Andragogi: Jurnal Pendidikan dan Pembelajaran

Meningkatkan Softskill Siswa Melalui Model Pembelajaran Project Based Learning dalam Pembelajaran Tematik di Madrasah Ibtidaiyah

2024-08-20T14:10:28+00:00

The students’ low levels of creativity and critical thinking skills are significant issues that need to be addressed in the face of the rapidly developing modern era. Therefore, an appropriate learning model is required to enhance students’ creativity and critical thinking skills over time. This study focuses on the problem related to the Project-Based Learning model and students’ soft skills. The study aims to determine how the Project-Based Learning model is applied in thematic learning and its effect on the soft skills of fifth-grade students at MI Manbaul Huda. This study employs a pre-experimental research design, specifically the pretest-posttest one-group design, with a population of 27 fifth-grade students. The sample used was saturated, and it included all 27 students. To assess the students’ creativity and critical thinking skills, the research involved administering a test in the form of essays consisting of 10 questions that had been tested for validity and reliability. Hypothesis testing in this study was conducted using a t-test. The results of the hypothesis testing indicated a significance value of 0.000. Since the significance value is less than 0.05, it can be concluded that "there is a significant influence of the application of the Project-Based Learning model in thematic learning on the soft skills of fifth-grade students at MI Manbaul Huda."

Investigating The Relationship Between Teacher Self-Efficacy and Student Achievement

2024-08-21T01:23:37+00:00

In the context of teaching, teacher self-efficacy can significantly impact teaching practices, classroom management strategies, and, ultimately, student learning outcomes. As the educational landscape continues to change rapidly, teachers must prioritize their professional development to meet the diverse needs of their students and ensure their success in the digital age. This study aims to analyze the relationship between teacher self-efficacy and student learning outcomes, teachers, and significant findings or patterns between the two, and compare the results with similar studies from previous studies. A qualitative descriptive method was used in this investigation, using a case study type. Qualitative descriptive analysis techniques were used for the data analysis process involving 38 teachers, madrasah principals, and K.K.M. Prigen Pasuruan administrators. The results of this study found 1. A positive correlation between teacher self-efficacy and student learning outcomes which highlights the importance of supporting teachers in developing confidence in their self-efficacy. 2. Implications for differences in levels of self-efficacy in various teacher demographic groups such as age, gender, teaching experience, and educational background. 3. Addressing gaps through appropriate interventions and support systems such as appropriate policies, infrastructure and teaching facilities can help strengthen the relationship between teacher independence and student learning outcomes, leading to more effective educational practices and policies in madrasahs and beyond.

Tingkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Biologi dengan Kombinasi Model Inkuiri Terbimbing dan Numbered Heads Together

2024-08-21T02:04:35+00:00

The results of observations and interviews with Biology teachers of class X3 MA Maarif Sukorejo showed that the current learning method is not effective in improving critical thinking skills and students’ cognitive learning outcomes. This study applies a guided inquiry model combined with Numbered Heads Together (N.H.T.) to improve this. This classroom action research was conducted in two cycles, each with three meetings. The subjects of the study were all students of class X3. Critical thinking ability data were collected through descriptive tests while learning outcomes included end-of-cycle tests (cognitive) and psychomotor skill observations. The study's findings showed a significant increase in critical thinking skills and students’ learning outcomes. In cycle I, the average percentage of critical thinking skills was 78.67%, increasing to 85.43% in cycle II. The classical completeness of cognitive learning outcomes increased from 59.52% in cycle I to 85.71% in cycle II. Psychomotor completeness also increased from 61.90% (sufficient) in cycle I to 76.19% (good) in cycle II. The combination of guided inquiry and N.H.T. models has proven effective in training students’ thinking and psychomotor skills, especially at the investigation and communication stages of results.

Optimizing the Management of the Tahfidz Learning Program at NU Islamic Elementary School: Instilling Qur'anic Values from an Early Age

2024-08-20T16:27:28+00:00

The tahfidz learning program requires strict and systematic management. This is in order to achieve the goals that have been set. Tahfidz learning management can also be used to improve students' literacy competence. With the tahfidz program students will learn to read and memorize which will certainly affect student learning. This study aims to explain and analyze how the management of the tahfidz learning program at the Nahdlatul Ulama Sekaran Islamic Elementary School. Then also to find out what are the supporting and inhibiting factors in implementing the program. The method used to examine this is a qualitative method with a case study approach. The data collection used is by means of observation, interviews and documentation. Data analysis was carried out by using the Miles and Hubberman model in the form of data collection, data reduction, data exposure and drawing conclusions. The results showed 1) the management of the tahfidz learning program includes: a) planning to set goals, b) implementation by selecting the right people to carry out and c) evaluation to solve problems that arise. 2) Obstacles encountered were a) student discipline in memorizing, b) stability of student abilities and an unequal ratio of teachers. While things that support are a) good management, b) high will and support from parents so that the program can run optimally.

Kepemimpinan Kepala Sekolah sebagai Motivator: Upaya Meningkatkan Kinerja Guru

2024-08-21T15:41:09+00:00

This research was conducted at S.M.A.N. 1 Gondang using qualitative research methods and a case study approach. Research subjects included school principals, deputy principals for curriculum, and teachers. Data was collected through observation, interviews, and documentation, and data analysis was performed using the triangulation method. This research aims to identify the role of the principal as a motivator and strategies used to improve teacher performance at S.M.A.N. 1 Gondang. Apart from that, this research also aims to understand how this role can influence the quality of teaching and the effectiveness of learning in schools. The research results show that the principal acts as a motivator by making himself part of the school's " big family " as a nurturing figure like anyone else. old, as well as taking approaches both directly and indirectly. The strategies implemented to improve teacher performance include: 1) developing discipline, which is the main key to achieving success; 2) participation in training, as a continuous effort to improve the quality of individual teachers; 3) providing motivation, which functions as a stimulus to work enthusiastically; 4) giving awards, as a form of appreciation for teachers with good performance; and 5) creating programs that support improving the quality of teacher performance.

Effect of Gamification-Based Teaching on Junior Secondary School Student's Academic Performance in Mathematics in Kwara State

2024-09-06T22:21:03+00:00

Gamification is a cutting-edge pedagogical approach to addressing student social behaviour, motivation, and academic performance in the classroom, particularly in subjects that are perceived to be difficult such as mathematics where there was a perceived failure. Hence, this study investigated the effect of gamification-based teaching on junior secondary school student’s academic performance in mathematics in Kwara State. The study adopted a quasi-experimental pretest-posttest, non-equivalent group design. The population was all junior secondary students in Kwara State while the target population were all junior secondary students in J.S.S. 2 in Kwara-North Senatorial district. A purposive sampling technique was used to select two junior secondary schools based on the availability of computer laboratories. A total of 122 students (experimental group 64; control group 58) were involved. Three instruments were used for data collection. Split-half was used to test the reliability of the instruments and coefficients of .89 were obtained Data collected were analyzed using descriptive and inferential statistics at 0.05 level of significance. The study revealed that; gamification-based teaching had a significant effect on the experimental group (F (1,54) = 1.826; p< 0.05) and female students in the experimental group significantly performed better than male students after the treatment. This study concluded that the use of gamification-based teaching in mathematics enhanced teaching-learning effectiveness in mathematics. The study, therefore, recommended among others, that mathematics teachers should use gamification in teaching mathematics to reduce the level of abstractness associated with teaching-learning of mathematics.