Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran (JK) contains scientific articles from research in Education, Teaching and Learning which include : 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
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<![CDATA[Differences in the Effect of Offline, Blended, and Online Learning in Statistics Learning on Physical Education Students ]]>
<![CDATA[Emma Rumahlewang]]>;
<![CDATA[I Gede Ratnaya]]>;
<![CDATA[Johanna Matitaputty]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5705
<![CDATA[The purpose of this study was to analyze the difference in the effect of learning carried out face-to-face directly or offline, learning carried out offline, online and blended learning. The research method was a quantitative method with a design experiment. This research was conducted in Ambon city, Maluku-Indonesia. The population in this study amounted to 118 Physical Education Student Sampling was carried out randomly to obtain the number of samples using Slovin's formula: n=n/(1+ne2) = 74. Instrument used in this research is an essay test. The test scores from the two sessions were combined to get a total score of statistical learning outcome scores were analyzed using one-way ANOVA, but before being analyzed the scores were tested for requirements with homogeneity tests. The results of this study indicate that the learning carried out provides an overview of the different statistics learning outcomes based on the results of the F test with an F value of 7.131 and a p-value of 0.02. Based on the post-hoc follow-up test, it was found that the student taught by face-to-face or offline learning got better statistics learning outcomes than the students taught online, with a p-value of 0.02. Meanwhile, offline student statistics learning outcomes are not significantly better than student statistics learning outcomes taught using mixed methods or blended learning. Then, the statistics learning outcomes of students taught by mixed learning are not significantly better than online statistics learning outcomes. Thus, it can be said that learning that is carried out offline or face-to-face directly (Blended Learning) is still better and superior to learning that is carried out in Blended Learning and which is carried out online.]]>
<![CDATA[The Urgency of Blue Economy-Based Sustainable Development Education in Higher Education (Study Blue Economy Education in Probolinggo) ]]>
<![CDATA[Siti Marwiyah]]>;
<![CDATA[Nurul Jannah Lailatul Fitria]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5581
<![CDATA[This study aims to explain the urgency of blue economy education at the University of Probolinggo so that there are special materials related to the blue economy, both theory, practice, cooperation programs, and others to support the implementation of the blue economy. This research method uses a descriptive method with a qualitative approach. Informants are obtained from literature studies, namely research that uses various literatures, journals, books, research reports, and other references to answer and discuss topics. Other instruments in research use observation, interviews and documentation. The data analysis technique of this research is narrative analysis. The results of this study indicate that universities in Probolinggo as one of the educational institutions are currently faced with the challenge of how to prepare resources, namely equipping students with the ability to analyze, understand, and understand aspects of -multidimensional aspects of sustainable development issues, especially the blue economy program in Probolinggo. Educational reorientation can be considered as an effort to produce new generations of professionals in facing the transition period towards blue economy goals. So that it can be seen that it is important for universities to include blue economy education with various elements of knowledge, issues, skills, perspectives, and values that can be given to students at universities in Probolinggo.]]>
<![CDATA[Evaluation of the Professional Learning Community Program for Teachers in Indonesia ]]>
<![CDATA[Bernard Napitupulu]]>;
<![CDATA[Budi Wibawanta]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5573
<![CDATA[The purpose of this study is to evaluate the Professional Learning Community program (PLC) ABC school teachers in Indonesia. The research method used is program evaluation with a Context, Input, Process, and Product (CIPP) model with a qualitative approach. The subjects of this research are the academic head, PIC, and teachers. The locations of the subjects of this study were from various school areas in Indonesia, namely Lubuk Linggau, Cikarang, Makassar, and Manado. The instruments used were interview sheets, document study sheets, questionnaire questions, and audio-visual material usage sheets. The data analysis technique used is descriptive statistics and coding. The results of this study indicate that the implementation of the ABC School PLC is still running well and has succeeded in fostering cooperation in accordance with the PLC document. On the other hand, PLC has not succeeded in increasing teacher professionalism and collaboration. The discovery of the difference between cooperation and collaboration is a new discovery in this research. Considering the results of the evaluation using the CIPP model, the PLC program needs to be continued by implementing several improvements that need to be made.]]>
<![CDATA[Problem Identification of Learning Chinese Proverbs at Faculty of Teacher Training and Education Tanjungpura University ]]>
<![CDATA[Lily Thamrin]]>;
<![CDATA[Tjen Veronica]]>;
<![CDATA[Lusi Lusi]]>;
<![CDATA[Suhardi Suhardi]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5671
<![CDATA[This research aims to reveal some problems in learning Mandarin Chinese Proverbs in the Mandarin Language Education Study Program FKIP Tanjungpura University. The research method used in this research is qualitative descriptive study. Researchers use documentation techniques and interview techniques in gathering the necessary data. The documentation technique is used to collect data from non-human sources, which consists of learning curricula, textbooks, reference books in the library of mandarin language education programs FKIP UNTAN. The interview technique is done indirectly through Google forms and then analyzed descriptively. The results of the study indicate that the problem of learning Mandarin proverbs are related to the curriculum, teaching materials and students. The curriculum applied by the FKIP mandarin language study program in Tanjungpura University is in accordance with what was proclaimed by the government, namely the Curriculum Based Indonesian National Qualification Framework (KKNI)-based Higher Education Curriculum but in the translation of the available courses there is still not enough attention to the learning of Mandarin proverbs, because learning Mandarin proverbs is only an insert in the middle of learning another new vocabulary. The availability of teaching materials is still an obstacle in learning Mandarin Chinese proverbs because textbooks are still very dependent on grants from the Chinese government, so the available teaching materials are still very limited. The textbooks used in learning Mandarin proverbs explanations are also incomplete. From the viewpoint of students, they realize the importance of learning Mandarin proverb towards improving Mandarin language skills. 72.2% of students thought that by mastering Mandarin proverbs, it can indicate person's Mandarin language skills were already very high and 96.7% of students claimed to have difficulty in learning Mandarin proverbs.]]>
<![CDATA[Critical Reading of Tunjuk Ajar Melayu Texts Regarding Humanist Literacy as Conservation Teaching Materials Language Learning in the Millennial Era ]]>
<![CDATA[Asnawi Asnawi]]>;
<![CDATA[Ida Zulaeha]]>;
<![CDATA[Teguh Supriyanto]]>;
<![CDATA[Hari Bakti Mardikantoro]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Fauzul Etfita]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5368
<![CDATA[This study aims to describe the characteristics of teaching materials for critical reading of Tunjuk Ajar Melayu texts that link the humanist literacy desired by lecturers and students in Riau Province, Indonesia. This research is a qualitative approach with a descriptive method. The research data are in the form of questionnaires and interviews from research respondents. The respondents of this study involved lecturers and students in Riau Province. Data validation is done by triangulation of sources and methods. Furthermore, data analysis was carried out reflectively with the help of TagCrowd and AntCont. Based on the study that has been carried out, it is found that the characteristics of critical reading teaching materials desired by students and lecturers in Riau Province include, (1) teaching materials must be oriented towards humanist literacy activities, (2) use the Tunjuk Ajar Melayu text, (3) be oriented towards an attitude approach. and behavior (psychodidactic), (4) has material that is in accordance with the characteristics of Malay culture, (5) has language that is in line with the context of Malay language and culture, and (6) presentation uses Malay icons which are arranged in detail and systematically. The implications of the results of this study can be to construct and conserve critical reading learning and critical reading teaching materials for the Tunjuk Ajar Melayu text to create student understanding in understanding and integrating humanist values in everyday life. Humanist awareness is important to be formed in facing the challenges of language learning in the millennial era.]]>
<![CDATA[Teachers’ Performance Evaluation Instrument Designs in the Implementation of the New Learning Paradigm of the Merdeka Curriculum ]]>
<![CDATA[Kasman Kasman]]>;
<![CDATA[Siti Khodijah Lubis]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5674
<![CDATA[This research aims to design an instrument for evaluating teachers’ performance in the implementation of the new learning paradigm of the Merdeka Curriculum. This research employed a qualitative approach with a literature study method. This research data is secondary data collected through the exploration of sixty-four literary references from books and articles in nationally accredited and internationally reputable scientific journals. The data were analyzed by using Miles’ and Huberman’s interactive model, which includes data reduction, data presentation, and conclusion drawing/verification. The results of this study indicated that the design of the teacher performance evaluation instrument in the new learning paradigm of the Merdeka Curriculum take into account teachers’ planning, implementation and assessment of the learning. Lesson planning is evaluated based on the comprehensiveness of the components contained in the teaching modules composed by a teacher. The teaching module must contain indicators of general information and core components. The instrument utilized is a documentation review using a checklist sheet with a Guttman scale. The implementation of the learning is evaluated based on the teachers’ learning practices, using the indicators of the teachers’ skills in preliminary activities, core activities and closing activities. The instrument utilized in this case is an observation sheet in the form of a rubric with a 4-point Likert scale. The evaluation of the learning process is referred to as an assesssment, using the learning assessment indicators include diagnostic, formative, summative, and assessment principles and components. Teachers’ performance evaluation instruments designs in the implementation of the new learning paradigm of the Merdeka Curriculum was serve as a reference in conducting evaluations. Through performance evaluation, teachers’ competencies can be measured, learning obstacles can be identified, feedback on classroom needs can be provided, and opportunities for schools and teachers to develop themselves can be created.]]>
<![CDATA[Designing Cluster Development-based Entrepreneurial School Model in Tourism Sector for Vocational High School ]]>
<![CDATA[Sukardi Sukardi]]>;
<![CDATA[Wildan Wildan]]>;
<![CDATA[Muh. Fahrurrozi]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5652
<![CDATA[This study aimed at obtaining the design of an entrepreneurial school model for vocational high school based on an effective cluster development in tourism sector to strengthen the competitiveness of vocational high school graduates. This study applied research and development procedures and design based research (DBR) models which were integrated with constructivistic design principles. The procedures involve evaluation and determination of regional supremacy as a leading commodity / industry; development of design and product model for entrepreneurial school cluster-based model; and a reflection and experimental process to get the final product model. The collection of data on developing process was taken through in-depth interviews and focus group discussions (FGD) in schools, governments, industrial world groups, and other stakeholders. In addition, the questionnaire was also used to get the feasibility of the design by involving experts in the areas of tourism, economy, education, and development. The overall data were then analyzed qualitatively. The components of the entrepreneurial school model produced involve audience, content, procedures, and evaluations. The design produced learning outcomes, an integrated entrepreneurial curriculum, standardized documents and standard operational procedures, entrepreneurship school management modules. The expert analytical test shows that the overall design and product model are very good.]]>
<![CDATA[Adaptation and Validation of the Self-Efficacy Questionnaire for Children (SEQ-C) for Indonesian Orphanage Students ]]>
<![CDATA[Ghozali Rusyid Affandi]]>;
<![CDATA[Widyastuti Widyastuti]]>;
<![CDATA[Mohammad Faizal Amir]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5809
<![CDATA[This study aims to adapt the Self-Efficay Questionnaire for Children (SEQ-C) into Indonesian and analyze the quality of its psychometric properties. The adaptation model refers to the concept developed by Beaton with 5 (five) stages, including initial translation, synthesis of the translations, back translation, expert committee, and pre-final version testing. This research method used descriptive quantitative by adapting measuring instruments. This research was conducted offline and online on students who live in the Aisyiyah Orphanage in East Java and students who are cared for by their parents with an age range of 12-18 years (N = 187; Boys 16% and Girls 83%). This study used Self-Efficacy Questionnaire for Children (SEQ-C) instruments with data collection techniques using the SEQ-C scale. Data analysis using confirmatory factor analysis (CFA) and internal consistency reliability using JASP Version 16.0.0. The results of the CFA in model 2 show that there is a model fit (model fit) with the data, with a score of 2 = 169,999 (p = 0.421 > 0.05); RMSEA = 0.008 < 0.08; CFI = 0.999 > 0.9; TLI = 0.999 > 0.9; SRMR = 0.059 < 0.08 and has a loading factor > 0.4. Reliability test using internal consistency on each factor SEQ-C shows good results (including factors A, B, and C). SEQ-C, adapted into Indonesian, has met adequate validity and reliability to be used as a measuring tool for self-efficacy in students living in orphanages in Indonesia. However, it needs to be tested on students more generally, starting from elementary to high school.]]>
<![CDATA[Can High Order Thinking Thematic and Critical Thinking Skills Affect Student Learning Outcomes?: A Evidence in Elementary Schools in Grobogan Regency, Central Java ]]>
<![CDATA[Fanty Wahyu Nurvitasari]]>;
<![CDATA[Sukartono Sukartono]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5691
<![CDATA[This study aims to analyze the effect of applying thematic HOTS questions and critical thinking skills to the learning outcomes of fourth grade elementary school students in Grobogan Regency. The approach that used by the researcher is a quantitative approach, with an ex post facto model design. This study used a sample of 47 students, instruments in research not only used questionnaires and documentation, but also used validity and reliability tests. Normality and linearity tests are used as perquisite test. T-test is used as simple linear regression hypothesis test, meanwhile F test is used as multiple regression test. The results of this study indicated that; (1) The application of thematic HOTS questions proved to have a significant effect of 14.5% on learning outcomes. (2) Critical thinking skills had a significant effect of 22.9% on learning outcomes. (3) The application of thematic HOTS questions and critical thinking together had a significant effect of 0.33% on learning outcomes. This research implies is that the refraction of higher-order thinking and critical thinking must start from elementary school so that students can keep up with the changes in the 21st century, besides that teachers are also to prepare more creative and innovative teaching materials so that learning occurs that sharpens students to think at a higher level.]]>
<![CDATA[The Difficulties of Elementary School Teacher in Developing Thematic Learning Tools for the Merdeka Curriculum ]]>
<![CDATA[Galuh Anggita Damayanti]]>;
<![CDATA[Muhroji Muhroji]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5770
<![CDATA[This study aims to; (1) describe the understanding and readiness of teachers in developing learning instruments; (2) identify the difficulties and problems faced by teachers in the development of learning instrument; and (3) reveal the means made by teachers in overcoming the problems of developing thematic learning instrument for the Merdeka curriculum. The method in this study employed descriptive with a qualitative approach. The subjects were 12 homeroom teachers at SD N 1 Kaligentong and SD N 2 Jetis in Boyolali Regency, Central Java Province. The data collection techniques were using observation and interviews. The data were analyzed using an interactive model. The results of this study showed (1) teachers still lack an understanding of the development of thematic learning instrument that is in accordance with the regulation (2) the difficulties of teachers in compiling thematic learning instrument: developing essential competencies into HOTS indicators according to Bloom’s taxonomy, formulating learning objectives that contained ABCD components, the comprehensive application of the TPACK context in the learning material has not been maximized, determining learning strategies and methods that apply 21st century proficiency, limitations of IT-based media, creating questions that implement higher-order thinking skills (3) the means made by teachers to overcome the problems of developing thematic learning instrument for the Merdeka curriculum are by compiling together with the teacher working group, attending training, always trying to apply new strategies, and looking for references on the internet.]]>
