This research aimed to demonstrate the existence of innovation in an evaluation model that is called the Description-Input-Verification-Action-Yack-Analysis-Nominate-Actualization (DIVAYANA) model as an evaluation model for the implementation of information technology-based learning at ICT vocational schools. This model can be used to determine the recommendation priority given to policy-makers to make decisions to optimize the implementation of information technology-based learning at the ICT vocational schools. This research was included in development research, with development stages that follow the Borg and Gall model design, which only focused on five stages. The five stages, included: research and information collecting, planning, develop preliminary form of product, preliminary field test, and main product revision. The subjects who were involved in the preliminary field test of the DIVAYANA model were 14 teachers from several ICT vocational schools in Bali. Determination of the research subject used purposive sampling technique. The reason for using this sampling technique is to make it easier to find subjects who understand and have critical thinking about the evaluation model. This research was carried out at ICT vocational schools in five districts in Bali province. The reason for choosing a research place at ICT vocational school is to show valid evidence that the DIVAYANA evaluation model is suitable for evaluating the information technology-based learning process at the level of vocational school. The data collection tools in the preliminary field test were questionnaires. The analysis technique that was used to analyze the quantitative data from the preliminary field test in this research was quantitative descriptive. The result of this research was in the form of effectiveness percentage level of the DIVAYANA model was 88.571%, so that this model was able to be categorized as an evaluation model that effective for information technology-based learning at ICT vocational schools.
This research aimed to develop 21st Century skill learning tools through the application of the concept of independent learning curriculum for independent vocational campus, as the implementation of the policy for independent learning towards an independent campus by the Ministry of Education and Culture in 2020. This research was conducted using the research and development method with steps of defining, designing, developing, and disseminating. To determine the feasibility of the learning device’s result, a validation was carried out using the Gregory formula by using two fields’ experts, namely learning technology experts and vocational education experts. Furthermore, improvements were made from the results in the form of suggestions and input from experts. The results showed that the learning device for the independent learning curriculum concept course was declared valid and applicable. Therefore, it was very feasible to be used to support the implementation of courses that supported the independent learning policy for independent campus.
The study aims at determining the effect of know-want-learn learning method and self-assessment of learning independence. The research activities were conducted in the form of quasi-experimental using 2x2 factorial design. The study population was XI grade students of all majors in Singaraja vocational middle secondary school, totaling 282 people. The sample was taken using random sampling, namely students of product service, fashion and hospitality on 124 people. Research data of learning independence scores were collected using a questionnaire. Data were analyzed using two-way analysis of variance. The analysis results showed that (a) towards the students who were given self-assessment. The learning independence of students who take learning with the KWL method were higher than students who take learning with conventional methods, (b) towards the students who were given peer assessment, learning independence of students who take learning the KWL method was no different from students who take learning with conventional methods, and (c) there was an effect of the interaction between the KWL learning method and self assessment on learning independence.
AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh persepsi siswa pada mata pelajaran biologi, ekspektasi karir, dan regulasi diri terhadap hasil belajar biologi. Penelitian ini adalah penelitian ex-post facto dengan pendekatan jalur. Variabel eksogenus dalam penelitian ini adalah persepsi siswa pada mata pelajaran biologi dan ekspektasi karir, sedangkan variabel endogenusnya adalah regulasi diri dan hasil belajar biologi. Penelitian ini dilakukan di SMA Laboratorium Undiksha Singaraja pada siswa kelas X MIA dengan besar sampel 43 orang siswa. Data persepsi siswa pada mata pelajaran biologi, ekspektasi karir, dan regulasi diri dikumpulkan dengan angket, sedangkan data hasil belajar diperoleh dari nilai ulangan harian dan penilaian akhir semester. Data dianalisis dengan analisis jalur (pathway analysis). Hasil penelitian menunjukkan bahwa: 1) ada pengaruh yang signifikan persepsi siswa pada mata pelajaran biologi terhadap regulasi diri, 2) ada pengaruh yang signifikan ekspektasi karir terhadap regulasi diri 3) ada pengaruh langsung persepsi siswa pada mata pelajaran biologi terhadap hasil belajar biologi 4) ada pengaruh langsung ekspektasi karir terhadap hasil belajar biologi 5) ada pengaruh tidak langsung persepsi siswa terhadap hasil belajar biologi melalui regulasi diri, dan 6) ada pengaruh tidak langsung ekspektasi karir terhadap hasil belajar biologi melalui regulasi diri. Dengan demikian dapat disimpulkan bahwa peningkatan hasil belajar biologi dapat diupayakan dengan peningkatan persepsi siswa, ekspektasi karir, dan regulasi diri.Kata kunci: ekspektasi karir, hasil belajar biologi, regulasi diri, persepsi AbstractThis study aims to determine the effect of students' perceptions on biology subjects, career expectations and self-regulation towards biology learning outcomes. This research was an ex-post facto with pathway approach. Exogenous variables in this study were students' perceptions on biology subjects and career expectations, while endogenous variables were self-regulation and biology learning outcomes. This research was conducted at SMA Laboratorium Undiksha Singaraja in X Grade Natural Science students with total sample were 43 students. The data in this study were collected using student perception questionnaires on biology subjects, career expectations, and self-regulation. While learning outcomes data was collected from tests and final test. Data was analyzed by pathway analysis. The result show 1) there are effects of students 'perception on biology subject toward self-regulation, 2) there are effects of career expectation toward self-regulation, 3) there are direct effects of students' perception on biology subject toward biology learning outcomes, 4) there are direct effects of career expectations toward biology learning outcomes, 5) there are indirect effects of students' perception on biology subject toward biology learning outcomes through self-regulation, and 6) there are indirect effects of career expectations toward biology learning outcomes through self-regulation. So it can be conclude that the improvement of biology learning outcomes can be pursue from increase of student perception , carrer expectation, and self-regulation.Keywords : career expectations, learning outcomes, self-regulation, studens’ perception
In response to the demands of the twenty-first century to educate human resources to compete in a global environment, learner autonomy and the ability to think creatively are two crucial aspects for students in vocational education. It is in response to the fact that teachers change their teaching methods to be more creative. It became one of the main reasons for conducting research on the effect of blended learning in online learning with self-assessment on learner autonomy and creative thinking skill. This study used a quasi-experimental design in the form of a pretest-posttest control group design. The total number of students in this study was 70, with 36 in the experimental group and 34 in the control group. Data collection was achieved by the use of tests and questionnaires. A test instrument in the form of a description of 10 questions was used to assess critical thinking skills, and a questionnaire instrument with 30 statements was utilized to assess learner autonomy. Quantitative descriptive analysis and inferential statistical analysis were employed as data analysis methods and techniques. The manova data analysis technique was applied in this study, and the outcomes were 0.00 < 0.05. According to the findings of the study, blended learning with self-assessment had a partial or simultaneous effect on learner autonomy and creative thinking. However, the students’ creative thinking skill in clothing design was the most influential variable. As a result, self-assessment-assisted blended learning became a learning recommendation for increasing learner autonomy and creative thinking skill.
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