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INDONESIA
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 2502471X     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan (Education Journal: Theory, Research, and Development) is an electronic journal focuses on a scientific article concerning education issues in general published by Graduate School of Universitas Negeri Malang since January 2016.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 7, No 1: JANUARI 2022" : 5 Documents clear
Secondary School EFL Teachers' Perceptions and Experiences of Professional Development Arif Rahman; Mirjam Anugerahwati; Sri Rachmajanti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 1: JANUARI 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i1.15184

Abstract

Abstract: Professional development (PD) is not just a short involvement but a long process starting from teacher training at university and going on throughout the working life of the individuals. This study assessed the perceptions and experiences of upper secondary school EFL teachers. A semi-structured interview was used to gather the data from 5 teachers from different schools. The findings revealed that teachers were aware of the significance and necessity of PD and saw it as a process that helped them to be more knowledgeable and experienced teachers. They also pointed out that involving in such studies could help them professionally.Abstrak: Pengembangan profesi guru bukan merupakan proses singkat melainkan sebuah proses yang panjang yang dimulai dari bangku kuliah yang berlanjut hingga dunia kerja seorang individu. Penelitian ini mengulas tentang presepsi dan pengalaman guru bahasa inggris tingkat SMA perihal pengembangan profesi guru. Interview digunakan untuk mendapatkan data dari 5 guru dari 4 SMA yang berbeda. Hasil dari penelitian ini menyimpulkan bahwa guru guru bahasa inggris tingkat SMA menyadari akan pentingnya dan perlunya mereka dalam hal pengembangan keprofesian dan memandang hal tersebut sebagai proses untuk menjadi guru yang memiliki banyak pengetahuan dan guru yang perpengalaman.
The Integration of 6Cs of the 21st Century Education into English Skills: Teachers’ Challenges and Solutions Adani Shabrina; Utari Praba Astuti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 1: JANUARI 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i1.15185

Abstract

Abstract: In the 21st Century education, the 6 competencies are necessarily integrated into the classroom remembering the importance to complete students with better competencies. In line with the 6Cs integration, teachers’ challenges and solutions also need to be known. This study investigates English teachers’ challenges in integrating 6Cs of the 21st Century education into English integrated skills, and their solutions to cope with the challenges. This qualitative study elicited data from 20 English teachers through a questionnaire and an interview. The findings showed that students’ low motivation and poor vocabulary, time management, the difficulty in integrating some competencies and designing lesson plans were the challenges faced by teachers in integrating the 6Cs. Then, to cope with the challenges, teachers conducted group work and games, provided interesting videos, used a timer to manage the time, looked for references and discussed with other teachers to create lesson plans.Abstrak: Pada pendidikan abad ke 21, keenam kompetensi (6C) perlu diintegrasikan ke dalam kelas mengingat pentingnya melengkapi siswa dengan kompetensi yang lebih baik. Sejalan dengan pengintegrasian 6 kompetensi, tantangan dan solusi guru juga perlu diketahui. Penelitian ini menyelidiki tantangan yang dihadapi oleh guru bahasa Inggris dalam mengintegrasikan 6 kompetensi pendidikan abad ke-21 ke dalam keterampilan terintegrasi bahasa Inggris, dan solusi mereka untuk mengatasi tantangan tersebut. Studi kualitatif ini mengumpulkan data dari 20 guru bahasa Inggris melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa tantangan yang dihadapi guru yaitu kurangnya motivasi siswa dan kosakata Bahasa Inggris, manajemen waktu, kesulitan dalam mengintegrasikan beberapa kompetensi dan merancang rencana pelajaran. Untuk mengatasi tantangan tersebut, guru mengadakan kerja kelompok dan permainan, menyediakan video yang menarik, menggunakan pengatur waktu, dan mencari referensi sekaligus berdiskusi dengan guru lain untuk membuat rencana pembelajaran.
Strengthening Discipline Character & Student Learning Outcomes through Implementation of Portfolio Assignments in E-learning Edy Herianto
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 1: JANUARI 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i1.15186

Abstract

Abstract: Discipline character cannot be realized without continuous habituation. In portfolio assignment-based e-learning, students can practice habituation. If the habituation of discipline is continuously carried out through the portfolio lever, students will get a strengthening of the character of discipline and optimal learning outcomes. By using qualitative research type phenomenology on 42 students in the PIPPKn course, this research aims to answer how to implement e-learning based on portfolio assignments that have an impact on strengthening the character of discipline and student learning outcomes? Data were obtained through observations, interviews, questionnaires, and tests. Data analysis was carried out qualitatively with descriptive percentages. The results show that portfolio assignments can familiarize students with discipline in completing assignments. This habit has an impact on the acquisition of significant positive learning outcomes.Abstrak: Karakter disiplin tidak dapat terwujud tanpa pembiasaan yang terus menerus. Dalam e-learning berbasis tugas portofolio, siswa dapat mempraktekkan pembiasaan. Jika pembiasaan disiplin terus dilakukan melalui pengungkit portofolio, siswa akan mendapatkan penguatan karakter disiplin dan hasil belajar yang optimal. Dengan menggunakan jenis penelitian kualitatif fenomenologi pada 42 mahasiswa mata kuliah PIPPKn, penelitian ini bertujuan untuk menjawab bagaimana penerapan e-learning berbasis tugas portofolio yang berdampak pada penguatan karakter disiplin dan hasil belajar mahasiswa? Data diperoleh melalui observasi, wawancara, angket, dan tes. Analisis data dilakukan secara kualitatif dengan deskriptif persentase. Hasil penelitian menunjukkan bahwa penugasan portofolio dapat membiasakan siswa disiplin dalam menyelesaikan tugas. Kebiasaan ini berdampak pada perolehan hasil belajar positif yang signifikan.
The Effects of Using Varanus salvator Wildlife Monographs on Urban Students' Concept Understanding Siti Roudlotul Hikamah; Suhadi Suhadi; Facthur Rochman; Nia Kurniawan; Ibrohim Ibrohim
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 1: JANUARI 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i1.15187

Abstract

Abstract: This study aims to reveal the effects of using the wildlife monograph Varanus salvator on the conceptual understanding of urban students. This type of research is a quasi-experimental, one-group pre-test, and post-test design. The sample of this study was students at private universities in the Jember Regency, Indonesia who took the Vertebrate Zoology course in the even semester of the 2019/2020 academic year with total of 27 students. This research was conducted because of the findings from previous research that in private universities, books from the research results are still needed, especially those that discuss examples of wildlife species as a learning resource for Vertebrate Zoology course, especially in the reptile class. The research data were analysed using the class average normalized Gain score (N-gain score). The analysis results showed that the N-gain score was an average class of 0.71, which means that it was greater than the N-gain score of 0.7, in other words, g> 0.7. This means that the effect of using the wildlife monograph book V. salvatory on learning the Vertebrate Zoology Course is at high stage criteria. In addition, it was also informed that the results of the normalized average individual gain analysis (individual N-gain score), it was found that g> 0.7 was 11 students with high criteria, 0.3> g ≥ 0.7, a total of 16 students with medium criteria, and no students found g ≤ 0.3. This informs that the V. salvatory monograph can realize the conceptual understanding of the topic of lizards in urban students.Abstrak: Penelitian ini bertujuan untuk mengungkapkan pengaruh penggunaan monografi satwa liar Varanus salvator terhadap pemahaman konseptual mahasiswa perkotaan. Jenis penelitian ini adalah eksperimen semu, one-group pre-test, dan post-test design. Sampel penelitian ini adalah mahasiswa pada Perguruan Tinggi Swasta di Kabupaten Jember Indonesia yang mengambil mata kuliah Zoologi Vertebrata pada semester genap tahun ajaran 2019/2020 dengan jumlah 27 mahasiswa. Penelitian ini dilakukan karena adanya temuan dari penelitian sebelumnya bahwa di perguruan tinggi swasta masih diperlukan buku-buku hasil penelitian terutama yang membahas tentang contoh jenis satwa liar sebagai sumber belajar mata kuliah Zoologi Vertebrata khususnya pada kelas reptil. Data penelitian dianalisis dengan menggunakan rata-rata kelas Gain score ternormalisasi (N-gain score). Hasil analisis menunjukkan bahwa nilai N-gain merupakan rata-rata kelas sebesar 0,71, yang berarti lebih besar dari nilai N-gain sebesar 0,7 dengan kata lain g > 0,7. Artinya pengaruh penggunaan buku monografi satwa liar V. salvator terhadap pembelajaran mata kuliah Zoologi Vertebrata berada pada kriteria tingkat tinggi. Selain itu diinformasikan juga bahwa hasil analisis gain rata-rata individu ternormalisasi (individual N-gain score), didapatkan bahwa g>0,7 sebanyak 11 siswa dengan kriteria tinggi, 0,3>g 0,7, total 16 siswa dengan kriteria sedang, dan tidak ditemukan siswa yang g 0,3. Hal ini menginformasikan bahwa monografi V. salvator dapat mewujudkan pemahaman konseptual topik kadal pada mahasiswa perkotaan.
Classroom Interaction in an Online Speaking Class Rahma Vindyasari; Francisca Maria Ivone; Primardiana Hermilia Wijayati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 1: JANUARI 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i1.15183

Abstract

Abstract: The qualitative study aims to look into the patterns and characteristics of interaction in an online speaking course.  This research was conducted at Sekolah Vokasi Universitas Gadjah Mada (UGM) Yogyakarta's Oral English for Daily Communication Class of the Applied English Study Program. The researcher observed the online learning sessions to learn about the online teaching and learning process synchronously on Google Meet. The findings revealed that the teacher and students produced various patterns of interaction involving teacher-class, teacher-student, student-teacher, student-student, and teacher-group interaction, as well as mixed interaction features such as confirmation check, code switching, self-repetition, clarification request, elicitation, completion, other-repetition, and correction.Abstrak: Tujuan dari penelitian kualitatif ini adalah untuk melihat pola dan karakteristik interaksi yang terjadi dalam kelas berbicara yang dilaksanakan secara daring. Penelitian ini dilaksanakan di Kelas Komunikasi Harian Sekolah Vokasi Universitas Gadjah Mada (UGM) Yogyakarta Program Studi Bahasa Inggris Terapan. Peneliti mengamati sesi pembelajaran daring untuk mempelajari proses belajar mengajar yang berlangsung sinkron di Google Meet. Hasil analisa data menunjukkan bahwa guru dan siswa menghasilkan berbagai pola interaksi yang melibatkan interaksi guru-kelas, guru-siswa, siswa-guru, siswa-siswa, dan interaksi guru-sekelompok siswa, serta berbagai macam fitur interaksi seperti confirmation check, code switching, self-repetition, clarification request, elicitation, completion, other-repetition dan correction.

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