Adopting technology-based pedagogies for epistemic justice

Adopting culturally responsive technology-based pedagogies that recognize and accommodate students' diverse learning needs, styles, and experiences is crucial in challenging epistemic justice and improving learning outcomes. The objective was to explore how integrating an understanding of individual students' distinctive traits into developing technology-based pedagogies informed by students' different ways of knowing can increase learning outcomes. In this article, I discuss how adopting culturally responsive technologies in classrooms can redress epistemic injustice and improve learner outcomes by promoting student engagement, hands-on experiential learning, and culturally aware learning. The concept of epistemic justice inspires efforts to enhance learning environments and cultivate a sense of connection and community among students. The cases draw from my experience adopting the intervention and are presented within an analytical framework of culturally responsive technology-based pedagogies in selected hybrid and in-person media production courses.

This research is an application of animation media that has been developed previously. The purpose of this study is to look at the effect of flash-based animation media that has been developed on improving learning outcomes in Chemistry Learning Outcomes Evaluation courses, and see the percent increase in student learning outcomes As a sample, the 2016 students consisted of 2 classes as an experimental class and a control class in the chemistry department at Unimed. After a normality test and a homogeneity test, the hypothesis is tested using a t test, and an increase in learning outcomes using a normalized gain test. From the results of the study obtained average pre-test learning outcomes in the experimental group and in the control group of 31.6 and 33.5. While the average post-test learning outcomes in the experimental group (79.5) and in the control group (75.0). From the average value, it can be seen that students who are taught by using the animation media developed by FLAS, have a higher average value compared to students who are taught without using media. While the gain of an increase in student learning outcomes in the experimental class by 70.6% and an increase in the increase in student learning outcomes in the control class by 63.4%. So it was concluded that flash-based animation media is good to be used in learning the Chemistry Learning Outcomes Evaluation course.

<p><em>This study aims to determine the increase in learning outcomes in online learning through learning video media assisted by quiziz educational games. This research is a classroom action research with 29 students of class V SDN Adiwerna 01 as the research subjects. This research was conducted in 2 cycles, each cycle of 2 meetings. Each meeting consists of 4 stages, namely planning, implementing, observing and reflecting. The implementation of the research stages is slightly different from classroom learning because learning is carried out separately or students are in their respective homes. Based on the results of the research, in the first cycle, the average student learning outcomes were 72.07 with 72% student completeness success, still below the 85% success indicator. Whereas in cycle II the average student learning outcomes were 82, 07 and the completeness success increased to 93% in this case it was more than the 85% achievement indicator. So from cycle I and cycle II there was an increase in student learning outcomes. So, in this study it can be concluded that using video learning media assisted by quiziz educational games can improve student learning outcomes in online learning science subjects human digestive organs material.</em></p>

This research aims to describe the steps for implementing the project based learning (PjBL) learning model in improving learning outcomes, knowing the increase in learning outcomes. The type of this research is classroom action research (PTK) which is carried out in two cycles. This research was carried out at SD Negeri 33 Mataram with the research subjects being grade 1 students at SD Negeri 33 Mataram with a total of 28 children as subjects. Data collection techniques use test techniques. The data analysis used is quantitative descriptive. The research results show that there is an increase in learning outcomes through the application of the Project Based Learning learning model for grade 1 students at SD Negeri 33 Mataram. This is evidenced by the increase in student learning outcomes with the average student learning outcomes in the initial condition being 55 with 10 students (36%) experiencing an increase in cycle 1 with an average student score of 67 with 17 students (60%) and in cycle 2 The average student score is 82 with the number of students completing as many as 25 or (89%) students completing.

This study aims to determine the increase in science learning outcomes (IPA) in the material of plant parts using a contextual approach (CTL) in class IV students at SD Negeri 30 Sumpang Bita. The research subjects were all 10 grade IV students consisting of 6 male students and 4 female students. This research is a classroom action research by applying the Contextual Teaching and Learning (CTL) approach as an effort to improve science learning outcomes for fourth semester students of SDN 30 Sumpang Bita, Balocci District, Pangkep Regency. Research activities planned as much as 2 cycles. Each cycle of procedures or steps to be carried out consists of 4 main activity components, namely planning, action, observation, and reflection. As for the results of this study, there was an increase in learning outcomes and student activity. It can be seen that there was an increase in learning outcomes for material parts of plants, from an average grade of 60 in the initial conditions, up to 78 in Cycle I, then in Cycle II, it rose to 80 (performance indicator of 80 has been reached). So it can be concluded that learning using the CTL approach can improve learning outcomes and activity in students IV IV SD Negeri 30 Sumpang Bita

Research-based on data on the low student learning outcomes. Internal and external factors cause little learning outcomes. Previous research has concluded that valid and practical E-learning media will streamline the learning process. Research focuses on one of the external factors that cause low learning outcomes. E-learning media is an external factor that is the focus of research. This study aims to analyze the E-learning media on learning outcomes. The analysis results will provide an overview of E-learning media's influence on improving learning outcomes. The increase in learning outcomes in the form of post-test scores on E-learning media is carried out. This research is an experimental study with a randomized control-group post-test only design, where the research subjects were students majoring in automotive engineering. Samples were taken randomly using data collection in data test for student learning outcomes in the Automotive Engineering Department, Faculty of Engineering, UNP. The collected learning outcome test data were analyzed according to the data analysis process, and the results were tested to examine E-learning media's effect on improving student learning outcomes. The test results showed an increase in learning outcomes by 25.33%. The research concludes that E-learning media has no significant impact on learning outcomes.

This research aims to improve learning outcomes by using powerpoint learning media of class V students in SDN 265 Bandungkulon. This research is a class action research (PTK) that is qualitative descriptive by using a qualitative approach that is reinforced by a quantitative approach, by taking the background of SDN 265 Bandungkulon. The subject of this research is the students of class V/C SDN 265 Bandungkulon, while the object of this research is to improve the learning outcomes of learners by using powerpoint learning media on thematic learning of class V theme 1 Subtheme 3. This research was conducted in three cycles and through four stages. includes: planning, implementation, observation, and reflection. Data were obtained through observation, learning implementation, live tests and documentation. The results of this study show that the application of powerpoint learning media can improve the learning outcomes of learners. The improvement of learners' learning outcomes can be measured from the evaluation of cycle I, cycle II and cycle III. Seen the increase in learning outcomes of learners from cycle I to cycle III who have met the learning achievement, namely in cycle I by 41.37% (12 learners), in cycle II by 62.06% (18 learners) and in cycle III by 79.31%(23 learners). The results of research in SDN 265 Bandungkulon have been achieved well, that is, there is an increase in learners' learning outcomes with the application of powerpoint learning media.

This study aims to improve learning outcomes and social attitudes of second grade students in the odd semester of the 2017/2018 academic year through the application of a collaborative learning model in the content of Civics lessons. This research was conducted in two learning cycles. The learning model used in this study is a collaborative learning model. The object of research is social attitudes and student learning outcomes. To measure students' social attitudes, observational guidelines were used. To measure student learning outcomes used test learning outcomes. The data analysis used in this research is descriptive analysis. The results of data analysis showed that: 1) The application of the collaborative learning model can improve the learning outcomes of class II SD Negeri 1 Tumbu. There was an increase in student learning outcomes of Civics from the first cycle of 73.91 to the second cycle of 86.96 this indicates an increase in learning outcomes of Civics learning content of 17.65%. 2) The application of the collaborative learning model can improve the social attitudes of the second grade students of SD Negeri 1 Tumbu. The average value of students' social attitudes increased from 66.09 in the first cycle with the medium category to 80.96 in the second cycle with the high category. This indicates an increase in students' social attitudes by 22.50%. Learning outcomes in learning will be better if before carrying out the learning process prepare the required learning tools carefully and planned in advance in order to achieve the desired learning objectives.

This research is motivated by the low science learning outcomes of fifth grade students of SD Negeri 27 Pekanbaru. This can be seen from 1) the learning outcomes obtained by students are not optimal, this can be seen from the report card scores, especially in science subjects, most of the students have not reached the specified minimum completeness criteria (KKM), 2) students seem difficult to understand the material presented delivered by the teacher in class and students rarely answer the questions given by the teacher. This study aims to improve science learning outcomes in fifth grade students of SD Negeri 27 Pekanbaru. The subjects of this study were fifth grade students of SD Negeri 27 Pekanbaru with a total of 30 students. The form of research is classroom action research. The research instrument consisted of learning outcomes instruments and data collection instruments in the form of observation sheets for teacher activities and student activities. Based on the results of the analysis and discussion, it can be concluded that the application of the Discovery learning method in online learning can improve learning outcomes in science lessons for fifth grade students at SD Negeri 27 Pekanbaru. This success is evidenced by an increase in learning outcomes before taking action to cycle I and cycle II. Before taking action, student learning outcomes were classified as "Not Good" with a percentage of 40%, there was an increase in the first cycle to 53.3% with the criteria "Not Good". While student learning outcomes in cycle II also increased reaching 86.7% in the "Good" category, this proves that the application of the Discovery Learning Method in online learning can improve science learning outcomes for fifth grade students at SD Negeri 27 Pekanbaru.

The process of implementing mathematics learning in schools often experiences obstacles, including students lacking participation in the learning process so the learning outcomes of mathematics are still low. The purpose of this study was to improve students 'mathematics learning outcomes by using Think Pair Share Cooperative Learning Models in Class VIII Waratsatul Anbiya Islamic Boarding School Solok City. The type of research carried out was PTK in two cycles. Data collection is done by learning achievement tests. Data were analyzed using descriptive analysis. The results showed an increase in learning outcomes. Improved learning outcomes in this study that is equal to 83.33% of students have completed learning at the end of the second cycle. One of the factors that led to an increase in student learning outcomes by using the Think Pair Share type of cooperative learning model is that students begin to be active and are seen to be serious about students in learning. So, it can be concluded that the application of the Think Pair Share type of cooperative learning models can improve student learning outcomes in mathematics.

This study aims to determine the increase in learning outcomes and student activeness in Simulation and Digital Communication subjects through the Problem Based Learning learning model for class X PFPT A at SMK Negeri 1 Cimahi. This research is a classroom action research model developed by Kemmis and Mc Taggart. The subjects of this study were students of class X PFPT A Odd semester of the 2019/2020 academic year with a total of 36 students. This study consisted of two cycles. Data collection techniques in this study used observation, learning outcomes tests, and documentation. The data analysis technique used is descriptive qualitative analysis. The results showed that the application of the Problem Based Learning (PBL) learning model in Simulation and Digital Communication subjects could improve learning outcomes and activeness of class X PFPT A students at SMK N 1 Cimahi. This can be seen from the increase in student learning outcomes in each cycle. In the first cycle, the class average value of students' knowledge learning outcomes was 74.73 and in the second cycle increased to 79.64. The learning outcomes of students' skills in cycle I were 80.30, increasing in cycle II to 84.44. PBL model can also increase student activeness, in the first cycle the average percentage of student learning activeness is 67.59%. In the second cycle, the average percentage of student learning activeness was 78.30%.

The application of traditional learning methods has not shown a significant increase in learning outcomes in terms of critical thinking, scientific attitudes and communication skills. Students need innovative learning that can improve learning outcomes. The purpose of this study was to measure the increase in student learning outcomes between before and after implementing the project-based learning model (PjB).This research is a quantitative study with a quasi-experimental design. The number of respondents was 36 students of the fifth semester of the Jambi University Public Health Sciences Study Program. The instrument used is an assessment sheet before (pre-test) and an assessment sheet after (post-test) the experiment. Measurement of improvement in learning outcomes includes aspects of critical thinking, scientific attitude and communication skills. Data collection was carried out twice in the pre-test and post-test. Data processing using statistical software. Data analysis was carried out through the univariate and bivariate analysis stages using the T test. The results showed that there were differences in student learning outcomes between before and after applying the project-based learning model (PjB) on aspects of communication skills, critical thinking and learning achievement. The application of project-based learning contributes to improving student learning outcomes who are able to think critically, have a scientific attitude and are skilled in communication. So it is recommended that every subject in higher education use this learning method which makes students actively involved in complex learning processes.

The guided inquiry learning model is a learning model that can make students more active in learning activities where students work together with their group friends to find answers to the problems given. This hyperlink-based PowerPoint media can attract students' attention where in this media we can show by clicking on the slide we want and in this media we can also show some learning videos that can attract students' attention in learning. This study aims to: (1) To find out whether the increase in student learning outcomes taught by guided inquiry learning models and hyperlink-based PowerPoint media is higher than the increase in student learning outcomes taught by conventional models and hyperlink-based PowerPoint media. (2) To determine student responses to the guided inquiry learning model and hyperlink-based PowerPoint media. This study involved an experimental class and a control class. From the posttest results, the average value of the experimental class students' learning outcomes was 86.07 and the control class was 76.78. From the results of N-gain, the percentage increase in learning outcomes for the experimental class is 81.06% and the control class is 68.18%. Based on the calculated value of N-gain, the increase in learning outcomes taught using the guided inquiry model and hyperlink-based PowerPoint media was higher than the increase in student learning outcomes taught using the conventional model and hyperlink-based PowerPoint media. Student responses to the guided inquiry learning model and hyperlink-based PowerPoint media on electrolyte and nonelectrolyte solutions have a percentage of 80.76% and are categorized as good.

Abstract
 The problem in this study is the mastery of the underhand passing technique which is not optimal. This is because when performing the underhand passing technique the two arms are not tight and straight as required to perform the correct underpassing technique. This study aims to try out the volleyball passing modification method which is expected to improve student learning outcomes. Learning volleyball passing is expected to increase the maximum completeness criteria (KKM). This research is a Classroom Action Research (CAR). This research was conducted in two cycles, each cycle consisting of planning, implementation, action, observation, and reflection. The subjects of this research were 20 students of Class IX at SMP Negeri 2 Muara Bungo.
 Data on the results of learning to pass volleyball in class IX students were obtained through performance tests, observation sheets used to collect data on student activities in participating in the learning process of passing volleyball with the media wall. The results of the study showed that the results of learning to pass volleyball using wall media for Class IX students at SMP Negeri 2 Muara Bungo can improve learning outcomes so that they can achieve KKM scores. The increase in student learning outcomes for Class IX students at SMP Negeri 2 Muara Bungo can be seen from the significant increase from cycle I to cycle II. This can be seen from the increase in learning outcomes from cycle I to cycle II. In cycle I 60% in the complete category the number of students who completed was 12 students. In cycle II there was an increase in students in the complete category of 90% with the number of students who completed being 18 students.
 Keywords: Passing, Volleyball, wall media, Grade IX students

ABSTRAKThis study aimed to determine the effectiveness of the application of the MASTER learning model on improving student learning outcomes about solids pressure at SMP Negeri 3 Paloh. The form of this study is a quasi-experimental research design with a nonequivalent control group design. The study sample was class VIII A students, totaling 15 students who were taken using a non-probability sampling technique. The increase in student learning outcomes was measured using an essay test instrument by comparing the results of the pretest before using the learning model and the posttest which was carried out after using the learning model. The average increase in the learning outcomes of experimental class students before being given treatment (pretest) was 10.33 and the average result after treatment (posttest) was 84.67. The results of the t' statistic test, obtained sig 0.000 <0.005, which means H0 is accepted and HI is rejected. It shows that there are differences in the effect of the MASTER learning model and conventional learning models on student learning outcomes on pressure material. The effectiveness of the application of the MASTER learning model on the ability to understand concepts better than the conventional learning model for class VIII SMPN 3 Paloh students showed that the MASTER learning model to improve student learning outcomes was 1.75 with a high category. The application of the MASTER learning model can improve learning outcomes better than conventional learning models. The application of the MASTER learning model can be used as an alternative in improving student learning outcomes on other materials as well. KeywordsLearning OutcomesMASTER Modelsolid Subtance Pressure