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<![CDATA[PENGEMBANGAN KUIS INTERAKTIF DENGAN CLASSPOINT BERBASIS KURIKULUM MERDEKA PADA MATA PELAJARAN EKONOMI ]]>
<![CDATA[Rahayu, Riska]]>;
<![CDATA[Andayani , Endah]]>;
<![CDATA[Mardiana, Riril]]>
<![CDATA[ Jurnal Penelitian dan Pendidikan IPS Vol. 18 No. 1 (2024): April ]]>
Publisher : <![CDATA[Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang ]]>
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DOI: 10.21067/jppi.v18i1.9824
<![CDATA[The aim of this research is to determine the process of developing interactive quizzes with classpoints based on the independent curriculum in class X economics subjects at SMA Negeri 6 Malang and to analyze their feasibility. Research using the ADDIE model research and development (R&D) approach with 5 stages is the focus of the research, namely; (1) analysis, (2) design, (3) development, (4) Implementation (5) Evaluation. The results of the feasibility validation from the three validators are as follows; (1) material expert validation obtained 92.5% with a very feasible category with the advantage of being able to change the material and add material for example market structure material, (2) media expert validation obtained 95% with a very feasible category with the advantage of classpoint which has many features so that it can making learning interactive and active, (3) language expert validation obtained 90% in the very appropriate category with the advantage that the language used is very easy to understand, (4) and expert student responses received 92.71% in the very appropriate category. Â Â ]]>
<![CDATA[IMPLEMENTASI MANAJEMEN KELAS DI SD NEGERI YAMO PUNCAK JAYA PAPUA TENGAH ]]>
<![CDATA[Tabuni, Dion]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Sari, Yuli Ifana]]>
<![CDATA[ Jurnal Penelitian dan Pendidikan IPS Vol. 18 No. 2 (2024): Oktober ]]>
Publisher : <![CDATA[Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang ]]>
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DOI: 10.21067/jppi.v18i2.11172
<![CDATA[This study aims to find out the overview of the implementation of classroom management in SD Negeri Yamo Puncak Jaya and to find out whether there are supporting and inhibiting factors in the implementation of classroom management at SD Negeri Yamo Puncak Jaya. The research method used is a qualitative method with a descriptive type. The subjects of the study include: the principal and teachers of SD Negeri Yamo Puncak Jaya. Data collection techniques include observation, interview, and documentation techniques. Data analysis techniques include: data collection, data reduction, and conclusion drawn. The validity of the data in this study uses triangulation. The results of the study show that the implementation of classroom management in improving the quality of learning at SD Negeri Yamo is very significant. This can be said to be significant when implementing physical management and student management. A conducive and minimum physical environment supports the increase in the intensity of the learning process and has a positive influence on the achievement of learning objectives. And the supporting factor in classroom management at SD Negeri Yamo is the physical condition of the classroom or adequate classroom building and facilities because the physical environment of the learning place has a very important influence on learning outcomes and has a positive influence on the achievement of learning goals. The inhibiting factor in the implementation of classroom management at SD Negeri Yamo is the family factor because the behavior of students in the classroom is a reflection of their family situation.]]>
<![CDATA[Branding: Membuat Desain Kemasan Produk Nasi Kebuli Pondok Pesantren Ar-Riyadh Pasuruan dengan Metode Participatory Rural Appraisal: Branding: Creating Packaging Design for Rice Kebuli Products at Ar-Riyadh Islamic Boarding School Pasuruan with the Participatory Rural Appraisal Method ]]>
<![CDATA[Agustina, Rini]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Nurfaizana, Della Rulita]]>
<![CDATA[ PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 11 (2024): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
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DOI: 10.33084/pengabdianmu.v9i11.8276
<![CDATA[The culinary division 'Riyadh' has been operating since 2003 and is run directly by the students as part of the Santripreneurship activities in the Islamic boarding school environment. Currently, the culinary business ``Riyadh'' is still order-based and has not fully developed into a very productive business group. This culinary division functions as a place for students to learn business and its profits are used to support the needs of the Islamic boarding school. With increasing consumer demand, there is an urgent need to develop this company into a very productive business group. So far, Riyadh's delicious food has only been sold and served in large "tempe/talam" packaging. However, according to the person in charge, there has been an increase in consumer demand for different packaging sizes for single portions and bento boxes. This package is more suitable for Islamic boarding school events with more consumers and better product hygiene standards. The method used in this service is Participatory Rural Appraisal (PRA). The results of this activity, Riyadh culinary has more practical, more economical packaging, better visibility and of course meets good health standards so that the food produced does not cause health problems for consumers.]]>
<![CDATA[The Effect of Implementing a Project to Strengthen the Profile of Pancasila Students by using a Problem-Based Learning Model in Improving Student Learning Outcomes at the National Junior High School in Malang ]]>
<![CDATA[Pawolung, Yumiati Reni]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Naim, Naim]]>
<![CDATA[ International Journal of Business, Law, and Education Vol. 6 No. 1 (2025): International Journal of Business, Law, and Education ]]>
Publisher : <![CDATA[IJBLE Scientific Publications Community Inc. ]]>
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DOI: 10.56442/ijble.v6i1.984
<![CDATA[This study aims to determine the improvement of students' academic performance through the implementation of Pancasila Student Profile Development Programme using problem-based learning models with the concept of local knowledge. Class VII of SMP Nasional Malang in Sukun, Bandungrejosari, Malang for the year 2024. An experimental approach was adopted in this study using a quasi-experimental design. An unbalanced group pretest-post-test design was used as the quasi-experimental design. The sample of the study was Grade VII students of SMP Nasional School in Malang. The school has two classes; Class VII D is the experimental class with 33 students while Class VII A is the control class with 33 students. Descriptive statistical and inferential analysis are used in the data analysis. The findings show that the implementation of the Pancasila Student Profile Development Program using the problem-based learning model is highly effective in improving students' learning outcomes in terms of local intelligence]]>
<![CDATA[Interaksi Guru dan Siswa dalam Pembelajaran IPS di SMA Islam Abhariyah Jerneng Kab Lombok Barat ]]>
<![CDATA[Saofiandi, Ari]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Rusfandi, Rusfandi]]>
<![CDATA[ Jurnal Penelitian dan Pendidikan IPS Vol. 19 No. 1 (2025): April ]]>
Publisher : <![CDATA[Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang ]]>
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DOI: 10.21067/jppi.v19i1.11600
<![CDATA[This study aims to understand the interaction process between teachers and students in social studies (IPS) learning at SMA Islam Abhariyah Pagutan. The scope of this research includes the interaction patterns applied in learning, the factors influencing student engagement, and their impact on students' understanding of social studies material. This study employs a descriptive qualitative method with data collection techniques consisting of interviews, observations, and documentation. The results show that in social studies learning, teachers and students do not apply all four interaction models but only use two: the one-way learning model and, on certain occasions such as school exams, the two-way interaction model. The one-way learning model is the dominant choice because it is considered more suitable for students, who have a dual role as both learners and Islamic boarding school students. In conclusion, interaction in social studies learning at SMA Islam Abhariyah Pagutan is still dominated by a one-way communication pattern, which affects students' low engagement in the learning process. Therefore, more interactive teaching strategies are needed to encourage student participation and enhance their understanding of the material.]]>
<![CDATA[Pelatihan dan Pendampingan Menyusun Modul Ajar pada Kurikulum Merdeka Bagi Guru ]]>
<![CDATA[Hariani, Lilik Sri]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Ain, Nurul]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 1 (2023): Juni ]]>
Publisher : <![CDATA[Actual Insight ]]>
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DOI: 10.56393/jpkm.v3i1.1622
<![CDATA[Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pengetahuan kepada guru di Kabupaten Malang mengenai kurikulum merdeka. Sasaran kegiatan ini yaitu guru yang aktif mengajar di Sekolah Menengah Kejuruan Nahdlatul Ulama Bululawang Kabupaten Malang. Kegiatan diawali dengan memberikan pretest untuk mengukur pengetahuan awal guru mengenai kurikulum merdeka, kemudian dilanjutkan dengan pemaparan materi terkait kurikulum merdeka. Kegiatan pengabdian kepada masyarakat yang pertama ini diakhiri dengan pendampingan dalam memetakan capaian pembelajaran, tujuan pembelajatran, sampai menyusun indikator ketercapaian tujuan pembelajaran. Berdasarkan hasi evaluasi para peserta pelatihan menyatakan kepuasannya terhadap penyampaian materi sebanyak 82%, sedangkan kepuasan terhadap kegiatan pendampingan dalam memetakan capaian pembelajaran, tujuan pembelajatran, sampai menyusun indikator ketercapaian tujuan pembelajaran sebesar 86%. Kepuasan peserta terhadap waktu atau lamanya pelatihan sebesar 20%. Peserta merasa waktu selama 4 jam untuk penyampaian materi dan pendampingan masih kurang.]]>
<![CDATA[Pengaruh Model Pembelajaran Berbasis Kontekstual, Efikasi Diri Dan Media Pembelajaran Terhadap Minat Belajar IPS Siswa MI Se Kecamatan Maron Probolinggo ]]>
<![CDATA[Prasetyono, Dian Eko]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Kusufa, Roni Alim Ba'diyah]]>
<![CDATA[ J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 11, No 2 (2025): JPIPS ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jpips.v11i2.34258
<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran berbasis kontekstual, efikasi diri, dan media pembelajaran terhadap minat belajar IPS siswa Madrasah Ibtidaiyah se-Kecamatan Maron, Probolinggo. Minat belajar siswa menjadi faktor penting dalam pencapaian hasil belajar yang optimal, namun masih banyak ditemukan kendala yang menyebabkan rendahnya minat belajar siswa dalam pembelajaran IPS. Oleh karena itu, penelitian ini menggunakan pendekatan kuantitatif dengan metode survei dan teknik analisis regresi untuk menguji hubungan antara variabel-variabel yang diteliti. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis kontekstual memiliki pengaruh positif dan signifikan terhadap minat belajar siswa. Efikasi diri siswa juga terbukti memberikan dampak yang signifikan dalam meningkatkan minat belajar mereka, di mana siswa dengan efikasi diri yang tinggi lebih cenderung aktif dalam proses pembelajaran. Selain itu, media pembelajaran yang menarik dan interaktif berkontribusi dalam meningkatkan motivasi siswa dalam belajar IPS. Temuan ini mengindikasikan bahwa penerapan model pembelajaran kontekstual yang didukung oleh efikasi diri siswa serta penggunaan media pembelajaran yang efektif dapat meningkatkan minat belajar siswa secara signifikan. Temuan penelitian ini diharapkan dapat memberikan wawasan bagi pendidik dalam mengembangkan strategi pembelajaran yang lebih efektif. Implikasi praktis dari penelitian ini adalah perlunya pengembangan metode pembelajaran yang lebih inovatif serta peningkatan peran guru dalam membangun efikasi diri siswa. Dengan demikian, diharapkan minat belajar siswa terhadap IPS dapat meningkat secara signifikan, sehingga berdampak pada peningkatan hasil belajar mereka.]]>
<![CDATA[The Effect of Financial Literacy, Lifestyle, and Social Media on Student Consumptive Behavior ]]>
<![CDATA[Jenanu, Jularia Ilsa]]>;
<![CDATA[Andayani , Endah]]>;
<![CDATA[Naim , Naim]]>
<![CDATA[ International Journal of Business, Law, and Education Vol. 6 No. 1 (2025): International Journal of Business, Law, and Education ]]>
Publisher : <![CDATA[IJBLE Scientific Publications Community Inc. ]]>
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DOI: 10.56442/ijble.v6i1.1057
<![CDATA[The purpose of this study is to determine the impact of financial knowledge, lifestyle and social media on student consumption behaviors for economic education at PGRI Kanjuruhan University Malang. This study uses a quantitative approach with sample pickup technology, with 53 students, with sample pickup. The results showed that financial capacity in part had no significant impact on consumption behavior, lifestyle had a significant impact on consumption behavior, and social media had a significant impact on consumption behavior. At the same time, financial competence, lifestyle and social media have a major impact on student consumption. Based on these results, we can draw conclusions]]>
<![CDATA[Pengaruh Gaya Belajar, Kreativitas guru, dan Fasilitas Belajar Terhadap Hasil Belajar siswa SD Se Gugus III Dringu Probolinggo ]]>
<![CDATA[Sylvianica, Devi]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Aji, Sudi Dul]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 4 No. 2 (2024): Innovative: Journal Of Social Science Research ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v4i2.9795
<![CDATA[Penelitian ini dilatarbelakangi oleh prestasi akademik yang dimiliki siswa sepanjang kurun waktu tertentu di sekolah. Gaya belajar, kreativitas pengajar, dan fasilitas pembelajaran merupakan beberapa variabel yang ingin diteliti dalam penelitian ini kaitannya dengan hasil belajar siswa di Gugus III Dringu Probolinggo. Populasi dalam penelitian ini adalah siswa Sekolah Dasar di Gugus III Dringu Probolinggo yang berjumlah 816 orang. Metode pengambilan sampel adalah metode probabilitas sampling dimana peneliti mengambil 10% dari total populasi sehingga diperoleh 82 siswa sebagai sampel. Hasil penelitian menunjukkan bahwa variabel gaya belajar (X1), kreativitas guru (X2), dan fasilitas belajar (X3) mempunyai pengaruh yang signifikan baik secara parsial maupun simultan terhadap variabel hasil belajar (Y) siswa sekolah dasar di Klaster III Dringu Probolinggo. Variabel kreativitas guru (X2) mempunyai kontribusi yang besar terhadap hasil belajar (Y), karena nilai koefisien determinasi X2 lebih besar dibandingkan X1 (kreativitas guru) dan guru serta fasilitas pembelajaran mampu menjelaskan variabel hasil belajar sebesar 68,6%..]]>
<![CDATA[Efektivitas Elemen Gamifikasi dalam Virtual Economy Simulation Model (VESM) terhadap Motivasi Belajar Mahasiswa ]]>
<![CDATA[Rulita Nurfaizana, Della]]>;
<![CDATA[Andayani, Endah]]>;
<![CDATA[Yudiono, Udik]]>;
<![CDATA[Anam, Choirul]]>
<![CDATA[ Jurnal Riset Pendidikan Ekonomi Vol. 10 No. 2 (2025): OKTOBER 2025 ]]>
Publisher : <![CDATA[Fakultas Ekonomika dan Bisnis, Universitas Kanjuruhan Malang ]]>
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DOI: 10.21067/jrpe.v10i2.13199
<![CDATA[The advancement of digital technology in higher education has driven a transformation in learning methods that demand active participation and intrinsic motivation among students. This study aims to analyze the effectiveness of gamification elements in the Virtual Economy Simulation Model (VESM) on the learning motivation of university students majoring in Office Administration Educationin Universitas Negeri Malang. The VESM model was developed with four main gamification components: points, badges, leaderboards, and real-time feedback. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The sample involved 70 students (Offerings A and E) enrolled in the Introduction to Economics course. The analysis results showed that all indicators were valid (loading factor > 0.70), with high reliability (α = 0.91; CR = 0.94) and an R² value of 0.742, indicating that 74.2% of the variance in learning motivation was explained by the gamification elements. The path coefficient (β = 0.861, t = 19.432, p < 0.001) demonstrated a significant effect. The feedback element contributed most dominantly (β = 0.699), followed by points (β = 0.642), leaderboard (β = 0.613), and badges (β = 0.571). These findings confirm that the implementation of gamification in VESM effectively enhances university students’ learning motivation and has the potential to become an innovative interactive learning model in economics education.]]>
