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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Interaktif: Warta Pengabdian Pendidikan (JIWPP) EduStream: Jurnal Pendidikan Dasar Priviet Social Sciences Journal
Farid, Mujahidin
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Exploring the correlation of self-perception on the use of digital literacy in learning Hasanah, Uswatun; Santoso, Anang; Pratiwi, Yuni; Sulthoni, Sulthoni; Farid, Mujahidin
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.27114

Abstract

The rapid development of technology in the era of the fourth industrial revolution requires teachers to have good digital literacy competencies to present interactive, current, and adaptive learning. In line with this condition, this research aims to map prospective teachers’ digital literacy competency levels and explain the relationship between sub-areas of competency in digital literacy. The method used is quantitative, with validity testing using the reference value of item-total correlation, reliability testing using the reference value of Cronbach’s alpha, and normality testing using the Kolmogorov-Smirnov test. The levels of prospective teachers’ digital literacy competencies are mapped through descriptive quantitative analysis. Then, the correlation between competency areas is analyzed using bivariate correlation tests. The results of this study show that the majority of prospective teachers, accounting for 72.32%, have a moderate level of digital literacy competencies with a digital literacy index of 3.67. The relationship between measured sub-areas of digital literacy competencies shows a positive relationship. Still, it does not indicate a substantial correlation, indicating that more than the high scores on the digital literacy index and information is needed to support the competence of prospective teachers in creating digital content. This research is beneficial for higher education institutions in improving the digital literacy skills of prospective teachers. To enhance the digital literacy competencies of prospective teachers from a moderate level to a high level, there is a need for programs that strengthen the collaborative and communication sub-areas of competencies and programs that enhance the data and information literacy sub-areas.
Keterlibatan Anak dalam Game Simulasi Perang: Tantangan Bahasa dan Komunikasi Anjarwati, Fitri; Farid, Mujahidin; Adam Zulkepli, Ahmad; Ali, Sakina
EduStream: Jurnal Pendidikan Dasar Vol 8 No 2 (2024): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v8n2.p28-39

Abstract

In an increasingly advanced digital era, online games, particularly war simulation games, have become a popular form of entertainment among children. While these games offer enjoyment and social engagement, negative consequences need to be addressed, particularly regarding language use and aggressive behavior. This study aims to explore the impact of children's involvement in war simulation games on their language development and social interactions. A literature review encompassing previous studies found that exposure to coarse language in games can contribute to the normalization of aggressive behavior and the use of inappropriate language in daily life. Furthermore, the importance of parental and educator roles in guiding children to understand communication boundaries is emphasized. Recommendations for introducing educational games that stimulate creativity and language skills, such as Minecraft and LEGO, are also presented as positive alternatives. Thus, this study concludes that the appropriate selection of games and support from parents can help mitigate negative impacts and support children's overall social and emotional development.
Enhancing cultural inclusivity in primary schools: insights from Springer multicultural education data Farid, Mujahidin; Murtadho, Nurul; Muslihati, Muslihati; Alfan, Muhammad; Minghat, Asnul Dahar; Othman, Nooraini
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27972

Abstract

Multicultural education is an essential approach for fostering inclusivity and promoting diversity within primary school settings. This systematic literature review aims to explore the issues employed in multicultural education within primary schools, utilizing a data source from Springer, a renowned academic publisher. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The review examines scholarly articles published between 2018 and 2023 to identify trends, challenges, and best practices in the field. The findings of this review have implications for educators, policymakers, and practitioners in the field of education. The identified best practices, such as problem-based learning, social-emotional learning, and virtual field trips, can guide the development of curriculum frameworks, instructional approaches, and professional development programs that prioritize multicultural education in primary schools.
SOSIALISASI PEMANFAATAN SMARTPHONE DALAM PEMBELAJARAN DI KELAS UNTUK SISWA KELAS IV SDN MENGGARE KAB. PONOROGO Aji, Styo Mahendra Wasito; Farid, Mujahidin; Setiawan, Heri
Jurnal Interaktif: Warta Pengabdian Pendidikan Vol 5 No 2 (2025): Edisi Desember 2025
Publisher : Jurusan Ilmu Pendidikan, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/interaktif.v5i2.537

Abstract

The rapid technological advancements of the 21st century necessitate a transformation of smartphone usage from entertainment tools into productive educational media at the elementary school level. This community service program aimed to enhance digital literacy and ethical smartphone use among fourth-grade students at SDN Menggare, Ponorogo. The activity was conducted by a collaborative team of lecturers from the Elementary School Teacher Education (PGSD) departments of Surabaya State University and Mataram University, involving 17 students as participants. The methods employed included material presentations, demonstrations of educational features, and hands-on experience in utilizing smartphones for classroom learning. The impact of the program was measured using pre-socialization and post-socialization questionnaires consisting of 10 items. The results showed a significant increase in student understanding, with the average score rising from 48.5 to 90. Students are now able to identify digital learning features and are committed to using devices wisely. It is concluded that direct practice methods are effective in shifting students' mindsets toward productive technology integration. Continuous guidance from both teachers and parents is highly recommended to support students' academic achievement.
Decolonizing the past: Integrating the 'practical past' and local literature in Southeast Asian primary history education Farid, Mujahidin; Aji, Styo Mahendra Wasita
Priviet Social Sciences Journal Vol. 5 No. 12 (2025): December 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i12.779

Abstract

The​‍​‌‍​‍‌ history curriculum in primary schools across Southeast Asia frequently continues to be the inheritance of colonialism, which means that it is dominated by a Western-derived, evidence-based "historical past" that largely disregards local narratives and ways of knowing. This​‍​‌‍​‍‌ article argues for the decolonization of history through the deliberate application of Michael Oakeshott's concept of the "practical past" and the use of regional and local literature. The present study, through a systematic review of the literature, shows that the dominant "historical past" model not only structures but also deepens the dependence of the knowledge system from which it originates. Therefore, it explores literary works to liberate the local people, such as historical novels, folktales, and legends, as authentic and reliable sources of community identity, core values, and "practical" historical knowledge. The findings show that such a blend results in a social change pedagogy that makes the class a dialogical space for the teacher's knowledge delivery and historical ​‍​‌‍​‍‌deliberation. Students' historical empathy, critical multimedia literacy, and deep bond with their cultural heritage are some of the outcomes of this approach. However, there are still many issues, such as the lack of teacher preparedness, the conflict between fact and meaning in the curriculum, and the limitations of standardized testing. The article posits that the "decolonial" strategy, which accords the "practical past" equal ontological and epistemological status with other aspects, does not mean the abandonment of academic rigor but rather its enhancement. This, in turn, facilitates the development of a pluriversal historical consciousness, which is a prerequisite for the formation of identity-secure and critically engaged future generations in Southeast ​‍​‌‍​‍‌Asia.
Co-Authors Adam Zulkepli, Ahmad Aji, Styo Mahendra Wasita Aji, Styo Mahendra Wasito Alfan, Muhammad Ali, Sakina Anang Santoso Anjarwati, Fitri Heri setiawan Minghat, Asnul Dahar Muslihati Nurul Murtadho Othman, Nooraini Sulthoni Uswatun Hasanah Yuni Pratiwi