Pengaruh Hybrid Learning Dengan Model Kolaboratif Berbasis Masalah Terhadap Hasil Belajar Bahasa Indonesia

The ability to collaborate and solve problems is a skill that is much needed in the 21st century. Therefore, the independent curriculum places great emphasis on learning methods that allow students to collaborate to solve problems. In fact, currently in hybrid learning practices these two skills are a necessity. This study aims to determine differences in student learning outcomes that are taught in a hybrid way with face-to-face learning using problem-based collaborative models in understanding inspirational story texts. The method used in this study was a quasi-experimental design with a pretest-posttest control group design. Sampling technique with cluster random sampling. The experimental class received a hybrid learning treatment with a problem-based collaborative model, while the control class received face-to-face learning treatment with a problem-based collaborative model. Data collection techniques using tests. To find out the differences in student learning outcomes, the independent sample t test was used, with statistically significant test results, the null hypothesis was rejected, where there were differences in the average learning outcomes of the experimental group and the control group.AbstrakKemampuan berkolaborasi dan memecahkan masalah merupakan kecakapan yang sangat dibutuhkan di abad 21. Karena itu, kurikulum merdeka sangat menekankan metode pembelajaran yang memungkinkan siswa berkolaborasi untuk memecahkan masalah. Bahkan, saat ini dalam praktik pembelajaran hybrid kedua kecakapan tersebut adalah keniscayaan. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa yang dibelajarkan secara hybrid dengan pembelajaran tatap muka menggunakan model kolaboratif berbasis masalah dalam memahami teks cerita inspiratif. Metode yang digunakan dalam penelitian ini adalah quasi experiment dengan desain pretest-posttest control group design. Teknik pengambilan sampel dengan cluster random sampling. Kelas eksperimen mendapat perlakuan hybrid learning dengan model kolaboratif berbasis masalah, sedangkan kelas kontrol mendapatkan perlakuan pembelajaran tatap muka dengan model kolaboratif berbasis masalah. Teknik pengumpulan data dengan menggunakan tes. Untuk mengetahui perbedaan hasil belajar siswa digunakan uji independent sample t, dengan hasil uji signifikan secara statistik, maka hipotesis nol ditolak, dimana ada perbedaan rata-rata hasil belajar kelompok eksperimen dan kelompok kontrol

Enhancing early childhood financial literacy through FinSOLEkid Indonesia: a comparative study digital platforms

This study investigates the impact of FinSOLEkid Indonesia, a game-based educational application, on financial literacy among early childhood learners aged 5-6 years. Utilizing a quasi-experimental design with two experimental groups, one using a PC version and the other an Android version, the study aims to determine the effectiveness of digital platforms in enhancing financial understanding. Subjects were chosen through purposive sampling based on their interaction with money, comprehension of in-game instructions, and ability to use digital devices. Data collection involved multiple-choice tests tailored with game elements and visual aids to suit the developmental stage of the participants. The analysis, conducted using the Kruskal-Wallis test and N-Gain scores, revealed that the PC version of FinSOLEkid Indonesia was more effective in augmenting financial knowledge than its Android counterpart and conventional methods. However, the suitability of the application for children under the age of 5-6 remains questionable due to the presence of written instructions. The study highlights the importance of selecting appropriate educational media and content for early childhood. It suggests that such technology-enhanced learning tools, while effective, need to be tailored to the developmental needs of the learners. These findings offer insights into the potential of digital learning platforms in early childhood education, emphasizing the need for age-appropriate design and content in educational technology

The Innovation of MOOC Based E-Marketing to Improve Entrepreneurship Administration Management for Vocational Education Students in Industrial Revolution 4.0 Era

Abstract: This research has aims to: (1) develop MOOCs based e-marketing; (2) testing theattractiveness of MOOCs based e-marketing; and (3) knowing the level of effectiveness ofMOOCs based e-marketing. The method in this study is research and development. The resultsof this study include: (1) the results of the e-marketing expert test and website marketing designexpert test have a percentage: 81.50% (ease of accessing consumers), 84.10% (presentation ofgoods/services sold), 79.10 % variation of website content), 86.00% (compatibility with websitegoals), 83.70% (harmony of each page of views), 83.70% (complete description of products sold),83.70% (attractiveness of e-website marketing), 85.00% (ease of order process for consumers),81.50% (responsible admin e-marketing), 81.50% (trouble shooting website problems); (2)MOOCs based e-marketing proved effective in improving the management of studententrepreneurship administration in the vocational sector in the Industrial Revolution 4.0 era,indicated by the results of the final ability test which showed significant differences betweencontrol classes without using e-marketing based MOOCs and experimental classes using MOOCsbased e-marketing; and (3) E-marketing based MOOCs needs to be further developed because itcan improve the management of entrepreneurial administration in vocational students in theIndustrial Revolution era 4.0