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INDONESIA
JURNAL TEKNOLOGI PENDIDIKAN MADAKO
Published by Universitas Madako Tolitoli
ISSN : -     EISSN : 31233910     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
JTP MADAKO : JURNAL TEKNOLOGI PENDIDIKAN MADAKO merupakan jurnal ilmiah yang membahas secara khusus tentang pengembangan teknologi Pendidikan dan pembelajar yang dikelola oleh Program Studi Teknologi Pendidikan (TP) Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Madako Tolitoli. Jurnal ini berfokus pada hasil penelitian ilmiah yang dilakukan oleh akademisi internal dan eksternal, khususnya yang berkaitan dengan upaya pengembangan ilmu pengetahuan dan teknologi. Jurnal ini diterbitkan dua kali dalam setahun. Jurnal ini menerima pengajuan semua aspek Pendidikan Dasar dalam bentuk manuskrip artikel yang melaporkan hasil studi orisinil dan telah melalui kaidah ilmiah yang terbaik dan aktual. Tema prioritas dalam penerbitan jurnal ini meliputi: Media dan teknologi pembelajaran Desain dan pengembangan kurikulum Pembelajaran Informatika Digitalisasi pembelajaran
Arjuna Subject : Umum - Umum
Articles 32 Documents
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ANALISIS MOTIVASI EKSTRINSIK SISWA DI SDN INTI LAMPASIO Nur Azizah; Ikbal
Jurnal Teknologi Pendidikan Madako Vol 4 No 2 (2025): JTP MADAKO : JURNAL TEKNOLOGI PENDIDIKAN MADAKO
Publisher : Program Studi Teknologi Pendidikan Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze and identify the forms of extrinsic motivation applied by teachers to fifth-grade students at SDN Inti Lampasio. The research employed a descriptive qualitative approach with the subjects consisting of fifth-grade students and their class teacher. Data collection techniques included observation, interviews, and documentation, while data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal five forms of extrinsic motivation used by the teacher: (1) giving grades or scores, (2) providing rewards, (3) applying educational punishments, (4) giving praise, and (5) providing feedback on learning outcomes. These five forms of motivation were proven to enhance students’ learning enthusiasm, discipline, active participation, and self-confidence. Students responded positively to the strategies implemented by the teacher and showed constructive behavioral changes. The application of extrinsic motivation also aligns with behavioristic and social reinforcement theories, which state that external stimuli can strengthen students’ learning behavior. Thus, extrinsic motivation plays a crucial role in encouraging student engagement in elementary school learning.
PERSEPSI GURU DAN SISWA TERHADAP MEDIA INTERAKTIF DALAM PROSES PEMBELAJARAN Asha Sasmita; Saugadi; Arham Rahim
Jurnal Teknologi Pendidikan Madako Vol 4 No 2 (2025): JTP MADAKO : JURNAL TEKNOLOGI PENDIDIKAN MADAKO
Publisher : Program Studi Teknologi Pendidikan Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe teachers' and students' perceptions of the use of interactive learning mediain the learning process at SDN Salugan. This study uses a qualitative approach. Data collectiontechniques were carried out through observation, interviews, and documentation, which were thenanalyzed using qualitative descriptive analysis. The results of the study show three main findings. First,teachers and students have positive views of interactive learning media. Media such as animated videos,interactive PowerPoint presentations, and digital quizzes are considered capable of increasing studentmotivation and understanding and creating a more enjoyable learning atmosphere. Second, teachersalready have experience using interactive media and are able to adjust its use to the needs of thematerial and characteristics of the students, although this has not been done routinely. Third, thechallenges faced include infrastructure limitations (projectors and internet connections), lack oftechnology training for teachers, and adjustments made by students to media-based learning processes.

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