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PAEDAGOGIA
Published by Universitas Sebelas Maret
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Articles 8 Documents
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Search results for , issue "Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)" : 8 Documents clear
Creativity towards Design Based Learning in STEM Education Nugroho, Oktian Fajar; Permanasari, Anna; Firman, Harry; Riandi, Riandi
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.54206

Abstract

Creativity is a key component in the last century skills and has been highlighted in curricular research globally especially in Indonesia. This research therefore aimed at analyzing and identifying perspectives of creativity by pre-service teachers when a likely solution step was generated in the DBL. Three separate design based learning activities were undertaken by 13 female and 11 male pre-service teachers. Two separate methods have been used for analysis of data gathered from pre-service teachers’ writings and drawings, half-structured interviews, and field notes. In quantitative study of pre-service teachers' works and in exploring the notions of creativity, fluency, flexibility, and originality. In this study descriptive analysis was used. In semi-structured interviews and field notes the findings of the descriptive analysis included quality anal­yses. Description analysis showed the highest showed in creativity and flexibility, but the lowest was originality. The findings of content analysis further showed a variety of factors influencing the uniqueness of pre-service teachers ideas including exposure of people to ideas, knowledge of design based learning and the prototyping of pre-service teachers' ideas. The study results might enhance the usage of DBL to help educators and researchers understand the strengths and limits of their pupils through the creativity and STEM education.
STEM Learning in Sustainability Issues to Improve Sustainability Consciousness of Junior High School Students Rahmania - Firda; Ida Kaniwati; Siti Sriyati
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.54212

Abstract

Sustainability Consciousness is the expected result with the existence of ESD that is a complicated construction that can be influenced by various factors. ESD aims to develop students' understanding of sustainability issues and change students' attitudes and behavior regarding environmental, social, and economic sustainability. The purpose of this paper is to determine the improvement of students’ sustainability consciousness after attending STEM learning in sustainability issues. This study used quasi experimental method with one group pretes-posttest design. It was conducted in 28 seventh grades students of junior high school in Surabaya. The instrument was declared as valid based on expert’s judgment and showed Alpha Cronbach score 0,85. Data was collected by pretest and posttest of sustainability consciousness questionnaire. Based on the data analysis, it showed that sustainability issues were effectively integrated into STEM learning to enhance the sustainability consciousness of junior high school students. N-gain average of sustainability consciousness were 0,18 as low category. The findings suggest that required learning strategies that can provide more opportunities for students to learn about sustainability issues and develop pro-sustainability attitudes and behaviors.
‘Learning from Home’ as a Form of Social Change in Educational Perspective: Impact and Challenges of the Covid-19 Era Nurul Yunita; Karim Suryadi; Leni Anggraeni
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.53964

Abstract

Social change in the educational field has occurred due to the Covid-19 pandemic. In-person learning is no longer implemented to minimize the impact of the spread of the virus. Due to this fundamental change, children’s education that can be accessed from home has become a necessity. Parents now have a duty to become teachers for their children at home. Such occurrence is the result of the implementation of learning from home, which is supported by online learning. It serves as a panacea for the education sector during the Covid-19 era. Online learning is appealing due to its easy accessibility, wide reach, comfort, and flexibility in terms of participation. However, online learning has its own shortcomings. Among others, it limits interaction with others, making students feel isolated from their teachers and classmates. This article uses narrative review to analyze and elaborate on 30 journals that discuss learning from home, in terms of the impact of social change on students and the experience of parents.
EFFORTS TO IMPROVE THE EFFECTIVENESS OF LEARNING MODELS (A Case Study Using Faststone in Online Learning at SMK NEGERI 1 Juwiring) Heni Budianti; Sri Sarjana
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.53151

Abstract

Online learning is learning process to gain knowledge through a set of electronic de­vices with relevant application programs and connected to internet. Teachers must develop vari­ous effective learning models during pandemic. Online learning needs to be done as long as there is no classroom learning, one program that can be applied is faststone. The purpose of study was to obtain overview effectiveness the implementation of online learning using faststone. The re­search subjects were students of class XI in financial accounting department totaling 69 students through data collection of observations, documentation, and giving questionnaires. Qualitative descriptive method was applied to analyze the collected data. Results showed that the application of learning model using faststone was more effective during online learning. Learning model used in this study can be applied by teachers to increase learning independence, interest and motivation, and courage to express ideas during online learning.
Implementation of The Guided Inquiry Learning Model With Chemmind Map to Improve Chemistry Learning Activities And Achievements In The Topic Redox Reaction Maya Firda Hidayah; Suryadi Budi Utomo; Sri Yamtinah
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.55500

Abstract

This study aims to increase student learning activities and achievement on redox reactions subject matter in class X IPA 2 SMA Negeri 1 Ngemplak Boyolali through the implementation of a guided inquiry learning model with chemmind map media. This study applies the Classroom Action Research procedure according to Kemmis and Mc Taggart in two cycles. Each cycle consists of planning, implementation, observation, and reflection. The research subjects were students of class X IPA 2 SMA Negeri 1 Ngemplak Boyolali in the 2016/2017 academic year as many as 37 students. The object of research is student learning activities and achievements. Activities include visual activities, oral activities, listening activities, and writing activities. Sources of data come from teachers and students. Data collection techniques through observation, interviews, tests, questionnaires, and documentation studies, then analyzed using qualitative and quantitative methods. The validity of the data using the method triangulation   during the learning process from home and the use of technology as an alternative solution to these challenges. technique. The results showed an increase in student activity and achievement. The percentage of achievement of student learning activities during the first cycle was 97.30%. The learning achievement in the knowledge aspect in the first cycle was 54.05% increased to 86.49% in the second cycle, the attitude aspect was 97.30% in the first cycle, and the skills aspect was 100% in the first cycle. With the guidance of the teacher, students have able to compile the chemmind map media according to Buzan's theory with 100% achievement in cycle I.
The Relationship of Achievement Motivation and Learning Interest with Student Learning Outcomes on The Topic Human Digestive System Luthfiana Gita Pramesti; Budi Utami; Baskoro Adi Prayitno
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.55477

Abstract

This study aims to determine the relationship between achievement motivation and interest in learning with class student learning outcomes on the topic of the human digestive sys­tem. This research uses quantitative correlation method. Sampling using proportional random sampling technique. Participants in this study amounted to 185 students. Data collection tech­niques used are questionnaires and tests. Questionnaire to measure achievement motivation, in­terest in learning and affective learning outcomes. The test is used to measure cognitive learning outcomes. The results of the test and questionnaire reliability test are indicated by Cronbach's Alpha r values of 0.954, 0.917, 0.946, and 0.757 and are said to be reliable. The data analysis used is correlation and regression analysis. The results of the study indicate that there is a positive and significant relationship between achievement motivation and student learning outcomes. There is a positive and significant relationship between interest and student learning outcomes. There is a correlation between achievement motivation and interest in learning together with student learn­ing outcomes on the topic of human digestion.
A Cultural Content Analysis in English Textbook “English on Target” for SMA/MA Grade X Nur Amalina Masturah; Muh .Asrori; Hefy Sulistyawati
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.55501

Abstract

This study was conducted to find out the representation of cultural content in English language textbook. The object of the research was an English textbook “English on Target” for SMA/MA grade X. The method used by this research was descriptive content analysis. Some underlying models proposed by Moran (2001) and Cortazzi and Jin (1999) were used as the main framework to analyze the textbook. The data were collected from all texts in reading exercises of the textbook. The analysis revealed two main facts. Firstly, dimension of product is dominant in the textbook followed by practices, persons, perspectives and communities. Secondly, most of those types of culture are presented in target culture followed by source culture, culture-free, and international culture. The result showed that the representation of culture indicated that there were some elements of cultural content lack of presentation in the textbook.
Teaching Education Program and Teaching Experience of Two EFL Teachers: A narrative Inquiry of English Teachers’ Identity Nainggolan, Bernard Richard
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.54189

Abstract

Previous personal beliefs about teaching, impressions with good teachers, and memories of good teachers might have contributed to motivating students to enroll in the teacher education program. The shape of teacher identity is influenced by students before teaching education programs. However, a question arises on how the teachers’ identity is formed during the teaching education program and how its shift remains to change in the context of teaching at school. My narratives and Puji's were used as the data to answer the research question. This study used the narrative inquiry, which used my narratives and my colleague’s being the primary sources of data. The theories selected, used as the framework, were the ‘Situated Learning’ and the ‘image-text teacher identity. Coding was done to narratives and fundamental concepts were generated. The fundamental concepts of the analyzed data are (1) teacher education program vs teaching experiences, (2) the importance of senior guidance in the learning community, (3) teacher relations as a weapon, (4) affects of a new identity. The findings also show what makes the teacher identity formation different both in the teacher education program and in teaching experience. My study also provides the recommendation for the next research and implications for teacher identity formation. 

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