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<![CDATA[Enhancing Learning Motivation of Students with Special Needs Using Learning Video ]]>
<![CDATA[Kholis, Khoerul Umam]]>;
<![CDATA[Kustiyono, Kustiyono]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.16265
<![CDATA[This study aims to evaluate the implementation of learning video entitled Cycling is Fun on learning practice of students grade XII-B of public special education in Semarang. The research uses quantitative descriptive analysis by involving six deaf special need students through observation, testing, interview and document search. The research result shown that the learning video could (1) create a conducive learning atmosphere of 88%, (2) motivate the students’ motivation of 96%, (3) build a students’ discipline reached 95%, (4) encourage students’ activeness reached 85%, and (5) affect the average of students’ learning outcomes with a score of 84,43. Student learning activities look very good and they are able to reach the learning outcome standard. Thus, it can be concluded that the use of the learning video with the title Cycling is Fun is very well used to learn English subject for student with deaf special need. Abstrak Tujuan penelitian ini adalah mengevaluasi penggunaan media video pembelajaran bertema cycling is fun pada aktivitas belajar siswa kelas XII-B SLB Negeri Semarang. Penelitian menggunakan metode deskriptif-kuantitatif dan melibatkan enam siswa tunarungu melalui observasi, tes, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa media video pembelajaran tema cycling is fun mampu (1) menciptakan suasana belajar kondusif sebesar 88%, (2) memotivasi belajar siswa sebesar 96%, (3) membangun kedisiplinan siswa mencapai 95%, (4) mendorong keaktifan belajar siswa mencapai 85%, dan (5) memengaruhi rata-rata nilai hasil belajar siswa dengan skor 84,43. Aktivitas belajar siswa terlihat sangat baik dan mereka mampu mencapai standar ketuntasan hasil belajar. Dengan demikian dapat disimpulkan bahwa penggunaan media video pembelajaran tema cycling is fun sangat baik digunakan untuk pembelajaran Bahasa Inggris oleh siswa tunarungu.]]>
<![CDATA[Credit System for Senior High School Student: An Experiment to Meet with the Various Student Learning Pace ]]>
<![CDATA[Budiyanto, Budiyanto]]>;
<![CDATA[Rachim, Alfa Setya]]>;
<![CDATA[Istyarini, Istyarini]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.36775
<![CDATA[The implementation of credit system is not something new in Indonesian education system, especially for higher education, but its implementation in senior high school is something new and challenging, because it focuses on the holistic learning service of each student. This research aims to describe the implementation of credit system in senior high school in Salatiga as a sample of the study and its problem faced by the management of the school. By conducting qualitative approach, it can be concluded that the implementation of credit system in public senior high school 1 Salatiga is working very well according to its compliance with the policy and manual from the Ministry of Education and Culture. But there are several obstacle come from the teachers and students who do not really comprehend yet the basic concept of the credit system policy, for instance most of the student want to graduate on the same time in which it is contradict with the orientation of the credit system to facilitate each student to learn and graduate according to their own learning pace. Abstrak Implementasi system kredit semester (SKS) di Indonesia bukan hal baru, terutama bagi perguruan tinggi, namun bagi sekolahâ€â€terutama sekolah menengah atas (SMA) adalah hal baru yang cukup menantang, karena memang fokus pada melayani secara holistik kebutuhan belajar tiap siswa. Penelitian ini bertujuan untuk menggambarkan implementasi dan problem yang dihadapi dalam penerapan kebijakan SKS tersebut di SMA Negeri 1 Salatiga sebagai salah satu contoh penerapan. Dengan menggunakan pendekatan kualitatif penelitian ini menyimpulkan bahwa secara umum pelaksanaan SKS di SMA N 1 Salatiga dapat berjalan dengan baik sesuai dengan kebijakan dan panduan dari Kementerian Pendidikan dan Kebudayaan. Namun pada dasarnya terdapat beberapa kendala yang berasal dari guru dan siswa yang belum sepenuhnya konsep dasar dari kebijakan SKS tersebut. Misal, banyak siswa seangkatan ingin lulus Bersama-sama yang mana hal ini berlawanan dengan orientasi dari kebijakan SKS untuk memfasilitasi tiap siswa untuk dapat belajar dan lulus sesuai dengan kecepatan belajar masing-masing.]]>
<![CDATA[The Level of Readiness of Misamis University in the Implementation of the New Curricula ]]>
<![CDATA[Baluyos, Genelyn Rible]]>;
<![CDATA[Toring, April Rose M.]]>;
<![CDATA[Gahut, Marianne Jade C.]]>;
<![CDATA[Tagaan, Dhanna Jean P.]]>;
<![CDATA[Quiap, Kheleene Grace P.]]>;
<![CDATA[Maliao, Honeymie A.]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.37105
<![CDATA[Curriculum change is one of the processes that help the school maintain its quality education. This study assessed the level of readiness on the implementation of the new curricula on the different programs in Misamis University during the first semester of SY 2018-2019 using a descriptive research design. A modified survey questionnaire adapted from the work of Espique (2018) was used to assess the level of readiness of the programs in the institution. The respondents included 60 teachers and 298 students chosen through purposive and stratified random sampling. Mean, standard deviation, and ANOVA or F-tests were the statistical tools used in the study. Results showed that the university was very highly ready for the implementation of the new curricula. Teachers and students perceived the level of readiness differently. Information about the new curricula must be disseminated well to the teachers, students, and benefactors. Abstrak Perubahan kurikulum merupakan satu proses yang membantu mengelola institusi pendidikan dalam meningkatkan kualitas pendidikannya. Penelitian ini mengkaji tingkat kesiapan implementasi kurikulum baru pada beberapa program studi yang berbeda di Universitas Miramis pada semester pertama tahun ajaran 2018-2019 menggunakan desain penelitian deskriptif. Kuesioner survei yang diadaptasi dari Espique (2018) digunakan dalam penelitian ini untuk mengetahui tingkat kesiapan beberapa program studi dan melibatkan 60 dosen dan 298 mahasiswa yang dipilih melalui purposive dan stratified random sampling dan datanya dianalisis menggunakan rata-rata, standar deviasi dan Anova atau F-test. Hasil penelitian menunjukkan bahwa program-program studi di Misamis sangat siap mengimplementasikan kurikulum baru. Dosen dan siswa memahami level kesiapan secara berbeda dan menunjukkan bahwa kurikulum baru hendaknya disebarkan dengan baik kepada para dosen, mahasiswa, dan donatur.]]>
<![CDATA[Econometric Modelling on Happiness in Learning Mathematics: The Case of Senior High Students ]]>
<![CDATA[Casinillo, Leomarich F]]>;
<![CDATA[Casinillo, Emily L.]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.38031
<![CDATA[This study developed econometric models on the students’ happiness in learning mathematics to identify its influencing factors. A complete enumeration of 115 grade 11 students in the Visayas State University were employed as participants. Results showed that about 61% of the students considered themselves as moderately happy in learning. Their expected happiness is approximately the same with their actual happiness, which is one of the significant determinants in the models. STEM students among other strands in senior high school are more likely happy learners. Household income, allowance, and mental health condition show a small influence on their happiness in learning. Students who spend more time in the library, and those living in rural places tend to be happy in learning. Furthermore, physical health condition shows an inverse effect on students’ well-being in learning mathematics, while social relationships and the distance from home to school do not contribute to their happiness. Abstrak Penelitian ini mengembangkan model ekonometrik pada kebahagiaan siswa dalam pembelajaran matematika untuk mengidentifikasi faktor-faktor yang memengaruhinya. Data diambil dari 115 mahasiswa kelas 11 di Universitas Negeri Visayas. Hasilnya menunjukkan bahwa sekitar 61% mahasiswa menilai diri mereka relatif bahagia. Tingkat kebahagiaan yang mereka harapkan relatif sama dengan yang mereka tunjukkan secara aktual dan ini merupakan salah satu model yang signifikan buktinya. Siswa yang mengikuti program STEM dan sejenisnya pada jenjang sekolah menengah atas (SMA) tampak lebih bahagia. Pendapatan di rumah, tunjangan, dan kesehatan mental tampak menunjukkan pengaruh yang tidak seberapa pada kebahagiaan belajar. Sementara itu siswa yang menghabiskan banyak waktu di perpustakaan dan tinggal di perdesaan cenderung bahagia dalam belajar. Lebih lanjut, kondisi kesehatan fisik tampak berbanding terbalik dengan kesejahteraan siswa dalam belajar matematika, sementara itu relasi sosial dan jarak rumah ke sekolah tidak berkontribusi pada kebahagiaan siswa.]]>
<![CDATA[The Proficiency of Undergraduates in Utilizing Social Media for Learning in Nigeria ]]>
<![CDATA[Onojah, Amos Ochayi]]>;
<![CDATA[Obielodan, Omotayo Olabo]]>;
<![CDATA[Onojah, Adenike Aderogba]]>;
<![CDATA[Ajala, Akinkunmi Solomon]]>;
<![CDATA[Sotuminu, Roseline Enuwa]]>;
<![CDATA[Sulaimon, Keji Sakiru]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.38157
<![CDATA[Students use social media for social activities more than learning but studies on the proficiency for learning has been less researched. This study therefore assessed the undergraduate students’ proficiency’ level of utilizing social media for learning in Nigeria. The study employed the quantitative research method. Four hundred and fifty (450) respondents were randomly sampled across universities in Nigeria on which a structured questionnaire was administered on the students. The research questions were answered using mean, while t-test statistic was used to test the two hypotheses. Results of the research revealed that the proficiency level of undergraduates on the utilization of social media for learning was high and there was no significant difference between male and female undergraduates' utilization and undergraduates' proficiency towards the utilization of social media for learning. The study concluded that undergraduate students have good proficiency level on the utilization of social media for learning. Abstrak Siswa-siswa sekarang banyak menggunakan media sosial sekadar untuk aktivitas sosial ketimbang belajar, hanya saja kajian untuk hal ini relatif minim. Penelitian ini mengkaji tingkat kemahiran mahasiswa S1 dalam penggunaan media sosial untuk pembelajaran di Nigeria. Penelitian ini menggunakan metode kuantitatif dan melibatkan 450 responden yang dipilih secara acak dari seluruh universitas di Nigeria menggunakan kuesioner terstruktur untuk para siswa. Pertanyaan penelitian ini dijawab menggunakan rata-rata dan analisis statistik t-test digunakan untuk menguji hipotesisnya. Hasil penelitian ini menunjukkan bahwa level kemahiran/penguasaan mahasiswa dalam menggunakan media sosial untuk pembelajaran tinggi dan tidak ada perbedaan antara mahasiswa laki-laki dan perempuan. Penelitian ini menyimpulkan bahwa mahasiswa S1 memiliki tingkat kemahiran yang bagus dalam menggunakan media sosial untuk pembelajaran.]]>
<![CDATA[Problem Based Learning Model for Junior High School in Indonesia (2010-2019) ]]>
<![CDATA[Faqiroh, Binti Zakkiyatul]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.38264
<![CDATA[Problem-based learning model is a learning model emphasizes on solving the problem as a mean to know the students’ thinking skills and bring learning process more meaningful. But there are some problems in the learning that many teachers still relied their learning practices conventionally in which make students often bored and uncomfortable within the classroom. The purpose of this research is revealing the development of learning practices using problem-based learning model of junior high school students in Indonesia in 2010-2019. This research used qualitative approach and the result shown that problem-based learning model has been used widely and has attracted many first high school students to improve their competencies. Therefore, teachers need to create such innovations based on problem-based learning. Abstrak Problem-based learning atau pembelajaran berbasis masalah adalah model pembelajaran yang lebih mengedepankan pemecahan masalah untuk dapat mengetahui perkembangan kemampuan berpikir peserta didik dan menjadikan pembelajaran lebih bermakna. Perlu diketahui bahwasnya ada beberapa permasalahan yang terjadi di dalam pembelajaran yaitu masih banyaknya guru yang menggunakan model pembelajaran konvensional yang membuat siswa sering merasa bosan dan tidak nyaman dalam mengikuti pembelajaran. Tujuan penelitian ini adalah untuk mengetahui perkembangan pembelajaran dengan menggunakan model pembelajaran problem-based learning oleh para siswa pada jenjang sekolah menengah pertama di Indonesia pada tahun 2010-2019. Metode yang digunakan adalah metode kualitatif. Hasil yang akan diperoleh adalah model pembelajaran problem-based learning memang banyak digunakan dan lebih diminati oleh siswa sekolah menengah pertama pada tahun 2010-2019. Penelitian ini menggunakan pendekatan kualitatif dan hasilnya menunjukkan bahwa penggunaannya memang banyak pada periode tahun-tahun tersebut dan dikehendaki oleh siswa untuk meningkatkan kompetensi mereka. Oleh karena itu para guru perlu mengembangkan inovasi-inovasi baru problem-based learning ini.]]>
<![CDATA[What is New on Curriculum Policy and How it Affects Curriculum Studies? ]]>
<![CDATA[Subkhan, Edi]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.38298
<![CDATA[In many countries the development of curriculum always in relation to the politic and the intervention of the government. Furthermore, it brings complexities in practices when the teachers try to implement the national-official curriculum in schools’ context, because there are many tensions among the interest of the government, the teachers’ ability to perceive and develop the curriculum on a contextual way, the slow and conservative bureaucracy in the district level, and the empirical social phenomenon and changes in the field. For instance in Indonesia, the rise of the national curriculum of 2013 is not academic in nature, but more political and we could see how the government takes many issues from the international trend to enrich the content of the curriculum and it implementation (see i.e. Alhamuddin, 2019; Mitra & Purnawarman, 2019; Perdana, 2013). The government role on developing the national curriculum is interesting, especially because it has a power and system to force the schooling system to accept and implement the official curriculum by enacting several policies. For me it is also interesting to questioning whether the government perceived the curriculum as a field of studies or only as a public policy? In Indonesian context this understanding is important, because could be the important cause of the stagnation of the development of Curriculum Studies in general (Subkhan, 2019). According to the this issue, the edited book by Priestly and Biesta (2013) is important, because it elucidates the recent development of curriculum policy and how it has been practiced and developed in many ways in many countries throughout the world. It is relevant to know the position and role of curriculum policy in the development of curriculum at national level and its affects to Curriculum Studies as well.]]>
<![CDATA[INDEX & ACKNOWLEDGEMENT ]]>
<![CDATA[Chief, Editor in]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Curriculum and Educational Technology Department ]]>
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DOI: 10.15294/ijcets.v8i1.39439
<![CDATA[INDEX & ACKNOWLEDGEMENT ]]>
<![CDATA[Chief, Editor in]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Curriculum and Educational Technology Department ]]>
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DOI: 10.15294/ijcets.v8i1.39439
<![CDATA[Enhancing Learning Motivation of Students with Special Needs Using Learning Video ]]>
<![CDATA[Kholis, Khoerul Umam]]>;
<![CDATA[Kustiyono, Kustiyono]]>
<![CDATA[ Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcets.v8i1.16265
<![CDATA[This study aims to evaluate the implementation of learning video entitled Cycling is Fun on learning practice of students grade XII-B of public special education in Semarang. The research uses quantitative descriptive analysis by involving six deaf special need students through observation, testing, interview and document search. The research result shown that the learning video could (1) create a conducive learning atmosphere of 88%, (2) motivate the students’ motivation of 96%, (3) build a students’ discipline reached 95%, (4) encourage students’ activeness reached 85%, and (5) affect the average of students’ learning outcomes with a score of 84,43. Student learning activities look very good and they are able to reach the learning outcome standard. Thus, it can be concluded that the use of the learning video with the title Cycling is Fun is very well used to learn English subject for student with deaf special need. Abstrak Tujuan penelitian ini adalah mengevaluasi penggunaan media video pembelajaran bertema cycling is fun pada aktivitas belajar siswa kelas XII-B SLB Negeri Semarang. Penelitian menggunakan metode deskriptif-kuantitatif dan melibatkan enam siswa tunarungu melalui observasi, tes, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa media video pembelajaran tema cycling is fun mampu (1) menciptakan suasana belajar kondusif sebesar 88%, (2) memotivasi belajar siswa sebesar 96%, (3) membangun kedisiplinan siswa mencapai 95%, (4) mendorong keaktifan belajar siswa mencapai 85%, dan (5) memengaruhi rata-rata nilai hasil belajar siswa dengan skor 84,43. Aktivitas belajar siswa terlihat sangat baik dan mereka mampu mencapai standar ketuntasan hasil belajar. Dengan demikian dapat disimpulkan bahwa penggunaan media video pembelajaran tema cycling is fun sangat baik digunakan untuk pembelajaran Bahasa Inggris oleh siswa tunarungu.]]>
