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All Journal Journal of Educational Science and Technology QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Edukasi Islami: Jurnal Pendidikan Islam JTP - Jurnal Teknologi Pendidikan Fitrah: Jurnal Studi Pendidikan Edunesia : jurnal Ilmiah Pendidikan FASHLUNA Tafkir: Interdisciplinary Journal of Islamic Education Action Research Journal Indonesia (ARJI) Indonesian Journal of Learning and Instructional Innovation Jurnal Penelitian Kebijakan Pendidikan Nidhomul Haq : Jurnal Manajemen Pendidikan DEDIKASI: Community Service Reports
Relly Prihatin
Educational Technology Department, Universitas Sebelas Maret, Surakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Mengukur Kemampuan Pembelajaran Melalui Penggunaan Media Video Animasi Cahyono, Budi Tri; Suparmi, Suparmi; Prihatin, Relly; Sukmawati, Fatma; Santosa, Eka Budhi
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i04.5008

Abstract

Pembelajaran yang dilakukan secara manual akan membentuk pemahaman secara abstrak, dimana persepsi penjelasan menurut pemahaman secara pribadi. Pemanfaatan media pembelajaran yang berbasis teknologi digital mutlak diperlukan untuk meningkatkan pemahaman pembelajaran secara visual dan akan menghasilkan pemahaman yang sama dan dapat dilakukan penjelasan berulang. Metode yang digunakan dalam penelitian dengan melakukan uji coba produk, pengembangan produk dan implementasi produk. Penelitian ini diawali dari model pembelajaran dilakukan secara manual, kemudian ditambahkan penggunaan teknologi digital dengan memanfaatkan media audio visual dalam menyampaikan pembelajaran. Tantangan utama adalah mengupgrade kemampuan digital untuk menguasai infrastruktur teknologi digital dan menyampaikan secara benar. Siklus yang dilakukan sebanyak 2 tahap dengan mengoptimalkan pendidik yang berada di Kelompok Kerja Guru Gugus Laweyan sebagai responden. Tahap I pendidik masih kurang percaya diri dalam melakukan: 1. analisis media pembelajaran yang digunakan, 2. membuat desain media pembelajaran yang digunakan, 3. membuat media pembelajaran berbentuk audio visual animasi. 4. melaksanakan menyampaikan materi media pembelajaran, 5. melaksanakan evaluasi dari hasil pembelajaran. Hasil yang diperoleh yaitu 98% pendidik merespon model pembelajaran media audio visual animasi dengan baik, sehingga pada tahap ke II responden melakukan hal yang sama, respon yang diperoleh, responden memberikan apresiasi dengan baik. 
The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum Budhi Santosa, Eka; Sukmawati, Fatma; Juwita, Ratna; Prihatin, Relly; Tri Cahyono, Budi; Suparmi
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 2 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

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 Juwita, Ratna; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly; 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.
Digitally integrated Cooperative Learning Models to Enhance Student’s Creativity: Comparative Analysis Across Creativity Dimensions Suparmi, Suparmi; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly
Journal of Educational Science and Technology (EST) Volume 11 Number 2 August 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i2.78265

Abstract

In the 21st century, students’ creativity needs to be developed to confront global change. This study aims to provide a comprehensive overview of Cooperative learning to enhance on students’ creativity across all dimensions. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was used as the methodology. The results showed that cooperative learning can foster dimensions of creativity: fluency, flexibility, originality, and elaboration. Specifically, fluency is supported by Student Teams Achievement Division, Think-Pair-Share and Numbered Heads Together, and the integration of digital gamification with Cooperative Learning. Flexibility is supported by Jigsaw/Group Investigation and the integration of digital gamification with cooperative learning. Originality is supported by Think-Pair-Share and Numbered Heads Together, Cooperative-Project Based learning, and the integration of digital gamification with cooperative learning. Elaboration strengthens Student Teams Achievement Division, Jigsaw/Groups Investigation, and Cooperative-Project Based learning. Mediators supporting cooperative learning include teacher competence, classroom climate, task design, evaluation, and digital access. The new of this study are student orientation, integration of cooperative learning with digitalization, and model comparison. The conclusion is that cooperative learning can enhance students’ creativity through fluency, flexibility, originality, and elabotation, which are strengthened by digital integration and supportive classroom factor.
How to Differentiate Instruction for Deeper Learning Using Cognitive Task Analysis Juwita, Ratna; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly; Suparmi, Suparmi; Ridhani, Jovita; Trisnaningsih, Sari
Jurnal Penelitian Kebijakan Pendidikan Vol 18 No 2 (2025)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v18i2.1312

Abstract

This study aims to explore the requisite skills for Differentiated instruction (DI) implementation and to identify best practices across school levels. Differentiated instruction (DI) for deeper learning is essential for responding to students’ diverse needs. Using 112 self-reported essays, interviews, videotaped practices, and experts meeting, this study employed Cognitive Task Analysis (CTA) to capture the knowledge experts use to carry out differentiation. The results revealed a 4:9:2 skill formula across the preparation, implementation, and evaluation phases. Notable differences across school levels emerged. In the preparation phase, primary and secondary school teachers prepared varied materials (34%) and grouping strategies (44%), whereas only a few kindergarten teachers (3%) employed these strategies. In the implementation phase, most primary (68%) and secondary (79%) teachers tailored materials to students' learning styles by offering content in multiple formats; however, only a small proportion of kindergarten teachers (26%) differentiated content, focusing instead on process differentiation and additional learning support. Despite the differing contexts, the study also identified cross-level similarities. Future research should investigate the long-term impacts of DI on student achievement and engagement, as well as examine DI practices in diverse educational settings.
- Implementation of Project Based Learning Model in Vocational High School: A systematic Literature Review Suparmi Suparmi; Fatma Sukmawati; Budi Tri Cahyono; Eka Budhi Santoso; Relly Prihatin; Ratna Juwita
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8847

Abstract

This research aims to provide a comprehensive overview of the implementation of project-based learning in Vocational High Schools (VHS). The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was used as the method. The research results show that first, PjBL in Indonesia vocational high schools and abroad has an impact on student interest and motivation also students' learning outcomes in various aspects; second, the flexibility of the model consists of time in the classroom and time outside the classroom; third, teacher’s main roles are design the instruction, media selected, and facilitate students in learning with measuring the extent of students' understanding; fourth, model, media, and strategies, there are various activities can be integrated into Project Based Learning; Fifth, Model can be applied in various vocational fields. Benefits, challenges, and recommendations for further research are also provided.
Project-Based Educational Development Management to Improve Teachers' Creative Skills Through a Differentiated Teaching Approach Budi Tri Cahyono; Eka Budhi Santoso; Fatma Sukmawati; Relly Prihatin; Suparmi; Ratna Juwita
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 3 (2024): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v9i3.6

Abstract

This study aims to develop project-based education development management to improve teachers' creative skills through a differentiated teaching approach. The challenges of 21st-century education demand increased teachers' creative thinking skills, which are very important in teaching. This study involved 63 teachers from two high schools in Solo, Central Java, who were selected purposively. The research instrument was a descriptive test that measured teachers' creative thinking skills after receiving materials with the Differentiated Instruction approach. The development of this model used the 4D approach (Define, Design, Develop, Disseminate), which aims to ensure the validity, practicality, and effectiveness of the model's application. The results showed that applying a differentiated teaching approach significantly improved teachers' creative thinking skills compared to conventional teaching methods. This increase was more visible in the group of teachers with middle and upper ability categories, while in the lower ability category, no significant increase was found. These findings indicate that a differentiated teaching approach, combined with a project-based learning model and the 4D method, can effectively develop teachers' creative skills, so it is expected to improve the quality of teaching in schools.
Unpacking the Layers: A Comparative Insight into Differentiated Instruction Strategies for Deeper Learning Across Educational Contexts Ratna Juwita; Fatma Sukmawati; Eka Budhi Santosa; Budi Tri Cahyono; Relly Prihatin; Suparmi Suparmi; Jovita Ridhani; Sari Trisnaningsih
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.510

Abstract

Indonesian teachers, especially in Central Java, encountered challenges in crafting differentiated activities to create deeper learning form students. They include being able to determine students’ prior knowledge and readiness, along with what works best for how learners like to learn (themselves using delivery and assessment methods) in related to individual learners. The research was conducted to explore kindergarten, elementary and secondary school teachers (n = 112) practices about implementation of differentiated instruction for deeper learning in public and private schools n= 35 using descriptive qualitative method. The data collection technique was carried out with Self-Reported Essays, Video-Taped DI Practices and Interviews at the Teacher Appreciation event in Indonesia. The findings revealed that the most frequently used in all levels are giving explanation, providing additional support, and set goals. Furthermore, important variations in the selection of materials, goal introduction, prior knowledge activation, adapted instruction, grouping, adapted materials and varied assessment were also found across levels. This article suggests that teacher professional development be focused on strengthening differentiated teaching practices through classroom supervision programs and practical workshops. Areas of development that need to be carried out include understanding the concept of DI, the application of techniques such as flexible grouping and formative assessment, the design of differentiated lesson plans, and the use of adaptive learning media and supporting technologies.
Enhancing Digital Literacy and 4Cs Skills through Project-Based Deep Learning in Kurikulum Merdeka Budi Tri Cahyono; Relly Prihatin; Taufiq Subhanul Qodr; Mochamad Kamil Budiarto
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1491

Abstract

This study examines the implementation of Deep Learning within the Merdeka Curriculum as a response to educational transformation in the digital age, which demands 21st-century competencies, namely critical thinking, creativity, collaboration, communication, digital literacy, and Pancasila-based character among elementary students. The study aims to evaluate the effectiveness of a project-based approach in integrating technological skills while strengthening national identity. A mixed-method design was employed, combining phenomenology and a one-group pretest-posttest model involving teachers, principals, and fifth-grade students from SD Negeri Sondakan and SD Negeri Tegalrejo in Surakarta. Data were gathered through in-depth interviews, observation, documentation, pretests, and posttests, then analyzed using triangulation, descriptive statistics, and ANOVA. The findings indicate improved students’ technology mastery, with success rates of 93.33% in Sondakan and 84.62% in Tegalrejo. Supporting factors included school leadership, teacher collaboration, and parental involvement. These results show that Deep Learning effectively strengthens digital literacy, the 4Cs, and students’ national character in diverse elementary school contexts.
Regenerasi Kelompok Sadar Wisata melalui Kolaborasi Pentahelix berbasis Fun STEAM Learning di Desa Sidowarno : Regeneration of the Tourism Awareness Group through Pentahelix Collaboration Based on Fun STEAM Learning in Sidowarno Village Anesa Surya; Joko Daryanto; Relly Prihatin; Candra Dewi
DEDIKASI: Community Service Reports Vol. 8 No. 1 (2026): DEDIKASI: Community Service Report - January
Publisher : Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v8i1.3142

Abstract

Keberlanjutan Desa Sidowarno sebagai Desa Wisata Wayang terhambat oleh rendahnya minat anak-anak usia sekolah dasar terhadap budaya lokal akibat keterbatasan kemampuan Kelompok Sadar Wisata (Pokdarwis) Bengawan Solo Bersinar dalam penguasaan metode edukasi literasi budaya. Kegiatan pengabdian ini bertujuan untuk meningkatkan kapasitas Pokdarwis dengan menggunakan pendekatan inovatif yaitu Fun STEAM Learning dengan melibatkan kolaborasi Pentahelix sebagai upaya regenerasi Desa Sidowarno. Metode yang digunakan dalam pengabdian ini adalah Participatory Action Research (PAR) yang melibatkan 20 anggota Pokdarwis secara aktif. Metode ini dilaksanakan dengan empat langkah yaitu sosialisasi, pelatihan, penerapan teknologi, serta pendampingan dan evaluasi Hasil kegiatan pengabdian masyarakat ini menunjukkan peningkatan keterampilan dan manajemen Pokdarwis Bengawan Solo Bersinar. Peningkatan keterampilan terlihat dari seluruh anggota Pokdarwis (100%) yang mampu merancang dan mengimplementasikan Fun STEAM Learning, sehingga partisipasi anak naik dari rata-rata 9–10 menjadi 15–20 anak per pertemuan. Kemampuan manajemen meningkat terlihat dengan adanya perencanaan terstruktur, dokumentasi sistematis, buku program resmi, serta mekanisme evaluasi partisipatif yang memperkuat jejaring kolaborasi pentahelix. Dengan demikian program ini mampu mendukung regenerasi budaya lokal secara berkelanjutan.
Co-Authors Anesa Surya Berliana Safa Bidari Budhi Santosa, Eka Budi Tri Cahyono Budi Tri Cahyono Budi Tri Cahyono Budi Tri Cahyono Cahyono, Budi Tri Candra Dewi Eka Budhi Santosa Eka Budhi Santosa Eka Budhi Santoso Faishal Rida Kusuma Fatma Sukmawati Fatma Sukmawati Fatma Sukmawati Fatma Sukmawati, Fatma Hilmawan Wibawanto Joko Daryanto Jovita Ridhani Jovita Ridhani Karismaya Devayanti Mochamad Kamil Budiarto Nidhoil Mohamed Ibrahim Ratna Juwita Ratna Juwita Ratna Juwita Ridhani, Jovita Rismaka Palupi Sadam Subandi Karta Wijaya Santosa, Eka Budhi Santosa, Eka Budho Sari Trisnaningsih Sari Trisnaningsih Selian, Auliantika Sevinda Anandya Yudayana Sukmawati , Fatma Suparmi Suparmi Suparmi Suparmi Suparmi Suparmi Suparmi Taufiq Subhanul Qodr Taufiq Subhanul Qodr Taufiq Subhanul Qodr Tri Cahyono, Budi Trisnaningsih, Sari Wibawanto, Hilmawan