Junior High School In Yogyakarta Research Articles

Integration of Multiple Intelligences Theory in Project-Based Learning, How It Impacts on Students' Critical Thinking and Mathematical Communication Skills?

In this study, we aim to assess the effectiveness of Project-Based Learning (PjBL) based on Multiple Intelligences (MI) theory on students' critical thinking and mathematical communication skills. This research is a quasi-experiment using non-equivalent (pre-test and post-test) control-group design. The population in this study were VIII grade students in a public junior high school in Yogyakarta and two sample classes were selected based on recommendations from teachers and had mathematical abilities that could be considered equal. The experimental class applied PjBL based on MI theory and the control class applied PjBL learning. Data collection was conducted using a test instrument in the form of description questions. This instrument is valid and reliable. Learning is said to be effective if: (1) the mean test score of critical thinking and communication skills is at least 70 (from a score range of 0-100); (2) the mean of post-test of critical thinking and communication skills is higher than the mean of pre-test; (3) the mean final score of students' critical thinking and mathematical communication skills in the experimental class is higher than the control class. Data analysis used one-sample t-test, paired-sample t-test, and T2 Hotteling test. The results of the study using the significance level α = 5% showed that (1) PjBL learning based on MI theory is effective in terms of students' critical thinking and mathematical communication skills; (2) PjBL based on MI theory learning is more effective than PjBL learning in terms of communication, but not more effective in terms of critical thinking skills. Although the data from the sample showed the acquisition of mean scores and the increase in the mean value of critical thinking learning in PjBL based on MI theory was better than PjBL learning in terms of critical thinking skill, but statistically both did not show a significant difference.

Designing a PMRI Electronic Pocketbook for Enhanced Algebra Conceptual Understanding and Learning Interest in Junior High School Students

This study aims to produce PMRI (the Indonesian version of realistic mathematics education) electronic pocketbooks oriented to the ability to understand concepts and student learning interests with algebra material for seventh-grade students that meet the criteria of valid, practical, effective, and feasible to use in the learning process. This research is development research using the ADDIE development model, namely analysis, design, development, implementation, and evaluation. The research subjects were 32 students of class VII E, conducted at one of Junior High School in Yogyakarta. Data collection techniques are tests and questionnaires. The results showed that the media met the valid criteria with a very valid category, met the practical criteria with a very practical category, and effective criteria with a very effective category. It can be concluded that the PMRI electronic pocketbook oriented to the concept of understanding the ability and learning interests of junior high school students meets the criteria of valid, practical, effective, and feasible to use for learning. Thus, PMRI electronic pocketbook could potentially revolutionize math education by catering to individual learning styles, fostering deeper understanding, and enhancing overall academic performance among junior high school students.

DEVELOPMENT OF GEOMETRY MOBILE LEARNING TO ENHANCE STUDENTS' MATHEMATICS LEARNING INTEREST

The development research aims to produce a mobile learning application for geometry to enhance students' interest in learning mathematics. The product encompasses solid geometry materials for 7th-grade junior high school students. The development process follows the ADDIE model: Analyze, Design, Development, Implementation, and Evaluation. The product underwent testing with 7th-grade students at a junior high school in Yogyakarta. Data collection instruments included a questionnaire on students' interest in learning mathematics, a product validation sheet, teacher and student assessment sheets, and an observation sheet on the feasibility of the learning process. These instruments were utilized to measure the validity, effectiveness, and practicality of the developed product. The research findings indicate that: (1) The developed mobile learning application for geometry is presented using Creative Problem Solving syntax, complemented with features such as liveworksheets, Geogebra, instructional videos, Quizizz, and Google Forms, facilitating the enhancement of mathematical creativity. (2) The developed product is declared valid based on the validation results obtained from two media experts and two content experts, with an average Aiken index reaching 0.94 out of the maximum score of 1, categorizing it as "High." The product is assessed as practical based on teacher assessment at 96.55%, student assessment at 71.28%, and an average learning process implementation percentage of 85.83%. The product is also deemed effective due to a significant increase in the variable of students' interest in learning mathematics. Thus, the developed geometry mobile learning application meets the criteria of validity, practicality, and effectiveness.

Teachers’ Perception of Differentiated Instruction for Slow Learner in Inclusive School Yogyakarta

This present study aims to find out the teachers’ perception and practice about the implementation of Differentiated Instruction (DI) in English-as-a-foreign-language (EFL) teaching to students with Slow Learner (SL) in inclusive school. This study employed a descriptive qualitative method conducted at Junior high school in Yogyakarta, Indonesia, by selecting two English teachers as participants. The data were collected through observation, interview and document. The findings revealed that the teachers do not fully comprehend the concept of DI, especially in the analysis of student learning profiles, even though socialization regarding differentiated learning has already been given by the government. The challenges that teachers encountered were the insufficient training on how to identify and accommodate the needs of slow learner students, who constitute a large proportion of their classes. In concussion, the English teachers have already had the basic concept of differentiated learning, but have not been able to implement it effectively in practice.

Relationship Between Big Five Personalities and Habit of Memorizing The Qur'an on Mathematics Learning Achievement through Mediator of Self-Regulated Learning

This study aims to determine the influence of the Big Five personalities and the habit of memorizing the Quran through self-regulated learning mediators on mathematics learning achievement. Next, examine the effect of exogenous variables on endogenous variables directly or indirectly. This study uses a quantitative approach, the measuring tools used are the big five personality scale, the habit of memorizing the Qur'an, self-regulated learning, and using documents of mathematics achievement scores for the 2019/2020 academic year. We used the following data analyses: 1) measurement models, 2) structural equation models, and 3) measurement models, which were calculated through confirmatory factor analysis (CFA) of latent research variables. This study's participants were 113 students from two junior high schools in Yogyakarta, Indonesia. They were in grade eight and had a minimum of 3.5 juz of memorization of the Quran. The research findings showed that memorizing the Quran and the Big Five personalities impacted mathematics learning achievement through self-regulated learning mediator variables. There is no significant correlation between the Big Five personality traits and math learning achievement. Similarly, the practice of memorizing the Quran also shows negligible impact. Nonetheless, there is a significant correlation between the four – conscientiousness, neuroticism, agreeableness, openness to new experiences, and the habit of memorizing the Quran through self-regulated learning mediators on mathematics learning achievement. An extroverted personality directly influences mathematics learning achievement. Lastly, a significant correlation exists between mathematics learning achievement and self-regulated learning.

The Improvement of Students' Mathematical Critical Thinking Skills and Learning Motivation Through Contextual Teaching and Learning

This research aims to investigate the improvement of students' critical thinking skills and learning motivation using a problem-solving approach through Contextual Teaching and Learning (CTL) in the topic of statistics with the assistance of GeoGebra. This study employs a pre-experimental research design with a one-group pretest-posttest approach. The sample consists of one eighth-grade class in a public junior high school in Yogyakarta. Data collection techniques include pretests and posttests to measure students' critical thinking skills and a questionnaire to assess students' learning motivation. The paired sample t-test is utilized for data analysis. The results reveal an improvement in critical thinking skills, with an average pretest score of 49.33 and a posttest score of 85.00. Students' learning motivation also increased, with an average pretest score of 73.60 and a posttest score of 88.87. The t-test result shows a significance value of 0.000 < 0.05, indicating the rejection of the null hypothesis. This implies that there is a significant influence on students' critical thinking skills using a problem-solving approach through Contextual Teaching and Learning in the statistics subject, resulting in an enhancement of students' critical thinking skills

Inculcating Honesty Values in Boarding School: Study in Muhammadiyah Boarding School Yogyakarta

This study explored the incorporation of honesty values and associated challenges at a junior high school in Yogyakarta, employing qualitative methods with 13 participants, including principals, teachers, employees, and students. Using interviews, observations, and documentation for data collection and employing the Miles Huberman model for analysis, the research highlighted a holistic approach in instilling honesty through life skills education in academic and extracurricular activities, with teachers playing a pivotal role by example. It identified the main challenge as insufficient teacher numbers impacting effective supervision. The recommendation is for schools to adopt comprehensive strategies to promote honesty, fostering an environment conducive to developing student integrity.

Enhancing Students’ Narrative Writing Skills through Folktale Films

This research aimed to improve the writing skills of ninth-grade students at a junior high school in Yogyakarta, Indonesia. The study used a Classroom Action Research (CAR) design, incorporating folktale films as a learning tool. Twenty-eight students (Class A) participated, with collaboration from an English teacher. Data were collected through observations, interviews, and tests, employing a triangulation method. The research consisted of two cycles, following the action research phases: plan, action, observation, and reflection. Results showed a significant enhancement in students' writing skills with the use of folktale films. These films increased confidence and participation in English writing, leading to effective narrative text creation. The students actively engaged in lessons, positively impacting their overall writing abilities, as observed and reflected in improved test scores. The paper concludes with practical implications based on the study's findings.

Bullying among adolescents at the 4th State Junior High School in Yogyakarta

Background: Bullying among young people is a public health problem of great concern throughout the world. Inability to control emotions is often experienced in adolescence as a result of carrying out bullying behavior, which becomes negative behavior. Bullying behavior is someone who carries out aggressive actions as a form of abuse of power or power carried out to attack other people. Purpose: To provide an overview of bullying among adolescents at the 4th State Junior High School in Yogyakarta. Methods: This research used a quantitative approach with a descriptive approach. The population used in this research was students in classes VII and VIII, with a sample size of 89 respondents. The sample was taken using stratified random sampling. The data analysis technique used is univariate analysis, such as frequency distribution and percentages. Results: The results of this study showed a picture of bullying in teenagers: almost half of the students who frequently bully are 39 (43.8%), and the majority of those who do not bully are 50 (56.2%). Conclusion: Almost half of the respondents had bullied their friends, and the majority were male. Adolescent bullying should attract sufficient policy concern and practical intervention, such as a school protection system.

Development of natural sciences e-modules based on android with a science, environment, technology, and society approach in the earth structure chapter

The matter of the structure of the earth and its dynamics require sufficient visualization to imagine how the structure, layers of the earth, and things that can happen, such as earthquakes. Teachers have not used supportive media when delivering material on the structure of the earth and its dynamics, so students tend to have difficulty understanding the material. This study aims to produce a natural science e-module-based android with a science, environment, technology, and society (SETS) approach that is suitable for learning material on the structure of the earth and its dynamics. This research method uses a research and development (R&D) 4D model with four stages, namely defining, designing, developing, and distributing. The subjects of this study were 9 students of class VIII Islamic junior high school in Yogyakarta in the 2020/2021 academic year. The instruments used in this study were interview sheets and questionnaire sheets. Interview sheets are used to obtain information about data on media needs/learning resources needed by schools. While the validation sheet is used to determine the feasibility of the developed e-module. From the results of the validation analysis of material experts and media experts, the average score was 3.79 and 3.685, respectively. Meanwhile, from the results of the limited product trial, an average score of 3.84 was obtained. From the data analysis, it was concluded that the development of a natural science e-module-based android with the SETS approach on the material of the earth's structure and dynamics was suitable for use in learning. This E-Module can be used anywhere and trains students' independence in learning.

Digital Storytelling for English Teaching at Alam Nurul Islam Integrated Islamic Junior High School Yogyakarta

Digital storytelling has been utilized in teaching and learning activities within EFL classrooms. Although the implementation of activities involving digital storytelling poses challenges, both teachers and students have derived benefits from such activities. This research has the objective to investigate how teachers implement digital storytelling in the classroom and the challenges encountered when utilizing digital storytelling to teach English. Employing a qualitative descriptive method, the research was conducted at Alam Nurul Islam Integrated Islamic Junior High School in Yogyakarta, involving two English teachers as participants. The researcher employed interviews to gather the data. The outcomes revealed that when integrating digital storytelling into English teaching, the teachers implemented three phases, namely the preparatory stage, teaching activity, and feedback session. During the preparatory stage, three activities were undertaken, including preparing materials, organizing equipment, compiling videos, and uploading videos. In the teaching activity stage, seven activities were carried out, namely brainstorming, presenting videos, identifying challenging vocabulary, facilitating group discussions, elucidating the video’s meaning, narrating stories by students, and uploading student video assignments. During the feedback session, three activities took place: commenting on videos, asking and answering questions, and providing feedback and assessment. Meanwhile, the challenges faced by teachers in implementing digital storytelling included a lack of skills in using devices and applications, difficulty in searching for content, a shortage of teachers’ creativity, and challenges in understanding students. The implication is that teachers can utilize these three steps to teach digital storytelling and devise solutions for overcoming obstacles.

Harnessing Sociographs to Design Discussion Groups for Mathematics Learning: A Social Network Analysis Approach

As one of the 21st-century competencies, mathematical communication ability must be achieved through interactions created between teachers and students, and among students. Discussion groups are an alternative that generates interaction between students. Currently, not many teachers design discussion groups based on communication networks. This study aims to describe the results of Social Networking Analysis in independent mathematics learning through group discussions using graph representation. This network analysis is a complete communication network analysis with a quantitative descriptive method using UCINET Ver.6. This study uses five aspects to analyze the data, namely: (1) eigenvector centrality, (2) degree centrality, (3) closeness centrality, (4) betweenness centrality, and (5) network density. The subjects of this study were 32 students at a junior high school in Yogyakarta, Indonesia, who were selected based on suggestions from the mathematics teacher.The data in this study were collected using questionnaires, observation, and interviews. Hence, the validity and reliability of each one has been examined. According to the study, 43.8% of students' independent arithmetic learning falls into the medium category. It implies that students frequently decide on study sessions with discussion partners and take the initiative to identify and arrange the answers. Based on the data, four groups were created, each with eight pupils. This study is anticipated to serve as a benchmark for other investigations into the efficacy of discussion groups created in conformity with 21st-century skills.

Analysis of Students’ Mathematical Self-Efficacy Instruments Using Rasch Model

The purpose of this study was to determine the quality of mathematics self-efficacy instruments in terms of validity, reliability, undimensionality, ability distribution, and suitability of student responses. Data were obtained by distributing mathematics self-efficacy instruments consisting of 20 statements to 45 seventh-grade students of a private junior high school in Yogyakarta, Indonesia, at the 2022/2023 school year selected through purposive random sampling technique. The data were analyzed using Rasch model with the help of the Ministep application. The results of the analysis showed that the mathematics self-efficacy instrument used was declared valid, with an outfit Z standardized (outfit ZSTD) value of -0.16 for respondents and 0.20 for items, and could be used to measure students' mathematics self-efficacy level with a reliability level reaching a score of 0.54 or in the medium category. The results of the distribution of item abilities show that most students admit to having the fighting power to solve problems that occur, especially in learning mathematics. From the analysis of the suitability of student responses, 18 statements show the suitability between the level of self-efficacy and the responses given by students. While two other statements did not show suitability. Therefore, teachers or other academics can use the self-efficacy questionnaire that has been prepared by researchers because it has met the four criteria for testing instruments.

Teaching English Based on The Kurikulum Merdeka at Muhammadiyah Junior High Schools in Yogyakarta: The Teachers’ Implementation and Perception

This research aims to reveal the implementation and perceptions of the Kurikulum Merdeka by English teachers and also to find the English teachers’ problems in implementing the Kurikulum Merdeka. This research belonged to a qualitative study conducted by using interview and observation to collect data. The research participants were three English teachers at three Muhammadiyah Junior High Schools in Yogyakarta who had implemented the Kurikulum Merdeka. Interview guidelines, observation checklist, and observation field note were used as research instruments. This research used coding technique to analyze data. The research findings showed that the English teachers implemented the Kurikulum Merdeka by varying the learning process, adapting to the students’ characters, requiring more preparations, focusing the learning on vocabulary mastery, reading literacy, and the use of technology. In other words, the Kurikulum Merdeka has not been successfully implemented. Then, the teachers’ perceptions on the Kurikulum Merdeka were actually good but still confusing; the learning resources of Kurikulum Merdeka for teachers were diverse; the Kurikulum Merdeka demanded the development of better education and more differentiated learning; and the schools needed to change the learning activity budget and did a longer assessment analysis. Lastly, the problems in the Kurikulum Merdeka faced by English teachers were the lack of teachers’ understanding on the diverse students’ characters, the lack of equipment that supported learning English in the Kurikulum Merdeka, the need for a change in the mindset of parents about implementing the Kurikulum Merdeka, and the lack of understanding of the Kurikulum Merdeka.

Strengthening the attitude of cooperation through diversity projects

This research describes the students' cooperation attitude as one of the dimensions of the Pancasila student profile. This research aims to determine the strengthening of the attitude of cooperation through the Strengthening Pancasila Student Profile Project activities. The method used in this research is a qualitative approach with observation and documentation data collection techniques. The results of this research are project-based learning activities that can strengthen the attitude of cooperation, involving teachers and students starting from the planning, implementation, and evaluation stages, namely through the Strengthening Pancasila Student Profile Project activity with the theme "Bhinneka: Nusantara in Legend" at the SMP Muhammadiyah 9 Yogyakarta, a private junior high school in Yogyakarta, Indonesia. Then, there is also the impact of these activities on students and teachers. The output of this activity is a working title, namely a drama performance resulting from the creativity and cooperation of students and teachers.

Implementation of Interactive Science Ebook Innovation Based on Project-Based Learning (PjBL) to Enhance Students Critical Thinking Skills

The ability to think critically is one of the profiles of Pancasila students that students must possess in the independent curriculum. Critical thinking skills are one of the abilities that students need in solving problems. This research aims to describe the implementation of interactive Science ebooks based on PBL to enhance the critical thinking skills of students in the topic of environmental pollution. The research design used is quantitative descriptive. The research design used a one-group pretest-posttest design. The population of the study is all seventh-grade students of SMPN in Yogyakarta. The sample of this research is the seventh-grade student’s one of the junior high schools in Yogyakarta, selected through simple random sampling technique. The research instrument used is a multiple-choice critical thinking test with five indicators. Indicators of critical thinking abilities are explaining, evaluation, concluding, analysis, and designing strategies. The results showed an improvement in critical thinking skills through the N-gain test of 0.8, indicating a high category. The average indicator of students' critical thinking skills who obtained the highest score was the explaining indicator with an average of 90.5%, while the indicator with the lowest average among students' critical thinking skills was the analysis indicator with an average of 70.01%. This indicates that the use of Science Ebook Innovation Based on Project-Based Learning (PjBL) can enhance the critical thinking skills of students. It is expected that this research can provide references for future researchers, and innovations related to interactive teaching materials can be developed not only for one subject but for all subjects in middle school science.

The effectiveness of question student method in social studies learning on activity and learning outcomes

The purpose of this study is to analyze the effectiveness of the question students have a method in social studies learning to increase student activity and learning outcomes. This research uses quantitative methods. The population included seventh-grade students at junior high school in Yogyakarta, with a sample of 122. The sampling techniques cluster random sampling, while data collection used observations, interviews, and instruments. Data analysis used an independent sample t-test and an N-gain score test to determine student activity and learning outcomes. The results showed that the question student has a method in social studies learning was able to increase student activity and learning outcomes compared to conventional classes, based on the independent sample t-test test, and the N-gain score test was included in the medium category. The questions students have a method, have a very significant impact, thus making social studies learning more quality.
 Keywords: Activity; learning methods; learning outcomes; questions students have; social science.

The urgency of social-cretivepreneurship competency in social studies learning during the Covid-19 pandemic: Teachers perception

Distance learning carried out in Indonesia during the Covid-19 pandemic allowed learning loss to occur due to the ineffectiveness of the implementation of learning. In this regard, students need to be provided with relevant competencies, one of which is social-creativepreneurship competency through Social Studies learning. This study is intended to investigate teachers perception about the urgency of the integration social-creativepreneurship competency in Social Studies learning during the Covid-19 pandemic as life skills for students. The method used is descriptive survey using an open questionnaire in google form format. The research respondents obtained were 68 Social Studies teachers at Junior High Schools in Yogyakarta. The data collected were analyzed descriptively. The findings are: 1) 81% teachers stated that the social-creativepreneurship competency is “urgent” to integrate in Social Studies learning, and 19% stated that “very urgent”; 2) 86% of teachers expressed interest in integrating social-creativepreneurship competencies in Social Studies learning, 10.29% were very interested, and 2.95% were quite interested; 3) social-creativepreneurship competency can be integrated into sub-themes: economic activities, markets and inter-regional and inter-island trade, as well as creative economy and international trade carried out using demonstration, observation, selling project, role playing, interview, and social problem solving based learning.

Implementation of differentiated guidance and counseling services at junior high school

This research aims to determine the implementation of differentiated guidance and counseling services at SMP Muhammadiyah 3 Yogyakarta, one of private junior high schools in Yogyakarta, Indonesia. This research was carried out by taking a sample of 4 classes, namely 8a, 8b, 8c, and 8d. The methods used in this research are observation and study literature to strengthen the research argument. Apart from that, we also used a qualitative descriptive approach in answering the questions in this research. SMP Muhammadiyah 3 Yogyakarta implements differentiated guidance and counseling services by distributing questionnaires to determine students' learning needs and characteristics. From the results of the questionnaire, a service implementation plan was prepared as a guideline for implementing guidance and counseling services in the classroom.

Promising research studies between mathematics literacy and financial literacy through project-based learning

Financial literacy is a knowledge and attitude about finance and is a 21st-century skill. As a knowledge, a cognitive factor of a person will impact their financial literacy skill. Through a bibliometric analysis study of 274 documents published from 1994 to 2022 in the Scopus database, we found that mathematics literacy is the cognitive factor of one's financial literacy skill. The OECD and several studies offer intertwined concepts, financial literacy and mathematics, to be presented in the mathematics curriculum in primary and secondary schools. After we got the bibliometric results, we surveyed several junior high schools in Yogyakarta to learn more about this issue. A total of 15 mathematics teachers participated in this survey, randomly chosen in junior high school. We got information stating that mathematics teachers used financial terms as a social arithmetic context, did not teach financial knowledge and attitudes, and never heard 13 from 17 financial terms in the survey. Furthermore, we present a framework for implementing financial literacy in mathematics through three dimensions, content, context, and process. The dimension content consists of mathematics' and financial content. On the other hand, the dimension context is related to education and work, home and family, and individual and societal. As a cognitive process, the dimensions of the process are based on Bloom's Cognitive stages. The potential for future research is developing learning activities and implementing them in the independent curriculum, which impacts schools' ability to use project-based learning, which is the most approach to implementing financial literacy in mathematics classes.