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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Journal of Educational Science and Technology QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Edukasi Islami: Jurnal Pendidikan Islam International Journal of Pedagogy and Teacher Education Journal of Educational Research and Evaluation JTP - Jurnal Teknologi Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Tafkir: Interdisciplinary Journal of Islamic Education INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE Journal of Environment and Sustainability Education Indonesian Journal of Learning and Instructional Innovation Jurnal Penelitian Kebijakan Pendidikan Senadika
Cahyono, Budi Tri
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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. 
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.
Media Pembelajaran Berbasis Augmented Reality (AR) Untuk Mengatasi Masalah Pembelajaran Pneumatik dan Hidrolik Dalam Era Pembelajaran Abad 21 Widodo, Cahyo; Tamrin, A.G.; Cahyono, Budi Tri
PROSIDING SENADIKA : Seminar Nasional Akademik Vol 1 No 1 (2024): PROSIDING SEMINAR NASIONAL AKADEMIK (SENADIKA) 2024
Publisher : PROSIDING SENADIKA : Seminar Nasional Akademik

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

Abstract

Penelitian ini membahas penggunaan media pembelajaran berbasis Augmented Reality (AR) dalam mengatasi kendala pembelajaran pneumatik dan hidrolik di SMKN Tambakboyo. Pendekatan konvensional dalam pengajaran topik ini sering menemui kesulitan, terutama dalam hal keterbatasan peralatan laboratorium dan waktu praktik yang tersedia, sehingga siswa tidak memperoleh pemahaman menyeluruh. AR menawarkan solusi inovatif dengan memberikan representasi visual tiga dimensi dari komponen-komponen pneumatik dan hidrolik secara interaktif. Dengan AR, siswa dapat memahami mekanisme internal dengan lebih baik tanpa perlu perangkat fisik yang mahal. Selain meningkatkan pemahaman, teknologi ini juga meningkatkan motivasi siswa. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan pendekatan PRISMA untuk memperoleh hasil studi terkait. Hasil menunjukkan bahwa penerapan AR meningkatkan efektivitas pembelajaran dan keterlibatan siswa dalam topik pneumatik dan hidrolik.
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.
Enhancing Junior High School Teaching Performance Through AI-Supported Deep Learning Approaches Cahyono, Budi Tri; Sukmawati, Fatma; Santosa, Eka Budhi; Prihatin, Relly; Suparmi; Qodr, Taufiq Subhanul
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): 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.v27i3.61743

Abstract

supported deep learning approaches in improving the teaching performance of junior high school teachers. With the increasing demand for 21st-century teaching competencies, there is a need for innovative instructional strategies that enhance teacher effectiveness and engagement. A quantitative quasi-experimental method was employed, involving pre-tests and post-tests administered to both control and experimental groups. The study involved 64 junior high school teachers across science and social studies subjects. Teaching performance was assessed using structured observation and evaluation tools covering lesson planning, implementation, and assessment practices. Data analysis was conducted using t-tests and normalized gain (n-gain) scores. The findings demonstrated that the teachers in the experimental group—who utilized AI-supported deep learning approaches—showed significantly greater improvement in teaching performance compared to the control group. The intervention was classified as “effective” in fostering meaningful, interactive, and future-ready instructional practices. The study concludes that integrating AI-supported deep learning strategies can substantially enhance teaching quality. It is recommended that educational institutions incorporate these approaches into ongoing professional development initiatives to better prepare teachers for modern educational demands. The findings demonstrated that the teachers in the experimental group showed significantly greater improvement in teaching performance.
SCRATCH-BASED INTERACTIVE E-MODULES FOR PROMOTING JUNIOR HIGH SCHOOL STUDENTS’ COMPUTATIONAL THINKING SKILLS: A SYSTEMATIC LITERATURE REVIEW Qatrunnada, Azzura; Roemintoyo; Cahyono, Budi Tri
International Journal of Cultural and Social Science Vol. 7 No. 2 (2026): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v7i2.1456

Abstract

This study synthesizes recent evidence on Scratch-based interactive e-modules for supporting junior high school students’ computational thinking skills. Using a systematic literature review approach, 20 studies published between 2021 and 2026 were selected through a PRISMA-style screening process and analyzed descriptively and thematically. The findings indicate that Scratch-based learning is most effective when supported by scaffolding, project- or problem-based learning, integration with mathematics or science contexts, and explicit computational thinking assessment. Several Indonesian studies also report that Scratch-assisted e-modules are generally valid, practical, and potentially effective for supporting computational thinking development, although most studies remain limited to small-scale developmental research. This review suggests that interactive e-modules should be designed as contextualized, project-oriented, and scaffolded learning environments that encourage problem solving, reflection, and debugging practices in junior high school learning contexts.
Error-Based Pedagogy in Teaching Factory: A Case Study on Leveraging Production Failures to Foster Students’ Creativity and Learning Autonomy Sarjoko, Sarjoko; Suharno, Suharno; Widiastuti, Indah; Cahyono, Budi Tri
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54416

Abstract

This study examines the implementation of error-based pedagogy in a TEFA environment and its role in transforming production failures into meaningful learning experiences. Employing a qualitative case study design, the research was conducted in a machining specialization program at a vocational high school in Indonesia. Data were collected through participatory observation and in-depth interviews involving teachers and students, focusing on their interactions during episodes of production failure. The data were analyzed using an interactive model with iterative coding procedures, leading to the identification of key patterns related to students’ creativity and learning autonomy. The findings reveal a pedagogical shift from a production-oriented approach toward a reflective learning ecosystem, where errors are reframed as cognitive triggers rather than operational setbacks. Students demonstrated increased creativity through adaptive problem-solving, including the development of improvised tools and the modification of machining strategies. In parallel, learning autonomy emerged through independent troubleshooting, risk-informed decision-making, and self-regulated quality control. These processes were supported by a facilitative teaching approach that encouraged metacognitive reflection without immediate intervention. This study contributes to vocational education by providing empirical evidence that error-based pedagogy can serve as an effective strategy for fostering creativity and learning autonomy in authentic production settings. It also offers practical insights into how production failure can be leveraged as a productive learning resource without compromising operational objectives.
The Use of Teaching Factory-Based Learning Models to Optimize Social Science Learning Outcomes Among Vocational School Students Sarjoko, Sarjoko; Widyastuti, Indah; Suharno, Suharno; Tamrin, A.G; Cahyono, Budi Tri
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.116643

Abstract

This study explores the use of a teaching factory-based learning model to optimize Natural and social sciences learning outcomes in Vocational High Schools. Teaching Factory emerged as an innovative solution that bridges vocational education and the industrial world by integrating real production experiences into learning. This model not only equips students with technical skills but also prepares them to face the complexities of the world of work. This study uses a mixed methods approach with the Exploratory Sequential Design method, starting with a qualitative exploration to understand learning phenomena, followed by a quantitative method to test qualitative findings. Data was collected through participatory observation, in-depth interviews, document analysis, and learning experiments. The results of the study show that the Teaching Factory has excellent potential to increase the relevance of science learning, develop students' practical skills, and motivate students. However, its implementation faces challenges such as limited resources and a lack of institutional support. This research emphasizes the importance of the Teaching Factory as an effective learning model in vocational education, with implications for curriculum development, teacher training, and industry collaboration.
Development of a Problem-Based Learning Interactive E-Module to Improve Learning Outcomes in Lathe Machining Techniques at Vocational High School Radhitya, Theo; Rahmawati, Anis; Cahyono, Budi Tri
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.105341

Abstract

This study aims to develop and evaluate the effectiveness of an interactive e-module based on Problem-Based Learning (PBL) to improve students' cognitive learning outcomes in lathe machining techniques. The research was conducted using the Research and Development (R&D) method with the Alessi and Trollip development model, involving stages of planning, design, and development. The resulting e-module was created using Flip PDF Professional and enriched with multimedia elements such as animated explanations, instructional videos, and quizzes. The media was validated by experts and tested on 64 students from a vocational school in Magetan, Indonesia. Statistical tests including the Kolmogorov-Smirnov test, Levene’s test, paired sample t-test, and N-Gain analysis were applied to evaluate the normality, homogeneity, significance, and effectiveness of the learning outcomes. The results showed that the PBL-based e-module significantly improved students' learning performance, with an average N-Gain score of 0.71 (high category). Furthermore, student response was overwhelmingly positive, with a satisfaction rate of 93.13%. The integration of PBL within an interactive digital platform successfully increased student engagement, supported higher-order thinking, and fostered deeper conceptual understanding. These findings confirm that interactive e-modules designed with PBL can serve as effective instructional tools in vocational education settings.
Co-Authors A.G Tamrin A.G. Tamrin, A.G. Abdillah, Arif Taufiq Dani Agus Efendi Ali, Wazir Anis Rahmawati Budiarto, Mochamad Kamil Fatma Sukmawati, Fatma Hidayati, Khusnul Indah Widiastuti Indah Widyastuti Khan, Nauroz Pambudi, Nugroho Agung Qatrunnada, Azzura Qodr, Taufiq Subhanul Radhitya, Theo Ratna Juwita Relly Prihatin Ridhani, Jovita Roemintoyo Santosa, Eka Budhi Santosa, Eka Budho Sarjoko Sarjoko, Sarjoko Siswandari Suharno Suharno Sukmawati , Fatma Sumardi, Tri Ma'rufiati Suparmi Suparmi Suparmi Tamrin, A G Trisnaningsih, Sari Vitariyanti, Diyan Widodo, Cahyo Yuyun Estriyanto