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The effect of Problem-based Learning (PBL) with mockup media in learning programmable logic controller Suhanto Suhanto; Mustaji Mustaji; Moch. Rifai; Lady Silk Moonlight; Asep Muhamad Soleh; Ahmad Fudholi
Jurnal Pendidikan Vokasi Vol. 14 No. 1 (2024)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i1.64622

This research aims to (1) examine the differences in learning outcomes of programmable logic controllers between cadets who use problem-based learning strategies assisted by mockup media and problem-based learning strategies, (2) examine the differences in learning outcomes of programmable logic controllers between cadets who have high and low initial abilities, and (3) examine the interaction effect between learning strategies and initial abilities on learning outcomes of programmable logic controllers. This research uses a 2 x 2 factorial design with the object of research being the 3rd-semester airport electrical engineering study program students at Aviation Polytechnic Surabaya. The sample of this research includes 47 students of the TLB 11 AB class as the experimental group of problem-based learning strategy assisted by mockup media and 46 students of the TLB 12AB class as the control group of problem-based learning strategy. A learning outcomes test collected the data on learning outcomes in the form of multiple choice. Learning outcomes data were analyzed using two-tailed ANOVA (analysis of variance). The results showed that there is a significant difference in learning outcomes of the programmable logic controller between cadets who learn using problem-based learning assisted by mockup media and problem-based learning, there is a significant difference in learning outcomes of the programmable logic controller between cadets who have high and low initial abilities, there is no interaction effect between learning strategies and cadets' initial abilities on learning outcomes of the programmable logic controller. This research can contribute to improving students' understanding and skills in the field of PLC. Through practical experience and relevant projects, students can develop a deeper understanding of PLC concepts and improve their technical skills in designing, implementing, and solving problems related to PLC systems.

Evaluating Elementary School Admission Regulations in Indonesia: An SDG 4 Perspective on Equity and Access Nur Hamidah; Mustaji Mustaji; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.243

Objective: This study aims to explore opportunities and challenges in implementing the New Student Admission Policy (PPDB) at elementary schools in Gresik Regency, East Java, Indonesia. It examines how local education authorities manage national regulations in alignment with social, cultural, and geographical contexts. Method: A qualitative approach was used, with data collected through interviews with elementary school stakeholders under the Gresik Regency Education Office. The data were analyzed based on relevant policy concepts and regulations to understand local implementation practices. Results: Successful PPDB implementation depends on local actors’ ability to understand, respond to, and manage complex social and administrative demands. Flexible and locally adapted policies promote equitable access, relevant educational outcomes, and quality services. Effective implementation requires cross-institutional coordination, strong social networks, and community participation. Zoning systems and affirmative policies are crucial to prevent exclusion and ensure schools in low-attractiveness areas receive adequate support. Novelty: This study emphasizes reformulating PPDB policies beyond technical procedures by integrating social values, local culture, and community needs. The findings provide practical guidance for local governments and policymakers to create a more adaptive, inclusive, and sustainable student admission system.

Reformulating New Student Admission Policy for SDG 4: A Local Values-Based Approach in Elementary Schools and Islamic Madrasahs in Gresik Regency Nur Hamidah; Mustaji Mustaji; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.244

Objective: To explore opportunities and challenges in implementing the New Student Admission Policy (PPDB) at elementary schools and Islamic elementary madrasahs (MI) in Gresik Regency, East Java, Indonesia. It examines how local education authorities manage national regulations while considering social, cultural, and geographical contexts. Method: A qualitative approach was employed, collecting data through interviews with stakeholders from selected SD and MI under the Gresik Regency Education Office and Ministry of Religious Affairs. Observations and document analyses supplemented the data, which were interpreted using relevant policy concepts and regulations to understand local implementation practices. Results: Successful PPDB implementation depends on local actors’ ability to navigate complex social and administrative demands. Flexible, culturally adapted policies promote equitable access, relevant educational outcomes, and high-quality services. Effective implementation requires cross-institutional coordination, strong social networks, and active community participation. Zoning systems and affirmative policies are essential to prevent exclusion and ensure schools in low-attractiveness areas receive adequate support. Novelty: The research offers a novel contribution by reformulating the implementation of the New Student Admission Policy (PPDB) beyond technical and administrative procedures through the integration of local values, socio-cultural contexts, and community needs. Unlike previous studies that primarily focus on policy compliance and operational aspects, this study demonstrates how context-sensitive policy implementation can strengthen equitable and inclusive access to basic education while advancing Sustainable Development Goal 4 (Quality Education), particularly Targets 4.1 and 4.5.

Analyzing the Readiness of Javanese Language Teachers Toward the Implementation of Mobile Learning in Gresik Regency Sulih Aji Pangestu; Mustaji Mustaji; Citra Fitri Kholidya; Heras Widiyoko; Nurhairunnisah; Sinta Aniati
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p42-59

This study analyzes the readiness of Javanese language teachers in Gresik Regency to adopt mobile learning by integrating the Technology Acceptance Model (TAM) and the Mobile Learning Readiness (MLR) framework as a multidimensional conceptual approach. This study provides theoretical and practical contributions by strengthening the literature on teacher readiness for mobile learning in Javanese language education and offering empirical evidence to support targeted digital literacy programs and innovative mobile-based learning for improving instructional quality and preserving local culture. The study employed an exploratory quantitative design involving 26 junior high school teachers using a standardized instrument measuring Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and dimensions of technological, pedagogical, and psychological readiness. Data were analyzed using descriptive statistics and trend pattern analysis. The findings reveal an asymmetry between perceived ease of use and perceived pedagogical usefulness, significantly influenced by age and teaching experience. This study extends empirical evidence within the context of local language education and proposes data-driven intervention frameworks to strengthen teacher capacity in sustainable technology integration.

Evaluating Elementary School Admission Regulations in Indonesia: An SDG 4 Perspective on Equity and Access Nur Hamidah; Mustaji Mustaji; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.243

Objective: This study aims to explore opportunities and challenges in implementing the New Student Admission Policy (PPDB) at elementary schools in Gresik Regency, East Java, Indonesia. It examines how local education authorities manage national regulations in alignment with social, cultural, and geographical contexts. Method: A qualitative approach was used, with data collected through interviews with elementary school stakeholders under the Gresik Regency Education Office. The data were analyzed based on relevant policy concepts and regulations to understand local implementation practices. Results: Successful PPDB implementation depends on local actors’ ability to understand, respond to, and manage complex social and administrative demands. Flexible and locally adapted policies promote equitable access, relevant educational outcomes, and quality services. Effective implementation requires cross-institutional coordination, strong social networks, and community participation. Zoning systems and affirmative policies are crucial to prevent exclusion and ensure schools in low-attractiveness areas receive adequate support. Novelty: This study emphasizes reformulating PPDB policies beyond technical procedures by integrating social values, local culture, and community needs. The findings provide practical guidance for local governments and policymakers to create a more adaptive, inclusive, and sustainable student admission system.

Reformulating New Student Admission Policy for SDG 4: A Local Values-Based Approach in Elementary Schools and Islamic Madrasahs in Gresik Regency Nur Hamidah; Mustaji Mustaji; Bambang Sigit Widodo
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.244

Objective: To explore opportunities and challenges in implementing the New Student Admission Policy (PPDB) at elementary schools and Islamic elementary madrasahs (MI) in Gresik Regency, East Java, Indonesia. It examines how local education authorities manage national regulations while considering social, cultural, and geographical contexts. Method: A qualitative approach was employed, collecting data through interviews with stakeholders from selected SD and MI under the Gresik Regency Education Office and Ministry of Religious Affairs. Observations and document analyses supplemented the data, which were interpreted using relevant policy concepts and regulations to understand local implementation practices. Results: Successful PPDB implementation depends on local actors’ ability to navigate complex social and administrative demands. Flexible, culturally adapted policies promote equitable access, relevant educational outcomes, and high-quality services. Effective implementation requires cross-institutional coordination, strong social networks, and active community participation. Zoning systems and affirmative policies are essential to prevent exclusion and ensure schools in low-attractiveness areas receive adequate support. Novelty: The research offers a novel contribution by reformulating the implementation of the New Student Admission Policy (PPDB) beyond technical and administrative procedures through the integration of local values, socio-cultural contexts, and community needs. Unlike previous studies that primarily focus on policy compliance and operational aspects, this study demonstrates how context-sensitive policy implementation can strengthen equitable and inclusive access to basic education while advancing Sustainable Development Goal 4 (Quality Education), particularly Targets 4.1 and 4.5.

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