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All Journal JIEET (Journal of Information Engineering and Educational Technology) International Journal for Educational and Vocational Studies
Meini Sondang Sumbawati
Jurusan Teknik Elektro FT UNESA
Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences

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PENGARUH MEDIA KAHOOT DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA Ilmiyah, Nur Hafidhotul; Sumbawati, Meini Sondang
JIEET (Journal of Information Engineering and Educational Technology) Vol 3, No 1 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jieet.v3n1.p[46-50]

Abstract

Pemanfaatan teknologi informasi pada dunia pendidikan mulai banyak digunakan sebagai pendukung kelancaran kegiatan belajar mengajar di dalam kelas. Hasil observasi yang diberikan kepada siswa SMKN 1 Mojoanyar tentang banyaknya siswa yang berbicara ketika proses pembelajaran berlangsung, sebesar 56,25% siswa menyatakan?ya?. Penyebabnya adalah sebagian besar siswa merasa bosan dengan cara guru dalam menyampaikan materi. Kahoot merupakan salah satu aplikasi pembelajaran online berbasis game. Hasil penelitian dari Brauer 2018, kahoot mampu mempengaruhi dinamika dan suasana kelas. Jumlah sampel yang digunakan adalah 62 siswa dan terbagi dalam kelas eksperimen dan kontrol. Tujuan penelitian ini adalah untuk mengetahui perbedaan hasil belajar siswa di kelas kontrol dan kelas eksperimen dengan mempertimbangkan motivasi belajar siswa. Jenis penelitian ini adalah penelitian eksperimen dengan desain faktorial 2x2. Variabel yang mempengaruhi/independen pada penelitian ini adalah media pembelajaran dan motivasi belajar sedangkan hasil belajar sebagai variabel dependen/yang dipengaruhi. Hasil belajar siswa akan dikelompokkan ke dalam 4 kelompok berdasarkan media pembelajaran (kahoot dan powerpoint) dan motivasi belajar siswa (tinggi dan rendah). Untuk mengetahui perbedaan hasil belajar siswa dilakukan penguujian ANOVA 2 jalur menggunakan SPSS. Hasil pengujian faktor motivasi belajar diperoleh signifikansi 0,000 < 0,05 menunjukkan bahwa adanya perbedaan hasil belajar siswa yang signifikan untuk siswa yang bermotivasi tinggi dan motivasi rendah. Pengujian media powerpoint dan kahoot didapatkan nilai 0,225 < 0,05 artinya tidak ada perbedaan hasil belajar yang signifikan. Sedangkan pengujian interaksi antara motivasi belajar dan media pembelajaran didapatkan 0,000 < 0,05 menunjukkan bahwa ada interaksi antara media pembelajaran dan motivasi belajar dalam mempengaruhi hasil belajar siswa.
Pengaruh Media Kahoot dan Motivasi Belajar Terhadap Hasil Belajar Siswa Ilmiyah, Nur Hafidhotul; Sumbawati, Meini Sondang
JIEET (Journal of Information Engineering and Educational Technology) Vol 3, No 1 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jieet.v3n1.p46-50

Abstract

Pemanfaatan teknologi informasi pada dunia pendidikan mulai banyak digunakan sebagai pendukung kelancaran kegiatan belajar mengajar di dalam kelas. Hasil observasi yang diberikan kepada siswa SMKN 1 Mojoanyar tentang banyaknya siswa yang berbicara ketika proses pembelajaran berlangsung, sebesar 56,25% siswa menyatakan’ya’. Penyebabnya adalah sebagian besar siswa merasa bosan dengan cara guru dalam menyampaikan materi. Kahoot merupakan salah satu aplikasi pembelajaran online berbasis game. Hasil penelitian dari Brauer 2018, kahoot mampu mempengaruhi dinamika dan suasana kelas. Jumlah sampel yang digunakan adalah 62 siswa dan terbagi dalam kelas eksperimen dan kontrol. Tujuan penelitian ini adalah untuk mengetahui perbedaan hasil belajar siswa di kelas kontrol dan kelas eksperimen dengan mempertimbangkan motivasi belajar siswa. Jenis penelitian ini adalah penelitian eksperimen dengan desain faktorial 2x2. Variabel yang mempengaruhi/independen pada penelitian ini adalah media pembelajaran dan motivasi belajar sedangkan hasil belajar sebagai variabel dependen/yang dipengaruhi. Hasil belajar siswa akan dikelompokkan ke dalam 4 kelompok berdasarkan media pembelajaran (kahoot dan powerpoint) dan motivasi belajar siswa (tinggi dan rendah). Untuk mengetahui perbedaan hasil belajar siswa dilakukan penguujian ANOVA 2 jalur menggunakan SPSS. Hasil pengujian faktor motivasi belajar diperoleh signifikansi 0,000 < 0,05 menunjukkan bahwa adanya perbedaan hasil belajar siswa yang signifikan untuk siswa yang bermotivasi tinggi dan motivasi rendah. Pengujian media powerpoint dan kahoot didapatkan nilai 0,225 < 0,05 artinya tidak ada perbedaan hasil belajar yang signifikan. Sedangkan pengujian interaksi antara motivasi belajar dan media pembelajaran didapatkan 0,000 < 0,05 menunjukkan bahwa ada interaksi antara media pembelajaran dan motivasi belajar dalam mempengaruhi hasil belajar siswa.
Vocational Campus Readiness In The Disruption Era: A Case Study In Aviation Polytechnic of Surabaya Winiasri, Linda; Nurlaela, Luthfiyah; Sumbawati, Meini Sondang
International Journal for Educational and Vocational Studies Vol 2, No 6 (2020): June 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i6.2570

Abstract

The era of disruption requires change and adaptation in all fields. The education sector is also expected to be able to adapt, especially for vocational education. How graduates from vocational education should be, and how the readiness of vocational campus in dealing with it. This research is a preliminary study using a literature review and observation approach on the Surabaya Aviation Polytechnic as one of the vocational colleges of the Ministry of Transportation. Campus readiness is measured by the competence and skills of cadets, as well as the education carried out there. Competence and preparedness of cadets are measured from critical thinking and problem solving skills, collaboration and leadership, dexterity and adaptability, initiative and entrepreneurial spirit, able to communicate effectively both orally and in writing, able to access and analyze information, and have curiosity and imagination. The next discussion is about learning, how education is carried out. Education is carried out based on four pillars of education, namely learning to know, lerning to do, learning to be and learning to live together. College readiness is also measurable and achievable, which is overseen by the Quality Assurance Unit and the Internal Inspection Unit who continue to work to ensure that the Quality Standards continue to run in accordance with established regulations. Suggestions offered for the Surabaya Aviation Polytechnic are to keep on updating the development of the aviation industry, continue to improve cooperation with stake holders, and continue to improve the quality of human resources educators and management.
The Implementation of Blended Learning Model on Motivation and Students’ Learning Achievement Rahman, Zeinor; Rijanto, Tri; Basuki, Ismet; Sumbawati, Meini Sondang
International Journal for Educational and Vocational Studies Vol 2, No 9 (2020): September 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i9.2694

Abstract

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.
Analysis of the Moodle application instrument with the exam browser to measure online learning outcomes in digital communication simulation subjects in class X Multimedia at SMKN 1 Lamongan Arif, Muhammad Nur; Sumbawati, Meini Sondang; Buditjahjanto, I Gusti Putu Asto; Rijanto, Tri
International Journal for Educational and Vocational Studies Vol 3, No 5 (2021)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v3i5.5019

Abstract

This study was used to determine the feasibility of the instrument before being used for further research. This study uses a quasi-experimental research design. In this study, to calculate the validation results from three validators who are experts in their fields using the arithmetic average, the validated instruments are: (1) the validation questions get 87.51% results; (2) validation of attitude assessment got 90.27% results; (3) validation of student skills assessment got 92.71% results; (4) the validation of the assessment of the Learning Implementation Plan (RPP) got 92.16% results; (5) validation of the syllabus assessment got 86.95% results; (6) Moodle assessment validation with browser exam got 87.25% results; (7) the validation of the student learning module assessment got 84.71% results; (8) the validity of the items is declared valid; (9) the reliability of the items is declared reliable; (10) the differentiating power of the items has very good criteria; and (11) the level of difficulty of the items showed that of the 40 items tested, the percentage was 35% (14 questions) in the medium category, and 65% (26 questions) in the easy category. From the calculation results that have been mentioned, the Moodle application instrument with a browser exam to measure online learning outcomes is declared feasible and can be used for further research.
Impact of elearning on motivation and critical thinking ability of multimedia major vocational school students Fardani, Tyo Wildan Afrizal; Sumbawati, Meini Sondang; Buditjahjanto, I Gusti Putu Asto; Rijanto, Tri
International Journal for Educational and Vocational Studies Vol 4, No 1 (2022): In Progress
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v4i1.3508

Abstract

This article aims to determine the impact of e-learning and students' motivation on students' critical thinking skills. The quantitative approach is to process data and numbers obtained through statistical analysis. Sources of data used in this study are primary data or data obtained directly from respondents. This study aims to examine the effect of the independent variable, namely e-learning (X1), students' learning motivation (X2) on the dependent variable, namely students' critical thinking ability (Y). Researchers took a sample of 118 respondents. Collecting data by giving questionnaires to respondents to all students majoring in multimedia at SMK Ketintang Surabaya. Based on data from the results of research and tests that have been conducted, it can be concluded that: (1) There is a significant contribution between e-learning and students' critical thinking skills. (2) There is a significant contribution between student learning and students' critical thinking skills. (3) There is a significant contribution between e-learning and student learning motivation towards students' critical thinking skills in the SMK Multimedia Expertise Program with a contribution value of 61.3%.
Co-Authors Fardani, Tyo Wildan Afrizal I Gusti Putu Asto Buditjahjanto Ilmiyah, Nur Hafidhotul Ismet Basuki Luthfiyah Nurlaela Muhammad Nur Arif Rahman, Zeinor Tri Rijanto Winiasri, Linda