<p>Realitas perilaku anak-anak dan remaja masa kini sudah dipengaruhi oleh internet. Lingkungan keluarga dan sekolah dituntut kondusif agar anak-anak dan remaja menggunakan internet secara positif terutama untuk pembelajaran. Penelitian ini bertujuan untuk mengetahui:1) perilaku siswa dalam menggunakan internet; 2) peran orangtua dan guru dalam membangun internet sebagai sumber pembelajaran; dan 3) faktor-faktor yang berhubungan dengan intensitas penggunaan internet untuk pembelajaran. Penelitian ini menggunan pendekatan kuantitatif. Hasil deskripsi data dan uji korelasi diketahui bahwa semua siswa setiap hari menggunakan internet, dengan rata-rata lebih dari dua jam. Penggunaan internet untuk keperluan pembelajaran cukup tinggi. Tingginya penggunaan internet untuk pembelajaran tersebut dipengaruhi oleh tingginya kepedulian orangtua dalam membimbing anaknya belajar dan mengontrol penggunaan internet, tingginya intensitas guru menggunakan internet untuk pembelajaran, tingkat pendidikan orangtua terutama ibu, serta intensitas membaca buku pelajaran. Menggunakan media sosial, bermain game online, menggunakan internet walaupun intensitasnya tinggi tetapi tidak berhubungan dengan penggunaan internet untuk pembelajaran. Implikasinya bahwa para orangtua dan guru dituntut lebih peduli terhadap pembelajaran, terutama memanfaatkan internet untuk mendukung keberhasilan pembelajaran.</p>
One of the obstacles of learning English Language as a Foreign Language is the limitation of practicing media. Social media has many contents and facilities which can be used for practicing English. The aim of this study is to find out students’ intensity of using English-language social media content. The study was conducted by quantitative approach and survey method among the Senior High School students in Jakarta, Indonesia. Data analysis shows that as students’ intensity who used English-language social media content is low. Students’ perception of English skill in reading and writing is good, while students’ perception of listening and speaking is still low. The intensity of using English-language social media content is positively and significantly related to students' perceptions of their ability to speak English including reading, writing, listening and speaking aspects. Hence, social media is needed to be learning media for learning English language as a Foreign Language in Indonesia.
<p>The present study was to the degree of agricultural extension agents’ competency, the dominant factors influence their competency, and also to formulate the model for developing the competency of agricultural extension agents. The study used explanatory research method on 170 agricultural extension agents who work within paddy farmers area (Karawang) and within vegetable farmers area (Garut). Samples from paddy farmers area were taken by using random sampling technique, while those from vegetable farmers area were taken by using census method. Then a data verification was conducted toward 206 farmers who were the clients of the agricultural extension agents. Data collection was conducted during February to April 2009. Data were analyzed using descriptive technique and path analysis. The result of the study showed that the extent of media utilization and the agricultural extension agents’ competency tended to be at a low level. Several dominant factors influenced their their competences.<br />Keyword: agricultural extension agents, mass media, programmed media, environmental media, competencies</p>
Purpose of the study: to find out: 1) basic literacy skills (ability to read, write and count) elementary school early grades students; (2) quality of textbooks in aspects of content, presentation, language, and graphic design; and (3) The significance of the relationship between the quality of textbooks and students' basic literacy skills.Methodology: This research uses a quantitative approach with a survey method. It was conducted in eight provinces in Indonesia. The sampling technique used stratified random sampling, 805 teachers. Data collection used a questionnaire for elementary school teachers who teach in low grades. The data analysis used descriptive statistics and correlation analysis.Main Findings: It was found that there are still relatively many early grades elementary school students who are not fluent in reading, writing, and arithmetic. These students' basic literacy skills have a significant and positive relationship with the quality of textbooks in the aspects of substance, presentation, language, and graphic design.Applications of this study: To improve basic literacy skills (reading, writing, and arithmetic) in early grades elementary school students, it is also necessary to improve the quality of textbooks in the aspects of substance/Content, presentation, language, and graphic design.Novelty/Originality of this study: It was found that there is a significant and positive relationship between basic literacy skills (reading, writing, and arithmetic) of early grades elementary school students and the quality of the textbooks they used both in terms of substance/Content, presentation, language, and graphic design.
The occurrence of disasters in certain areas resulted in drastic changes in the lives of the affected communities. It also has an impact on learning process which may not work properly. Damage to learning infrastructure, loss of student interest and motivation, and limited human resources after a disaster may be the factors that determine how quickly the community can rise up and recover from this situation. This study aims to create an adaptive post-disaster learning model that can be used to maintain the learning process optimally. The study employed qualitative research method with a research and development model. Observation activities, semi-structured interviews, and focus group discussions were conducted on a group of respondents consistent with the characteristics of the study. The results show that the post-disaster learning model should focus on existing resources in evacuee camps (local wisdom). This learning model can be achieved through optimizing existing teaching materials in the affected areas or by carrying out social fun activities while maintaining the achievement of learner's competence in certain subjects. Thus, this study provides an initial framework for explaining a suitable learning model that can be used in disaster-stricken areas.
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