Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pembelajaran Journal of Environment and Sustainability Education Curricula: Journal of Curriculum Development Inovasi Kurikulum
Ridha Hidayani
Universitas Pendidikan Indonesia
Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Primary teacher backgrounds and ESD competencies: An exploratory study Dadi Mulyadi; Ridha Hidayani; Lucia Ekawati Ikanubun
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.128

Abstract

Education for Sustainable Development (ESD) emphasizes the crucial role of teachers in cultivating students' sustainability competencies. However, studies on how teachers’ background characteristics relate to their ESD competencies remain limited, particularly at the primary school level. This study examined whether widely assumed demographic and administrative differences among teachers including gender, years of teaching experience, and employment status are associated with their ESD competence. A quantitative correlational design was employed using the Chi-Square test to analyze the association between gender and competence, and the Kruskal-Wallis test to assess the relationship between teaching experience and employment status to examine group-based differences and associations among demographic variables. The findings indicate no statistically significant differences across all variables. Gender was not associated with teachers’ ESD competence (p = 0.102), and competence levels did not differ significantly by teaching duration (p = 0.740) or employment status (p = 0.443). These results suggest that demographic and administrative characteristics are not decisive in shaping teachers’ ESD competencies, providing a broadly inclusive teacher training and curriculum initiatives. The study contributes to the conceptual insights for framing inclusive ESD primary teacher competencies. This implies that strengthening ESD implementation at the primary level requires sustained training programs, practical teaching materials, and a supportive school culture that empowers teachers to embed sustainability concepts into early learning. Future studies are recommended to investigate systemic and school-level factors such as curriculum design, leadership practices, and community engagement that may better explain variations in ESD competence among primary school teachers.
Eksplorasi pembelajaran berbasis teknologi di sekolah dasar Indonesia Ridha Hidayani; Arief Rachman Hakim
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.87064

Abstract

The significant transformation in the world of education has encouraged teachers to integrate technology to improve the quality of learning. This study aims to examine the types of technology and patterns of technology integration in learning in elementary schools in Indonesia. This study uses a Systematic Literature Review (SLR) approach to publications from the last 5 years. Of the 98 articles reviewed, 42 articles met the inclusion criteria for analysis. The results of the study show that the types of technology used in elementary school learning are divided into eight technology groups, namely interactive digital learning media, digital-based evaluation and training applications, structured digital teaching materials, online Learning Management System (LMS), online learning conference platforms, concept visualization media, Augmented Reality (AR) technology, and supporting ICT devices. Learning integration patterns are divided into five patterns, namely technology as a medium for delivering material, technology as a means of training and learning assessment, technology in model-based learning, technology for collaborative learning, and technology through classroom devices. A more comprehensive integration of technology into learning can facilitate greater access to learning and encourage the implementation of the Kurikulum Merdeka, which currently emphasizes a mindful, meaningful, and joyful learning process.
A preliminary research: The use of e-learning platforms by married women in Indonesia Ridha Hidayani; Bunga Claudya
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.79454

Abstract

Being a married woman comes with unique challenges, especially when it comes to self-empowerment. However, the rapid development of technology today has made it easier for individuals to access learning resources from anywhere, without needing to be physically present in specific locations. This creates a great opportunity for married women to utilize technology as a tool for personal growth through e-learning. This research aims to explore the e-learning platforms commonly used by Indonesian married women and assess the level of difficulty they face while learning. The study collected data from 100 married women across Indonesia using a quantitative survey method. The results showed that the five most popular e-learning platforms among respondents are Karier.mu, MySkill, Ibu Punya Mimpi, Habis Kerja, and Dibimbing.id. Furthermore, the survey revealed that 87 percent of married women find it challenging to learn and develop themselves after marriage, while only 13 percent reported that it was not overly difficult. These findings highlight the need for more accessible and supportive e-learning initiatives tailored to the unique circumstances of married women.   Abstrak teknologi saat ini memudahkan semua individu untuk mengakses sumber belajar tanpa perlu hadir di ruangan tertentu. Hal ini menjadi peluang besar bagi para perempuan yang sudah menikah untuk menjadikan perkembangan teknologi ini sebagai momentum dalam peningkatan pemberdayaan diri melalui e-learning. Tujuan dari penelitian ini adalah untuk mengetahui e-learning platform apa saja yang digunakan oleh para perempuan Indonesia yang sudah menikah serta mengetahui persentase tingkat kesulitan untuk belajar bagi seorang perempuan yang sudah menikah. Metode penelitian yang digunakan adalah metode kuantitatif. Metode kuantitatif yang digunakan yaitu metode survei. Survei dilakukan pada 100 perempuan yang sudah menikah di Indonesia. Berdasarkan hasil penelitian diperoleh informasi e-learning platform yang sering digunakan, lima besar diantaranya yaitu karier.mu, myskill, ibu punya mimpi, habis kerja, dibimbing.id. Adapun persentase tingkat kesulitan belajar dan mengembangan diri setelah menjadi perempuan yang sudah menikah yaitu sebesar 87 persen menyatakan sulit sedangkan 13 persen menyatakan tidak terlalu sulit. Kata Kunci: E-learning; pengembangan diri; perempuan
Analisis Beban Kognitif Mahasiswa Fakultas Ilmu Pendidikan Universitas Pendidikan Indonesia Tiara Nurhayati Devi; Mario Emilzoli; Ridha Hidayani
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 4 (2026): Oktober 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i4.8786

Abstract

University students encounter various learning demands that require them to process information effectively. The limited capacity of working memory may result in cognitive load, which can influence the learning process. This study aimed to analyze the cognitive load of students at the Faculty of Educational Sciences, Universitas Pendidikan Indonesia based on three dimensions: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. A quantitative survey was conducted involving 394 students selected using proportionate stratified random sampling. Data were collected through a questionnaire developed based on Cognitive Load Theory and analyzed using descriptive statistics. The findings revealed that students experienced high intrinsic cognitive load (M = 30.81), moderate extraneous cognitive load (M = 17.11), and high germane cognitive load (M = 32.96). Among the three dimensions, germane cognitive load showed the highest mean score per item, indicating that students tended to allocate their cognitive resources to understanding learning materials and constructing knowledge during the learning process. These findings indicate that the current learning process has promoted students' active cognitive engagement. However, instructional design should continue to be systematically developed to minimize extraneous cognitive load and optimize germane cognitive load. The findings are expected to provide insights for instructional designers in developing more effective learning strategies that align with students' cognitive load characteristics.
Co-Authors Arief Rachman Hakim Bunga Claudya Dadi Mulyadi Emilzoli, Mario Ikanubun, Lucia Ekawati Tiara Nurhayati Devi