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All Journal AGRIPITA: Jurnal Agribisnis dan Pembangunan Pertanian Pendas : Jurnah Ilmiah Pendidikan Dasar Voices of English Language Education Society NERSMID: Jurnal Keperwatan dan Kebidanan JURNAL MANAJEMEN BISNIS Gema Kampus IISIP YAPIS Biak SULUH: Jurnal Abdimas geoedusains: Jurnal Pendidikan Geografi Scientax: Jurnal Kajian Ilmiah Perpajakan Indonesia PROFICIO: Jurnal Pengabdian Masyarakat KaliAgri Journal: Jurnal Agribisnis International Journal of Educational Research Excellence (IJERE) Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Entrepreneurship and Small Business Research Jurnal AGRISEP: Kajian Masalah Sosial Ekonomi Pertanian dan Agribisnis FingeR: Journal of Elementary School Jurnal Aplikasi Manajemen & Kewirausahaan MASSARO Jurnal Teknik Sipil Pertahanan Journal of Smart Agriculture and Environmental Technology Jurnal Penelitian dan Pendidikan Agama Islam Jurnal Pendidikan Generasi Nusantara (JPGENUS)
Maryadi
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How Can Teachers Tailor Success? Innovative Strategies for Content, Process, and Product in EFL Classrooms Suryati, Imas; Koesoemo Ratih; Maryadi
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24451

Abstract

This study aimed to examine the Implementation of differentiated instruction in an EFL classroom, focusing on content, process, and product dimensions. It involved an English teacher and thirty-nine 8th-grade students at a junior high school. The research sought to identify the teacher's strategies to implement differentiated instruction, guided by Tomlinson's (2001) theory of Differentiated Instruction. Using a descriptive-qualitative methodology, the study employed interviews, observations, and document analysis as data collection instruments. The findings indicate that the teacher employed diverse texts and resources alongside varied support systems to differentiate content. For process differentiation, strategies included multiple intelligences and flexible grouping. Differentiation of the product involved varied questioning techniques, leading to activities such as student worksheets, group tasks, and presentations. This research contributes to understanding differentiated instruction in Indonesian EFL classrooms, highlighting the challenges and suggesting the need for further innovation in instructional strategies. Despite difficulties, the study illustrates the teacher's efforts to incorporate various differentiated instruction strategies, underscoring the potential for enhancing EFL teaching practices.
Feasibility Study of a Partner Bank Loan Scheme for Smallholder Palm Oil Replanting (PSR) Maryadi; Sulastri, Merna Ayu; Antoni, Mirza
Jurnal AGRISEP JURNAL AGRISEP VOL. 25 NO. 01 2026 (MARCH)
Publisher : Badan Penerbitan Fakultas Pertanian, Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31186/jagrisep.25.01.1-14

Abstract

Community oil palm plantations experience a decline in productivity when the oil palms are approximately twenty years old. Therefore, the government has launched a program in the form of community-led rejuvenation to restore production and maintain the long-term sustainability of farmers' income. This study attempts to examine and analyze the costs of rejuvenating small-scale oil palm commodities, including estimating the loan repayment period, monthly installment obligations, and opportunities when production and commodity price fluctuations impact farmers' ability to make repayments. The study was conducted at the Suka Makmur Palm Oil Producers Cooperative (KPKS) in Suka Makmur Village, Sungai Lilin District, Musi Banyuasin Regency, South Sumatra Province. Respondents were 397 cooperative member households. The financial feasibility study of oil palm commodity rejuvenation investments for farmers was conducted using the Net Present Value (NPV), Internal Rate of Return (IRR), and Net Benefit-Cost Ratio (Net B/C) methods. The study results indicate that the proposed oil palm rejuvenation program implemented by KPKS Suka Makmur is financially feasible and generates positive economic returns. Farmers are projected to begin repaying the rejuvenation costs from the fifth to the 25th year. The estimated monthly installment is IDR 381,151 per hectare or approximately IDR 762,303 per plot. A sensitivity analysis indicates that financial viability is vulnerable to extreme conditions, including significant production declines, lower fresh fruit bunch prices, increased production costs, or increased loan interest rates. The study results emphasize the importance of risk management, production efficiency, and supporting policies to ensure the program's sustainability.
Dari Kebijakan ke Realitas Kelas: Progresivisme dalam Kurikulum Merdeka di Sekolah Dasar Indonesia Mufid, Nur; Kun Sumantri; Alynia Purwaning; Endang Fauziati; Maryadi
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/bgwvqb11

Abstract

This study critically examines the implementation of the Merdeka Curriculum in Indonesian primary schools through the lens of progressivist educational philosophy, with particular attention to the realization of student-centered learning in classroom practice. Employing a descriptive qualitative design, the study collected data from ten classroom learning videos, ten teaching module documents, and questionnaires administered to teachers with teaching experience ranging from 5 to 20 years. Data were analyzed thematically by identifying patterns related to student autonomy, classroom interaction, and the balance of teacher–student roles. The findings reveal a noticeable discrepancy between policy intentions and classroom realities. Although teachers demonstrated conceptual understanding of progressivist principles and formally integrated student-centered steps into lesson plans, actual classroom practices remained predominantly teacher-dominated. Students were provided limited opportunities to engage in meaningful inquiry, discussion, and reflection, while teachers continued to control the learning process by delivering extensive explanations and directing students toward predetermined answers. This indicates that progressivist values embedded in the Merdeka Curriculum have been implemented at a procedural rather than a philosophical level. The study concludes that without deeper philosophical engagement and sustained professional development, curriculum reform risks becoming a symbolic change that fails to transform classroom culture.
Co-Authors Aan Yunianto Abrar Abrar Adetya Candra Yuwana Putra Al-Afik Alam, Samsul Alynia Purwaning Angguri, Kiki Griya Anwar, Yaskinul Aprini, Nisma Ardinah Arifah, Khafidhta Qudsiana Nurul Arifianto Armanto, M Edi Asqolani Bambang Sumardjoko DESSY ADRIANI Dewi Mariastuti Khasanah Dyah Pravitasari Elisa Wildayana Elisa Wildayana Endang Fauziati Febrianti T. Lestari Fourita Dian Martini Frangky Silitonga Gusti, Didiek Handayani Hariadi, Nur Irbah , Nahda Dhiya Irbah, Nahda Dhiya Kamalia, Handayani Kiki Lestari Koesoemo Ratih Kun Sumantri Maryadi Maryadi Merna Ayu Sulastri Mirza Antoni Mufid, Nur Mufrih, Ahmad Muhammad Al Faroqi Muhammad Idris Muhammad Idris Najib Asmani Nearti, Yuwinti Nur Asnah Prapsetyo, Agung rahmawati, choiri rahmawati Rama Sherina Rambe, Masrina Rasmadi Saad, Giezandi Saadiah Setyasih, Iya Setyo Nugroho Shandi, Arie Sigit Haryanto Sjarlis , Sylvia Sjarlis, Sylvia Sopian Sriati Suryati, Imas Trinawati Ulin Ni’am, Ahmad Wawan Suranto Wiratmoko, Gandung Aulia Yuli Andari, Yuli Yulius Wahyu Prasetyo Yusman Yusman, Yusman Yuswari Nur Yuwinti Nearti