Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan

Analisis Kebutuhan Pengembangan Media Interaktif Menggunakan Adobe Animate

2023-01-17T02:25:01+00:00

Saat proses perkuliahan terlihat mahasiswa kesulitan memahami materi perkuliahan karena konten IPA khususnya Konsep Dasar biologi sarat dengan konsep dan prinsip abstrak. Kecenderungan proses dalam belajar IPA yang abstrak dapat mengakibatkan sulitnya mahasiswa dalam memahami materi pembelajaran. Konsep sains abstrak yang dikemukakan secara verbal belum sepenuhnya bisa dicerna oleh mahasiswa (Ismiyanti, 2020). Media pembelajaran yang digunakan sebelumnya yaitu hanya berupa power poin yang belum interaktif dan belum mengoptimalkan kemampuan mahasiswa. Penggunaan media pembelajaran yang kurang relevan terhadap materi pembelajaran dapat mengakibatkan proses pembelajaran menjadi kurang efektif sehingga mahasiswa tidak dapat memahami materi pembelajaran secara menyeluruh, menyebabkan kualitas pembelajaran menjadi rendah dan pembelajaran menjadi membosankan. Tujuan riset ini yaitu menganalisis kebutuhan pengembangan media interaktif dengan memakai adobe animate. Dalam proses mengumpulkan data untuk analisis kebutuhan pengembangan media interaktif menggunakan adobe animate digunakan kuesioner dan wawancara dengan metode penelitian kuantitatif. Subjek pada penelitian ini yaitu mahasiswa PGSD semester 1 TA 2022/2023. Analisis kebutuhan mahasiswa dilakukan melalui aktivitas wawancara, dan pemberian kuesioner. Pada kuesioner ini terdapat pernyataan dan pertanyaan yang berkaitan dengan kebutuhan mahasiswa terhadap media interaktif menggunakan adobe animate. Hasil penelitian didapatkan penggunaan media pembelajaran interaktif menggunakan Adobe Animate sangat dibutuhkan.

Capturing Secondary English Teachers' Teaching Style in the 21st Century: A Case Study at one Secondary School

2023-01-13T01:55:38+00:00

The demand of teaching in the 21st century has centered on the four Cs, critical thinking, creativity, collaboration and communication. How English teachers become aware of these characteristics and adapt their teaching styles to this demand needs to be researched. Therefore, this study aimed to (1) investigate the types of two English teachers teaching styles and (2) find out whether the teaching styles are still relevant to the 21st century teaching. This study employed a qualitative case study with descriptive data analysis. The study was conducted in one secondary school in Cimahi with two English teachers as participants. Two techniques were used in obtaining the data: 1) classroom observation, and 2) teachers’ interviews. Data were analysed in the lense of teaching style types from Grasha (1996), then juxtapose with the characteristics of learning in 21st century. The findings showed that T1 applied formal authority teaching style, while T2 implemented personal model category. T2 is more adaptable to the challenges of English teaching in 21st century by facilitating the students to be more critical in thinking, discussing current learning issues, helping the students using learning media proficiently and solving learning problems by collaborating and co-creating in real and virtual world

EFL Teachers’ Preference Teaching Styles: An Interpretative Study

2023-01-13T01:25:57+00:00

Teaching style refers to teacher-student interaction, teachers' quality and behavior, classroom management, teaching media, planning subject matter, and teacher's action that affect the effectiveness of the teaching-learning process. Since there is still little research discussing EFL teaching styles in higher education, this study aims to find the EFL teachers' preferred teaching styles in one of Indonesia's universities. This study implemented a basic interpretative study with four EFL teachers as participants who have different teaching experiences. The study results showed that the participants act six out of ten teaching styles provided in the research instrument. Then, the participants prefer the facilitator style in their daily teaching activities. In brief, the participants did some teaching styles, but most of the time, the facilitator style was their typical teaching style.

Meningkatkan Kemampuan Berpikir Kritis dan Kreatif Matematis serta Literasi Digital Siswa melalui Model Blended-Comprehensive Mathematics Instruction Berbantuan Geogebra

2023-01-13T03:16:33+00:00

Kemampuan berpikir secara kritis dan kreatif sangat diperlukan dalam kehidupan, demikian pula dengan literasi digital sangat berperan dalam memberikan kontribusi pada masyarakat. Model comprehensive mathematics instruction (CMI) telah terbukti mampu meningkatkan kemampuan mathematical thinking siswa, sehingga model CMI diduga dapat meningkatkan kemampuan berpikir kritis dan kreatif matematis siswa. Geogebra merupakan salah satu platform pembelajaran yang dapat memberikan visualisasi yang baik, sehingga geogebra diduga akan meningkatkan literasi digital siswa. Pembelajaran blended dapaat menjadi solusi dalam meningkatkan literasi digital siswa. Model blended-CMI berbantuan Geogebra diduga dapat memberikan dampak positif pada peningkatan literasi digital siswa. Penelitian ini bertujuan untuk mengetahui apakah peningkatan kemampuan berpikir kritis dan kreatif matematis siswa yang menggunakan model blended-CMI berbantuan Geogebra lebih baik dari pada siswa yang menggunakan model PBM, serta untuk mengetahui bagaimana peningkatan literasi digital siswa setelah memperoleh pembelajaran model blended-CMI berbantuan Geogebra. Hasil penelitian menunjukkan bahwa model Blended–CMI berbantuan Geogebra mampu meningkatkan kemampuan berpikir kritis dan kreatif matematis serta berdampak positif paada peningkatan literasi digital siswa.

The Online Mini Thesis Supervision: Students’ Perception

2022-12-15T03:14:34+00:00

In the current COVID-19 era, teaching and learning process is mostly conducted through online. On the point of that, this situation effects the practice of mini thesis writing supervision. Based on the research background, this research is aimed at finding out students’ perception of the implementation of online mini thesis writing supervision. The questionnaire format used in this research is adopted from Kintama, Larasati, and Yuliana (2021). Limitation of this research was on choosing five criteria. The criteria were students’ readiness, types of supervising session, students’ understanding, internet facilities readiness, application used during online supervising session, and duration of students’ mini thesis revision. The questionnaire was distributed to 32 students of English Education program who deal with mini thesis supervising session. The data were collected by distributing questionnaire to the participants using google form. Descriptive qualitative was used to analyze and present the data. The results showed that the students get positive responses towards the implementation of online supervising session.

Hybrid Culture in Indonesian EFL Textbooks: Policies and Pedagogical Implications

2022-12-14T08:05:34+00:00

Hybrid Culture is a new term which reflects the diversity and complexity of the world culture existing today. The term hybrid culture refers to the mixture of several kinds of culture blended or integrated into one new culture which has the characteristics of the old and new culture it represents. In the context of EFL learning in Indonesia, many EFL textbooks do not really cover the hybridity of the culture which creates the pedagogical implications in the future of education. The majority of the textbooks either focus on the local or target culture. They do not emphasize the importance of the students to understand that culture is not single-handedly original in its nature but consists of many external factors. This study attempts to examine such a phenomenon. The data were taken from 3 (three) local EFL textbooks used in some high schools in Indonesia. The researcher uses the Content Analysis method with the cultural content evaluation by Byram and Morgan (1994) and Kilickaya (2004). They proposed a qualitative evaluation checklist with a list of criteria for examining the extent and methods of how culture is presented. There are nine categories from the checklist, namely- social identity and social groups, social interaction, belief and behavior, socio-political institutions, socialization and the life-cycle, national history, national geography, national cultural heritage, stereotypes and national identity (Byram & Morgan, 1994). Then the results were compared and it was found that the textbooks do not clearly represent the hybrid culture in their content.

Korelasi Kecepatan Dan Kelincahan Terhadap Keterampilan Dribbling Futsal

2023-02-10T13:02:57+00:00

Penelitian ini bertujuan untuk mengetahui korelasi antara kecepatan dengan keterampilan dribbling pada permainan futsal, penelitian ini menggunakan metode deskriptif dengan studi korelasional. Populasi yang digunakan adalah klub ekstrakurikluer futsal dan sampel yang ambil sebanyak 30 orang atlet. Instrumen yang digunakan dalam penelitian ini yaitu pengukuran kecepatan menggunakan tes lari 40 meter), pengukuran kelincahan menggunakan illinois agiliti run, dan tes dribbling. Berdasarkan hasil pengolahan data yang dilakukan secara manual dan dengan bantuan software SPSS 20, dapat ditarik kesimpulan bahwa terdapat hubungan yang signifikan sebesar 0.858 dan memiliki interpretasi nilai koefisien korelasi bahwa kecepatan memiliki hubungan positif yang sangat kuat terhadap ketrampilan dribbling futsal dan memiliki kontribusi sebesar 70%. Terdapat hubungan yang signifikan sebesar 0.953 dan memiliki interpretasi nilai koefisien korelasi bahwa kelincahan memiliki hubungan positif yang sangat kuat terhadap ketrampilan dribbling futsal dan memiliki kontribusi 85,4%. Terdapat hubungan yang signifikan sebesar 0.965 dan memiliki interpretasi nilai koefisien korelasi bahwa kecepatan dan kelincahan memiliki korelasi positif terhadap ketrampilan dribbling futsal dan memiliki kontribusi sebesar 88,5%. Kesimpulannya adalah terdapat korelasi yang signifikan antara kecepatan, kelincahan dengan keterampilan dribbling pada permainan futsal

The Improving Students' Reading Comprehension by Using Kahoot!

2023-01-30T06:29:22+00:00

The purpose of this study is to discover the process of using Kahoot! to improve student's reading comprehension, the improvement of students' reading comprehension after teaching with Kahoot!, and how students respond to the Kahoot! application. The researcher employed a classroom action research design (CAR), and data was gathered through the use of a test, questionnaire, and observation sheets. The outcome revealed that there was a positive response after the action was carried out. Following the action, 66,7% of students strongly agreed that Kahoot! could improve reading comprehension and 53,3% agreed that Kahoot! was effective in learning English. Furthermore, the students' mean pre-test score was 64, and 4 (26,7%) were able to pass the KKM. The mean score of post-test 1 was 69,3, and the percentage of students who passed the KKM was 6 (40%). The mean score of post-test 2 was 74,2, and the percentage of students who passed the KKM was 8 (53,3%). The mean score of post-test 3 was 78,3 and the class percentage of students who passed the KKM was 13 (87%). It can be concluded that Kahoot! is a suitable medium for use in high school, particularly for improving students' reading comprehension.

Flipping ESP Classrooms in Hybrid Environment

2023-01-17T14:54:31+00:00

The use of flipped learning in ESP (English for Specific Purposes) classes may have not been frequently portrayed. This recent study attempts to depict the implementation of a flipped learning model applied in an English for Management course. A single qualitative case study was applied. One lecturer of the English for Management course was involved in this study. The data were obtained using interviews and observations. The findings revealed that the flipped learning in the ESP class is realized in the following steps: 1) distributing materials and tasks to students, 2) providing guidance for students to discuss the materials and tasks, 3) assessing students with tests or quizzes, and 4) providing reinforcement for students in face-to-face meetings. The lecturer admitted that she encountered some challenges using flipped classrooms in ESP classes: the issues of bandwidth, students’ readiness, the lecturer's need for non-authentic materials, and the institution's policy on curriculum and facilities. Potential research in investigating ESP students’ perceptions of the use of flipped learning is strongly advised.