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STRATEGI PENDIDIKAN MULTIKULTURAL DI TAMAN KANAK-KANAK (TK) KATOLIK SANG TIMUR YOGYAKARTA Wulaningrum, Tri
Spektrum Analisis Kebijakan Pendidikan Vol 6, No 3 (2017): spektrum analisis kebijakan pendidikan
Publisher : Fakultas Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/sakp.v6i3.9255

ABSTRAKPenelitian ini bertujuan untuk memperoleh informasi tentang: (1) Alasan kebijakanpendidikan multikultural diterapkan di TK Katolik Sang Timur Yogyakarta. (2) StrategiPendidikan Multikultural di TK Katolik Sang Timur Yogyakarta. (3) Faktor pendukung danpenghambat implementasi kebijakan pendidikan multikultural di TK Katolik Sang TimurYogyakarta.Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Subyekpenelitian ini adalah Kepala Sekolah (sekaligus Suster yayasan Karya Sang Timur), guru, danstaf TK Katolik Sang Timur Yogyakarta. Setting penelitian ini di TK Katolik Sang TimurYogyakarta. Pengumpulan data dilakukan dengan menggunakan metode observasi,wawancara, dan dokumentasi. Peneliti merupakan instrumen utama dalam melakukanpenelitian yang dibantu oleh pedoman observasi, pedoman wawancara, dan pedomandokumentasi. Analisis data menggunakan teknik komponensial secara induktif, denganlangkah: reduksi data, display data dan pengambilan kesimpulan. Triangulasi yang digunakanuntuk menjelaskan keabsahan data adalah triangulasi sumber dan triangulasi teknik.Hasil penelitian menunjukan bahwa: (1) Alasan penerapan kebijakan pendidikanmultikultural di TK Katolik Sang Timur Yogyakarta dilandasi secara filosofis oleh dua hal,yaitu: (a) kewajiban saling mengasihi terhadap sesama, (b) kesadaran sekolah sebagai salahsatu pionir dalam mencerdaskan kehidupan bangsa. (2) Strategi pendidikan multikultural diTK Katolik Sang Timur Yogyakarta dilakukan melalui lima aspek, yaitu: (a) struktur sosialyang dibangun oleh sekolah, (b) pelaksanaan proses pembelajaran, (c) pengembangankurikulum sekolah, (d) kultur yang dibangun oleh sekolah, (e) evaluasi pendidikan yangdijalankan oleh sekolah. (3) Faktor pendukung implementasi kebijakan pendidikanmultikultural: (a) keberadaan kebijakan pendidikan multikultural jauh sebelum sekolahdidirikan, (b) keberagaman di lingkungan sekolah, (c) komitmen cinta kasih dan tidakmengunggulkan golongan tertentu. Faktor penghambat yaitu: (a) ketidakpahaman beberapaorangtua tentang kebijakan pendidikan multikultural, (b) belum adanya guru agama untukmemfasilitasi peserta didik yang beragama Kristen, Islam, dan Hindu, (c) belum tersedianyaruang peribadatan agama Kristen, Islam, dan Hindu.Kata kunci: Strategi, pendidikan multikultural

Soft skills profile of vocational school students in Yogyakarta City for entering the industrial world Tri Wulaningrum; Samsul Hadi
Jurnal Pendidikan Vokasi Vol 9, No 3 (2019): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v9i3.24944

This study aims to determine the profile and how much the level of soft skills of Vocational High School students in Yogyakarta City. This study is survey research. The population of this study was all students grade XI of State Vocational Schools in Yogyakarta City. The sample of this study was 990 students. The data were collected using a questionnaire. The data were then analyzed and presented in a percentage form. The results of the study present that the percentage gain shows the soft skill profile of Vocational High School students in Yogyakarta City in each aspect, namely communication/persuasion skills of 75.19%; performance management skills of 77.22%; self management skills of 70.27%; interpersonal skills of 78.68%; leadership/organizational skills of 77.85%; and cultural skills of 75.60%. Then, the level of soft skills ability of Vocational High School students in Yogyakarta City is generally categorized in medium, which is in the profile range between M-0.5SD and M + 0.5SD (M - 0.5SD x M + 0.5SD).

STUDENT SELF-REGULATION PROFILES IN ONLINE LEARNING POST-COVID-19: A CLUSTER AND DISCRIMINANT ANALYSIS APPROACH Afnia, Pangestika Nur; Wulaningrum, Tri; Margono, Margono; Pratama, Yanasta Yudo
MAJORA: Majalah Ilmiah Olahraga Vol 30, No 2 (2024): September
Publisher : Faculty of Sport Science, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/majora.v30i2.82529

The transition to online learning has brought significant challenges and opportunities for higher education, emphasizing the importance of self-regulation as a critical skill for academic success. This study aims to profile students' self-regulation patterns in online learning environments using a combination of cluster and discriminant analyses. Data were collected from 577 undergraduate students using the Online Self-Regulated Learning Questionnaire (OSLQ), which measures six dimensions of self-regulation: goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation. Cluster analysis, employing the K-Means method, identified three distinct student groups: (1) students with high self-regulation, excelling in goal setting, time management, and self-evaluation; (2) students with moderate self-regulation, showing adequate abilities with some limitations in task strategies and help-seeking; and (3) students with low self-regulation, struggling across all dimensions. Discriminant analysis revealed that self-evaluation, goal setting, and task strategies were the primary variables differentiating these clusters, with self-evaluation emerging as the most significant predictor. The findings underscore the critical role of self-regulation in online learning success and highlight the need for tailored interventions to support students with low self-regulation. These insights provide valuable implications for educators and institutions to design more adaptive and effective online learning strategies.

Pendidikan Karakter dalam Pemikiran Tokoh Bangsa Indonesia: Sintesis Nilai dan Konsep melalui Kajian Literatur Sistematis Afnia, Pangestika Nur; Wulaningrum, Tri; Marzuki, Marzuki
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10308

Ketimpangan antara fondasi filosofis pendidikan karakter dan implementasinya di Indonesia merefleksikan adanya kekosongan epistemologis yang krusial, yang menuntut pendekatan kajian yang lebih mendalam. Penelitian ini bertujuan untuk menyusun sintesis konseptual berbasis pemikiran empat tokoh besar: Ki Hajar Dewantara, KH. Ahmad Dahlan, KH. Hasyim Asy’ari, dan Buya Hamka. Melalui pendekatan Systematic Literature Review (SLR), sebanyak sembilan artikel terpilih dari basis data Scopus dianalisis secara tematik untuk mengidentifikasi nilai-nilai inti serta kerangka pendidikan karakter yang diusung masing-masing tokoh. Hasil penelitian menunjukkan bahwa keempat tokoh memiliki kesamaan pandangan dalam menjadikan religiositas, integritas moral, dan tanggung jawab sosial sebagai fondasi utama pendidikan karakter, namun dengan penekanan yang berbeda. Ki Hajar Dewantara menitikberatkan pada budi pekerti, sistem among, dan keseimbangan cipta-rasa-karsa; KH. Ahmad Dahlan memfokuskan pada kepedulian sosial, keadilan, serta teologi amal; KH. Hasyim Asy’ari mengedepankan nasionalisme, religiusitas, dan moderasi beragama; sedangkan Buya Hamka menekankan nilai sabar, syukur, amanah, serta hubungan harmonis antara manusia, Tuhan, dan alam. Sintesis ini menghasilkan kerangka konseptual yang menggabungkan dimensi spiritual, moral, intelektual, dan sosial, yang relevan untuk mengatasi tantangan globalisasi dan degradasi moral

Pendidikan Karakter dalam Pemikiran Tokoh Bangsa Indonesia: Sintesis Nilai dan Konsep melalui Kajian Literatur Sistematis Afnia, Pangestika Nur; Wulaningrum, Tri; Marzuki, Marzuki
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10308

Ketimpangan antara fondasi filosofis pendidikan karakter dan implementasinya di Indonesia merefleksikan adanya kekosongan epistemologis yang krusial, yang menuntut pendekatan kajian yang lebih mendalam. Penelitian ini bertujuan untuk menyusun sintesis konseptual berbasis pemikiran empat tokoh besar: Ki Hajar Dewantara, KH. Ahmad Dahlan, KH. Hasyim Asy’ari, dan Buya Hamka. Melalui pendekatan Systematic Literature Review (SLR), sebanyak sembilan artikel terpilih dari basis data Scopus dianalisis secara tematik untuk mengidentifikasi nilai-nilai inti serta kerangka pendidikan karakter yang diusung masing-masing tokoh. Hasil penelitian menunjukkan bahwa keempat tokoh memiliki kesamaan pandangan dalam menjadikan religiositas, integritas moral, dan tanggung jawab sosial sebagai fondasi utama pendidikan karakter, namun dengan penekanan yang berbeda. Ki Hajar Dewantara menitikberatkan pada budi pekerti, sistem among, dan keseimbangan cipta-rasa-karsa; KH. Ahmad Dahlan memfokuskan pada kepedulian sosial, keadilan, serta teologi amal; KH. Hasyim Asy’ari mengedepankan nasionalisme, religiusitas, dan moderasi beragama; sedangkan Buya Hamka menekankan nilai sabar, syukur, amanah, serta hubungan harmonis antara manusia, Tuhan, dan alam. Sintesis ini menghasilkan kerangka konseptual yang menggabungkan dimensi spiritual, moral, intelektual, dan sosial, yang relevan untuk mengatasi tantangan globalisasi dan degradasi moral

Where is Vocational Education Heading? Unpacking Two Decades of Global Knowledge Dynamics and Policy Relevance Wulaningrum, Tri; Afnia, Pangestika Nur; Setiawan, Risky
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-2

Purpose – As digital disruption and global inequalities reshape the future of work, vocational education is increasingly recognized as essential for skills development and social mobility. However, the field remains marked by thematic fragmentation—between traditional foci such as curriculum and pedagogy and emerging priorities like digitalization, equity, and learner well-being—and significant geographical imbalance, with research output dominated by a few high-income countries. This study maps the intellectual and policy landscape of vocational education research (2000–2024) to clarify its alignment with urgent global challenges.Method – A total of 11,781 Scopus-indexed articles was analyzed using bibliometric tools in R, including keyword co-occurrence, thematic mapping, and international collaboration network analysis to reveal dominant clusters and neglected themes. Findings – Research in vocational education is anchored in curriculum and employability, yet digital skills, gender inclusion, and mental health remain underexplored. Publication is concentrated in Australia, the US, Germany, and China, reinforcing North–South disparities and limiting global integration. While interest in innovation is rising, persistent conceptual fragmentation still hinders policy impact. Research Implications – Policymakers should move beyond rhetoric to embed digital skills, equity, and well-being in policy and curricula. Future research needs to address underrepresented issues and regions, foster cross-country collaboration, and better translate evidence into practice. The focus on English-language, Scopus-indexed articles may exclude some regional scholarship.

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