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All Journal Tadrib: Jurnal Pendidikan Agama Islam Communications in Science and Technology al-Iltizam: Jurnal Pendidikan Agama Islam EDUTEC : Journal of Education And Technology Didaktika: Jurnal Kependidikan Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Influence: International Journal of Science Review Indonesian Journal of Islamic Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan Causalita: Journal of Psycology In Trend: International Journal of Trends in Global Psychological Science and Education
Mardianto
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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The Contribution of Cyberloafing and Perceived Peer Support to Academic Procrastination Behavior of Final Year Students Wilda Oktaviana; Mardianto; oktaviana, wilda
In Trend : International Journal of Trends in Global Psychological Science and Education Vol 1 No 4 (2024): In Trend: International Journal of Trends in Global Psychological Science and Edu
Publisher : Causalita

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62260/intrend.v1i4.258

Abstract

Students often do other activities that are not related to college assignments, so students often delay working on their thesis which is called procrastination. Procrastination behavior is influenced by several factors such as internet abuse that is not related to college assignments called cyberloafing, and low support from peers. This study aims to determine the contribution of cyberloafing and perceptions of peer support to the academic procrastination behavior of final year students. This study uses a quantitative approach. The sample in this study was selected using a purposive sampling technique of 200 respondents. Procrastination was measured using the Academic Procrastination Scale (APS). Cyberloafing was measured using the cyberloafing scale. Peer support was measured using the Social Previsions Scale (SPS). The results of the study identified that there was a contribution of cyberloafing to academic procrastination of 28% to academic procrastination. Peer support did not contribute significantly to academic procrastination, this could happen because social support is not one of the factors that can influence academic procrastination behavior in students who are working on their thesis. Low cyberloafing can reduce procrastination behavior in students in Padang city.
Pengembangan Perangkat Pembelajaran Model Integrasi Pendidikan Agama Islam dan Sains di Sekolah Menengah Pertama Muhammad Irsahwandi; Mardianto; Nirwana Anas
Didaktika: Jurnal Kependidikan Vol. 13 No. 3 (2024): DIDAKTIKA Agustus 2024
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.815

Abstract

Penelitian ini bertujuan untuk mengetahui kelayakan pengembangan modul perangkat pembelajaran integrasi PAI dan sains, kepraktisan modul alat pembelajaran yang mengintegrasikan PAI dan Sains serta efektifitas modul perangkat pembelajaran integrasi PAI dan Sains dalam Meningkatkan hasil belajar siswa, dengan menggunakan metode penelitian R&D (Research and Development) pendekatan ADDIE. Subjek yang digunakan merupakan siswa kelas VII SMP Swasta Islam An-Nizam Medan sementara objek penelitiannya adalah kemampuan dalam mengembangkan modul perangkat pembelajaran integrasi PAI dan Sains. Tes, wawancara, dokumentasi, dan observasi adalah bentuk instrument yang digunakan. Hasil penelitian mengungkapkan bahwa kelayakan modul dievaluasi melalui validasi ahli materi dan ahli perangkat. Persentase validasi ahli materi mencapai 52,5%, termasuk dalam kategori cukup valid, sedangkan validasi ahli perangkat mencapai 72,5%, termasuk dalam kategori valid. Skor rata-rata keseluruhan validasi adalah 62,5%, dengan kategori valid. Adapun kepraktisan modul diuji melalui uji terbatas dan uji lapangan. Persentase kepraktisan dari uji terbatas adalah 78,33%, termasuk dalam kategori praktis. Sedangkan dari uji lapangan, persentasenya adalah 89,02%, termasuk dalam kategori sangat praktis. Skor rata-rata keseluruhan kepraktisan adalah 83,67%, dengan kategori sangat praktis. Sedangkan untuk efektivitas modul dalam meningkatkan hasil belajar siswa diukur dengan normalized gain (N-Gain) sebesar 0,52, yang termasuk dalam kategori efektif. Dengan demikian, didapatkan kesimpulan bahwa pengembangan modul perangkat pembelajaran integrasi PAI dan Sains efektif dalam memperbaiki pencapaian prestasi belajar siswa.
Co-Authors Aldes Lesbani Dezentya, Windry Evi Rizky Sari Firnando, Edi Free Dirga Dwatra Hanifah, Yulizah Helmayuni Kalsum Saragih Martin Kustati Muhammad Irsahwandi Nirwana Anas Nur Ahmad Nurhasnah oktaviana, wilda Rezki Amelia Riduan rifa'i, Muhammad Risfidian Mohadi Siagian, Nurul Siregar, Nasrun Salim Suci Rahma Nio Suheryanto Syafrin, Alhakim Hidayatullah Tambunan, Siti Nurhaliza Tiffani Wilda Oktaviana