Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Mandala Education (JIME) J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) International Journal of Humanities, Education, and Social Sciences
Rahmawati, Novianti
Unknown Affiliation
Religion Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Efektivitas Pembelajaran Daring pada Mata Pelajaran Sejarah di SMK Negeri 2 Sampit, Kabupaten Kotawaringin Timur Amalia, Riza; Rahmawati, Novianti
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 8, No 1 (2021): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v8i1.13821

Abstract

In Indonesia, the Covid-19 pandemic has transformed the learning process. Learning, which is generally performed offline (conventionally), must now be conducted online. This is performed to slow the spread of the Covid-19 virus. Sampit Vocational High School, one of the education providers in East Kotawaringin Regency, also offers online learning. The goal of this study was to obtain an overview of the effectiveness of online learning in history subjects at SMKN 2 Sampit. This study employs a qualitative approach with a descriptive method. Purposive sampling was used. There are a total of 12 subjects represented in the samples. In this study, data was gathered through an online survey created with Google Forms, as well as direct and online interviews conducted with the Zoom Cloud Meeting application. The Miles and Huberman model is used in the data analysis technique. The study's conclusion is that the implementation of online learning in history subjects is declared effective, and it is described in three aspects: (1) aspects of the facilities and infrastructure owned by teachers for online learning, (2) aspects of student and teacher responses regarding the effectiveness of online learning in history subjects, and (3) aspects of student and teacher responses regarding the effectiveness of online learning in history subjects. (3) The final aspect is the use of online learning for history subjects to break the Covid-19 chain.
Implementation of Entrepreneurship Education for Students at SMK Negeri 1 Sampit for the 2022/2023 Academic Year Supian, Muhamad; Rahmawati, Novianti; Tartila, Yulita Ulfa
Jurnal Ilmiah Mandala Education (JIME) Vol 10, No 2 (2024): Jurnal Ilmiah Mandala Educartion (April)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v10i2.6842

Abstract

This research contains about how entrepreneurship education is implemented in class XI students at SMK Negeri 1 Sampit. Entrepreneurship education plays an important role in creating the next generation to be ready for future economic challenges. This study aims to determine implementation in class XI students of SMK Negeri 1 Sampit. This research is qualitative research. The subject of this research is a class XI subject teacher at SMK Negeri 1 Sampit. Meanwhile, the informants in this research were three class XI students. Data collection techniques in this research are interviews and documentation. Data analysis techniques through data reduction processes, data presentation, and data verification. To test the validity of the data using triangulation of sources and methods. The results of this research are (1) There are 6 aspects out of 7 aspects of implementing entrepreneurship education which are implemented in class XI students at SMK Negeri 1 Sampit. Of these 6 aspects, 5 aspects can be implemented effectively. The entrepreneurship education that has been implemented is: a). integrated entrepreneurship education in extracurricular activities, b), entrepreneurship education through self-development, c). changes in the implementation of entrepreneurship learning from theory to practice, d). integrating entrepreneurship education into materials or textbooks, e). integrating entrepreneurship education through school culture. The implementation of entrepreneurship education for class (2) entrepreneurship education is not implemented in the integration of entrepreneurship education through local content because local content subjects are not available in the 2013 curriculum.
Limitations of Conventional Entrepreneurship Education in Developing Students’ Social Entrepreneurship Competencies Rahmawati, Novianti; Eriyanti, Ribut Wahyu
International Journal of Humanities, Education, and Social Sciences Vol 4 No 1 (2026): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v4i1.8943

Abstract

Although entrepreneurship education has been widely implemented in higher education, its effectiveness in developing students’ social entrepreneurship competencies remains limited. This study aims to examine the limitations of conventional entrepreneurship education in fostering students’ social entrepreneurship competencies and to identify areas requiring pedagogical strengthening. Employing a quantitative descriptive survey design, the research involved 120 undergraduate students who had completed entrepreneurship courses, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistical techniques. The findings indicate that entrepreneurship education is predominantly theory-oriented and classroom-based, with limited opportunities for community engagement and experiential learning. As a result, students’ social entrepreneurship competencies, particularly empathy, community leadership, and the ability to identify social problems were generally at moderate to low levels. The results further demonstrate a strong need to reorient entrepreneurship education toward more experiential, community-linked, and socially engaged learning approaches to better support the development of social entrepreneurship competencies. This study provides empirical evidence highlighting the limitations of conventional entrepreneurship education and contributes to the ongoing discourse on strengthening social entrepreneurship competencies within higher education through curriculum and pedagogical innovation.
Co-Authors Amalia, Riza Ribut Wahyu Eriyanti Supian, Muhamad Tartila, Yulita Ulfa