Journal of Educational Analytics

The Contribution of Integrative Physics Textbooks in Higher Education and Their Impact on Islamic Education Goals

Dadi Cahyadi — 2024-11-26

This study examines the dominance of the modern scientific perspective in university science education, which often separates natural sciences from faith-based values. To bridge this gap, developing Physics textbooks that integrate a faith-based approach is crucial. The research explores how Physics textbooks can contribute to achieving Islamic educational goals in universities, employing a qualitative method including literature reviews and textbook analysis. The findings reveal that integrative Physics textbooks can significantly contribute to linking Physics concepts with Islamic values, creating a holistic learning approach. This study proposes a concept for integrative Physics teaching materials, incorporating the history of science and the philosophy of science, preparing students to master Physics and develop strong faith.

Validity of the Scientific Creativity Project Based Learning (SiPjBL) Model in physics learning to increase the scientific creativity of physics education undergraduate students in basic physics courses 1

Maimon Sumo — 2024-11-26

This research aims to describe the validity of the SiPjBL model reviewed from the aspects of model development needs and knowledge updates. The method used is development. The data collection technique is carried out by model validation and the research instrument is a model validation sheet containing statements referring to aspects of development needs and knowledge updates. Data analysis is carried out quantitatively by calculating the score on each component of each aspect of the model. The results of the study obtained an average score of 3.92 with a very valid category and the percentage of feasibility of the SiPjBL model reached 97%. Thus, the SiPjBL model is feasible to be implemented in the learning process in higher education.

Analysis of Teacher Pedagogical Competencies Using Digital Technology in Learning

Halimatus Sakdiah — 2024-11-26

Current technological developments expect teachers to be able to integrate digital technology into the learning process to improve the effectiveness and quality of education. This study aims to analyze the use of digital technology in learning. This research method is Descriptive and Quantitative use a questionnaire as an instrument. The population of this study was professional teacher education students at Malikussaleh University who were teachers as many 400 people drawn as a random sample. The study results showed that the pedagogical competence of prospective professional teachers was in the very high category in 91.352%, as many 30.83% of respondents chose to use video media as their teaching.

Optimizing Students' Critical Thinking Abilities through the Guided Inquiry Learning Model

Karin Cahyani — 2024-11-28

In many schools, students' critical thinking abilities are still relatively low, reflected in their difficulty in analyzing information in depth, constructing logical arguments, and solving problems effectively. This research aims to determine the extent to which applying the Guided Inquiry learning model can improve students' critical thinking abilities. The method used in this research is an experiment with a Nonequivalent Control Group Design. The population used in this research was class XI IPS students at SMAN 6 Tasikmalaya with 198 students, and the sampling technique used was purposive sampling, where the sample was determined based on student activities. Class XI IPS 3 was chosen as the experimental class, which applied the Guided Inquiry model, while class XI IPS 4 was used as the control class, which used the discovery learning model. The instrument used is a set of 22 essay questions. The research results show a significant difference in critical thinking skills between the experimental and control classes, indicating that implementing the Guided Inquiry learning model effectively improves students' critical thinking skills. Hopefully, this research will become a reference for developing more effective strategies and learning models in schools.

Influence of Knowledge Management on Organizational Performance at SD N Dasan Bengkel Lombok

Yang Yang — 2024-11-30

The quality of management highly influences the implementation of a particular educational institution, which further determines the success of its goals and outcomes. This research aims to investigate the influences of knowledge management on organizational performance at SDN Dasan Bengkel Lombok. A descriptive qualitative research method was employed, partial observation, interviews, and document analysis were used to collect the data from ten participants, including one principal and nine teachers. This study adopted Miles and Huberman's data analysis techniques commenced with data reduction, data display, and verification to analyze the data. The triangulation technique was employed to examine the validity of the data from the three data collection methods. The results demonstrated that knowledge management influences the performance of SDN Dasan Bengkel Lombok school organization, particularly in the aspects of decision-making, innovation in organization, teachers' abilities as members of the school organization, and students' learning outcomes. All the elements are spelt out in the other part of this study. The researcher recommends principals possess knowledge management skills for their school organization.

The Impact of Leadership Style on Teachers' Performance at SMP Al-Ikhlas Lombok

Yang Fan — 2024-11-30

This study examines the impact of the principal's leadership style on teachers' performance at SMP Al-Ikhlas Al-Islami Lombok using a mixed-method approach. Data were collected through interviews and questionnaires, with findings showing that the principal adopted a democratic leadership style, involving teachers in decision-making processes. However, statistical analysis revealed that the leadership style had no significant effect on teachers' performance, with only 1.3% of performance influenced by this variable (t-count = 0.631 < t-table = 2.03951, significance = 0.599 > 0.05). Despite this, interview results highlighted that encouraging teachers to work efficiently and effectively positively influenced their performance.