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All Journal Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia IJOEM: Indonesian Journal of Elearning and Multimedia
Titik Harsiati
Universitas Negeri Malang, Malang
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pedagogical adaptation of teaching assistant students to the characteristics of the secondary school curriculum in Kediri City Nurul Dwi Lestari; Yuni Pratiwi; Titik Harsiati
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 8 No. 1 (2026): In Progress
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.v8i1.23313

Abstract

The implementation of the Independent Curriculum requires prospective teachers to be able to adapt pedagogically so that learning designs align with the characteristics of the educational unit. However, research on the pedagogical adaptation of teaching assistant students has focused primarily on teaching practice experiences and has not examined the alignment between Learning Outcomes (CP), Learning Objectives (TP), Learning Objective Paths (ATP), and school characteristics. This study aims to analyze the alignment of the learning designs of teaching assistant students in the Indonesian Language Education Study Program at UIN Syekh Wasil Kediri with the characteristics of high school and vocational high school educational units. The novelty of this research lies in the definition of pedagogical adaptation as a process of aligning learning tools with the school context. The study used a descriptive qualitative method with a phenomenological approach. Data were obtained through document analysis of learning tools, in-depth interviews, and observations of teaching assistant students, mentor teachers, and supervising lecturers. Data were analyzed through data reduction, data presentation, and conclusion drawing.The research results indicate that the CP, TP, and ATP developed by students are appropriate to the characteristics of the educational unit, while the learning models and methods support student needs and school conditions. However, pedagogical adaptation still requires strengthening in terms of contextualization, particularly the integration of vocational characteristics in vocational schools and local contexts in senior high schools. These findings confirm that prospective teachers' pedagogical adaptation is the ability to align curriculum demands with school realities in implementing the Independent Curriculum.
An Analysis on Student Needs and Preferences for HyFlex Learning Development in Indonesian Higher Education Panut Setiono; Punaji Setyosari; Henry Praherdhiono; Titik Harsiati; Yuli Amaliyah
IJOEM: Indonesian Journal of E-learning and Multimedia Vol. 4 No. 3 (2025): Indonesian Journal of E-learning and Multimedia
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijoem.v4i3.436

Abstract

Background: The rapid advancement of digital technology has transformed higher education, leading to the development of HyFlex (Hybrid-Flexible) learning models that combine face-to-face, synchronous online, and asynchronous formats. However, research on students' technological readiness and preferences in HyFlex environments remains limited.Aims: This study examines students’ technological readiness, learning preferences, and access to digital resources in a HyFlex environment. It focuses on identifying commonly used devices, internet sources, preferred learning methods, activities, and resource types. The study’s novelty lies in its exploration of the intersection between mobile accessibility, learning formats, and resource types within HyFlex learning.Methods: A quantitative survey was conducted with 236 undergraduate students, and the collected data were analyzed using descriptive statistics to identify trends and patterns in technological readiness and learning preferences.Results: Findings show that most students use smartphones (41.1%) and mobile data (53.4%) to access learning materials. Blended learning was the preferred format (78.8%), with game-based and video-supported activities being highly favored. Additionally, 83.9% of students preferred online materials accessible via smartphones, emphasizing the importance of mobile-friendly resources in HyFlex learning.Conclusion: This study provides insights into optimizing HyFlex learning to better meet student needs. The findings suggest that HyFlex learning should prioritize mobile accessibility, interactive content, and flexible instructional design. This research contributes to the growing literature on flexible learning models and offers practical recommendations for designing future educational frameworks.
Co-Authors Henry Praherdhiono Nurul Dwi Lestari Panut Setiono Punaji Setyosari Yuli Amaliyah Yuni Pratiwi