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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Paramita: Historical Studies Journal AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Briliant: Jurnal Riset dan Konseptual JUSPI (Jurnal Sejarah Peradaban Islam) Jurnal Pendidikan dan Kebudayaan Jurnal Real Riset Dharmas Education Journal (DE_Journal) Education Enthusiast : Jurnal Pendidikan dan Keguruan
Suryana, Nina
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Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Dharmas Education Journal (DE_Journal)

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PENGARUH MODEL PEMBELAJARAN ABAD 21 (CLM) DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN HIGER ORDER THINKING SKILL (HOTS) MAHASISWA Iqbal, Iqbal; Suryana, Nina; Iqbal, Muhammad
Dharmas Education Journal (DE_Journal) Vol 5 No 1 (2024): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v2i1.1276

Abstract

 Kemampuan Penelitian ini bertujuan untuk mengetahui: (1) Pengaruh model pembelajaran abad 21 (CLM) terhadap kemampuan siswa dalam mempelajari Higer Order Thinking Skills (HOTS); (2) Pengaruh motivasi belajar terhadap Higer Order Thinking Skills (HOTS) siswa; (3) Interaksi antara model pembelajaran dan motivasi belajar terhadap kemampuan Higer Order Thinking Skills (HOTS) siswa. Penelitian ini merupakan penelitian eksperimen. Populasi penelitian ini adalah seluruh mahasiswa PPKn Semester III. Sampel dalam penelitian ini adalah seluruh populasi penelitian. Teknik pengambilan sampel pada penelitian ini menggunakan Total Sampling. Hasil penelitian menunjukkan bahwa: (1) Terdapat pengaruh Model Pembelajaran Abad 21 (CLM) terhadap Higer Order Thinking Skill (HOTS) siswa, hal ini dilihat dari rasio kelas eksperimen (CLM) sebesar 87,42, sedangkan kelas kontrol (DLM) sebesar 72,35; (2) Terdapat pengaruh motivasi belajar terhadap kemampuan siswa pada Higer Order Thinking Skill (HOTS); hal ini ditunjukkan dari rasio motivasi tinggi sebesar 86,26, sedangkan motivasi rendah sebesar 65,89; (3) Terdapat interaksi antara model pembelajaran dan motivasi belajar terhadap keterampilan berpikir tingkat tinggi (HOTS) siswa, hal ini dilihat dari nilai sig. 0,025 < 0,05, dimana hasil belajar siswa optimal diajarkan dengan model pembelajaran abad 21 untuk motivasi tinggi.
POTENSI DAN TANTANGAN PEMBELAJARAN DI ERA INDUSTRI 4.0 DALAM DUNIA PENDIDIKAN Iqbal, Iqbal; Suryana, Nina; Fahrizal, Fahrizal
Dharmas Education Journal (DE_Journal) Vol 5 No 2 (2024): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/dejournal.v5i2.1667

Abstract

Potential and Challenges of Learning in the Industrial Era 4.0 in the World of Education. The Industrial Era 4.0 presents various advanced technologies such as artificial intelligence (AI) and the Internet of Things (IoT) which are changing learning and teaching methods in the world of teaching. The aim of this research is a) to determine the Learning Potential in the Industrial Era 4.0 in the World of Education, b) to determine the Challenges of Learning in the Industrial Era 4.0 in the World of Education. This research uses a qualitative approach with a case study method. Interview Data Collection Techniques and Literature Study. Data analysis This research uses thematic analysis, namely: data collection, reading and understanding data, data interpretation and analysis, data verification and conclusions. The results of this research show that the majority of teachers feel the benefits of using artificial intelligence (AI) technology and digital learning platforms that allow adapting lesson material to individual student needs. Teachers report that they can provide real-time feedback based on data collected through Internet of Things (IoT) devices or learning applications. This helps students learn at their own pace and learning style, increasing engagement and retention of information. The results of this research indicate that limited technological infrastructure is the main obstacle in implementing learning technology. Teachers in rural areas or schools with limited resources revealed that they experienced difficulties in accessing digital devices and adequate internet connectivity. These limitations hinder efforts to implement technologies like AI, IoT effectively
Co-Authors Aminuyati Fahrizal Fahrizal Hadiani Fitri Heri Fajri, Heri Herianti, Herianti Iqbal Iqbal Iswanto, Sufandi Muhammad Iqbal Muharni Muharni Munira, Widia Muslem Muslem, Muslem Nazila, Putri Afia Purwoko, Agus Ramazan Ramazan Sari, Suci Indah Uswatul Hasanah, Uswatul