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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 9 Documents
 1 
Search results for , issue "Vol. 6, No. 1, January 2024" : 9 Documents clear
Transcript-Based Lesson Analysis: The Analysis of Classroom Communication in Chemistry Implementing Case-Based and Project-Based Learning Atiek Winarti; Rilia Iriani; Paul Kwame Butakor; Ruli Meiliawati; Syarpin Syarpin
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23160

Abstract

Previous research studies found that Case-Based Method (CBM) and Project-Based Learning (PBL) models increase student motivation, critical thinking, and problem-solving. However, so far, the success of implementing these models has mostly been based on learning outcomes. Not many research studies have been carried out to reveal the effectiveness of these models by analyzing the learning process. This research is a qualitative descriptive study that aims to analyze classroom communication on solving problems in Chemistry lessons implementing the CBM and PBL models using Transcript Based Lesson Analysis (TBLA). TBLA is an analysis method based on communication occurring in the classroom. In this research, TBLA analyzes the classroom communication on solving problems in the Wood Chemistry course at the Department of Chemistry Education, Lambung Mangkurat University, Indonesia. A total of 26 students were involved. The classroom communication was recorded by camcorders and the data were transformed into transcripts. The data was processed using Excel to produce a TBLA graph. The results show that (1) the ratio of lecturer and student communication intensity using the CBM model in the classroom is 1:3, and the PBL model is 1:1. (2) The CBM model provides a good environment for the development of student HOTS through in-depth multi-directional communication patterns in the problem-solving process. (3) PBL builds better collaboration between students compared to the CBM model. This research implies that the quality of classroom communication can be improved by integrating the HOTS questions and independent group work as implemented in the CBM and PBL models.
Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics Dian Artha Kusumaningtyas; Muhamatsakree Manyunu; Efi Kurniasari; Annisa Nabilla Awalin; Rita Rahmaniati; Amalia Febriyanti
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23125

Abstract

This study aimed to enhance student learning outcomes in the field of work and energy within senior high schools through the development of evaluation instruments based on higher-order thinking skills (HOTS). Higher-order thinking encompasses advanced cognitive abilities such as analysis, evaluation, and creative problem-solving. The evaluation instrument created was meticulously designed to encourage students to think critically, solve intricate problems, and apply physics principles to real-world scenarios. The research methodology employed the development research approach. The instrument development process comprised several stages, including needs analysis, instrument design, validation, and revision. To ensure the instrument's precision and validity, experts in physics education and educational evaluation actively participated in the validation process. The resulting evaluation instrument included a combination of multiple-choice questions and open-ended responses. Students underwent assessment using this instrument following their study of work and energy. Evaluation data were subsequently analyzed through both quantitative and qualitative methods. The outcomes demonstrated a significant improvement in student learning achievements concerning work and energy when using evaluation instruments founded on higher-order thinking. Students who utilized this instrument exhibited superior critical thinking skills, enhanced problem-solving abilities, and an improved capacity to apply physics concepts in real-life situations. This study provides invaluable recommendations for educators and curriculum developers, advocating for the adoption of higher-order thinking-based evaluation instruments in high school physics education. Such an approach has the potential to bolster students' higher-order thinking capabilities and augment their learning outcomes in the context of work and energy. In summary, the successful development and validation of the HOTS based evaluation instrument for 10th-grade high school physics students studying work and energy attest to its viability. Rigorous evaluations from both subject matter experts and media specialists consistently affirmed its suitability across diverse aspects, encompassing appearance, content, and language. Educators, who play a pivotal role in instrument implementation, lauded its effectiveness in teaching work and energy concepts. Positive feedback from students, the primary beneficiaries of this evaluation instrument, underscores its widespread acceptance and appropriateness. In sum, this research underscores the instrument's strong validity and practicality for evaluating students' grasp and application of work and energy principles in high school physics, endorsing its capacity to augment learning outcomes.
Navigating Uncertainty: Exploring Elementary School Teachers' Perspectives on Metacognitive Development in the VUCA Era Widia Nur Jannah; Mubiar Agustin; Rahman Rahman; Tatang Herman
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23112

Abstract

Metacognition is the ability that learners have to know, control, and evaluate their thinking processes, as well as learning strategies, can be used to solve problems through three stages, namely the stages of understanding the problem, solving the problem, and evaluating on metacognition knowledge. This shows that metacognition ability is an important aspect of learning. The novelty of this research is the findings obtained from the teacher's perspective on the importance of metacognition of elementary school (SD) students which has not been widely researched by other scientists. Thus, the purpose of this study is to analyze elementary school teachers' perceptions of the importance of metacognition skills with indicators such as 1) Teachers' understanding of the meaning of metacognition skills, 2) The importance of metacognition skills for elementary school students, 3) Understanding of the types of metacognition knowledge, 4) Understanding of the aspects of metacognition, namely cognitive knowledge and regulation of cognition. To obtain these data, the approach used is qualitative with descriptive methods. The research techniques and instruments used were observation and documentation study with instruments in the form of observation sheets and documentation. Primary data sources were from primary school teachers in West Java, Indonesia, and secondary data from relevant literature. The information obtained from the informants was then analyzed with the stages of reduction, display, and interpretation. After the analysis stage is over, the collected data is then validated by data triangulation through validating the source of observation, and strengthened by documentation. The results showed that teachers' perceptions of metacognition consider it important, especially students' metacognition in learning, and the metacognitive abilities of elementary school students are also quite good. The theoretical implication of the results of this study is that this research strengthens the opinion about the importance of teachers' perceptions of students' metacognition abilities to form these abilities.
Future-Ready Educators: Assessing Digital Competence and Teaching Preparedness Among Prospective Teachers in the 21st Century Ana Maghfiroh; Erlik Widiyani Styati; Aries Fachriza; Khoiriyah Khoiriyah; Wanida Simpol; Rofi Anwar Syaputra; Lathifah Lathifah
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23081

Abstract

In the 21st century, it is critical for teachers to possess digital competence. This research aims at: (1) measuring prospective teachers’ digital competence levels and (2) exploring their perceptions about teaching readiness in the 21st century. The participants consisted of 6 male and 29 female prospective teachers. The DigCompEdu self-reflection tool was used in this study, with a focus on 6 competencies—teaching, guidance, collaborative learning, self-regulated learning, assessment strategies, and feedback and planning—in combination with a questionnaire on teaching readiness in the 21st century. Data from close-ended questions were analyzed statistically, while data from open-ended questions were analyzed and coded using the NVivo 12 Plus application. The results showed that 6% of the participants were at level A1, 28% were at level A2, 46% were at level B1, 14% were at level B2, and 6% were at level C1 of digital competence, but no one was at level C2. In terms of teaching readiness in the 21st century, only some participants expressed their readiness to integrate a variety of digital technologies in the classroom. This research provides an overview of educational study programs that might be useful for developing prospective teachers’ digital competence in the effort to prepare skillful teachers in the 21st century.
Advancing Accounting Education: A Comprehensive Approach to Inventory Materials Learning through Online Applications and the Smith-Ragan Model Alifia Ganeshi Anggarini; Elly Astuti; Elana Era Yusdita; Titik Ulfatun; Rosemarie J. Pascua; Ully Yunita Nafizah
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23002

Abstract

Information technology has significantly influenced accounting and financial practices. This development was marked by several changes in the manual processing of accounting data into a computer accounting system with accounting software. While accurate online teaching materials exist, people still need to explain the logic behind using all the existing features and the related basic rules. This suggests that computer learning resources based on Accurate Educational accounting that discuss inventory could be developed further. This research aims to develop computer accounting teaching materials assisted by accurate online applications in an integrated manner with lesson plans, media, student worksheets, and assessment instruments. This research introduces an accurate online inventory-based inventory module, named Accurate Online, to help students to learn accounting computer material easier based on a scientific approach and problem-based learning. This research uses the Smith-Ragan model to test student responses to learning innovations and analyze their learning outcomes. The subjects in this study were 19 semester six students of the Accounting Education Study Program at PGRI Madiun University. This research develops learning innovations through lesson plans, modules, Student Worksheets, learning media, and evaluation instruments. The analysis results of the computer learning innovation process get very valid criteria with 95.42%, Lesson Plan 96.4%, worksheets 96%, learning media 92.5 %, and 96.25% evaluation instrument. Student responses to computer learning innovations for inventory module accounting based on Accurate Online get a practicality percentage of 87% in the practicality category, which is very practical and can be used without revision. Student learning outcomes have increased after participating in the Accurate Online-based accounting computer learning program. The value of the evaluation questions indicates the increase in student learning outcomes after learning is carried out using a structured learning program where 89% of students score above the Minimum Completeness Criteria.
Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates' Academic Engagement and Achievement Seni Susanti; Riki Purnama Putra; Rena Denya Agustina; Nguyen Phu Quy; Hariman Surya Siregar; Jose da Silva
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.22179

Abstract

Covid-19 is a pandemic that can change the culture of the learning process, which Covid-19 pandemic brought transformation and new habits, and these new habits had to be adjusted based on the rules and regulations that apply in the country. Globally, Covid-19 made educators have to quickly adapt to new teaching methods, and students faced difficulties with internet access, digital literacy, and maintaining motivation in a remote environment. However, around 2021, in quartile 3 to be precise, in Indonesia changes have occurred again to adapt to new habits, namely the post-Covid-19 recovery period, where the education system has again transformed from online learning habits to offline learning. This study aims to find out how interest in studying and learning outcomes affect undergraduate students of physics education in the post-COVID-19 era. The research method is carried out quantitatively, which consists of filling out a questionnaire for interest in studying which consists of five aspects; (1) Exploration; (2) Curiosity; (3) Boredom; (4) Attention; and (5) Enjoyment. This study used two groups namely pre covid-19 and post covid-19 with a total of 67 samples used, then processing of learning outcomes data prerequisite tests such as normality and homogeneity tests were carried out then hypothesis testing using independent sample t-test and Cohen's D Effect Size to know the how big the difference between two groups, then a deep interview is conducted to know deeply. This research found results in which undergraduate physics education students in the post-COVID-19 era experienced low interest in studying and learning outcomes due to the shock culture and the influence of student organizations which they thought were more interesting than academic activities.
Navigating Educational Crossroads: Unveiling the Cultural Journey of Indonesian Graduate Students in European Scholarship Programs Dewi Lestari Natalia; Dede Kurniyawan; Dessita Chairani; Liza Erica Panjaitan; Michael Wolter T.W.; Donna Asteria; Nilufar Khodjaeva
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23055

Abstract

This research departs from the challenges and adaptation processes undertaken by international students from Indonesia. The research aims to provide a deep understanding of the scholarship alumni in Europe’s academic life during their studies. This research adopts a constructivist paradigm with a qualitative case study approach. The data collection in this research uses purposive sampling techniques with in-depth interviews and the data analysis uses thematic analysis. The subjects are European university alumni from Indonesia who have completed their studies within the past 5 years. There are four themes: study abroad fantasies, a touch of foreign cultures, academic problems and challenges, and academic strategies or solutions. There are also problems and challenges encountered such as academic constraints, stress, and weather. Scholarship alumni in Europe have strategies to adapt, such as traveling while studying, self-management, having a support system, and establishing social interaction with Indonesians. The findings and results can become a foundation document for donors, sponsors, scholarship providers, and the Indonesian Embassy in European countries in creating strategic programs as a provision for students in their studies.
Reading in the Digital Age: An Empirical Examination of Digital Literacy's Significance for UIN Suska Riau Students Using SEM Path Analysis Pangoloan Soleman Ritonga; Arif Yasthophi; Paijan Rambe; Wimbi Apriwanda Nursiwan; Syahrul Amin; Nurhidayat Nurhidayat; Tazkiyatunnafs Elhawwa
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23185

Abstract

The digital literacy is likely playing a crucial role on the reading interest in this digital age. This study aimed to determine the influence of digital literacy on the reading interest of UIN Suska Riau students. The sample of this study comprised of 82 students of UIN Suska Riau and the data were collected using questionnaires. The collected data were analyzed using Structural Equation Modeling (SEM) Path Analysis 3.0 and SPSS 21. The results showed that digital literacy had a significant influence on the reading interest of UIN Suska Riau students. This showed that the path coefficient value of the original sample estimate (beta) was positive at 0.471, and the direction of the relationship between both variables was in the quite strong category. The effect of digital literacy on the reading interest was also significant in the 2-way test (t table = 1.97) with a t-statistic value of 8.105, which was greater than the t table, and a p-value lower than alpha 5% (0.000 < 0.05). Overall, the results of this analysis proofed that the digital literacy positively related to the rading interest and it significantly influenced the reading interest.
Advancing Collaborative Competence: Instrumentation Development and Integration Strategies for Effective Learning Peni Suharti; Lina Listiana; Ruspeni Daesusi; Sri Sutarni; Rita Rahmaniati; Yusuf Zakaria; Emese Kovácsné Nagy
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23214

Abstract

Collaboration skills are one of the 21st-century skills that are important to develop for stu-dents because they are life tools needed when continuing their studies in school, engaging in society, and in the world of work. As a result, teachers must facilitate students' collaboration skills and measure them. Valid, reliable, and effective instruments are needed to measure students' collaboration skills. This study aims to develop an instrument to measure students' collaboration skills. This research uses a 4-D development model of defining, designing, developing, and Disseminating. At the define stage, it was found that many teachers still needed instruments to measure collaboration skills and determine indicators of collaboration skills. The design results obtained are collaboration instruments in learning. These consist of 9 indicators: contribution, time management, problem-solving, working with others, investi-gative techniques, quality of work, focus on tasks, readiness, and monitoring group effecti-veness. Next, scoring is determined. The instrument was validated by experts and tested in 2 trials. The first trial was conducted at SMAM 7 and SMAM 3 Surabaya in class XI. Vali-dity results stated that the instrument was very valid. The results of trials using the IBSC learning model show that the instrument is reliable and considerably effective in measuring collaboration skills. The novelty of this study resulted in a collaborative instrument worthy of use both theoretically and empirically.

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