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All Journal Jurnal Kridatama Sains dan Teknologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Indo-MathEdu Intellectuals Journal INSANIA : Jurnal Pemikiran Alternatif Kependidikan Jurnal Kependidikan
Gunawan, Yosi Intan Pandini
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Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Comparison of distance and blended learning models on UIN Saizu Purwokerto students' learning outcomes Gunawan, Yosi Intan Pandini; Rohman, Mujibur
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 28 No 2 (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v28i2.8434

Abstract

The case of the Covid-19 pandemic led to a government policy to enforce online learning with distance learning and blended learning models. Lecturers are required to present learning innovations using these two models to continue to achieve maximum learning outcomes and student learning outcomes. It is through the implementation of distance learning that students can study anywhere. The blended learning model is innovative and collaborates offline/face-to-face lectures with online lectures. With the implementation of this online learning system, both distance learning and blended learning have differences in student learning outcomes. This study aims to determine the differences in student learning outcomes using distance learning and blended learning models regarding cognitive, affective, and psychomotor aspects. The research method used in this study is quantitative, with a research design using a comparative test to compare learning outcomes between two groups with different treatments. One group uses distance learning, and one group uses blended learning. The data analysis technique used to answer the hypothesis of this research is a statistic with different/comparative test, the t-test with statistical test Kolmogorov Test and Shapiro-Wilks Test to determine normality test and homogeneity test, and a nonparametric test using the Mann-Whitney test. The results showed no significant difference in cognitive, affective (activeness), and psychomotor learning achievement between students who learned to use the distance learning and blended learning models. Significant differences in learning achievement only occur in the affective aspect, particularly in student discipline in learning. Students who learn to use blended learning have better discipline than those who use distance learning.
Metode Pengembangan Aspek Kognitif Anak (Telaah Buku Prophetic Parenting Karya Muhammad Nur Abdul Hafizh Suwaid) Gunawan, Yosi Intan Pandini; Rahmania, Elda Aulia; Masykur, Alaik; Agesti, Nanda; Rianti, Denisa
Jurnal Kependidikan Vol. 11 No. 1 (2023)
Publisher : Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jk.v11i1.8447

Abstract

Abstrak Metode pengembangan kognitif anak adalah suatu cara atau upaya yang dilakukan untuk mengubah atau meningkatkan pola pikir, bahasa dan kecerdasan anak, atau segala sesuatu yang berkaitan dengan otak dan intelegensi. Beriringan dengan semakin tumbuh dan kembangnya syaraf dan organ anak. Penelitian ini bertujuan mencari metode pengembangan kognitif anak yang ada di dalam buku Prophetic Parenting, kemudian hasil buku ini diharapkan dapat dijadikan referensi tambahan dalam mengembangkan aspek kognitif anak dalam kehidupan bermasyarakat. Mengingat anak adalah generasi penerus bangsa, agent of change, maka tumbuh kembangnya sangatlah penting dan perlu dimaksimalkan. Jenis penelitian ini adalah studi literatur dengan menggunakan pendekatan kualitatif. Teknik yang digunakan yaitu teknik dokumenter, dengan sumber data primer berupa buku Prophetic Parenting karya Muhammad Nur Abdul Hafizh Suwaid dan Cerdas ala Rasulullah karya Nasiruddin. Dan juga sumber data sekunder yaitu buku Pengantar Ilmu dan Metodologi Pendidikan Islam karya Armai Arief, buku Metodik khusus: Pengajaran Agama Islam karya Zakiyah Darajat, buku Teori-teori Psikologi karya Matt Jarvis, dan beberapa sumber sekunder lainnya. Hasil penelitian ini yaitu di dalam buku Prophetic Parenting disajikan metode pengembangan aspek kognitif anak dimulai dari pra-pernikahan (kriteria dalam memilih suami dan istri), pernikahan (berdoa sebelum berhubungan dan mempersiapkan diri menjadi orangtua yang sholeh dan sholehah), hingga pasca melahirkan yaitu upaya mengembangkan seluruh aspek anak khususnya aspek kognitif dengan menggunakan metode keteladanan, metode pembiasaan, metode kisah, metode diskusi/dialog, metode tanya jawab, metode ceramah/nasihat, metode pengawasan dan metode penghargaan. Beserta relevansi metode pengembangan kognitif anak dalam proses belajar mengajar di sekolah.
Kesiapan Guru dalam Mengimplementasikan Kurikulum Merdeka di Mi Muhammadiyah Toyareka Kecamatan Kemangkon Kabupaten Purbalinggga Ameliya, Sekar Ayu; Gunawan, Yosi Intan Pandini
Indo-MathEdu Intellectuals Journal Vol. 6 No. 3 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i3.3092

Abstract

The aim of this study is to analyze teacher readiness in implementing the independent curriculum at MI Muhammadiyah Toyareka in terms of attitude readiness, cognitive readiness, and behavioral readiness. The research uses a qualitative descriptive approach, with data collection methods including observation, interviews, and documentation. The subjects of the study include the school principal, teachers, and students of grades I, II, IV, and V. Data analysis techniques involve data reduction, data presentation, and conclusion drawing. The research results show that the teachers at Muhammadiyah Toyareka MI are prepared to implement the independent curriculum, but not fully, as seen from three indicators of readiness: attitude readiness, where the teachers have interest and motivation as a feeling of enjoyment and a strong determination to improve results in implementing the independent curriculum, there is also mapping of teacher readiness, cognitive readiness, where teachers have understood the concept of the independent curriculum, lesson planning, implementation, and assessment, but not fully. Behavioral readiness, teachers are already capable in assessing learning, but there are still obstacles in planning, implementation, and the use of facilities and infrastructure in learning, which requires training.
Efektivitas Learning Management System Terhadap Pelayanan Administrasi Pembelajaran di MTs Plus Nurul Falah Jabres Nurchayati, Anisa Dwi; Gunawan, Yosi Intan Pandini
Jurnal Kridatama Sains dan Teknologi Vol 5 No 02 (2023): JURNAL KRIDATAMA SAINS DAN TEKNOLOGI
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/kst.v5i02.934

Abstract

In Indonesia, there are many schools whose administrative system for teacher learning still uses a manual system, especially at MTs Plus Nurul Falah Jabres Kebumen, so an alternative solution for this administration system is the use of a Learning Management System for teacher learning administration services that can be used anytime and anywhere with an online system. The method used for the development of the Learning Management System uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The purpose of this study is to facilitate administrative services and reduce obstacles in the implementation of administration. The results of the analysis of this study resulted in the effectiveness of the LMS based on validation, response, and practicality in the "Good" category and it can be concluded that the validation results obtained a score of 67.19% in the "Good" category, the response of LMS users obtained a score of 86.71% in the "Very Good" category. and the practicality of the LMS obtained a score of 86.40% in the "Very Good" category so the LMS in teacher learning administration services can be said to be effective.. Keywords: Administration, Learning Management System, Management, ADDIE Model
Construction and Validation of a Scale to Measure Islamic Primary School Teachers’ Readiness in Implementing Emancipated Curriculum Referring to the Technological Pedagogical and Content Knowledge Sarah, Siti; Suprihatiningrum, Jamil; Gunawan, Yosi Intan Pandini; Salam, Firman Walidi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 3 (2024): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.11569

Abstract

This research aims to develop and validate a scale to measure the readiness of science teachers in Islamic primary schools in implementing the Emancipated Curriculum referring to the Technological Pedagogical and Content Knowledge (TPACK). Eight development steps by DeVellis were used to develop the scale. A total of 224 respondents, comprising six experts and 218 science teachers in Central Java Province and the Special Province of Yogyakarta, agreed to participate. Data were analyzed using SEM-PLS. The development process successfully created a scale of 34 valid and reliable items. These items consist of Technological Knowledge factors (four items), Pedagogical Knowledge factors (14 items), Content Knowledge factors (four items), Pedagogical Content Knowledge factors (four items), Technological Content Knowledge factors (two items), Technological Pedagogical Knowledge factors (two items), and Technological Pedagogical and Content Knowledge factors (three items). A high reliability was obtained for the scale developed (0.983). This validated scale is ready to be used to examine teachers’ readiness in implementing the Emancipate Curriculum. The measurement with this scale can illustrate the extent to which teachers have TPACK as a provision for implementing the curriculum so that policy recommendations can be made.
Co-Authors Agesti, Nanda Ameliya, Sekar Ayu Jamil Suprihatiningrum Masykur, Alaik Mujibur Rohman, Mujibur Nurchayati, Anisa Dwi Rahmania, Elda Aulia Rianti, Denisa Salam, Firman Walidi Siti Sarah, Siti