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PBL Model Experiment with Character Value Approach to Improve Cognitive, Affective, and Psychomotor Competencies in Physics Learning Basri, Syamsuriana; Ibrahim, Misykat Malik; Yuspiani, Yuspiani; Shabir U, Muhammad
International Journal of Multidisciplinary Approach Research and Science Том 3 № 01 (2025): International Journal of Multidisciplinary Approach Research and Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/ijmars.v3i01.1432

This study aims to examine the effectiveness of Problem-Based Learning (PBL) model integrated with character values on improving students' cognitive, affective, and psychomotor competencies in physics learning. The research was conducted using One Group Pretest-Posttest experimental design on class X students at SMAN 1 Jeneponto, South Sulawesi. Data were collected through cognitive tests, psychomotor observation sheets, and affective questionnaires. The results of the analysis showed that the application of PBL-NK model significantly improved all three aspects of student competence. The highest average score was achieved in the psychomotor aspect (86.5), followed by the cognitive (84.6) and affective (80.5) aspects. This improvement was proven through paired t-test with significant results on all variables (p < 0.05). These findings indicate that PBL-NK not only improves the understanding of physics concepts, but also supports the formation of student character in accordance with the Pancasila Student Profile. This model proves to be relevant in answering the challenges of 21st century education through the integration of competency-based learning and character values. It is recommended that teachers receive special training to apply this model, and the development of PBL-NK-based teaching materials is carried out to support the implementation of Merdeka Curriculum in various subjects.

Pendekatan Inovatif Dalam Pengembangan Peserta Didik Berdasarkan Karakteristik Wahyuni, Andi Eki Dwi; Damopolii, Muljono; Yuspiani, Yuspiani
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 6 No. 1 (2025): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Februari 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v6i1.3564

Education aims to develop the potential of students holistically through cognitive, affective, and psychomotor aspects. Characteristic-based development of students allows learning to be designed according to their unique needs, including learning styles, multiple intelligences, and social and cultural backgrounds. This article examines the strategy of developing students based on characteristics using a descriptive-analytical literature review method. The results of the study indicate that strategies that focus on student characteristics, such as problem-based and project-based learning, are able to optimize the development of cognition, affectivity, and psychomotor in a balanced manner. This approach supports the creation of effective learning that not only builds knowledge, but also positive attitudes and practical skills, so that students develop into individuals with character and competitiveness.

HAKIKAT MANUSIA SEBAGAI MAKHLUK PEDAGOGIK: TINJAUAN FILOSOFIS DAN IMPLIKASINYA DALAM PENDIDIKAN Apriyani, Nur; Yuspiani, Yuspiani; Wahyuddin, Wahyuddin
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i1.4520

Humans as pedagogical beings have the ability to be educated and teach, where education does not only focus on the transfer of knowledge, but also on character formation and the development of individual potential. Understanding the nature of humans is important for educators to be able to create an inclusive learning environment that is relevant to the needs of students. This qualitative study aims to understand the nature of humans as students through a library research approach. The results of the study show that humans, as servants and caliphs, have basic potential in the form of hearing, sight, and heart. This potential plays a role in the process of spiritual understanding and assessment, allowing humans to be responsible for maintaining the balance of nature according to His guidance. ABSTRAKManusia sebagai makhluk pedagogik memiliki kemampuan untuk dididik dan mengajar, di mana pendidikan tidak hanya berfokus pada transfer pengetahuan, tetapi juga pada pembentukan karakter dan pengembangan potensi individu. Pemahaman hakikat manusia menjadi penting bagi pendidik agar mampu menciptakan lingkungan belajar yang inklusif dan relevan dengan kebutuhan peserta didik. Penelitian kualitatif ini bertujuan untuk memahami hakikat manusia sebagai peserta didik melalui pendekatan penelitian kepustakaan. Hasil penelitian menunjukkan bahwa manusia, sebagai hamba dan khalifah, memiliki potensi dasar berupa pendengaran, penglihatan, dan hati. Potensi ini berperan dalam proses pemahaman dan penilaian spiritual, memungkinkan manusia untuk bertanggung jawab dalam menjaga keseimbangan alam sesuai tuntunan-Nya.

Hakikat Manusia (Peserta Didik) Sebagai Makhluk Pedagogik Kartini, Kartini; Muljono, Muljono; Yuspiani, Yuspiani
Indo-MathEdu Intellectuals Journal Vol. 6 No. 2 (2025): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i2.2592

This research aims to find out the nature of human beings (students) as pedagogic beings. This article uses the literature study method to explore the concept of human beings (students) as pedagogical beings. The literature review process begins with the identification of relevant sources, including journal articles, books, conference papers, and peer-reviewed scientific articles that discuss the essence of humanity and its relationship with education. Data analysis techniques using critical analysis are used to evaluate various theoretical frameworks that discuss the relationship between humanity and education. The results of the analysis show that humans as pedagogic creatures are humans who have the potential to be educated and educated, and the nature of humans (learners) as pedagogic creatures, based on nature that has the basic potential of hearing, vision, and heart as instruments in the educational process. Humans are creatures that can be educated and educated (homo educandum). The educational process that makes human beings the subject and object of education. Students as pedagogical creatures will describe that they have various characteristics and potentials that need to be understood in the context of education. This understanding is essential to creating a learning environment that supports their psychic and spiritual development optimally

Prinsip-Prinsip Belajar dan Pembelajaran: Dasar Teoretis dan Implikasinya mulyani, sri; Damopolii, Muljono; Yuspiani, Yuspiani
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): VOL 8 N0 1 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6150

Penelitian ini bertujuan untuk mengeksplorasi prinsip belajar dan pembelajaran. Penelitian ini menggunakanan library research atau studi kepustakaan. Adapun beberapa prinsip belajar dan pembelajaran yang ditemukan dalam penelitian ini adalah: (1) prinsip perhatian dan motivasi, (2) prinsip keaktifan, (3) prinsip keterlibatan langsung, (4) prinsip pengulangan, (5) prinsip tantangan, dan (6) prinsip perbedaan individu. Prinsip perhatian dan motivasi menekankan pentingnya menciptakan suasana belajar yang menarik dan relevan melalui penghargaan, tantangan, serta pengaitan materi dengan aplikasi nyata. Prinsip keaktifan mengharuskan peserta didik berperan aktif dalam proses pembelajaran melalui diskusi, proyek kolaboratif, dan simulasi yang mendorong keterlibatan langsung. Prinsip keterlibatan langsung memfasilitasi pemahaman mendalam dengan melibatkan peserta didik dalam eksperimen, praktik, dan presentasi materi. Pengulangan materi memperkuat ingatan melalui latihan berkala, ulasan rutin, dan diskusi kolaboratif. Prinsip tantangan mendorong peserta didik untuk mengembangkan kemampuan berpikir kritis dan kreatif melalui tugas-tugas analitis dan pemecahan masalah. Prinsip perbedaan individu menggarisbawahi pentingnya pembelajaran berdiferensiasi yang disesuaikan dengan gaya belajar, kemampuan, dan kebutuhan peserta didik. Penelitian ini terbatas pada kajian literatur sehingga tidak mengobservasi penerapan prinsip-prinsip belajar secara langsung di kelas. Selain itu, cakupan sumber literatur terbatas pada database tertentu, yang mungkin belum sepenuhnya mewakili semua penelitian terkait. Penelitian selanjutnya disarankan untuk melakukan studi empiris dengan pendekatan kualitatif atau kuantitatif guna mengeksplorasi implementasi prinsip-prinsip ini di kelas serta dampaknya terhadap hasil belajar peserta didik. Selain itu, memperluas cakupan sumber literatur akan memperkaya temuan.

Hakikat Manusia (Peserta Didik) Sebagai Makhluk Pedagogik Kartini, Kartini; Muljono, Muljono; Yuspiani, Yuspiani
Indo-MathEdu Intellectuals Journal Vol. 6 No. 2 (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.v6i2.2592

This research aims to find out the nature of human beings (students) as pedagogic beings. This article uses the literature study method to explore the concept of human beings (students) as pedagogical beings. The literature review process begins with the identification of relevant sources, including journal articles, books, conference papers, and peer-reviewed scientific articles that discuss the essence of humanity and its relationship with education. Data analysis techniques using critical analysis are used to evaluate various theoretical frameworks that discuss the relationship between humanity and education. The results of the analysis show that humans as pedagogic creatures are humans who have the potential to be educated and educated, and the nature of humans (learners) as pedagogic creatures, based on nature that has the basic potential of hearing, vision, and heart as instruments in the educational process. Humans are creatures that can be educated and educated (homo educandum). The educational process that makes human beings the subject and object of education. Students as pedagogical creatures will describe that they have various characteristics and potentials that need to be understood in the context of education. This understanding is essential to creating a learning environment that supports their psychic and spiritual development optimally

Prinsip-Prinsip Belajar dan Pembelajaran: Dasar Teoretis dan Implikasinya mulyani, sri; Damopolii, Muljono; Yuspiani, Yuspiani
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6150

Penelitian ini bertujuan untuk mengeksplorasi prinsip belajar dan pembelajaran. Penelitian ini menggunakanan library research atau studi kepustakaan. Adapun beberapa prinsip belajar dan pembelajaran yang ditemukan dalam penelitian ini adalah: (1) prinsip perhatian dan motivasi, (2) prinsip keaktifan, (3) prinsip keterlibatan langsung, (4) prinsip pengulangan, (5) prinsip tantangan, dan (6) prinsip perbedaan individu. Prinsip perhatian dan motivasi menekankan pentingnya menciptakan suasana belajar yang menarik dan relevan melalui penghargaan, tantangan, serta pengaitan materi dengan aplikasi nyata. Prinsip keaktifan mengharuskan peserta didik berperan aktif dalam proses pembelajaran melalui diskusi, proyek kolaboratif, dan simulasi yang mendorong keterlibatan langsung. Prinsip keterlibatan langsung memfasilitasi pemahaman mendalam dengan melibatkan peserta didik dalam eksperimen, praktik, dan presentasi materi. Pengulangan materi memperkuat ingatan melalui latihan berkala, ulasan rutin, dan diskusi kolaboratif. Prinsip tantangan mendorong peserta didik untuk mengembangkan kemampuan berpikir kritis dan kreatif melalui tugas-tugas analitis dan pemecahan masalah. Prinsip perbedaan individu menggarisbawahi pentingnya pembelajaran berdiferensiasi yang disesuaikan dengan gaya belajar, kemampuan, dan kebutuhan peserta didik. Penelitian ini terbatas pada kajian literatur sehingga tidak mengobservasi penerapan prinsip-prinsip belajar secara langsung di kelas. Selain itu, cakupan sumber literatur terbatas pada database tertentu, yang mungkin belum sepenuhnya mewakili semua penelitian terkait. Penelitian selanjutnya disarankan untuk melakukan studi empiris dengan pendekatan kualitatif atau kuantitatif guna mengeksplorasi implementasi prinsip-prinsip ini di kelas serta dampaknya terhadap hasil belajar peserta didik. Selain itu, memperluas cakupan sumber literatur akan memperkaya temuan.

Kedudukan Guru Sebagai Pendidik Mutakhir, Nur Said; Abdullah, Subhan; Saprin, Saprin; Yuspiani, Yuspiani
Jurnal Ilmiah Ecosystem Vol. 25 No. 2 (2025): Ecosystem Vol. 25 No 2, Mei - Agustus Tahun 2025
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/eco.v25i2.6707

Guru profesional harus memenuhi persyaratan sebagai manusia yang bertanggung jawab dalam bidang pendidikan dan dalam waktu yang sama dia juga mengembang sejumlah tanggung jawab dalam bidang pendidikan. Guru sebagai pendidik bertanggung jawab mewariskan nilai-nilai dan norma-norma kepada generasi muda sehingga terjadi proses pelestarian dan penerusan nilai. Data yang digunakan adalah data sekunder. Data sekunder adalah data yang diambil dari berbagai sumber yang telah ada sebelumnya. Data sekunder yang diperlukan berupa data dokumen tambahan, dimana data ini berguna untuk memberikan informasi penelitian. Hasil menunjukkan bahwa Guru adalah pendidik profesional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah. Guru profesional hendaknya mampu memikul dan melaksanakan tanggung jawab sebagai guru kepada peserta didik, orang tua, masyarakat, bangsa, negara, dan agamanya. Tugas dan tanggung jawab guru adalah mengajar atau menyampaikan kewajiban kepada peserta didik. Professional teachers must meet the requirements as responsible human beings in the field of education and at the same time they also develop a number of responsibilities in the field of education. Teachers as educators are responsible for passing on values and norms to the younger generation so that the process of preserving and continuing values occurs. The data used is secondary data. Secondary data is data taken from various sources that already exist. The secondary data required is in the form of additional document data, where this data is useful for providing research information. The results show that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education through formal education, basic education, and secondary education. Professional teachers should be able to shoulder and carry out responsibilities as teachers to students, parents, society, nation, state, and religion. The duties and responsibilities of teachers are to teach or convey obligations to students.

Implementation of Internal Quality Standards at the Faculty of Economics and Islamic Law, Ahmad Dahlan Islamic University Sinjai Latief, Abdul Rahman; Sulaiman, Umar; Yuspiani, Yuspiani; Gusnadi, Rahmat
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 19, No. 5 : Al Qalam (September 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v19i5.4851

This study serves as an effort to explore the implementation of the Internal Quality Standards at the Faculty of Economics and Islamic Law, Universitas Islam Ahmad Dahlan, Sinjai Regency. A qualitative approach was employed, with data collected through interviews, observations, and documentation, which were then analyzed using the Miles and Huberman method. The findings indicate that the implementation of the Internal Quality Assurance System (SPMI) has been running effectively, with an average quality achievement exceeding 80%. This success is reflected in the attainment of several key indicators, such as Foreign Language Development, Learning Content, and Research Assessment, which reached 100%. However, some aspects still require improvement, particularly in research quality and alumni management, which have not yet met optimal standards. The active involvement of various stakeholders, including lecturers, students, and alumni, plays a crucial role in the success of this system. To further enhance educational quality, it is recommended to strengthen research support, optimize academic facilities, and reinforce stakeholder engagement to establish a more sustainable quality assurance system.

Methods in Learning: An Introduction and Conceptual Review Alias, Hamzah; Basri, Hasan; Saprin, Saprin; Yuspiani, Yuspiani
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3484

Effective learning in elementary education is key to creating a generation capable of competing in the global era. Various methods, including student-centered learning, the use of technology in learning, project-based learning, and differentiated learning approaches, have been shown to increase student engagement, critical thinking skills, and problem-solving. Therefore, this study aims to analyze various effective learning methods through a conceptual literature review. Using a literature review or library research approach, this study collects and analyzes various relevant sources to understand the concepts and applications of learning methods. This research finding demonstrates that effective learning methods are crucial for improving the quality of learning and achieving educational goals. This research identifies various learning methods in education: lecture method, discussion method, demonstration method, experimental method, field trip method, practice method, simulation method, debate method, mind mapping method, discovery method, and problem-solving method. This research demonstrates that each learning method has advantages and disadvantages, and therefore, it is important to select and use them appropriately according to the context and learning objectives. Many aspects related to learning methods still require further research, such as the development of more effective and contextual learning methods. However, challenges such as unequal access to technology and teacher readiness need to be addressed to ensure that every student has optimal learning opportunities. The results of this study are expected to contribute to the development of more effective and innovative learning practices.

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