cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
JURNAL PENELITIAN ILMU PENDIDIKAN
Published by Universitas Negeri Yogyakarta
ISSN : 19799594     EISSN : 25415492     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol. 17 No. 1 (2024): March-May" : 6 Documents clear
The relationship between the moving class model, pedagogical competence, student learning motivation, and learning discipline in geography learning Lasaiba, Mohammad Amin; Lasaiba, Irvan; Man Arfa, Arman; Lasaiba, Djamila
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 1 (2024): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v17i1.56840

Abstract

The tendency in geography education remains to use teacher-centered approaches, placing emphasis solely on cognitive aspects, and it has yet to fully leverage students’ learning motivation. Through the moving class model, it becomes possible to actively and creatively engage students while fostering their discipline in learning. The urgency of this research lies in developing an effective educational system and its significant contribution to addressing present-day educational challenges. This study aims to describe the interaction among innovative learning models, teachers’ pedagogical competence, student learning motivation, and learning discipline. A quantitative explanatory approach was adopted, with the population comprising all tenth-grade students at SMAN Ambon (288 students across seven classes). Samples were selected through simple random sampling by class, resulting in two groups: an experimental class with 41 students and a control class with 40 students. Data were collected via Likert-scale questionnaires, observations, and documentation. For data analysis, Structural Equation Modeling (SEM) was employed, consisting of four key steps: designing the inner model and outer model, evaluating goodness of fit, hypothesis testing, and interpretation. The results highlight the importance of the Moving Class Model and teachers’ pedagogical competence in influencing students’ learning motivation and learning discipline. These findings support the idea that interventions aimed at enhancing learning quality through dynamic learning model implementation and improving teachers’ pedagogical skills can positively impact students’ motivation, which in turn affects their learning discipline. The implications underscore the importance of these factors in supporting optimal achievement in the learning context and the need to strengthen them to improve educational quality. Recommendations stemming from this research emphasize the need for closer integration of innovative learning models, enhancement of teachers’ pedagogical competence, and the development of a conducive learning environment.
Developing teacher professionalism independently through the utilization of information technology media Maya, Nor; Hidayati, Dian
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 1 (2024): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v17i1.64514

Abstract

This study aims to describe the development of teacher professionalism at SMP Muhammadiyah 3 Balikpapan, carried out independently using information technology media. This study used a qualitative approach. Data collection methods included interviews and documentation. The analysis results consisted of five categories with various underlying indicators. The five categories were intrinsic motivation, extrinsic motivation, platforms followed, programs participated in, and training outcomes. The indicator of intrinsic motivation is the teacher as an educator, and the teacher must learn. The needles found in extrinsic motivation were upgrading knowledge, growing teaching abilities, increasing knowledge, and improving skills. For platforms followed, the indicators uncovered included Literacy Platform, Extensive Reading, Smart Teacher, E-Guru ID, E-Guru Digital, Chrome Book, Canva for Education, Asus for Education, and Merdeka Mengajar Platform. In addition, the indicators of the programs participated in revealed were making learning videos, learning media, teaching strategies, learning assessment applications, and learning administration. Finally, the needles from the training outcomes are missed teachers, interactive learning, fun lessons, exciting learning, and easy-to-understand lessons. In conclusion, the insights obtained from this study can inform teachers in maximizing teacher professionalism, which requires strong motivation from within the teacher who is aware that as educators, they must continue to learn to produce interactive, fun, and exciting learning so that the students in the classroom always await their presence. Teacher professionalism can be developed through various efforts, i.e., by participating in multiple trainings and webinars using information technology, which can be done online because they can better manage their time and choose the program/content they want to study.
The relationship between social media use and critical thinking ability on critical reading skills among university students Amelia, Dinda; Suryaman, Maman; Sudiati, Sudiati
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 1 (2024): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i1.91012

Abstract

In the digital era, social media serves not only as a medium for communication and entertainment but also as a potential tool for developing academic competencies such as critical reading. This study aims to examine the relationship between social media use and critical thinking ability in relation to university students’ critical reading skills in Yogyakarta. Employing a quantitative method with a correlational approach, the research involved a sample of 40 students selected through stratified random sampling. Data were gathered using questionnaires, critical thinking tests, and critical reading assessments, all validated through Cronbach’s Alpha. The findings revealed a significant correlation among social media use, critical thinking ability, and critical reading skills. Regression analysis indicated that critical thinking ability had a significant effect on critical reading skills, whereas the influence of social media use was less pronounced. However, simultaneous analysis demonstrated that social media use and critical thinking ability together contributed to the improvement of critical reading skills. These results highlight the dual role of social media as both a facilitator and a distraction in academic contexts. Educators are therefore encouraged to incorporate media literacy and critical thinking training to optimize the positive impact of social media on students’ learning processes.
Improving social skills and learning outcomes of fifth-grade students through contextual learning Hanoatubun, Lenny; Wibowo, Setiawan Edi; Sayekti, Octavian Muning
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 1 (2024): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i1.87112

Abstract

This study employs an action research method consisting of planning, implementation, observation, and reflection to enhance elementary students’ social skills and learning outcomes at Private Elementary School SYPPK Salib Suci Agats. The research follows a classroom action research model as outlined by Kemmis and McTaggart. Fifth-grade students (20 in total) at Private Elementary School YPPK Salib Suci Agats served as the subjects. Data was collected through both test and non-test techniques. Various assessment instruments, such as descriptive problem-solving tests, attitude rating scales, and learning implementation observation sheets, were used to gather data. The initial findings showed that only 5 out of 20 students (25%) achieved scores above the Minimum Mastery Criterion (MMC), indicating they met the required competency. After the first action cycle, the number of students scoring above the MMC increased to 11 students (55%), while 9 students (45%) remained below the MMC, necessitating a second cycle. Following reflections on the first cycle, certain shortcomings were identified (particularly the less-than-optimal use of learning media), which were addressed in the second cycle by incorporating concrete learning media. As a result, by the end of the second cycle, 17 students (85%) scored above the MMC. This improvement demonstrates the effectiveness of contextual learning in raising both the social skills and academic performance of the students.
Development of student worksheets in natural and social sciences based on culturally responsive teaching for fifth grade elementary students Riswanti, Nova; Prehadini, Tampi; Senen, Anwar
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 1 (2024): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i1.89945

Abstract

This study aims to determine the development and feasibility of student worksheets in natural and social sciences based on culturally responsive teaching for fifth grade elementary school students. This study is a development study using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The research subjects were media experts, subject matter experts, teachers, and students. The research instruments were interviews, observations, needs analysis questionnaires, validation questionnaires, and teacher and student response questionnaires. Data analysis techniques used descriptive analysis. The results of the study indicate that worksheet products based on culturally responsive teaching are feasible and practical as teaching materials to support the learning process. Feasibility based on the results of subject matter expert validation obtained a total score of 96 in the very feasible category, while the results of media expert validation obtained a total score of 98 in the very feasible category. Practicality based on teacher response questionnaires and student response questionnaires was in the very practical category.
Development of digital audio storybook media to improve early reading skills in first-grade elementary school students Arifa, Noorul; Herwin, Herwin
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 1 (2024): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i1.91154

Abstract

This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of a digital audio storybook as a learning medium for improving early reading skills in first-grade students. Conducted within the Trimulyo Cluster, Kapanewon Sleman, this Research and Development (R&D) study employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through interviews, observations, questionnaires, and reading assessments. Validation from experts indicated the media's feasibility, scoring an average of 3.8 from a material expert and 4.0 from a media expert. Practicality was confirmed through high average scores from teacher (94.44%) and student (ranging from 90.83% to 93.89%) feedback. Effectiveness was measured via a quasi-experimental design, showing an N-Gain score of 80.75% and a statistically significant improvement (p < 0.05). In conclusion, the developed digital audio storybook is proven to be feasible, practical, and effective for early reading instruction in primary education. It presents an innovative and impactful learning tool that can significantly support literacy development in young learners.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 18 No. 2 (2025): September-November Vol. 18 No. 1 (2025): March-May Vol. 17 No. 2 (2024): September-November Vol. 17 No. 1 (2024): March-May Vol. 16 No. 2 (2023): September-November Vol. 16 No. 1 (2023): March-May Vol. 15 No. 2 (2022): September-November Vol. 15 No. 1 (2022): March-May Vol. 14 No. 2 (2021): September-November Vol. 14 No. 1 (2021): March-May Vol. 13 No. 2 (2020): September-November Vol. 13 No. 1 (2020): March-May Vol. 12 No. 2 (2019): September-November Vol. 12 No. 1 (2019): March-May Vol. 11 No. 2 (2018): September-November Vol. 11 No. 1 (2018): March-May Vol. 10 No. 2 (2017): September-November Vol. 10 No. 1 (2017): March-May Vol. 9 No. 2 (2016): September-November Vol. 9 No. 1 (2016): March-May Vol. 8 No. 2 (2015): September-November Vol. 8 No. 1 (2015): March-May Vol. 7 No. 2 (2014): September-November Vol. 7 No. 1 (2014): March-May Vol. 6 No. 2 (2013): September-November Vol. 6 No. 1 (2013): Maret-Mei Vol. 5 No. 2 (2012): September-November Vol. 3 No. 2 (2010): September-November Vol. 3 No. 1 (2010): March-May Vol. 2 No. 2 (2009): September-November Vol. 2 No. 1 (2009): March-May More Issue