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All Journal Journal of General Education and Humanities Action Research Journal Indonesia (ARJI) JPLED
Dian Purnomo
Universitas Islam Negeri Sultan Syarif Kasim Riau
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Strategi Pembelajaran Kognitif-Emotif untuk Mengatasi Kecemasan Ujian Online: Analisis Gender Zubaidah Amir MZ; Dessy Syofiyanti; Dian Purnomo; Nabila Muna Mufidah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.499

Abstract

Perubahan paradigma pendidikan pascapandemi telah mendorong pemanfaatan ujian online sebagai metode evaluasi utama di perguruan tinggi. Meskipun efisien dan fleksibel, pelaksanaan ujian daring memunculkan tantangan psikologis, terutama berupa kecemasan akademik yang dapat menghambat performa mahasiswa ini yang melatarbelakangi permasalahan. Penelitian ini bertujuan untuk menganalisis validitas dan reliabilitas instrumen kecemasan ujian online, mengevaluasi persepsi efektivitas pelaksanaan ujian daring, mengidentifikasi penyebab kecemasan, serta mengkaji manajemen teknis ujian berbasis Google Classroom dan Google Meet berdasarkan perspektif gender. Penelitian ini dilakukan di Universitas Islam Negeri Sultan Syarif Kasim (UIN Suska) Riau dengan pendekatan kuantitatif deskriptif. Jenis data yang digunakan adalah data primer berupa hasil survei melalui angket skala Likert yang telah diuji validitas dan reliabilitasnya. Responden terdiri dari 24 mahasiswa, yaitu 7 laki-laki dan 17 perempuan. Teknik analisis data menggunakan tabulasi silang (crosstabulation) dan persentase untuk mengeksplorasi perbedaan berdasarkan jenis kelamin. Hasil penelitian menunjukkan bahwa seluruh item angket kecemasan memiliki validitas tinggi (r = 0.472–0.831; p < 0.05) dan reliabilitas sangat tinggi (Cronbach’s Alpha = 0.939). Sebanyak 41,7% mahasiswa menilai pelaksanaan ujian online cukup efektif, dengan kecenderungan mahasiswa perempuan menunjukkan tingkat kecemasan lebih tinggi dibandingkan laki-laki. Faktor utama penyebab kecemasan adalah ketidakpastian teknis, keterbatasan waktu, dan tekanan akademik, yang dominan dirasakan oleh perempuan. Google Classroom dinilai cukup efektif oleh 50% responden, sedangkan Google Meet dinilai mendukung interaksi namun belum sepenuhnya mengurangi kecemasan. Pembahasan mengaitkan temuan dengan pendekatan kognitif-emotif, menunjukkan bahwa restrukturisasi pola pikir irasional melalui strategi ini dapat membantu mahasiswa, khususnya perempuan, dalam mengelola kecemasan. Studi ini menegaskan bahwa pelaksanaan ujian online perlu dirancang tidak hanya dari sisi teknis, tetapi juga dengan mempertimbangkan keseimbangan kognitif dan emosional peserta didik.
Implementing a Deep Learning Pedagogical Approach in Social Studies to Improve Elementary Students' Social Skills Dian Purnomo; Rohani Rohani; Yasnel Yasnel; Fanny Suci Fadillah; Dessy Syofiyanti
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1743

Abstract

Elementary education requires learning that develops both academic understanding and students' social competence. Social Studies learning in elementary and madrasah settings remains largely teacher-centered and has not optimally developed social skills. Empirical studies integrating Social Studies, Deep Learning pedagogy, and Dikdasmen Graduate Profile are still limited. This study examines the design and implementation of Deep Learning-based Social Studies learning to support students' social competence. A mixed methods exploratory sequential design involved one Grade V teacher and 24 students at MIN 1 Indragiri Hulu. Data were collected through observation, interviews, questionnaires, documentation, and social competence instruments. Quantitative analysis used descriptive statistics and the Wilcoxon test. Results show contextual, collaborative, reflective, and project-based learning with high social competence (M = 83.72). The Wilcoxon test indicated a significant difference from the criterion (p < 0.001) and a strong effect size (r = 0.71). Findings indicate students' scores exceeded the expected standard, suggesting strong outcomes rather than pre–post improvement. The study provides implications for strengthening assessment rubrics, reflective practices, and teacher facilitation in Social Studies.
Canva-Based Digital Media Development with an Inquiry Approach to Improve Conceptual Understanding and Critical Thinking Dian Purnomo; Mimi Hariyani
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1004

Abstract

The limitations of interactive learning media that are able to stimulate students' active involvement in Physics learning are still a challenge in many educational units. As a result, students tend to have difficulty understanding concepts and developing critical thinking skills. This research aims to develop Canva-based digital media that is integrated in an inquiry-based learning model, in order to improve students' understanding of concepts and critical thinking skills on Quantity and Unit materials. This research uses the Research and Development (R&D) method with a 4D development model approach (Define, Design, Develop, and Disseminate). The research subjects were grade VII MTs students. Data collection techniques included interviews, expert validation questionnaires, student assessment questionnaires on the media, and practicality questionnaires. Data were analyzed descriptively, quantitatively, and qualitatively. The results of expert validation showed that the media met the valid criteria with an average score of 83.3% in terms of content, 93.8% in language, and 100% in graphic design, as well as a reliability value of 0.861 in the instrument. Students' assessments of the product showed an average score of 3.27 on a scale of 4 (good category) with Cronbach's Alpha of 0.957. The practicality test resulted in an average score of 3.18 (good category) with a reliability value of 0.944. All of these findings show that the developed media is not only feasible and practical to use, but also effective in supporting inquiry-based learning activities. In conclusion, Canva-based learning media with an inquiry approach is declared valid, practical, and effective in improving students' understanding of concepts and critical thinking. This medium can be an innovative alternative in physics learning that is interactive, visual, and in accordance with the demands of 21st century learning.
Implementasi Nilai-nilai Kewarganegaraan dalam Pembentukan Karakter Siswa Madrasah Ibtidaiyah di Era Digital Dian Purnomo; Aisyah Elvina Sari; Nabila Muna Mufidah; Zulhidah
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1019

Abstract

The development of digital technology has brought significant changes to the behavior, interaction patterns, and learning culture of Madrasah Ibtidaiyah (MI) students. This condition requires the strengthening of civic values to shape character based on morality, responsibility, and digital literacy. This study aims to describe the implementation of civic values in the character building process of MI students in Indragiri Hulu (INHU) Regency, Riau, with a focus on learning practices, madrasah culture, and the role of teachers and the digital environment. This study uses a qualitative method with a case study approach. Data were collected through observation, in-depth interviews, and documentation of teachers, students, and madrasah principals. The results show that teachers apply civic values through the integration of civic education material, character building, role modeling, and the management of digital activities based on ethics and responsibility. Character building is also strengthened through digital literacy programs, supervision of gadget use, and social-based extracurricular activities. However, challenges arise in the form of low control over social media use at home and a lack of digital training for teachers. In conclusion, the implementation of civic values at MI INHU has been going well, although it still needs to be strengthened in terms of collaboration between schools and parents and improving teachers' digital competencies.
Co-Authors Aisyah Elvina Sari Dessy Syofiyanti Dessy Syofiyanti Fanny Suci Fadillah Mimi Hariyani Nabila Muna Mufidah Rohani Rohani Yasnel, Yasnel Zubaidah Amir MZ Zulhidah