Palembang yang berjumlah 48 orang. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data menggunakan angket, awawancara, dan observasi dengan angket digunakan sebagaai data utama. Data angket dianalisis dengan menggunakan skala likert. Data observasi dan wawancara dianalis secara kualitatif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran pedekatan pembelajaran berdiferensiasi model pembelajaran problem based learning. Peserta didik menunjukkan peningkatan pada indikator-indikator kemandirian belajar ketika pembelajaran berlangsung. Peningkatan ini tidak terlepas dari kegiatan guru dan peserta didik yang terlaksana sesuai dengan langkah-langkah pembelajaran menggunakan pedekatan pembelajaran berdiferensiasi model pembelajaran problem based learning. Hasil angket kemandirian belajar pra siklus sebesar 68,37% dengan kriteria baik meningkat 5,90% pada siklus I menjadi 74,27% dengan kriteria baik pada siklus II. Hasil angket meningkat 3,99% menjadi 78,26% dengan kriteria baik pada siklus II. Pada siklus III, hasil angket kemandirian belajar meningkat 83,03% dengan peningkatan sebanyak 4,77%. Sebanyak ≥75% peserta didik mencapai kemandirian belajar dengan kriteria baik, dan ≥75% mencapai kriteria baikuntuk setiap indikator kemandirian belajar.
Teachers’ Challenges in Teaching English in a Non Public School Nuraini Nuraini
Jurnal Sinar Edukasi Vol 2 No 02 (2021): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v2i02.163

Abstract

The purpose of the research was to investigate the English teachers’ challenges in teaching at madrasah tsanawiyah. It also aimed to find out what kinds of effort that English teachers do in anticipating the challenges that they faced while teaching English as a foreign language. There were three English teachers are involved as the participant in this research. They come from of public-school Madrasah Tsanawiyah Jambi Timur and privat school Madrasah Tsanawiyah Dharma Wanita. In order to gain the necessary of the data in aswering the research questions, the data would be obtained by giving demographic questionnaire and doing in depth interview. The result indicates the main challenges factor that English teachers faced in teaching in this research are academic factors (students’ demotivation and low students’ basic English ability) and non-academic factors (lack of facilities, crowded classroom, socio economic level and school management). In the interview result indicate two unchallenges factors in term of academic factor (students’ attitude) and non-academic factor (curriculum). From the findings, the researcher could conclude that all the participants faced some challenges in teaching English with the difference factors. The challenges that the participants had can not be generalized because each participants have their own perspective to see something as a challenge or not.
Female and male student teacher’s motives in choosing teaching as a career Repblicha Astriyadi
Jurnal Sinar Edukasi Vol 5 No 01 (2024): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v5i01.164

Abstract

This quantitative study investigates the motives influencing male and female student teachers to pursue teaching careers at a public university in Jambi Province, Indonesia. Utilizing a survey design, the research examined altruistic, intrinsic, and extrinsic motivational factors among 217 first-year students from English (n=114) and Mathematics (n=103) education programs, comprising 172 females (79.3%) and 45 males (20.7%). A twelve-item Likert-scale questionnaire adapted from established international instruments was employed to measure three motivational categories: altruistic (social utility and desire to help society), intrinsic (job activity itself and interest in teaching), and extrinsic (material benefits and external rewards). Data were analyzed using descriptive statistics, including frequency distributions and percentage comparisons. Findings revealed that across all participants, the highest-rated motives were "I want to shape future of children" (61.8%) from altruistic factors, "It offers opportunities for my academic development" (66.4%) from intrinsic factors, and "Being a teacher offers good salary/better future" (57.1%) from extrinsic factors. Gender analysis showed that female participants were predominantly motivated by "I love to work with children" (61%), while male participants prioritized "I want to shape future of children" (73.3%). Program comparison indicated that English students emphasized altruistic motives, particularly shaping children's futures (74.6%), whereas Mathematics students highlighted intrinsic motivation for academic development (73.8%). The study addresses a significant research gap in Indonesian teacher education contexts and provides empirical evidence for policymakers and educational institutions to develop effective recruitment and retention strategies for committed, quality teachers in Indonesia's developing educational system.
Senior High School Students’ Anxiety to Speak English at One Senior High School in Jambi City Maimunah Maimunah
Jurnal Sinar Edukasi Vol 2 No 02 (2021): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v2i02.165

Abstract

This study is intended to fill the gap in the literature on Indonesian senior high schools students’ anxiety. This study was to investigate the senior high school student’s anxiety to speak English. This research was conducted by using a qualitative design with a case study approach to investigate the senior high school student’s anxiety to speak English. There were ten participants in this study and all of participants come from the same class. The demographic data were analyzed descriptively in which every participant’s information was described. Then, the interviewed data were transcribed into the researcher’s computer and the researcher had to translate it into English. Based on the interview data analysis, there were five themes that were related to the causes of students’ anxiety to speak English inside and outside the classroom. the researcher concludes that the causes of students’ anxiety to speak English inside and outside the classroom of the eleventh grade at one senior high school in Jambi are (1) low speaking skill, (2) fear of negative responses from others, (3) low self-esteem to speak English, (4) fear of failure to speak English with teachers, and (5) cultural influences to speak English due to more teacher-centered.
The Influence of Parental Attention, Student Habits and Academic Achievement on Learning Outcomes through Student Learning Motivation Dwi Aryati; Indri Fitriyanti Gustian
Jurnal Sinar Edukasi Vol 3 No 01 (2022): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v3i01.166

Abstract

This research aims to analyze the influence of parental attention, student habits, and academic achievement on learning outcomes through student learning motivation in Jambi Province. The research method used was a quantitative approach with survey techniques, involving high school students as respondents. Data was collected through a questionnaire designed to measure the variables of parental attention, student habits, academic achievement, learning motivation and learning outcomes. The results of data analysis show that parental attention, student habits, and academic achievement have a positive and significant influence on student learning motivation. Apart from that, student learning motivation has also been proven to have a positive and significant influence on learning outcomes. Path analysis shows that student learning motivation mediates the influence of parental attention, student habits, and academic achievement on learning outcomes. The findings of this research emphasize the important role of parental attention and good study habits in increasing students' learning motivation, which in turn has a positive impact on their learning outcomes. Therefore, it is recommended that parents become more involved in their children's educational process and that schools develop programs that can improve students' learning habits as well as their academic achievements.
The influence of learning facilities, learning motivation, and learning satisfaction on students’ learning interests Muhammad Harli Hanapi; Hizkia Manurung; Mayshel Adinda Viola
Jurnal Sinar Edukasi Vol 5 No 01 (2024): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v5i01.168

Abstract

The study examines how students' interest in learning is affected by learning motivation, learning satisfaction, and learning engagement. Quantitative methodology that relies on basic random sampling techniques to compile data. This study included 177 participants from 8 different institutions in Jambi City. The study found that students' academic progress and enjoyment are significantly affected by learning facilities, learning motivation, and excitement in learning. Reliability and construct validity testing were carried out using the Fornell-Larcker, Cross-loading, and HTMT analysis methods, showing good discriminant validity. The structural model tested supports a positive relationship between exogenous and endogenous constructs, as well as all proposed hypotheses. This study used the PLS-SEM (partial least squares plus structural equation modeling) approach. Although students' interest in learning is influenced by learning motivation, the study found that having a suitable learning approach. Although students' interest in learning is influenced by learning motivation, the study found that having suitable learning facilities had a positive effect on students' motivation and satisfaction with learning. Using a 5-point Likert scale, construct behavior analysis was carried out, resulting in high average variable effect values. Implications for future study highlight the need to enhance learning facilities, learning motivation, and student learning satisfaction as means to successfully raise interest in learning within the framework of higher education. In order to increase students' interest and motivation in studying, it is essential to provide them with a helpful learning environment.
Choosing Teaching as a Career: Altruistic, Intrinsic, and Extrinsic Motives Repblicha Astriyadi
Jurnal Sinar Edukasi Vol 2 No 02 (2021): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v2i02.170

Abstract

Teaching is a noble profession and has helped to shape many nations. Governments around the world recognize that quality teachers and teaching are central to the development and maintenance of an intelligent, informed people. This paper discusses about three broad categories of motives for choosing teaching as a career: intrinsic, extrinsic, and altruistic reasons. Altruistic reasons deal with the factors beyond the job itself, seeing teaching as a socially worthwhile and important job and a desire to help society improve. Intrinsic reasons cover aspects of the job activity itself, such as the activity of teaching children, and an interest in using their subject matter knowledge and expertise. Extrinsic reasons can be defined as the benefits and perks offered such as long holidays, level of pay, and status.
Analysis of the Influence of Learning Environment, Learning Motivation, Social Support, Student Psychological Well-Being and Academic Performance Huswatun Hasanah; Karmila; Julia Dwi Mawarni
Jurnal Sinar Edukasi Vol 3 No 01 (2022): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v3i01.171

Abstract

This study aims to analyze the influence of learning environment, learning motivation, social support, psychological well-being of students and academic performance at Jambi university. This study uses a quantitative approach and the data collection technique is in the form of distributing questionnaires and collecting questionnaires (surveys) through Google Forms. Respondents selected in this study were Jambi University students with a sample size of 103 people from a total population of 10,000 people. The data analysis technique used in this research is Partial Least Squares-Structural Equation Modeling (PLS-SEM) to develop a model that describes the relationship between variables. The results of this study indicate that in the first hypothesis, social support has a P value of 0.037 which indicates a significant influence on academic performance. In the second hypothesis, learning motivation has a P-value of 0.075 which also shows a significant influence on academic performance. Finally, in the third hypothesis, the learning environment has a P-value of 0.522, which shows a significant influence on academic performance. Therefore, this study concludes that social support, learning motivation, and learning environment have a positive and significant influence on students' academic performance. Therefore, improving students' academic performance can be achieved through increasing social support, motivation, and learning environment. This study uses a quantitative approach and the data collection technique is in the form of distributing questionnaires and collecting questionnaires (surveys) through Google Forms. Respondents selected in this study were Jambi University students with a sample size of 103 people from a total population of 8,968 people. The data analysis technique used in this research is Partial Least Squares-Structural Equation Modeling (PLS-SEM) to develop a model that describes the relationship between variables. The results of this study indicate that in the first hypothesis, social support has a P-value of 0.037 which indicates a significant influence on academic performance. In the second hypothesis, learning motivation has a P-value of 0.075 which also shows a significant influence on academic performance. Finally, in the third hypothesis, the learning environment has a P-value of 0.522, which shows a significant influence on academic performance. Therefore, this study concludes that social support, learning motivation, and learning environment have a positive and significant influence on students' academic performance. Therefore, improving students' academic performance can be achieved through increasing social support, motivation, and learning environment.
The Effect of Social Media Use and ICT Utilization on Student Learning Behavior and Learning Achievement Indah Afidah Rahman; Masita
Jurnal Sinar Edukasi Vol 3 No 01 (2022): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v3i01.172

Abstract

This study examines the influence of the use of social media (USM) and information and communication technology (ICT) on learning behavior and student achievement. In today's digital era, social media and ICT have become an integral part of everyday life, including in the context of education. The use of social media and ICT has changed the way students interact and learn. Some experts argue that social media and ICT can support a more active, constructive and collaborative learning process. However, there are also concerns that excessive use can disrupt learning behavior and reduce students' academic performance. This study collected data from 207 students from several universities in Jambi Province through a Google Form-based questionnaire. Data analysis was conducted using the Partial Least Squares Structural Equation Modeling (PLS- SEM) model to evaluate the relationship between the variables studied. The results showed that the use of social media and ICT has positive and negative impacts on students' learning behavior and learning achievement, depending on the way and intensity of use.

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