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Harun Joko Prayitno
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Indonesian Journal on Learning and Advanced Education (IJOLAE)
Published by Universitas Muhammadiyah Surakarta
ISSN : 2655920X     EISSN : 26562804     DOI : 10.23917
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal on Learning and Advanced Education (IJOLAE) aims to promote creativity, innovation, and entrepreneurship in education in order to face global challenges such as education in the disruption era, internet of things in education, child-friendly education, HOTS-based education, STEAM Education, blended learning, humanity literation education, life-skill learning, digital class, and other educational innovations.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 3, No. 1, January 2021" : 6 Documents clear
Students’ Responses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligences Amalia Silwana; Subanji; Muhamatsakree Manyunu; Arifah Adlina Rashahan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.10528

Abstract

This research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on SOLO taxonomy. The level of students’ responses as the output in this research is expected to be used as a reference by mathematics teachers to determine the appropriate learning methods and strategies in accordance with the tendency of students' multiple intelligence types. It can be useful in realizing the effectiveness of mathematics learning about what needs to improved and emphasized in learning so that all students can achieve optimal responses in solving mathematical problem and can develop their multiple intelligences. This research is descriptive qualitative research with six students in the 11thGrade of SMAN 1 Gondanglegi as research subjects: two students with logical-mathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. Data collection was done by providing multiple intelligence classification tests, linear programming problem tests, and interviews. The result of the research showed the students’ response level in solving the mathematical problem of linear programming material based on SOLO taxonomy is that students with logical-mathematical intelligence tendency reached extended abstract response level, students with verbal-linguistic intelligence tendency reached multistructural response level, and students with visual-spatial intelligence tendency reached multistructural and relational response level.
Incorporating Active Learning into Moral Education to Develop Multiple Intelligences: A Qualitative Approach Nadarajan Thambu; Harun Joko Prayitno; Gamal Abdul Nasir Zakaria
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.10064

Abstract

Recognizing and nurturing all the varieties of human intelligences is essential for exploring the talents of students and enabling their identification of multiple intelligences. Studies have suggested that eliciting the maximum potential of intelligences leads to students' success in their academic and future careers. The literature has shown that incorporating active learning into the teaching and learning of moral education to develop multiple intelligences is limited. Accordingly, this study aims to discover the various intelligences that exist among moral education students through the active learning method. Active learning implies that all learners are provided with time and assistance to realize their potential. In this regard, multiple intelligence theory is used as the theoretical framework for defining, understanding, developing, and estimating the various intelligences that students have. The research design for this study is the qualitative method. A total of fourteen students from two schools were chosen as research participants. Data were collected through observation, focus group interviews, and journal entries. These findings reveal that using the active learning method in moral education can develop students’verbal linguistic intelligence, logical–mathematical intelligence, musical intelligence, spatial intelligence, bodily kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and naturalistic intelligence. Integration and internalization of the eight intelligences into active learning holistically will shape the personality and character of students in social life.
Enhancing Critical Thinking in Analyzing Short Story “The Lazy Jack” Viewed from Identity Theory Moh. Yamin; Ajah Saputra; Nurhamsi Deswila
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.9948

Abstract

This paper aims to describe and discuss the messages and meanings of the short story “The Lazy Jack”. The significance of this research is for building new frame that analyzing literary work is only viewed from the setting or character in a simple manner, but also can be viewed from identity theory assisted with critical thinking as the thinking approach rationally and based on the reason. The basis of reasoning is based on the researchers’ capacity in deepening and learning the situations and conflict happening to the character in the story. It is qualitative research in which the data collection is started from coding obtained from the text “The Lazy Jack” in line with the goal of the research. The result of this research shows that Jack does not have a firm personal identity, firm life principle, life vision, and struggling for survival. He is the one dependent on others although he always fails to learn to be better. It means that Jack is without personal and social identity.
Strategies to Cope With Students’ Discipline Problems in Senior High School Aryati Prasetyarini; Mauly Halwat Hikmat; Mohammad Thoyibi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.9474

Abstract

The article deals with the strategies implemented by teachers in facilitating the students to comply with the rules. The study aims at identifying the discipline problems faced by teachers and describing the strategies they employ to cope with the discipline problems. The study employed qualitative approach in which the researchers used questionnaire and interview to collect the data. The participants were high school teachers and students of 10 schools in Central Java, Indonesia from various backgrounds: public, private, Islam-based public, Islam-affiliated private, Islam-based dormitory. The interview script became the primary source for interpreting and analyzing data. The findings revealed that the most common discipline problems faced by the teachers were noisy classroom, wrong/incomplete attributes and unpunctuality. The strategies applied by the teachers to cope with the students were corrective, assertive, and preventive disciplines. The teachers should improve the quality in maintaining the classroom discipline by creating a conducive classroom and involving the students in setting the classroom rules, such as attendance, learning participation, students and teacher actions, and assessment.
“Make A Match Model” for Improving the Understanding of Concepts and Student Learning Results Ana Juliani; Ali Mustadi; Intan Lisnawati
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.10269

Abstract

This study applies the “Make A Match model” to mathematics subjects, in increasing the ability to understand concepts and student learning outcomes in mathematics. This type of research is Classroom Action Research (CAR) and uses a Kemmis and Taggart model design with four stages, namely 1) Planning, 2) Action, 3) Observation, and 4) Reflection with a qualitative approach. This study uses 3 cycles, namely pre-cycle, cycle I and cycle II. Each cycle consists of four stages, namely: planning, action, observation, and reflection. This research was conducted at Yogyakarta PGRI University. The research subjects are second-semester students majoring in Elementary education (Pendidikan Guru Sekolah Dasar, hereafter called “PGSD”). The instrument used was a test that contained questions in the form of essays. Analysis of the data used is qualitative descriptive analysis. The results were obtained based on indicators of concept understanding, namely in the second cycle which increased including 1) students who were able to restate the concept from 62.50% in the pre-cycle to 76.38% in the second cycle, 2) students who were able to give examples 72.76% in the pre-cycle to 76.38% in the second cycle, 3) students who are able to present concepts in various representations from 70.86% in the pre-cycle to 85.34% in the second cycle, and 4) students who are able to associate internal or external Make A Match model from 70.69% pre-cycle to 76.38% in cycle II. It was concluded that the “Make A Match learning model” can improve students' understanding of concepts and learning outcomes in mathematics learning.
Providing Equity of Access to Higher Education in Indonesia: A Policy Evaluation Ihsan Fadhil; Amra Sabic-El-Rayess
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.10376

Abstract

In the last decade, Indonesia has worked towards expanding access to higher education, but the enrolment of the poor remains negligible with the majority of students in the country’s leading public universities still coming from Indonesia’s wealthiest echelons. Concerned with the issue of equity and access, the government has formulated a new policy calling on all higher education institutions to ensure at least 20% of their newly admitted students are of a low socioeconomic status (SES). The principal challenge the government has faced is a discrepancy between its ambitious political agenda and the policy’s implementation affected by inadequate budgeting, lacking implementation mechanisms, and limited award allocations. This challenge raises a question of whether the Equity and Access Policy can be effectively implemented and, if so, under what conditions can such success be achieved. We thus examine the country’s Equity and Access Policy, education system with its leadership structure, broader institutional framework, and how these factors interact to obstruct the higher education access for the poor in Indonesia. The inadequate policy implementation can impede Indonesia’s human capital development and the country’s economic growth.

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