Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Community Service Learning International Journal of Educational Research Excellence (IJERE)
Dodi Sukmayadi
Universitas Terbuka, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Digitalisasi Pembelajaran: Studi Evaluasi Pelatihan Guru dalam Merancang Asesmen Digital Khoirotun Nadiyyah; Rika Aprianti; Zakirman; Paken Pandiangan; Widiasih; Dodi Sukmayadi
International Journal of Community Service Learning Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v9i3.92984

Abstract

Digitalisasi menjadi aspek penting dalam optimalisasi pendidikan. Namun masih banyak yang kesulitan dalam menggunakan teknologi secara tepat guna. Pengabdian kepada Masyarakat (PkM) ini bertujuan memberdayakan guru melalui pelatihan perancangan asesmen digital. Metode yang digunakan meliputi pelatihan berbasis digital dengan berbagai platform diantaranya Quizizz, Google Form, WordWall, Blooket, Quizlet, Quizmaker, Nearpod, dan Kahoot. Sebanyak 30 guru dilatih untuk mengintegrasikan teknologi dalam asesmen guna meningkatkan keterlibatan siswa dan efektivitas umpan balik. Pelatihan berlangsung luring dan daring melalui MOOCs dengan tahapan sosialisasi, pembelajaran terstruktur, gelar hasil, dan evaluasi. Data dikumpulkan melalui kuesioner dan observasi, dianalisis secara kualitatif dan kuantitatif guna memperoleh gambaran komprehensif pelaksanaan PkM. Hasil evaluasi menunjukkan bahwa Google Form dan Quizizz paling mudah diakses, sementara Blooket unggul dalam fitur interaktif. Preferensi guru terhadap platform dipengaruhi generasi dan jenis kelamin. Evaluasi penyelenggaraan pelatihan menunjukkan 92,86% “sangat baik”, meski masih ada tantangan dalam aksesibilitas materi dan proporsionalitas waktu. Implikasinya, guru lebih terampil dalam asesmen digital, namun perlu peningkatan dukungan teknis dan keberlanjutan pelatihan.
The Impact of Differentiated Instruction on Students' Critical Thinking Skills in Secondary Science Classrooms: A Quasi-Experimental Study Baso Intang Sappaile; Bahmid Hasbullah; Wahdah; Kaso Mustamin; Dodi Sukmayadi
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.2084

Abstract

Critical thinking is a cornerstone of 21st-century science education, yet traditional one-size-fits-all pedagogy often fails to cultivate it among diverse Indonesian secondary learners. This mixed-methods quasi-experimental study examined the impact of differentiated instruction (DI) on students’ critical thinking skills in secondary science. Participants were 70 eighth-grade students from a public junior high school in Yogyakarta, assigned to an experimental group (n=35) receiving DI based on readiness, interest, and learning profile over eight weeks, and a control group (n=35) receiving conventional instruction. Critical thinking was measured using a validated essay test aligned with Facione’s framework (interpretation, analysis, evaluation, inference, explanation, self-regulation). Quantitative analysis via ANCOVA revealed a significant large effect of DI on post-test scores (F(1,67)=48.62, p<.001, η²p=.42) after controlling for pre-test. Qualitative data from classroom observations and semi-structured interviews with 10 students and 2 teachers revealed four themes: heightened intellectual engagement, personalized scaffolding, collaborative meaning-making, and implementation challenges. Integration of findings demonstrated that DI fosters critical thinking by honoring learner variability, promoting active sense-making, and providing tiered cognitive demands. The study underscores DI as a viable pedagogical framework for nurturing higher-order thinking in Indonesian science classrooms, while highlighting the need for sustained professional development to address practical constraints
Co-Authors Bahmid Hasbullah Baso Intang Sappaile Kaso Mustamin Khoirotun Nadiyyah Paken Pandiangan Rika Aprianti Wahdah Zakirman