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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Pendidikan Ekonomi dan Akuntansi Buletin Literasi Budaya Sekolah
Nugraheni, Benedecta Indah
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Analisis pelaksanaan mata kuliah pengenalan lapangan persekolahan (plp) secara daring berdasarkan experiential learning theory Nugraheni, Benedecta Indah
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 21 No. 2 (2021): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v21i2.38224

Abstract

PLP merupakan mata kuliah praktik lapangan untuk memberi pengalaman langsung secara komprehensif kepada mahasiswa Fakultas Keguruan dan Ilmu Pendidikan (FKIP) mengenai dunia persekolahan dan untuk mengembangkan berbagai kompetensi yang dimiliki seorang guru profesional. Dengan adanya pandemi covid-19, PLP dilaksanakan secara daring, sehingga mahasiswa tidak dapat memperoleh pengalaman secara langsung di sekolah tempat pelaksanaan PLP. Praktik ini menjadi kurang ideal untuk mata kuliah PLP. Penelitian ini bertujuan menganalisis hasil refleksi pengalaman mahasiswa peserta PLP secara daring untuk mengetahui penguasaan capaian pembelajaran yang telah ditetapkan, pengalaman-pengalaman positif yang diperoleh dan kendala yang dihadapi mahasiswa, sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, serta pengalaman inspiratif dan niat-niat yang dibangun untuk pengembangan diri yang muncul berdasarkan hasil refleksi. Penelitian ini merupakan penelitian kualitatif. Hasil penelitian menunjukkan bahwa mahasiswa dapat menguasai capaian pembelajaran dengan baik dan sangat baik, mahasiswa memperoleh berbagai pengalaman positif dan pengalaman mengatasi kendala yang muncul akibat pandemi, ada sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, mahasiswa memperoleh pengalaman inspiratif, dan muncul niat-niat dari mahasiswa untuk pengembangan diri. Dengan demikian, siklus belajar dalam experiential learning theory dialami oleh mahasiswa peserta PLP daring.School Introduction (PLP) is a field practice course to provide comprehensive direct experience to students of the Teacher Training and Education Faculty (FKIP) regarding school understanding and to develop the various competencies of a professional teacher. In the covid-19 pandemic, PLP has been implemented online, so students cannot gain experience directly at the school where PLP is implemented. This practice is less than ideal for the PLP course. This research aimed to analyze the results of reflections on the experiences of students participating in online PLP to determine the mastery of predetermined learning outcomes, positive experiences, obstacles faced by students, attitudes or values that were developed by students, inspirational experiences, and intentions for self-development that arises based on the results of reflection. This research was a qualitative research. The results showed that students could master learning outcomes well and very well, gained various positive experiences and experiences overcoming obstacles that arise due to the pandemic, developed attitudes or values, gained inspirational experiences, and developed intentions for self-development. Thus, the learning cycle in experiential learning theory was experienced by the students participating the online PLP.
Implementasi Flipped Classroom Berbasis Pedagogi Ignasian dengan Integrasi AI untuk Mengembangkan 4C Mahasiswa dalam Pembelajaran Akuntansi Keuangan Lanjutan II Brataningrum, Natalina Premastuti; Nugraheni, Benedecta Indah
Buletin Literasi Budaya Sekolah Vol. 7 No. 2 (2025): Vol. 7, No. 2, Desember 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/blbs.v7i2.13576

Abstract

This study aims to design and develop a flipped classroom learning model based on Ignasian pedagogy with efective use of Gen AI to develop the 4Cs (competence, consience, compassion, and commitment) in Advance Financial Accounting II learning. The method used in this study is design-based research with three main phases, namely: (1) the preliminary design phase, and (3) the restrospective analysis phase. This study was implemented in the Advanced Financial Accounting II course in the Accounting Education Program at Sanata Dharma University, Yogyakarta, with a total of 31 course participants. The result of the study show that implementation of flipped learning based on Ignatian pedagogy utilizing AI-generated resources can develop student’ 4C skills. For the competence aspec, most students hane mastered the competencies of the Advanced Financial Accounting II course; for the conscience aspect, measuring student independence falls into high and very high categories; for the compassion aspect, measuring student collaboration is categorized as high and very high.
MOTIVASI BELAJAR, PRESTASI BELAJAR, DAN KEAKTIFAN SISWA DI KELAS DITINJAU DARI KEIKUTSERTAAN SISWA DALAM PROGRAM BIMBINGAN BELAJAR Amelia, Retna Rizki; Nugraheni, Benedecta Indah
Jurnal Pendidikan Ekonomi dan Akuntansi Vol 14, No 2 (2021)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/jpea.v14i2.4621

Abstract

This research aims to find out whether there are differences in learning motivation, learning achievement, and student’s activity in the classroom perceived from the participation of students in learning guidance course program. This research is a quantitative-comparative research which was conducted in Maret 2019. The population of this research were all students of SMA Negeri 7 Yogyakarta. The samples of this research were 240 students of the eleventh grade of SMA Negeri 7 Yogyakarta taken by using purposive sampling technique. Data were collected by using questionnaire and analyzed by using Independent Sample T-test. The result of this research shows: (1) there is difference in learning motivation from the participation of students in the learning guidance course program (sig.(2-tailed) = 0,011 0,05); (2) there is no difference in learning achievement from the participation of students in the learning course program (sig.(2-tailed) = 0,037 0,05). 0,104 0,05); (3) there is difference in student’s activity in the classroom perceived from the participation of students in the learning guidance course program (sig.(2-tailed) = 0,037 0,05).Keywords: learning motivation, learning achievement, student’s activity, learning guidance course program
Co-Authors Amelia, Retna Rizki Natalina Premastuti Brataningrum