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How classroom design impacts for student learning comfort: Architect perspective on designing classrooms

International Journal of Evaluation and Research in Education (IJERE) · Vol. 9 No. 3 (2020) · hlm. 469–477

DOI
10.11591/ijere.v9i3.20566
ISSN
2620-5440, 2252-8822
Terbit
2020-08-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This study aimed to determine the factors that influence student learning comfort in the classroom and its distribution. This explorative study employed 772 students who were elementary school, junior high school, and senior high school students in several Muhammadiyah Yogyakarta schools. Data collection techniques using open questionnaires. The data analysis technique uses qualitative analysis which consists of three stages: open coding, axial coding, and selective coding. The results showed that the factors that influence learning comfort of students in the classroom include: air circulation, quietness, cleanliness, adequate & supportive facilities, and peer attendance. These five factors are among other factors that are grouped into two: 1) factors originating from the physical environment (of building & site themes and of indoor space themes); and 2) factors from within its occupants (of human themes). The theme that shows the highest influence comes from the physical conditions in the classroom, that is indoor space themes.

Kata kunci

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8 penulis · 11 tautan kepenulisan bersama · 7 lintas organisasi

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  • Islamic University of Indonesia
  • Universitas Gadjah Mada
  • Yogyakarta State University
  • Thaksin University
  • Universitas Ahmad Dahlan
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Badrun KartowagiranYogyakarta State University2
Rungchatchadaporn VehachartThaksin University1
Dwi SulisworoUniversitas Ahmad Dahlan1
Junanah JunanahIslamic University of Indonesia1
Imam MukhyidinIslamic University of Indonesia1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">How classroom design impacts for student learning comfort: Architect perspective on designing classrooms</dc:title>
	<dc:creator>Widiastuti, Kurnia</dc:creator>
	<dc:creator>Susilo, Mohamad Joko</dc:creator>
	<dc:creator>Nurfinaputri, Hanifah Sausan</dc:creator>
	<dc:subject xml:lang="en-US">Classroom design; Comfort; Formal school; Learning; Student</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to determine the factors that influence student learning comfort in the classroom and its distribution. This explorative study employed 772 students who were elementary school, junior high school, and senior high school students in several Muhammadiyah Yogyakarta schools. Data collection techniques using open questionnaires. The data analysis technique uses qualitative analysis which consists of three stages: open coding, axial coding, and selective coding. The results showed that the factors that influence learning comfort of students in the classroom include: air circulation, quietness, cleanliness, adequate &amp;amp; supportive facilities, and peer attendance. These five factors are among other factors that are grouped into two: 1) factors originating from the physical environment (of building &amp;amp; site themes and of indoor space themes); and 2) factors from within its occupants (of human themes). The theme that shows the highest influence comes from the physical conditions in the classroom, that is indoor space themes.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2020-08-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/20566</dc:identifier>
	<dc:identifier>10.11591/ijere.v9i3.20566</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 9, No 3: September 2020; 469-477</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v9i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/20566/13002</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2020 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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