Yogyakarta State University

About: Yogyakarta State University is a education organization based out in Yogyakarta, Indonesia. It is known for research contribution in the topics: Population & Vocational education. The organization has 4336 authors who have published 5006 publications receiving 17138 citations. The organization is also known as: Universitas Negeri Yogyakarta.

Pengembangan media pembelajaran berbasis teknologi informasi

Abstract: Media pembelajaran dapat merupakan wahana penyalur pesan dan informasi belajar.Media pembelajaran yang dirancang secara baik akan sangat membantu peserta didik dalammencerna dan memahami materi pelajaran. Di era globalisasi dan informasi ini,perkembangan media pembelajaran juga semakin maju. Penggunaan Teknologi Informasi(TI) sebagai media pembelajaran sudah merupakan suatu tuntutan. Walaupun perancanganmedia berbasis TI memerlukan keahlian khusus, bukan berarti media tersebut dihindari danditinggalkan. Media pembelajaran berbasis TI dapat berupa internet, intranet, mobile phone,dan CD Room/Flash Disk. Adapun komponen utamanya meliputi Learning ManagementSystem (LMS), dan Learning Content (LC).Kata kunci: media pembelajaran, teknologi informasi

Memahami desain metode penelitian kualitatif

Abstract: Tujuan artikel ini untuk memahami desain metode penelitian kualitatif. Metode yang digunakan adalah studi pustaka (library research), pengumpulan data dengan cara mencari sumber dan merkontruksi dari berbagai sumber seperti buku, jurnal, dan riset-riset yang sudah ada. Hasilnya bahwa penelitian kualitatif dilakukan dengan desain penelitian yang temuan-temuannya tidak didapatkan melalui prosedur statistik atau dalam bentuk hitungan, melainkan bertujuan mengungkapkan fenomena secara holistik-kontekstual dengan pengumpulan data dari latar/setting alamiah dan memanfaatkanpeneliti sebagai instrument kunci. Penelitian kualiatif memiliki sifat deskriptif dan cenderung menggunakan analisis pendekatan induktif, sehingga proses dan makna berdasarkan perspektif subyek lebih ditonjolkan dalam penelitian kualitatif ini. Desain penelitian kualitatif ini dapat dijadikan sebagai metode dalam penelitian, karena desainnya dijabarkan secara komprehensif yang mudah untuk dipahami oleh kalangan peneliti dan akademisi. The purpose of this article is to understand the design of qualitative research methods. The method used is library research, data collection by searching for sources, and reconstruction from various sources such as books, journals, and existing researches. The result is that qualitative research is conducted with a research design where the findings are not obtained through statistical procedures or in the form of calculations, but rather aim to reveal phenomena in a holistic-contextual manner by collecting data from natural settings and utilizing the researcher as a key instrument. Qualitative research has a descriptive nature and tends to use an inductive approach analysis so that the process and meaning based on the subject's perspective are emphasized more in this qualitative research. This qualitative research design can be used as a method in research because the design is described in a comprehensive manner that is easy to understand by researchers and academics.

A systematic review of research methods and topics of the empirical MOOC literature (2014–2016)

Abstract: This study explores the research paradigms and topics of MOOCs to gain a deeper understanding of the MOOC phenomenon by reviewing 146 empirical studies of MOOCs published from October 2014 to November 2016. The results show that: (a) most studies used quantitative research methods followed by mixed research methods and qualitative research methods, (b) the most frequently adopted data collection method was survey, followed by platform database, interviews, and discussion forum, (c) more than half of the collected studies used at least two data collection methods such as survey and interview, (d) the majority of researchers used descriptive statistics to analyze data, followed by inferential statistics and content analysis, and (e) the research focus was mainly on students, followed by design-focused, context and impact-focused, and instructor-focused. Among the foci of that research, learner retention and motivation were the most mentioned, followed by learner experience and satisfaction, assessment, and instructional design.

Project- based learning and problem- based learning: Are they effective to improve student’s thinking skills?

Abstract: The study aims at finding (1) the effect of project-based learning and problem-based learning on student’s creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student’s creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants were 102 students. This study used three classes as research sample which implemented three different kinds of learning models in respiratory system. XI MIPA 3 was as an experimental group implementing project- based learning and XI MIPA 5 was as an experimental group implementing problem- based learning, while XI MIPA 1 was as control group. Data was collected using two instruments to measure student’s creativity and student’s critical thinking. Data was analysed using t- test, multivariate analysis, and univariate analysis. The results reveal that (1) project-based learning and problem-based learning affect student’s creativity and critical thinking; (2) there is a difference effect of project-based learning and problem- based learning on student’s creativity; and (3) there is no difference effect of project-based learning and problem-based learning on student’s critical thinking.

Opportunity-to-learn context-based tasks provided by mathematics textbooks

Abstract: Based on the findings of an error analysis revealing that Indonesian ninth- and tenth-graders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this opportunity-to-learn to students’ difficulties in solving these tasks. An analysis framework was developed to investigate the characteristics of tasks in textbooks from four perspectives: the type of context used in tasks, the purpose of context-based tasks, the type of information provided in tasks, and the type of cognitive demands of tasks. With this framework, three Indonesian mathematics textbooks were analyzed. Our analysis showed that only about 10 % of the tasks in the textbooks are context-based tasks. Moreover, at least 85 % of these tasks provide exactly the information needed to solve them and do not leave room for students to select relevant information by themselves. Furthermore, of the context-based tasks, 45 % are reproduction tasks requiring performing routine mathematical procedures, 53 % are connection tasks requiring linking different mathematical curriculum strands, and only 2 % are reflection tasks, which are considered as tasks with the highest level of cognitive demand. A linkage between the findings of the error analysis and the textbook analysis suggests that the lacking opportunity-to-learn in Indonesian mathematics textbooks may cause Indonesian students’ difficulties in solving context-based tasks. Based on the results of this study, recommendations are given for improving the opportunities-to-learn to solve context-based tasks as well as for doing further research on this topic.