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All Journal Jurnal Pendidikan Ekonomi Undiksha Jurnal Pendidikan Akuntansi (JPAK) Pendas : Jurnah Ilmiah Pendidikan Dasar Economic Education Analysis Journal
KARDIYEM
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Economics, Econometrics & Finance Education Social Sciences Other

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Peran Self Efficacy Memoderasi Religiusitas, Dukungan Sosial dan Self Disclosure Terhadap Resiliensi Akademik Shofi, Ezar; Khayati, Afif Nur; Kardiyem; Pujiati, Amin
Jurnal Pendidikan Ekonomi Undiksha Vol. 17 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpe.v17i1.86259

Abstract

This study aims to analyze the effect of religiosity, social support and self-disclosure on student academic resilience with self efficacy as a moderating variable. The population in this study were students of the economic education study program majoring in accounting education at Semarang State University class of 2020. The sampling technique used probability sampling with a sample size of 118 students. The data analysis method uses descriptive analysis and moderation regression analysis. The results showed that religiosity variables had a positive and significant effect on academic resilience, while social support and self-disclosure variables had no positive and significant effect on academic resilience. Self efficacy as a moderating variable can significantly strengthen the effect of religiosity on academic resilience but cannot strengthen the effect of social support and self-disclosure on academic resilience. Suggestions from this study students are expected to be able to increase faith in God, multiply worship, deepen religious knowledge, be able to be patient, be grateful and increase self-confidence to improve academic resilience.
Exploring the Impact of Collaborative Learning and Student Engagement on Student Learning Performance: A Comprehensive Analysis of Influencing Factors Mudrikah, Saringatun; Pitaloka, Lola Kurnia; Kardiyem; Setiyani, Rediana
Economic Education Analysis Journal Vol. 13 No. 1 (2024): Economic Education Analysis Journal
Publisher : Universitas Negeri Semarang

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Abstract

This research deepens how social factors influence collaborative learning and student engagement, ultimately influencing student learning performance. This research is a type of quantitative research with a causality approach. The research population is economics education students. The sampling method uses a proportional random technique and the number of samples used was 206 students. The data collection instrument uses a questionnaire. The data analysis technique used was a structural equation model (SEM-PLS). The research results showed that interaction with peers had a positive effect on collaborative learning, student-lecturer interaction had no effect on collaborative learning, social presence had a positive impact on collaborative learning, use of social media had no effect on collaborative learning, cooperative learning had a positive impact on student engagement, Student engagement has a positive influence on student learning performance, Collaborative learning mediates the relationship between social factors (i.e. social interaction (with peers), student-lecturer interaction, social presence, use of social media) and student engagement, Student Engagement mediates the relationship between factors social, collaborative learning, and student learning performance. This research has several limitations, research considers four social factors that influence active collaborative learning; therefore, future research should include other variables, such as student involvement or use learning outcomes as the dependent variable.
Pengaruh Keyakinan Guru dan Pengembangan Profesional terhadap Integrasi Teknologi dalam Pembelajaran Akuntansi dengan Perceived Technology Skill sebagai Variabel Mediasi Indrawati, Eka; Kardiyem
Jurnal Pendidikan Akuntansi (JPAK) Vol. 13 No. 3 (2025): Article in progress
Publisher : Program Studi Pendidikan Akuntansi Fakultas Ekonomika dan Bisnis Universitas Negeri Surabaya

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Abstract

In the era of the Industrial Revolution 4.0, the education system is required to transform digitally. The integration of technology in accounting learning at vocational schools needs to be carried out so that graduates can be adjusted to the needs of the industry. This study was conducted to analyze the influence of teachers' beliefs and professional development on technology integration, with perceived skills used as a mediation variable. This quantitative research involved 73 vocational school accounting teachers in Kebumen Regency who were selected through total sampling techniques. Data were collected through a closed-ended questionnaire and analyzed using SEM-PLS. Based on the results of the analysis, it was found that technology integration was significantly influenced by teachers' beliefs and technological skills. In contrast, professional development was not found to have a direct effect, but indirect influence through technological skills was declared significant. From these findings, it is suggested that technology training be provided in a practical manner and according to the needs of the field. Support from schools and policy makers also needs to be provided so that teachers' technology skills can continue to be improved. For further research, other contextual variables can be considered and a qualitative approach is suggested so that a deeper understanding can be obtained.
IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS CANVA CODE 2.0 UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMK Inarotul Caturmufidarini; Erika Fataa Cahyaningrum; Enistia; Jarot Tri Bowo Santoso; Kardiyem
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42579

Abstract

This study aims to determine the effect of using Canva Code 2.0-based learning media on the learning outcomes of 11th grade students majoring in Office Management and Business Services at a private vocational school in Semarang. The method used is a quantitative pre-experimental approach with a one-group pretest and posttest design. The experimental population consisted of 36 students. However, due to field conditions, the pretest and posttest were administered to 33 students. The experimental research procedure included the administration of a pretest, the provision of treatment in the form of Canva Code 2.0 learning media, followed by a posttest. The data obtained will be analyzed using normality tests, paired sample t-tests, and N-Gain tests. The results showed that the Canva Code 2.0 learning media was quite effective in improving students' understanding of the material and motivation to learn, as well as being able to help achieve learning objectives in an interactive and fun way. In conclusion, Canva Code 2.0 learning media can be used as an innovative alternative in digital learning in the modern era. Further research is recommended to explore the long-term impact of using Canva Code 2.0 on learning motivation, learning outcome sustainability, and media application. Keywords: Learning Media, Canva Code 2.0, Learning Outcomes
Co-Authors Amin Pujiati Enistia Erika Fataa Cahyaningrum Inarotul Caturmufidarini Indrawati, Eka Jarot Tri Bowo Santoso Khayati, Afif Nur Mudrikah, Saringatun Pitaloka, Lola Kurnia Rediana Setiyani, Rediana Shofi, Ezar