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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Abjadia, International Journal of Education SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam IQRO: Journal of Islamic Education Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal Ilmiah Ecosystem Jurnal Studi Guru dan Pembelajaran EduPsyCouns: Journal of Education, Psychology and Counseling Nusantara: Jurnal Pendidikan Indonesia LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Indo-MathEdu Intellectuals Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Indonesian Journal of Research and Educational Review (IJRER) Edu Sociata : Jurnal Pendidikan Sosiologi Jurnal Pendidikan dan Ilmu Sosial Jurnal Pendidikan Jompa Indonesia Takuana: Jurnal Pendidikan, Sains, dan Humaniora Al-Irsyad: Journal of Education Science Indonesian Research Journal on Education International Journal of Multidisciplinary Approach Research and Science Cendikia: Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Dasar
Yuspiani, Yuspiani
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Aspek Pengembangan Peserta Didik Berbasis Karakter: Studi Literatur L, Ramli; Yuspiani, Yuspiani; Wahyuddin, Wahyuddin
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2429

Abstract

Education is the most important thing for students as a guide to live life. In this case, the educational process must be designed specifically in terms of developing students' cognitive, affective and psychomotor abilities. These three aspects need to be developed comprehensively so that students' academic, social, and creative abilities can be realized to the maximum. This study uses a literature review method to analyze various sources related to the development of character-based student development. Data collection includes extensive searches in academic datasbases, libraries, and online resources using keywords such as educational character, student development, and character-based learning. The analysis involves thematic categorization, where key themes and patterns are identified, compared, and critically assessed to generate insights into character-based student development principles and practices. The results of the study show that the aspect of student development anytime and anywhere needs change and that through learning (reading and writing) will bring change (behavior change and knowledge) which in essence realizes new skills. Students in giving grades or learning outcomes whether the cognitive realm, affective realm and picicomotor realm are indeed very relative. Therefore, educators usually use measuring tools in the form of test or non-test techniques, depending on what is to be measured, or what information will be collected
Transformasi Pembelajaran dengan Manajemen Kurikulum Merdeka di SMK Negeri 9 Makassar Yusril, Muh.; Syamsudduha, St.; Mardyawati, Mardyawati; Azisah, St.; Yuspiani, Yuspiani
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 1 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i1-16

Abstract

Purpose - This research examines the implementation of the Merdeka Curriculum at SMK Negeri 9 Makassar, focusing on planning, organization, execution, and supervision. Using a qualitative approach, data was gathered through interviews, observations, and documentation. Method - The study employs a qualitative and phenomenological method, involving interviews with school leaders, curriculum coordinators, the head of the Fisheries Processing Agribusiness Department, and two teachers. Additionally, observations and document analysis were conducted, and data management followed three stages: data reduction, presentation, and conclusion drawing. Findings - The results indicate that the Merdeka Curriculum planning achieved independence within a year but requires improvement, particularly in school operational plans (KOSP), competency aspects, teaching modules, project-based learning (PJBL) implementation, and P5 projects. Organizing the Merdeka Curriculum using a block approach has been initiated, but subject allocation needs improvement due to a shortage of teaching staff. The implementation offers flexibility in inclusive learning by involving students in projects. Supervision through monitoring and evaluation requires further actions to align with learning objectives.Research Implications - This research discusses limitations in design or methodology influencing result interpretation, addressing constraints on generalizability, practical applications, and the utility of findings. The study emphasizes limitations directly related to research problems, highlighting the need for understanding P5 projects, KOSP development, widespread distribution of teaching modules across departments, and addressing teaching staff shortages. Recommendations include educators designing optimal learning programs and student projects.
Student Development Aspects Based on Learner Characteristics in Primary Learning Contexts Darnanengsih; Yuspiani, Yuspiani; Subhan, Alwan
MISOOL: Jurnal Pendidikan Dasar Vol. 7 No. 2 (2025): Desember 2025
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v7i2.2356

Abstract

Understanding learner characteristics is a crucial foundation for implementing effective and equitable education. Each learner possesses unique differences in potential, learning styles, interests, and socio-cultural backgrounds that influence learning processes and outcomes. This article aims to analyze a characteristic-based approach to developing three major educational aspects: cognitive, affective, and psychomotor domains. Using a qualitative descriptive approach through library research, the study synthesizes relevant literature on learner development. The results indicate that instructional approaches considering learner characteristics enhance learning effectiveness and holistic personal growth. The cognitive aspect relates to thinking and reasoning abilities; the affective aspect involves attitudes, values, and motivation; while the psychomotor aspect pertains to physical and motor coordination skills. These three domains should be developed harmoniously by considering learning styles (visual, auditory, kinesthetic) and individual differences such as talents, interests, and multiple intelligences. The findings imply that teachers and curriculum developers should adapt learning strategies and content to accommodate diverse learner characteristics, particularly in the implementation of the Merdeka Curriculum, to promote inclusive and meaningful learning experiences.
Exploring the Nature of Students as Pedagogical Beings: A Humanistic Approach in Education Rosdiana, Rosdiana; Yuspiani, Yuspiani; Subhan, Alwan
MISOOL: Jurnal Pendidikan Dasar Vol. 7 No. 2 (2025): Desember 2025
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v7i2.2361

Abstract

The humanistic approach in education emphasizes the holistic development of learners, encompassing emotional, social, and academic aspects. The library research method was chosen because the study focuses on exploring concepts and theories regarding the humanistic approach in education as well as the nature of students as pedagogical beings. This study examines the benefits, challenges, and implementation strategies of the humanistic approach within the context of modern education. Findings reveal that this approach enhances learners’ motivation, creativity, and confidence, while fostering self-awareness and social responsibility. However, successful implementation requires adequate resources and proper teacher training. This study recommends strengthening teacher training, providing sufficient resources, and fostering collaboration among stakeholders to support the sustainability of the humanistic approach in education. Thus, the humanistic approach can contribute to producing learners who excel not only intellectually but also emotionally and socially.
ANALISIS FAKTOR DETERMINAN PENDIDIKAN: KAJIAN PUSTAKA KUALITATIF Rusmiaty, Rusmiaty; Damopolii, Muljono; Yuspiani, Yuspiani
Al-Irsyad: Journal of Education Science Vol 5 No 1 (2026): Januari 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i1.267

Abstract

Penelitian ini bertujuan untuk mengkaji dan mendeskripsikan faktor-faktor determinan yang memengaruhi proses pendidikan di Indonesia, yang mencakup pendidik, peserta didik, tujuan pendidikan, alat pendidikan, dan lingkungan pendidikan. Menggunakan pendekatan kualitatif berbasis studi pustaka, penelitian ini menelaah peran strategis masing-masing elemen dalam mewujudkan pendidikan yang bermutu. Temuan menunjukkan bahwa keberhasilan pendidikan sangat dipengaruhi oleh sinergi antara kelima fakto1r tersebut. Temuan kunci pertama adalah bahwa peran pendidik sebagai pembimbing kepribadian berdampak langsung terhadap pembentukan karakter peserta didik, ditunjukkan melalui indikator kedisiplinan dan tanggung jawab siswa. Temuan kedua menunjukkan bahwa lingkungan belajar yang kondusif secara signifikan mendukung pencapaian hasil belajar, ditandai dengan peningkatan partisipasi aktif dan pencapaian akademik. Pendidik berperan bukan hanya sebagai penyampai ilmu, tetapi juga sebagai pembina moral. Peserta didik menjadi subjek aktif dalam pembelajaran, sedangkan tujuan, alat, dan lingkungan pendidikan menjadi komponen pendukung utama dalam proses pembelajaran. Implikasi kebijakan dari hasil penelitian ini menekankan pentingnya penguatan kapasitas pendidik dan penyediaan lingkungan belajar yang memadai. Penelitian lanjutan disarankan untuk mengkaji interaksi antarelemen pendidikan secara empiris dalam berbagai konteks pendidikan formal dan nonformal.
Co-Authors Abdullah, Subhan Ainullah, Mukrim Alias, Hamzah Amiruddin, Idris Azisah, St. Baharuddin Baharuddin Basir, Marni Basri, Syamsuriana Darnanengsih Erwin Hafid, Erwin Goncing, Abdi Gusnadi, Rahmat Hasan Basri Hermawansyah, Hermawansyah Humairah, Andi Eliyah Jabri, Umiyati Kamus, Kamus Kartini Kartini Kurniawan Kurniawan L, Ramli Latief, Abdul Rahman Mahfudz, Muhsin Mardyawati, Mardyawati MISYKAT MALIK IBRAHIM Muh. Darwis Muhammad Nuril Huda Muljono Damopolii Muljono Muljono Mustabsyirah, Mustabsyirah Mutakhir, Nur Said Naro , Wahyuddin Naro, Wahyudin nasir, muh Nur Apriyani Nur Hikmah P, MULIATI Ramli, Rahmawati Rosdiana Rosdiana Rusmiaty, Rusmiaty Saprin Saprin, Saprin Sari, Yuni Purnama Shabir U, Muhammad Sola, Ermi Sri Mulyani St. Syamsudduha, St. Subhan, Alwan Umar Sulaiman Wahyuddin Naro, Wahyuddin Wahyuddin Wahyuddin Wahyuni, Andi Eki Dwi Yusawinur Barella Yusril, Muh. Zuhdiah, Zuhdiah