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INDONESIA
Jurnal Teknologi Pendidikan
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30263166     DOI : https://doi.org/10.47134/jtp
Core Subject : Education,
Education Other
Jurnal Teknologi Pendidikan (JTP) ISSN 3026-3166 is a scientific journal published by Indonesian Journal Publisher. JTP publishes four issues annually in the months of September, December, March, and June. This journal only accepts original scientific research works (not a review) that have not been published by other media. The focus and scope of Jurnal Teknologi Pendidikan include articles concerned with research, theory development, instructional methods, instructional strategy, instructional materials development, experiment, survey, and teacher development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
 1   2 
Peningkatan Partisipasi dan Penguasaan Vocabulary Siswa Kelas VII A SMP 1 Kabat Menggunakan Media Flashcard Anggun Nirmala Safitri; Anisatul Miunadiroh; Indri Astutik
Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i2.79

Abstract

In the primary school level, English is no longer a compulsory subject to be taught. In some schools, English is only a local subject. As a result, when students enter secondary school, they have very little knowledge of the English language. This is also the case in SMP 1 Kabat. Students' knowledge of English vocabulary is very low. Therefore, teaching vocabulary becomes crucial because vocabulary mastery is the foundation of learning the other four English language competencies. This research aims to enhance the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat using Flashcards as a media. This study employs the Class Action Research (CAR) method, consisting of two cycles, each with four stages: planning, acting, observing, and reflecting. Collaborative action research (CAR) is conducted, meaning students work together with the English teacher. The researcher collects data using tests, observations, and questionnaires. To analyze the data, the researcher uses both quantitative and qualitative descriptive analysis. Based on the research conducted, it was found that the percentage of student participation in the learning process in cycles 1 and 2 was 76.67% and 86.67%, respectively. As for the learning outcomes in the first cycle, it was 57%, which did not meet the passing target. However, in the second cycle, there was an increase to 80%, surpassing the minimum target of ≥75%. Based on the results obtained from the research, it can be concluded that the use of Flashcards as a media is highly effective in improving the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat.
Keselarasan Implementasi Pembelajaran Berdiferensiasi dengan Visi Pedagogis Ki Hajar Dewantara dalam Mewujudkan Merdeka Belajar Risvi Revita Yuli; Kukuh Munandar; Intan Maulidah Salma
Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i2.80

Abstract

The "Kurikulum Merdeka" is understood as the freedom of thought that must begin with the teacher, who plays a pivotal role in all educational activities. This is because no matter how ideal the curriculum is planned, if it is not followed by the teachers' ability to implement it, it will not have a significant impact on improving the quality of education. The research method used in this study is a literature review (library research). The researcher collects and analyzes various credible and relevant literature on the topic to provide explanations that are easier to understand. Based on the literature review, it is found that there is alignment between differentiated learning and the pedagogical vision of Ki Hajar Dewantara in achieving free learning. Therefore, it can be concluded that the implementation of differentiated learning is in line with Ki Hajar Dewantara's pedagogical vision, where both refer to education centered on learners and prioritize the inherent abilities as the core essence of learning freedom. With the implementation of differentiated learning, with teachers as guides, it is hoped that learners can truly be facilitated in their learning needs, making them individuals who are free and independent in developing their natural potential according to their inherent abilities.
Penerapan Problem Based Learning dengan Menerapkan Teknik Windows Shopping untuk Meningkatkan Motivasi Belajar M. Yusuf Yusa Rachman; Henri Fatkurochman; Mukhamad Juremi
Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i2.81

Abstract

Law No. 20 of 2003 defines education as a conscious and planned effort to create a learning environment that enables students to develop their spiritual, personality, intelligence, morals, and skills that are useful for themselves, society, the nation, and the state. Problem-Based Learning (PBL) is a teaching model that uses real-world problems as a context to teach critical thinking, problem-solving, and acquiring essential knowledge from the subject matter (Duch: Shoimin, 2014, p.30; Sudarman, 2005, p.69). PBL encourages students to learn actively and focus on applying knowledge in real situations. "Window shopping" is an activity in which students learn in groups to engage in discussions within their groups, and the results of these discussions are then shared with other groups. This means that students are not confined to their seats but are free to move around the classroom for discussions. This research was conducted in class XI-Science 4 at SMAN 2 Tanggul with 36 students, and questionnaires and surveys were used as instruments. In the first cycle, based on the observation results using a questionnaire, it was found that over 50% of the students had low learning motivation. Then, in the second cycle, the researcher applied the Window Shopping technique within the PBL syntax, and after this intervention, there was an improvement, with less than 50% of students having high learning motivation. In conclusion, implementing the Window Shopping technique within the PBL teaching model can enhance students' learning motivation.

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