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All Journal Journal of Education and Learning (EduLearn) Jurnal Otomasi Kontrol dan Instrumentasi Indonesian Journal of Community Services Al-Fathanah Jurnal Studi Islam dan Pendidikan Agama Islam Proceeding International Conference on Education Papanda Journal of English Education Papanda Journal of Community Service
Nurhidayat, Eka
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Religion Humanities Chemical Engineering, Chemistry & Bioengineering Control & Systems Engineering Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PERAN PROGRAM QUALITY ASSURANCE (QA) AQIDAH YANG LURUS DALAM PENGUATAN KARAKTER SANTRI DI PONDOK PESANTREN MUAMALAT SOLIDARITY BOARDING SCHOOL (MSBS) JANTHO, ACEH BESAR Nurhidayat, Eka; Sulastri, Ema; Yusliani, Hamdi; Muarrif, Muhammad Riza
Al-Fathanah Vol 5, No 1, April (2025): Al-Fathanah: Jurnal Studi Islam dan Pendidikan Agama Islam
Publisher : Al-Fathanah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/al-fathanah.v5i1.2429

Abstract

Pembentukan karakter santri merupakan tujuan utama pendidikan pesantren. Dalam era globalisasi yang penuh tantangan, penting bagi santri untuk memiliki karakter yang kuat dan berlandaskan nilai-nilai agama. Salah satu upaya untuk mencapai tujuan tersebut adalah melalui program Quality Assurance (QA) yang berfokus pada penguatan Aqidah. Penelitian ini bertujuan untuk mengetahui pemahaman santri tentang QA Aqidah yang Lurus, program-program yang terdapat didalamnya terhadap penguatan karakter santri, serta faktor pendukung dan penghambat pelaksanaan QA tersebut di Pondok Pesantren Muamalat Solidarity Boarding School (MSBS) Jantho Aceh Besar. Penelitian ini menggunakan jenis penelitian lapangan (field research) dengan pendekatan kualitatif-deskriptif. Pengumpulan data dilakukan dengan teknik wawancara mendalam, observasi, dan kuesioner serta data dokumentasi. Analisis data dilakukan secara deskriptif dengan langkah-langkah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) Pemahaman santri di Pondok Pesantren Muamalat Solidarity Boarding School (MSBS) Jantho Aceh Besar tentang QA Aqidah yang Lurus terlihat dari kemampuan santri dalam memahami konsep dasar pentingnya keimanan sebagai pondasi dalam membangun karakter Islami. 2) Program kegiatan QA Aqidah yang Lurus yang diterapkan berupa pembinaan keagamaan yang meliputi kajian kitab klasik, halaqah Aqidah, penghafalan Al-Qur’an, serta kegiatan praktik ibadah harian. Selain itu, pendekatan berbasis keteladanan dari para pengajar turut memperkuat internalisasi nilai aqidah dalam kehidupan santri. 3) Faktor pendukung yang ditemukan dalam pelaksanaan QA Aqidah yang Lurus adalah: dukungan pihak pengelola pesantren, ketersediaan tenaga pengajar yang kompeten, serta lingkungan pesantren yang kondusif. Sementara hambatan yang ditemui berupa tingkat pemahaman awal santri yang beragam, kurangnya sarana pendukung seperti literatur keagamaan yang memadai, serta keterbatasan waktu dalam pelaksanaan program karena padatnya jadwal kegiatan pesantren.
Improving Student's Ability through Instructional Tasks on Self-Introduction and Describe Favorite Things Nur Azizah, Eva Aviah; Ratna Dewi, Yaniar; Nurhidayat, Eka
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1786

Abstract

English speaking ability is an important skill that is still low among junior high school students in Indonesia, due to lack of practice, motivation, and interesting learning media. This study aims to test the effectiveness of speaking tasks that focus on self-introduction and description of favorite things in improving students' speaking ability. Using quantitative methods with quasi-experimental design, this study involved ten junior high school students selected by purposive sampling. The instrument in this study was a speaking test that measured fluency, vocabulary, grammar, pronunciation, and comprehensibility. Data were analyzed to determine significant changes in students' speaking skills after the intervention. This study shows that self-introduction and description of favorite things-based learning tasks significantly improve junior high school students' English speaking ability. The statistical test results show a significant increase in Posttest scores compared to Pretest (p < 0.001), with an increase in student performance consistency. These findings confirm the effectiveness of the communicative and contextual task approach in developing speaking skills and increasing students' confidence in communicating.
The Effectiveness of Reciprocal Teaching in Enhancing Reading Comprehension in Majalengka Ginanjar, Teten; Nurhidayat, Eka; Dwika Herdiawan, Rama
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1814

Abstract

This study investigates the effectiveness of Reciprocal Teaching (RT) in improving reading comprehension among vocational high school students in Majalengka, Indonesia. Grounded in Vygotsky’s Zone of Proximal Development (ZPD), RT employs four metacognitive strategies—predicting, questioning, clarifying, and summarizing—within collaborative learning structures. A quasi-experimental design was used involving 64 students divided into experimental and control groups. Pre- and post-tests were conducted to assess comprehension improvements. The experimental group, taught using RT, showed a statistically significant increase in scores compared to the control group, confirming RT's efficacy in enhancing comprehension skills. Findings support RT’s potential for broader adoption in Indonesian EFL classrooms to foster metacognitive awareness and independent learning.
Mindful, Meaningful, And Joyful Approaches: Challenges And Potential Solutions As Perceived By EFL Teacher At Primary School Level Yazid Mubarok; Dwika Herdiawan, Rama; Nurhidayat, Eka
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1818

Abstract

This research explores English as a Foreign Language (EFL) teachers’ perceptions, implementation practices, challenges, and strategies in applying the Mindful, Meaningful, and Joyful (MMJ) approach at an Islamic primary school in Indonesia. This research adopts a qualitative case study design, using open-ended questionnaires and semi-structured interviews with three EFL teachers as primary data sources. This research applies Braun and Clarke’s (2006) thematic analysis to identify patterns related to teacher perceptions, classroom implementation, and contextual constraints. This research reveals that teachers perceive MMJ as a holistic and student-centered approach rather than a set of isolated techniques. This research finds that teachers implement MMJ through reflective routines, culturally relevant stories, joyful projects, and mindfulness practices that promote emotional engagement and language acquisition. This research also identifies major challenges, including limited instructional time, resource constraints, student diversity, and sociocultural expectations. This research shows that teachers respond to these challenges with adaptive strategies, such as integrating MMJ into the national curriculum, simplifying tasks, and using local cultural elements to sustain student motivation. This research highlights the evolving role of teachers as emotional caregivers, learning designers, and reflective practitioners, emphasizing the importance of teacher agency in educational innovation. This research concludes that the MMJ approach, when supported by professional development and contextual flexibility, holds significant potential for enriching English language teaching in Indonesian primary schools.
Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom Nurhidayat, Eka; Mujiyanto, Januarius; Yuliasri, Issy; Hartono, Rudi
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21069

Abstract

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.
Desain Sistem Kontrol Traffic Light Adaptif pada Empat Persimpangan Berbasis PLC Omron CP1E Nurhidayat, Eka; Septiana, Alfin Indra; Putra, Andhy Nursyah; Syaripudin, Ady; Saputra, Dede Irawan
Jurnal Otomasi Kontrol dan Instrumentasi Vol 10 No 1 (2018): Jurnal Otomasi Kontrol dan Instrumentasi
Publisher : Pusat Teknologi Instrumentasi dan Otomasi (PTIO) - Institut Teknologi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/joki.2018.10.1.1

Abstract

Abstrak"”Lampu lalu lintas yang ada saat ini masih menggunakan waktu tetap sebagai pengendali nyala lampunya. Namun sistem ini memiliki kekurangan, salah satunya pada jam sibuk kendaraan harus menunggu lama disalah satu jalur. Sehingga diperlukan suatu sistem kontrol traffic light yang dapat memprioritaskan jalur yang lebih padat kendaraan. Kontrol traffic light adaptif bekerja dengan mendeteksi jumlah antrian kendaraan pada suatu jalur. Sistem ini bekerja dengan sensor yang mendeteksi panjang antrian kendaraan. Terdapat tiga sensor yang akan mendeteksi panjang antrian kendaraan pada setiap jalur. Jika antrian kendaraan mencapai sensor pertama maka waktu yang diberikan pada lampu hijau adalah 5 detik lebih lama dari waktu normal pada jalur tersebut. Jika antrian kendaraan mencapai sensor kedua maka waktu yang diberikan pada lampu hijau adalah 10 detik lebih lama dari waktu normal dan jika antrian kedaraan telah mencapai sensor ketiga sistem akan memberikan waktu nyala lampu hijau sangat lama yaitu 15 detik lebih lama dari waktu normal. Pada sistem kontrol traffic light adaptif ini terdapat dua buah sensor kemacetan yang diletakkan pada pertengahan jalur persimpang empat yang akan menghidupkan seluruh lampu merah jika terjadi hal yang tidak diinginkan seperti saat terjadinya kecelakaan di tengah persimpangan. Dengan sistem kontrol lampu lalu lintas adaptif ini waktu terlama antrian kendaraan adalah 81 detik, jika seluruh sensor pada setiap jalur bekerja dan waktu tercepat adalah 45 detik yaitu waktu pada saat normal.  
Pelatihan Peningkatan Literasi Digital Guru Dalam Mengintegrasikan Teknologi di SMP Al-Washilah Panguragan Kabupaten Cirebon Nurhidayat, Eka; Herdiawan, Rama Dwika; Rofi’i, Agus; Ambarwati, Ajenk Meila; Rahmawati, Anggi
Papanda Journal of Community Service Vol. 1 No. 1 (2022)
Publisher : Paguyuban Panalungtik Sunda (Papanda)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjcs.v1i1.71

Abstract

Kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk meningkatkan literasi digital guru dalam mengintegrasikan teknologi dalam pembelajaran dikelas. literasi digital adalah kemampuan memanfaatkan teknologi dan informasi dari piranti digital secara efektif dan efisien dalam berbagai konteks seperti akademik, karir dan kehidupan sehari-hari. Pengetahuan literasi digital yang disampaikan meliputi pengenalan aplikasi media pembelajaran, konsep literasi digital. Metode yang ditawarkan untuk mengatasi permasalahan-permasalahan tersebut adalah melalui metode pelatihan dan supervisi yang partisipatif. Dalam metode ini kedua mitra dilibatkan dalam setiap kegiatan mulai dari kegiatan identifikasi, kegiatan analisis tindakan yang akan dilakukan, kegiatan perencanaan tindakan, dan kegiatan pelaksanaan kegiatan. Hasil yang dicapai dari PKM ini guru mendapatkan perhatian yang besar dari peserta karena meski telah mulai menggunakan media digital dalam pekerjaan dan pembelajaran namun penguasaan media ini masih relatif rendah. Pengetahuan literasi digital yang disampaikan meliputi pengenalan media digital, memahami konten berita digital, praktek mengunduh, konten digital dan praktek berbagi konten digital.
Transforming Indonesian Literature Learning through Virtual Reality and Augmented Reality Septiaji, Aji; Nurhidayat, Eka; Miftahudin, Iip; Choerunnisa, Nanis Regina
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of digital technology has opened new opportunities in developing literary learning models, particularly through the utilization of Virtual Reality (VR) and Augmented Reality (AR). This study aims to examine the transformation of Indonesian literature learning through the integration of VR and AR technologies. Using a qualitative approach and library research methods, this study analyzes various literature sources that discuss technology-based learning innovations and their implications for improving literary literacy. The study results indicate that virtual reality technology allows students to "enter" the world of literary texts, such as exploring story settings or interacting with characters visually and sensorily, thereby strengthening imagination and contextual understanding. Meanwhile, augmented reality can be used to enrich printed texts with digital elements such as animations, videos, or audio narratives that appear through device scanning, thereby increasing students' reading interest and engagement. This transformation brings about a paradigm shift in literature teaching from conventional narrative-based approaches to multimodal approaches that have emotional and cognitive impacts. These findings confirm that VR and AR not only enhance interactivity in literary learning but also open new spaces for developing creativity, empathy, and aesthetic appreciation of Indonesian literary works among students. This study recommends curriculum development and educator training to optimize the use of impactful technology in literature learning in the digital age.
Penguatan TPACK Guru melalui Lesson Study dan Pemanfaatan AI Syarifah, Eva Fitriani; Fakhruddin, Afief; Nurhidayat, Eka; Arifin, Nayla Alvia; Zahara, Najma Olfia; Riastriani, Memey Rahmi
Indonesian Journal of Community Services Vol 7, No 2 (2025): November 2025
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.7.2.173-180

Abstract

Penguatan kompetensi guru dalam menghadapi tantangan pembelajaran abad ke-21 menjadi sangat krusial khususnya dalam mengintegrasikan teknologi dalam kegiatan pembelajaran.  Keterbatasan pemahaman guru terhadap integrasi teknologi dalam pembelajaran, minimnya pemanfaatan AI, serta kurangnya budaya kolaborasi merupakan permasalahan yang seringkali dihadapi oleh guru. Program pengabdian ini dilaksanakan di SDN Padahanten I Majalengka dengan tujuan untuk meningkatkan kompetensi TPACK (Technological Pedagogical Content Knowledge) guru, keterampilan dalam pemanfaatan Artificial Intelligence (AI), dan membangun budaya kolaborasi guru melalui kegiatan Lesson Study. Kegiatan pengabdian dilaksanakan melalui lima tahapan yaitu sosialisasi, pelatihan, implementasi, pendampingan dan refleksi, serta evaluasi. Program ini mengintegrasikan Lesson Study sebagai strategi kolaboratif, dimana guru berkolaborasi dalam merancang (plan), melaksanakan (do), dan merefleksikan (see) pembelajaran. Kegiatan ini melibatkan 17 guru kelas. Pada tahap perencanaan, guru dilatih menggunakan berbagai tools AI untuk menyusun modul ajar interaktif. Hasil program menunjukkan adanya peningkatan pemahaman dan kemampuan guru dalam memanfaatkan teknologi. Selain itu, guru mampu membuat modul ajar berbasis AI. Pelaksanaan Lesson Study terbukti efektif dalam memfasilitasi kolaborasi dan pembelajaran antar sejawat. Dengan deminikian, sinergi antara Lesson Study dan pemanfaatan AI bisa menjadi strategi efektif untuk meningkatkan kualitas pembelajaran di sekolah dasar, menciptakan ekosistem inovatif, dan mendorong profesionalisme guru secara berkelanjutan.Strengthening teachers' competencies in facing the challenges of 21st century learning is crucial, especially in integrating technology into learning activities. Teachers' limited understanding of technology integration in learning, minimal use of AI, and lack of a culture of collaboration are problems that teachers often face. This community service program was implemented at SDN Padahanten I Majalengka with the aim of improving teachers' TPACK (Technological Pedagogical Content Knowledge) competencies, skills in utilizing Artificial Intelligence (AI), and building a culture of collaboration among teachers through Lesson Study activities. The community service activities were carried out in five stages, namely socialization, training, implementation, mentoring and reflection, and evaluation. This program integrated Lesson Study as a collaborative strategy, where teachers collaborated in planning, implementing, and reflecting on learning. This activity involved 17 classroom teachers. In the planning stage, teachers were trained to use various AI tools to develop interactive teaching modules. The results of the program showed an increase in teachers' understanding and ability to utilize technology. In addition, teachers were able to create AI-based teaching modules. The implementation of Lesson Study proved to be effective in facilitating collaboration and peer learning. Thus, the synergy between Lesson Study and the use of AI can be an effective strategy to improve the quality of learning in elementary schools, create an innovative ecosystem, and encourage the continuous professionalism of teachers.
English Teacher's Experience in Implementing Gamification-Based Learning Kiki Saputri; Rama Dwika Herdiawan; Nurhidayat, Eka
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.886

Abstract

This study aims to reveal the English teacher's experience implementing gamification-based learning and the types of gamification applications or platforms teachers use in their teaching practice. This research uses a qualitative method with a narrative inquiry design. The participant of this research is a teacher who teaches English in one of the high schools in Majalengka. The results indicate that the English teacher is sufficiently experienced in implementing gamification, as they have utilized two types of gamification applications or platforms: Wordwall and Quizizz. The English teacher also expressed the benefits of gamification in the classroom, such as more effective learning outcomes that lead to increased student enthusiasm and motivation. Despite challenges such as limited resources and technical constraints, the English teacher has managed to overcome them, allowing gamified learning to thrive. This study also enables other researchers to explore new aspects related to gamified English language learning, and it is recommended that future studies involve more participants and extend over a longer period.
Co-Authors Afief Fakhruddin, Afief Aji Septiaji Ambarwati, Ajenk Meila Arifin, Nayla Alvia Choerunnisa, Nanis Regina Dwika Herdiawan, Rama Ema Sulastri Ginanjar, Teten Hamdi Yusliani Hartono, Rudi Herdiawan, Rama Dwika Issy Yuliasri Januarius Mujiyanto, Januarius Kardi Nurhadi Kiki Saputri Miftahudin, Iip Muarrif, Muhammad Riza Nur Azizah, Eva Aviah Putra, Andhy Nursyah Rahmawati, Anggi Rama Dwika Herdiawan Ratna Dewi, Yaniar Riastriani, Memey Rahmi Rofi’i, Agus Saputra, Dede Irawan Septiana, Alfin Indra Syarifah, Eva Fitriani Syaripudin, Ady Yazid Mubarok Zahara, Najma Olfia