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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Edukasi Islami: Jurnal Pendidikan Islam JTP - Jurnal Teknologi Pendidikan Fitrah: Jurnal Studi Pendidikan FASHLUNA Tafkir: Interdisciplinary Journal of Islamic Education Indonesian Journal of Learning and Instructional Innovation
Relly Prihatin
Universitas Sebelas Maret
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Development of Authentic Assessment with Project Based Learning Approach in Primary School Students Budi Tri Cahyono; Relly Prihatin; Suparmi Suparmi; Fatma Sukmawati; Eka Budhi Santosa
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 15 No. 1 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i1.3987

Abstract

This research is a research on the development of authentic assessment instruments. The types of data used in this study are quantitative and qualitative data. Quantitative data comes from scores of assessment experts, learning experts, and practitioners. Qualitative data includes comments and suggestions for product improvements from assessment experts, learning experts, and practitioners. The products produced in this research and development are in the form of Project Task Books and Authentic Assessment Instruments on Project-Based Learning Theme 8. The Project Project, Project Book product, refers to the Authentic Assessment Instrument on Project-Based Learning. The Project Task Book is used in Theme 8 Subtheme 3. Students must complete two project assignments. The results of the product feasibility test show that the Project Task Book is very feasible to implement. First, feasibility is assessed from content validity of 87%, construct validity of 87%, and practicality of 78%. The Authentic Assessment Instrument product on Project-Based Learning Theme 8 refers to three feasibility aspects. First, the feasibility of the guideline target is 83%. Second, the feasibility of the content of the guidelines is 88%. Third, the feasibility of the code of practice is 75%. This product can be an alternative for teachers to assess students' abilities in project assignments. Teachers can use this assessment instrument product more creatively and innovatively, for example, by designing project assignments according to the region. This product can be disseminated in teacher competence, educational journals, and social media.
The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum Eka Budhi Santosa; Fatma Sukmawati; Ratna Juwita; Relly Prihatin; Budi Tri Cahyono; Suparmi
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 2 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

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Abstract

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers.  Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.
How Is It Done: A Qualitative Analysis of Teachers Strategies in Meeting the Challenges of Differentiated Instruction Ratna Juwita; Fatma Sukmawati; Eka Budhi Santosa; Budi Tri Cahyono; Relly Prihatin; Suparmi Suparmi
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 3 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v26i3.49907

Abstract

Differentiated Instruction (DI) is considered an important but challenging task which many teachers feel unprepare. A list of requisite skill of DI is needed to eliminate teachers’ unpreparadness. This study aimed to explore requisite skills for DI implementation and to identify best practices across various school levels. Using 112 self-reported essays, subsequent interviews, videotaped DI practices, and experts meeting, this article employed Cognitive Task Analysis (CTA) to capture a description of the knowledge that experts use to carry out differentiations. The result revealed that CTA of DI implementation contained four essential skills in the preparation phase, nine skills in the implementation phase, and two skills in the evaluation phase. Despite of highly different contexts of school levels, this study found similarities in DI practices across all levels. This study contributes to the existing body of knowledge on DI by highlighting the effectiveness of CTA in identifying and implementing DI strategies across different educational levels. Future research should explore the long-term impacts of DI on student achievement and engagement, as well as investigate DI practices in different educational settings.
Implementation of the Outdoor Study Method to Improve Natural Science Learning Outcomes for Class V Students Selian, Auliantika; Prihatin, Relly
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 1 (2025): Indonesian Journal of Learning and Instructional Innovation: June
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i01.2492

Abstract

This study aims to describe the application of the outdoor study method to improve the learning outcomes of natural science students in grade V of SD Negeri Kleco I Surakarta. This research was carried out at SD Negeri Kleco I Surakarta. The research subjects consisted of 20 students who had intermediate academic abilities. This research is a classroom action research that is carried out in a cyclical manner. Each cycle consists of planning, implementation, observation, and reflection steps. The data collection techniques used are observation techniques and data analysis techniques. In this study, qualitative and quantitative data analysis techniques are used. For qualitative data descriptions, they can be analyzed using observation sheets, while quantitative descriptions are carried out with tests that have been given. The learning outcomes in cycle 1 were 71.67% with a good category and in cycle 2 an average score increase of 78.33% was obtained with a good category. Likewise with the completeness of student learning, in cycle 1 there were 13 students or 83.33% who completed and in cycle 2, 100% of students were obtained. It can be concluded that the application of the outdoor study method to improve the learning outcomes of natural science students in grade V of SD Negeri Kleco I Surakarta is good.
EFL Teachers' Self-Efficacy in Technology Integration: A Case Study on TPACK Implementation in Schools in Indonesia Prihatin, Relly; Ridhani, Jovita
FASHLUNA Vol 6 No 2 (2025): September
Publisher : Prodi PGMI STIT Sunan Giri Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47625/fashluna.v6i2.1095

Abstract

This study aims to explore English teachers' self-efficacy in integrating technology in the classroom as well as the application of the TPACK (Technological Pedagogical Content Knowledge) framework. The study also sought the relationship between teachers' self-efficacy and TPACK application when using technology in teaching. The research subjects consisted of 50 English teachers, with three teachers selected for classroom observations and retrospective interviews. Results showed that the majority of teachers had high self-efficacy in using technology such as PowerPoint, videos, and online platforms. However, some still lacked confidence in providing digital feedback. TPACK implementation varied; two teachers optimally applied it by integrating content, pedagogy and technology for interactive learning, while one teacher was passive. There is a positive relationship between teacher self-efficacy and successful TPACK implementation. Teachers with high self-efficacy were more proactive in designing innovative learning. These findings provide important implications for teacher training and education policy. Increasing self-efficacy through technology training can improve the quality of technology-based learning. Abstrak Penelitian ini bertujuan untuk mengeksplorasi efikasi diri guru Bahasa Inggris dalam mengintegrasikan teknologi di kelas serta penerapan kerangka TPACK (Technological Pedagogical Content Knowledge). Penelitian ini juga mencari hubungan antara efikasi diri guru dan penerapan TPACK saat menggunakan teknologi dalam pengajaran. Subjek penelitian terdiri dari 50 guru Bahasa Inggris, dengan tiga guru dipilih untuk observasi kelas dan wawancara retrospektif. Hasil menunjukkan bahwa mayoritas guru memiliki efikasi diri tinggi dalam menggunakan teknologi seperti PowerPoint, video, dan platform online. Namun, beberapa masih kurang percaya diri dalam memberikan umpan balik digital. Penerapan TPACK bervariasi; dua guru menerapkannya secara optimal dengan memadukan konten, pedagogi, dan teknologi untuk pembelajaran interaktif, sedangkan satu guru masih bersifat pasif. Terdapat hubungan positif antara efikasi diri guru dan keberhasilan penerapan TPACK. Guru dengan keyakinan tinggi lebih proaktif dalam merancang pembelajaran inovatif. Temuan ini memberikan implikasi penting bagi pelatihan guru dan kebijakan pendidikan. Peningkatan efikasi diri melalui pelatihan teknologi dapat meningkatkan mutu pembelajaran berbasis teknologi.
Co-Authors Budi Tri Cahyono Budi Tri Cahyono Budi Tri Cahyono Budi Tri Cahyono Cahyono, Budi Tri Eka Budhi Santosa Eka Budhi Santosa Eka Budhi Santoso Fatma Sukmawati Fatma Sukmawati Fatma Sukmawati Fatma Sukmawati, Fatma Ratna Juwita Ratna Juwita Ratna Juwita Ratna Juwita Ridhani, Jovita Santosa, Eka Budhi Santosa, Eka Budho Selian, Auliantika Sukmawati , Fatma Suparmi Suparmi Suparmi Suparmi Suparmi Suparmi Suparmi Suparmi Suparmi Suparmi Wibawanto, Hilmawan