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INDONESIA
Cakrawala Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 24428620     DOI : -
Core Subject : Education,
Education
Cakrawala Pendidikan (CP) merupakan jurnal ilmiah kependidikan. Jurnal ini menerbitkan berbagai artikel tentang kajian ilmiah dan hasil penelitian pendidikan baik dalam pengertian luas (pendidikan secara umum) maupun khusus (menunjuk pada bidang-bidang studi tertentu). Pemuatan suatu artikel diharapkan dapat memberikan kontribusi pada pengembangan konsep keilmuan dan aplikasinya atau pada pemahaman pendidikan di Indonesia. Jurnal CP terbit tiga kali dalam satu tahun, yaitu edisi Februari, Juni, dan November, diterbitkan oleh LPPMP Universitas Negeri Yogyakarta
Arjuna Subject : -
Articles 22 Documents
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Search results for , issue "Vol 41, No 2 (2022): Cakrawala Pendidikan (June 2022)" : 22 Documents clear
Issues and solutions on inventive problems-solving skills (IPSS) in invention course Tee Tze Kiong; Nuraliah Abd Nasir; Nurulwahida Azid; Mimi Mohaffyza Mohamad; Wu Ming Chang; Charanjit Kaur Swaran Singh
Jurnal Cakrawala Pendidikan Vol 41, No 2 (2022): Cakrawala Pendidikan (June 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i2.43499

Abstract

Problem solving skills are the ability to solve problems in an effective way without any impediments. The purpose of this study is to identify the importance and issues on root cause identification for the problem among students and teachers of Invention’s course. This research applied mixed-method comprising quantitative and qualitative approaches. A total of 133 students and 30 teachers of Invention were involved in the survey at the secondary school in Johor. A survey questionnaire and semi-structured interviews were applied in this research. The results of t-test revealed that there was no significant difference on the importance [t (133) = -2.915; p = .194, (p .05)] and issues [t (133) = .142; p = .09, (p .05)] for gender. Next, two-way ANOVA test showed that the level of importance (F (30) = 2.874, p = .061) and issues (F (30) = 6.846, p = .112) of the skills did not depends on the gender of the teacher and teaching experiences. Majority teachers support the application of the Theory of Inventive Problem-Solving Skills using Function Analysis for root cause identification (TRIZ). Thus, the development of self-learning module is proposed as teaching material to facilitate the application of the skills for the Invention course.
Online learning satisfaction in higher education: what are the determining factors? Sri Suhandiah; Fendy Suhariadi; Praptini Yulianti; Ratna Wardani; Yurilla Endah Muliatie
Jurnal Cakrawala Pendidikan Vol 41, No 2 (2022): Cakrawala Pendidikan (June 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i2.35724

Abstract

Covid-19 pandemic crisis has required the implementation of comprehensive online learning in Indonesia, including in the higher education institutions. Changes in the conventional way of face-to-face learning to online one provide both positive and negative responses, which will affect student learning satisfaction. This research aims to determine student satisfaction with the online learning which is associated with perceived technological complexity, student learning experience, online learning readiness, and presence of lecturers in online learning activities. This research employed a quantitative approach. Data were collected utlizing a google online questionnaire distributed through a network of lecturers. The samples were 439 students from state and private higher education institutions spreading across eight islands in Indonesia. Statistical analysis utilized the Structural Equation Model (SEM) in Stata 15. The results show that online learning satisfaction is positively influenced by student experience, online learning readiness, and the presence of lecturers in online learning. Moreover, online learning readiness can mediate student experience and online learning satisfaction but unable to mediate technology complexity and online learning satisfaction. These findings add to the literature on online learning satisfaction and provide direction for the solution of problems on online learning satisfaction. The proposed suggestion to higher education institutions is to encourage the development of online-based collaborative models and to provide a continuous experience for students.

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