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Jurnal Pendidikan Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 2303288X     EISSN : 25417207     DOI : 10.23887
Core Subject : Education,
Education
Jurnal Pendidikan Indonesia [p-ISSN: 2303-288X (print) and e-ISSN: 2541-7207 (online)] is a peer-reviewed journal published by the Research and Community Service Institute of Universitas Pendidikan Ganesha since 2012. JPI is an integrated media for ongoing communication related to significant new research findings related to education, including: the fields of educational research in teaching, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and education development. JPI publishes research articles that are comprehensive in nature by inviting reviews from the leading experts in the fields. The incoming papers will be selected based on high scientific studies, provide important new knowledge, and are very interesting for the community in the field of education. JPI has become a member of CrossRef with DOI: 10.23887/jpi-undiksha.v9i1 so that all articles published by JPI will have a unique DOI number.
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Articles 15 Documents
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Search results for , issue "Vol 9 No 1 (2020)" : 15 Documents clear
Mobile-Assisted Task-Based Language Learning, Writing Competency, And Motivation Adelina Kartika Dewi; Ni Made Ratminingsih; Made Hery Santosa
Jurnal Pendidikan Indonesia Vol 9 No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.474 KB) | DOI: 10.23887/jpi-undiksha.v9i1.23164

Abstract

This quasi-experimental study aimed at investigating the effect of mobile-assisted task-based learning on students’ writing competency and students’ motivation in writing. Post-test only control group design was employed in this study. The experimental group was taught by mobile-assisted task-based learning while the control group was taught by non mobile-assisted task-based learning. A writing post-test and questionnaire were used to obtain the data and were analyzed using one-way ANOVA and MANOVA. The findings of the study revealed that (1) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing competency; (2) there was a significant effect of Mobile-assisted Task-based Learning on the students’ writing motivation; and (3) there was a simultaneous effect of Mobile-assisted Task-based Learning on the students’ writing competency and students’ motivation in writing. This study concluded that the use of mobile devices as a medium in the learning process is effective to enhance the students’ writing competency and increase students’ motivation in writing.
An Analysis of English Language Education (ELE) Students' Motivation in Learning Pedagogical Courses Putu Yoga Sathya Pratama; I Gusti Ayu Lokita Purnamika Utami; Luh Diah Surya Adnyani
Jurnal Pendidikan Indonesia Vol 9 No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.066 KB) | DOI: 10.23887/jpi-undiksha.v9i1.23516

Abstract

Previous studies on motivation had been broadly researched, but little attention was given to learning pedagogical courses motivation. Thus, this qualitative research with case-study research design was conducted. This research aimed to describe ELE students’ motivation in learning pedagogical courses. The collecting data used were questionnaire, interview guidance, and human instrument. The obtained data were analyzed qualitatively through interactive data analysis. The result portrays there are more ELE students tend to be intrinsically motivated in learning pedagogical courses; the rest are identified to be extrinsically motivated, amotivated, and undefined motivation students. The reasons underlying their motivation in learning pedagogical courses can be categorized into: 1) internal reasons (mood, goals, passion, perspective, & personality) and 2) external reasons (parental, score, and lecturer).
BALI CULTURE EXPLORATION IN DEVELOPMENT OF FRIENDLY SCIENCE TEACHING MATERIALS FOR HEARING AND SPEAKING IMPAIRMENT STUDENTS AT INCLUSION SCHOOL Putu Gede Parma; Desak Komang Ira Pratiwi; Gede Wira Bayu
Jurnal Pendidikan Indonesia Vol 9 No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.851 KB) | DOI: 10.23887/jpi-undiksha.v9i1.24354

Abstract

Bengkala Village is a village where 2% or around 48 people were born with hearing and speaking impairment. They still have an artistic spirit by forming a kolok janger group. To support the development of education, in 2007, the local government established SDN 2 Bengkala as an inclusive school. At present, this school does not yet have specific teaching material in learning science that is deaf-friendly. This study aimed to explore Balinese culture in development of friendly teaching materials in inclusive schools using development research methods. In this study, exploration was carried out by students using the ADDIE model. The instruments used to measure the quality of teaching materials were an assessment sheet of teaching materials from experts for the validity aspects, learning achievement tests, as well as teacher response questionnaires and student response questionnaires to assess teaching materials applied. Validity analysis was done with the formula of content validity ratio according to Lawshe and the effectiveness test analysis was done through quantitative descriptive analysis. The results of this study were some products in the form of teaching materials for Natural Sciences which are equipped with RPP/lesson plan and LKPD/worksheets with the development of insightful Balinese culture. This product have been validated by natural science experts, learning design experts, Balinese cultural experts, as well as evaluation and education experts. The results obtained with a CVR and CVI score was 1.00 which can be categorized as "valid" and worth testing. These products have been tested limited in fourth grade. Conclusions of this study were the product can improve learning outcomes of hearing and speaking impairment in inclusive schools.
Technology Transformation and Its Impact on Lecturer’s Performance S. Arifin; M. Sukmawidjaya
Jurnal Pendidikan Indonesia Vol 9 No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.578 KB) | DOI: 10.23887/jpi-undiksha.v9i1.24372

Abstract

The interest to do this research is to investigate the impact of technology transformation on the lecturer's performance. The terms technical performance in this research are divided into five (5) indicators: engaging and empowering learning, and teaching with technology, leadership, accommodation (syllabus and lesson scheme), and infrastructure provided by the campus. The findings indicate that many lecturers have a lack of knowledge in technology transformation.  However, all lecturers must have it for the teaching and learning process in the 21st-century. The research methods used were descriptive analysis, observations, quantitative and semi-structured qualitative research, and the questionnaires done using Google Form. There were sixty-four (64) respondents in this research. The result shows that the use of technology proves its significant impact on the lecturer's performance. 
Academic Self-Efficacy As Predictor Of Academic Achievement Abd Basith; Andi Syahputra; Muhammad Aris Ichwanto
Jurnal Pendidikan Indonesia Vol 9 No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.274 KB) | DOI: 10.23887/jpi-undiksha.v9i1.24403

Abstract

The purposes of this research are 1) to analyze the differences of the effect of gender, years of study, and major on the academic self-efficacy, and 2) to predict academic self-efficacy in determining academic achievement. This is a quantitative research using a survey approach. The location of this study is STKIP Singkawang (School of Teacher Training and Educational Science). The sample used is 223 students, which consisted of 112 males and 111 females. The data collection technique used is a questionnaire using a Likert scale. The data were analyzed using SPSS with descriptive statistical techniques, correlation, regression, and univariate GLM analysis. The results confirm that; 1) different majors have a significant influence on academic self-efficacy compared to the gender and years of study. The students of social sciences major have higher academic self-efficacy than those in the exact sciences major.; 2) self-efficacy has a positive relationship and is also a predictor in determining academic achievement. This shows that any improvement in academic self-efficacy will be accompanied by an improvement in the academic achievement.

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