Untuk menghasilkan siswa yang baik, guru perlu fokus pada beberapa parameter dan strategi. Berdasarkan hasil penelusuran, faktor-faktor berikut ini dapat diidentifikasi sebagai hal yang penting untuk pengajaran yang efektif:
Kemampuan Guru Menyusun RPP
Hasil penelitian oleh Septiawan dkk. (2023) menunjukkan bahwa kesiapan teknologi siswa terhadap gamifikasi ERP dapat meningkatkan hasil belajar mereka dalam lingkungan pembelajaran online. Sebagian besar siswa yang menggunakan gamifikasi ERP memiliki indeks kesiapan teknologi yang sedang, menunjukkan adopsi teknologi yang kuat. Siswa umumnya memiliki karakter penjelajah dengan minat yang tinggi dalam mempelajari gamifikasi ERP. Para pionir memiliki kemauan yang tinggi untuk mengadopsi gamifikasi ERP, sedangkan skeptis membutuhkan contoh nyata dari manfaat penggunaan ERP dalam pembelajaran. Penelitian ini bisa menjadi tolak ukur dalam pengembangan media pembelajaran berbasis teknologi yang sesuai dengan karakteristik siswa di perguruan tinggi.
Pendidik dapat menggunakan hasil penelitian ini untuk menyesuaikan metode dan sumber daya pengajaran mereka dengan lebih baik, sehingga bisa meningkatkan hasil belajar siswa dalam gamifikasi ERP.
In online learning, students often experience problems related to the use of technology. One of them is enterprise resource planning (ERP) technology. Therefore, this study aimed to analyze the technology readiness index (TRI) to measure the extent to which students’ readiness for ERP gamification. This research targets students who use ERP gamification during management information systems and accounting information systems courses. The technique of determining the sample is using a census. So that all the population is used as a sample of 153 students in Indonesia, then analyzed using TRI. Through TRI analysis using SEM PLS, most students studying ERP gamification have a medium readiness index. The findings of this research showed that students are very close to technology, so they have a strong adoption of technology. Most students have an explorer character where they are enthusiastic and have high curiosity about learning ERP gamification. Pioneers who need a little encouragement from external parties to adopt ERP gamification. However, typical skeptics should be given a concrete example of the benefits of using ERP in learning. This research is also a benchmark for developing technology-based learning media according to the characteristics of students who are intended for technology in higher education.
Technology readiness in enterprise resource planning gamification to improve student learning outcomes
Budi Septiawan, Ayatulloh Michael Musyaffi, Martin Quinn, Ifa Ratifah
Kemampuan Mengajar
Penelitian yang dipublikasikan di journal Education and Learning (Edulearn) oleh Suratmi dan Sopandi (2022) mengungkapkan bahwa pengetahuan, keterampilan, dan sikap guru dalam mengembangkan kemampuan berpikir kritis sangat penting untuk melatih kemampuan berpikir dasar siswa di sekolah dasar. Studi ini melibatkan 366 guru di 23 provinsi Indonesia dan menggunakan kuesioner dengan skala Likert untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa pengetahuan, keterampilan, dan sikap guru dalam mengembangkan berpikir kritis pada siswa sekolah dasar dinilai baik. Namun, penelitian ini hanya menjelaskan tentang pengetahuan, keterampilan, dan sikap guru dalam mengembangkan kemampuan berpikir kritis sebagai dasar dalam pelaksanaan pembelajaran di sekolah dasar. Penerapan pembelajaran berpikir kritis oleh guru sekolah dasar dapat menjadi subjek penelitian lebih lanjut.
Knowledge, skills, and attitudes of teachers in developing critical thinking skills are very much needed to train students’ basic thinking skills. This descriptive quantitative study described the knowledge, skills, and attitudes of teachers in developing critical thinking skills in elementary school students. The data collection employed a questionnaire with a Likert scale. The questionnaire was distributed online using Google Form during teacher professional development training. Respondents in this study were 366 elementary school teachers spread across 23 provinces in Indonesia. The data obtained were analyzed descriptively and quantitatively. The results of this study indicated the knowledge, skills, and attitudes of teachers in developing critical thinking in elementary school students are a good category. Description knowledge, skills, and attitudes of a good teacher impact the designed learning process. However, this study only described teachers’ knowledge, skills, and attitudes in developing critical thinking skills, which the basis for implementing learning in elementary schools. The application of critical thinking learning by elementary school teachers can be used for further research.
Knowledge, skills, and attitudes of teachers in training critical thinking of elementary school students
Suratmi Suratmi, Wahyu Sopandi
Peningkatan Pencapaian Siswa
Penelitian oleh Manishimwe dkk. (2022) menginvestigasi penggunaan pembelajaran berbasis inkuiri (IBL) dengan model pembelajaran 5E (Engage, Explore, Explain, Elaborate, dan Evaluate) dalam mata pelajaran biologi di Rwanda. Penelitian ini dilakukan pada 231 siswa sekolah menengah melalui pendekatan kuasi-eksperimental dengan pre-test dan post-test. Hasil penelitian menunjukkan bahwa siswa yang menerima pembelajaran dengan IBL memiliki nilai rata-rata post-test yang lebih tinggi daripada siswa yang menggunakan metode pengajaran konvensional. Analisis statistik juga mengkonfirmasi perbedaan yang signifikan antara kedua kelompok. Dengan demikian, penelitian ini merekomendasikan penggunaan IBL berdasarkan model pembelajaran 5E dalam mengatasi masalah kinerja yang buruk dalam mata pelajaran biologi di tingkat sekolah. Hal ini diharapkan dapat membantu siswa sekolah menengah di Rwanda dalam belajar biologi dan meningkatkan prestasi akademik mereka.
Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology.
Enhancing students’ achievement in biology using inquiry-based learning in Rwanda
Henriette Manishimwe, William Aino Shivoga, Venuste Nsengimana
Adanya Perubahan Perilaku Siswa
Penelitian oleh Xiao dkk. (2023) mengeksplorasi bagaimana guru taman kanak-kanak di Tiongkok membentuk perilaku berbagi anak dengan mempertimbangkan peran gender tradisional. Studi yang dilakukan di taman kanak-kanak negeri di Provinsi Hebei, Tiongkok, menemukan bahwa guru mengembangkan kesadaran berbagi anak laki-laki dan perempuan melalui strategi yang berorientasi pada orang lain dan memunculkan praktik berbagi melalui strategi yang berorientasi pada manfaat dan pembentukan kebiasaan. Namun, perlakuan yang berbeda terhadap anak laki-laki dan perempuan dapat diamati dalam beberapa hal, yang mengindikasikan adanya bias gender yang tidak kentara dalam membentuk perilaku berbagi anak.
Chinese boys and girls manifest distinct sharing behavior compared with children of other nationalities following different cross-national pathways. Undoubtedly, the Chinese traditional culture projects distinct expectations of female and male roles. Kindergarten teachers are responsible for delivering cultural norm knowledge to children and shaping their behaviors and beliefs. This study aims to provide an insight into how kindergarten teachers cultivate preschoolers’ sharing behavior considering the traditional gender-role culture in China. This study adopted the multiple case study approach and involved six participants working in a Chinese public provincial kindergarten in Hebei Province. The data collection techniques used comprise semi-structured interviews and document analysis. This study’s findings showed teachers develop both boys’ and girls’ sharing awareness through an other-oriented strategy. They also elicit sharing practices through benefits-oriented and habits-forming strategies. However, different treatments of boys and girls could be observed in some respects. These findings demonstrate that children’s sharing behaviors are shaped through the same strategy with a subtle gender bias. They further imply that the gender-role knowledge of Chinese kindergarten teachers impacts how they cultivate preschoolers’ sharing behavior.
Teaching strategies for cultivating preschoolers’ sharing behavior based on gender roles in Chinese culture
Yu Xiao, Maizura Yasin, Nor Aniza Ahmad, Norzihani Saharuddin
Adanya Kemajuan Mengajar
Penggunaan intervensi yang melibatkan tablet untuk mengajarkan keterampilan pra-penambahan pada anak-anak dengan autisme terbukti efektif. Dalam penelitiannya Kahveci dkk. (2023), anak-anak tersebut menggunakan tablet dan aplikasi pendidikan digital untuk belajar mencocokkan gambar visual dengan ekspresi matematika. Hasilnya menunjukkan bahwa intervensi yang dimediasi oleh tablet adalah alat yang berharga untuk mengajarkan keterampilan pra-penjumlahan kepada anak-anak dengan autisme. Pendekatan ini memungkinkan anak-anak dengan autisme untuk memanfaatkan platform pembelajaran baru dan belajar dengan efektif di berbagai bidang pembelajaran, termasuk matematika. Selain itu, intervensi yang dimediasi oleh tablet juga dapat disesuaikan dengan kebutuhan dan preferensi individu, membuatnya menjadi alat yang serbaguna dan mudah beradaptasi. Namun, penelitian di masa depan perlu mempelajari efek jangka panjang dari intervensi ini pada anak-anak dengan autisme dan juga mengeksplorasi potensi manfaat dari mengombinasikannya dengan aplikasi pendidikan lainnya.
Nowadays, tablets and their applications are part of the children’s daily lives. These digital educational activities can become a potent educational tool for efficient and effective in neurotypical as well as children with autism spectrum disorder (ASD). Tablets and their applications allow children to take advantage of new learning platforms and effectively learning through activities in learning domains, such as mathematics. In the present study representational-abstract sequencing instruction in the form of explicit instruction used with the help of mobile technologies. The aim of this study is to match the semi-concrete visual drawings with the correct abstract mathematical pre-addition expressions. Findings suggest using a tablet mediated intervention is effective teaching to match the semi-concrete visual drawing with the correct abstract mathematical expression. Implications for practice and future research are discussed.
Using a tablet-mediated intervention for teaching pre-addition skills to children with autism
Gül Kahveci, Nergüz Bulut Serin, Osman Akkus
Penggunaan Metode Pengajaran yang Efektif
Tambak dkk. (2023) menemukan bahwa penggunaan pembelajaran berbasis masalah (PBL) oleh guru madrasah aliyah atau sekolah menengah atas berhubungan dengan peningkatan kompetensi sosial mereka dalam pendidikan. Peningkatan penggunaan PBL dalam pembelajaran dapat mempengaruhi kompetensi sosial guru madrasah secara positif, terkait dengan keterlibatan siswa dan pengajaran dalam pembelajaran. Namun, tanggapan siswa terhadap praktik pembelajaran pendidikan agama Islam juga dapat memoderasi hubungan antara PBL dan kompetensi sosial guru madrasah. Secara keseluruhan, penelitian ini menunjukkan bahwa PBL memiliki peran penting dalam memperkuat kompetensi sosial guru madrasah dalam mengajar pendidikan agama Islam.
Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of PBL in learning can favorably affect the social competence of madrasa teachers. PBL is positively associated with student involvement and teaching in learning among the madrasa teacher social competency subscales. However, according to data analysis, students’ favorable responses to Islamic religious education learning practices can moderate the link between PBL and the social competency of madrasa instructors. This study has significance for the PBL model’s growth in strengthening the social competency of madrasa teachers learning Islamic religious education.
Problem-based learning methods: Is it effective for developing madrasa teacher social competence in teaching?
Syahraini Tambak, Siti Marwiyah, Desi Sukenti, Ilyas Husti, Zamsiswaya Zamsiswaya
Dengan berfokus pada parameter dan kualitas ini, guru dapat menciptakan lingkungan belajar yang efektif dan menarik yang mendorong keberhasilan siswa.
Redaksi: I. Busthomi