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All Journal International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Jurnal Infinity Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia Al-Jami'ah: Journal of Islamic Studies Unnes Science Education Journal Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Taman Cendekia : Jurnal Pendidikan Ke-SD-an Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Islamic Guidance and Counseling Journal Jurnal Ilmu Kebidanan (Journal of Midwivery Science) Didaktika: Jurnal Kependidikan FOUNDASIA Epistema Jurnal Ilmu Kebidanan (Journal of Midwivery Science) Jurnal Infinity
Budiningsih, Chatarina Asri
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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EVALUASI TERHADAP NILAI-NILAI UNIVERSAL: Sebuah Aplikasi di Sekolah BUDININGSIH, C ASRI
FOUNDASIA Vol. 2 No. 3 (2003)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v2i3.6520

Abstract

The basic universal values are necessary in teaching the school students, rot it will become a ,guidance in encountering national, regional as well as international open interaction, Teachers are necessary to understand what is meant by the universal values, how to leach and evuluate them. The universality ojvalues might be meant within the main principles as a core and structure of them. For example, the universal moral values are justice, reciprocity, while the faith, the existential faith is the universal faith, as well as empathy, democratization. etc. The teachers are not only demanded to be able to teach these values. but they also must be able to evaluate how far the development of them within the personalities of the students.
Facilitating students’ readiness for blended learning during the COVID-19 pandemic Farani, Rizki; Budiningsih, C. Asri; Rohman, Arif
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.27988

Abstract

Blended learning during COVID-19 pandemic creates diverse combination of face-to-face synchronous and asynchronous activities. However, there is still limited exploration on students’ readiness in terms of finishing their tasks. Most studies only focus on general description of students’ learning preparation. To complete the existing literature, we investigated the use of training, tutorials, and simulations to facilitate students’ readiness for blended learning during the COVID-19 pandemic. Three iterative phases of preparation, learning implementation, and investigating findings were employed in a frame of design-based research (DBR) method. The data consists of classroom’ observations, students’ reflective notes, and students’ achievements reports. All data were coded and analyzed statistically and qualitatively to determine the benefits of training, tutorials, and simulations in supporting students’ readiness to complete tasks. The results show that training, tutorials, and simulations facilitate extra asynchronous interaction and time to help students prepare their drafts for submission. Students can achieve all predefined learning goals at the end of the semester. The results imply that educators need to explore more initial activities prior blended learning to facilitate students’ readiness.
IS COMMUNICATING MATHEMATICS PART OF THE EASE OF ONLINE LEARNING FACTOR? Eka Fitria Ningsih; Sugiman Sugiman; C. Asri Budiningsih; Dita Surwanti
Jurnal Infinity Vol 12 No 1 (2023): VOLUME 12, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i1.p151-164

Abstract

In this study, we focus on self-disclosure, communicating mathematics, and infrastructure support in determining the ease of online learning for students of mathematics education study programs. The sample in this study were students (n=465) who were asked voluntarily to fill out an online questionnaire. Participants consisted of 335 female students (72%) and 130 male students (28%) from various universities in Indonesia. The data were analyzed quantitatively using structural equation modeling. The results of the path analysis show that the ease of online learning is influenced by self-disclosure, communicating mathematics, and infrastructure support. The R square results show that these factors influence 47%. Each path analysis shows that self-disclosure (r = 0.556 p= 0.000) and infrastructure support (r = 0.243 p = 0.000) have a significant positive relationship with the ease of online learning. Meanwhile, communicating mathematics (r = -0.025 p =0.507) has an insignificant negative relationship to the ease of online learning. Further research is needed to see how the impact of mathematical application support communicating mathematics in online learning.
Effective Project-Based Learning Strategies to Enhance Critical Thinking, Creativity, Communication, and Collaboration Skill Thio, Almendo Thio; C. Asri Budiningsih; Rishe Purnama Dewi
Wacana Akademika: Majalah Ilmiah Kependidikan Vol 9 No 1 (2025): Mei 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wacanaakademika.v9i1.19473

Abstract

This study aims to explicitly examine the effectiveness of Project-Based Learning (PBL) strategies in enhancing students' 21st-century skills, particularly the 4Cs: critical thinking, creativity, communication, and collaboration. The research involved 30 ninth-grade students from a junior high school in BSD Tangerang, who served as the research subjects selected through purposive sampling. Using a descriptive qualitative approach, data were collected through document analysis, classroom observations, and interviews with teachers and students. The data were analyzed using the stages of data reduction, data display, and conclusion drawing, and supported by pretest and posttest comparisons to assess skill improvement. The findings revealed significant increases in students’ 4C skills after participating in various project-based activities such as group presentations, digital literacy projects, poster creation, and social projects. The results highlight the potential of PBL to foster both academic achievement and essential soft skills. These findings suggest that further research should explore the integration of PBL across different educational levels and disciplines to maximize its pedagogical impact in diverse learning contexts.
Komunikasi Informasi Edukasi Keluarga Berencana Berbantuan Multimedia untuk Pemilihan Alat Kontrasepsi Eka Nur Rahayu; C. Asri Budiningsih; B.M.Wara Kushartati
Jurnal Ilmu Kebidanan (Journal of Midwivery Science) Vol. 9 No. 1 (2021): Jurnal Ilmu Kebidanan (Journal of Midwifery Science)
Publisher : Jurnal Ilmu Kebidanan (Journal of Midwivery Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36307/1a95ga71

Abstract

Service quality and Educational Information Communication (IEC) can affect the continuity ofcontraceptive use. The purpose of this study is how the effectiveness of multimedia-assisted KIEFamily Planning (KB) by midwives in assisting the selection of contraceptives for pregnant women.The pre-experimental research design was in the form of a one group pretest-posttest design, namelylooking at the knowledge of pregnant women about family planning before and after IEC and knowingthe selection of contraceptives before and after IEC which was carried out at the Larashati SewonClinic. The sample of this study was 41 pregnant women in the third trimester of pregnancy with thetechnique of taking acidental sampling. The instrument used was a questionnaire. Data analysis usingnonparametric test two samples related test with Wilcoxon. There was a difference in the choice ofcontraceptive before and after being given IEC. There is a difference in the knowledge of pregnantwomen before and after being given IEC. IEC services for family planning by midwives for patientsusing multimedia can increase knowledge, so that it can help pregnant women to choosecontraceptives after childbirth.Keywords: Educational information communication, family planning, contraceptive selection
MODEL PEMBELAJARAN DILEMA MORAL DAN KONTEMPLASI DENGAN STRATEGI KOOPERATIF Budiningsih, C. Asri
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 13 No. 1 (2009)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v13i1.1402

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan model Pembelajaran Dilema Moral, Kontemplasi, dan Strategi Kooperatif. Penelitian tindakan kelas dilakukan di Prodi Teknologi Pendidikan FIP-UNY. Subjek penelitian 37 orang mahasiswa. Tindakan dilakukan dalam dua siklus masing-masing terdiri atas empat kali tatap muka. Data tentang proses pembelajaran, kerjasama mahasiswa, situasi yang berpengaruh terhadap upaya peningkatan kualitas pembelajaran, penalaran moral, dan keimanan mahasiswa, digali melalui pengamatan, tes penalaran moral yang diadaptasi dari Kohlberg, tes perkembangan iman yang diadaptasi dari Fowler, panduan kontemplasi, angket terbuka, dan cerita-cerita dilema moral. Analisis data dilakukan secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa (1) model pembelajaran terintegrasi mampu meningkatkan penalaran moral, dan keimanan mahasiswa, sehingga tidak ada lagi penalaran moral responden yang berada pada tahap II, 24,3% meningkat dari tahap II ke tahap III, 32,43% meningkat dari tahap III ke tahap IV dan 2,7% meningkat dari tahap IV ke tahap V, 48,65% meningkat dari tahap III ke tahap IV, dan 5,4% meningkat dari tahap IV ke tahap V. Penggunaan strategi kooperatif membuat mahasiswa mampu melakukan kerjasama di dalam kelompok; 35,13% mahasiswa dalam kategori sangat baik, 56,76% dalam kategori baik, dan 8,1% dalam kategori sedang.Kata kunci       :           model pembelajaran dilema moral, kontemplasi, strategi kooperatif, penalaran moral, keimanan
PENGARUH STRATEGI PEMBELAJARAN DEEP DIALOGUE DAN KEMAMPUAN AWAL TERHADAP PEMAHAMAN MATERI KULIAH TEORI BELAJAR DAN PEMBELAJARAN Budiningsih, C. Asri
Jurnal Penelitian Ilmu Pendidikan Vol. 3 No. 2 (2010): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (853.897 KB) | DOI: 10.21831/jpipfip.v0i0.4631

Abstract

The selection of instructional strategy is very important considering that students' characteristics are varied and the allocation of lecturing time is limited. Students of the educational technology department show dissatisfied results in learning and instruction theory. Students who don't possess the sufficient comprehension ability will experience difficulties in achieving the higher abilities such as synthesis, analysis, and evaluation. This research was conducted to verify whether the deep dialogue instructional strategy and the student's prior knowledge give different impacts toward the materials' comprehension or not. This research utilized quasi experimental design by non-equivalent control group design planning 2x2 factorial version. Research subjects were the students of Educational Technology department, FTP UNY, who took the Learning and Instruction Theory. The students consisted of two classes, class A (44 students) as experimental group, and class B (41 students) as the control group. Research tools utilized were: 1) Instrument to execute the deep dialogue Instructional Strategy, 2) Student's comprehension instruments, and 3) Student's prior knowledge instrument. Data's compilation was conducted in steps; 1) pre­test, 2) learning treatment, and 3) post-test. Data analysis technique was done descriptively and by ANOVA factorial of 2 x 2. The results of research showed that; 1) there were no significant differences, of material comprehension level between the students who experienced deep dialogue instructional strategy with the students who performed the oral learning strategy, presentation and interactive conversation, 2) there were no distinct differences on the student's comprehension level to understand the delivered materials between the students who possessed high prior knowledge with the low prior knowledge students, 3) there were no interactions occurred in the utilization of deep dialogue instructional strategy with the student's initial comprehension ability to understand the delivered materials. Keywords: Deep Dialogue Instructional Strategy, Prior Knowledge
Development of Deep Dialogue Learning Film to Improve Digital Literacy and Device Control in Students in Pre-Welfare Families Stevanus Galih Febriawan; C Asri Budiningsih; Marwan Marwan; Agus Herwanto; Agung Prihatmojo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6203

Abstract

Uncontrolled gadget use among students, particularly those from underprivileged families, presents a growing concern due to limited access to digital literacy education. This study aims to develop a Deep Dialogue-based learning film as an educational medium to enhance digital literacy and promote responsible device use among students and their parents. The study employed a Research and Development (RD) approach, following a series of stages: needs analysis, design, product development, testing, and evaluation. Participants included students from underprivileged families and their parents. Data were gathered through observations, interviews, and questionnaires and analyzed descriptively to assess the product's effectiveness. The results demonstrate that the Deep Dialogue learning film effectively increased awareness of digital literacy among both students and parents. It also supported parents in guiding and controlling their children’s use of digital devices more effectively. The film’s accessibility and relevance to the target audience contributed to its positive reception and usability. The Deep Dialogue approach successfully engaged both students and parents in meaningful discussions about digital responsibility, self-control, and the wise use of technology. Its integration into a film medium made the content more relatable and accessible, especially for families with limited educational resources. The developed learning film proved effective in improving digital literacy and device-use management in underprivileged families. Future research should focus on expanding the film's content to include broader aspects of digital literacy and character education.
The Effectiveness of the Team Teaching Method in Improving Conceptual Understanding and Learning Motivation of Grade VII Junior High School Julanda Adriana Wakum; C. Asri Budiningsih
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3265

Abstract

This study used a quantitative approach with a quasi-experimental design (non-equivalent control group) to analyze the effect of the team teaching method on students' conceptual understanding and learning motivation at SMP Negeri 4 Sentani. The research sample consisted of two groups, namely the experimental group (27 students) who participated in learning using the team teaching method and the control group (28 students) who participated in conventional learning. Data collection was conducted through a five-point Likert scale questionnaire, student engagement observation sheets, and assignment scores as supporting data. The instruments were tested for content and construct validity as well as reliability using Cronbach's Alpha, with all values meeting the standard of >0.70, so the instruments were declared valid and reliable. Data analysis using SmartPLS included factor loading, AVE, cross loading, correlation, composite reliability (rho_c), and R-squared. The results of the study indicate that the team teaching method has a significant effect on students' conceptual understanding and learning motivation. The factor loading values of the team teaching method indicators are very high (0.941–0.959), while the conceptual understanding and learning effectiveness indicators also show high values (0.865–0.979), indicating the success of this method in increasing student engagement and understanding. The AVE value above 0.5 and composite reliability >0.9 indicate that the instrument used is valid and consistent. Correlation analysis shows a strong relationship between the team teaching variable and conceptual understanding (0.991), learning effectiveness (0.989), and learning motivation (0.984). These results confirm that the application of team teaching not only improves material comprehension but also significantly encourages student learning motivation. In conclusion, the team teaching method is effective in improving students' conceptual understanding and learning motivation at SMP Negeri 4 Sentani. This study recommends the routine application of collaborative methods and the exploration of other external factors that can further improve student learning motivation.
Co-Authors Agung Prihatmojo Agus Herwanto Alfi Laila, Alfi Andar Suhanda Arif Rohman Aruming Tias Pudyastuti Ayu Rahayu B.M. Wara Kushartati B.M. Wara Kushartati B.M.Wara Kushartati Baiq Nunike Resti Aulia Barbara Desriana Deby Gemysa Faradiba Deni Hardianto Dian Wahyuningsih Dinar Westri Andini Dita Surwanti Dona Ningrum Mawardi Eka Fitria Ningsih Eka Nur Rahayu Eka Nur Rahayu Failasuf Fadli Faradiba, Deby Gemysa Fransiskus Dosi Habibi Habibi Julanda Adriana Wakum Karthikeyan Parthasarathy Kastam Syamsi Lalu Wirya Artapati Maria Dominika Niron Maria Magdalena Emy Rahmawati Marwan Marwan Monika Sidabutar Mumpuniarti Mumpuniarti Pujiriyanto . Razana Juhaida Johari Rini Ntowe Oya Rishe Purnama Dewi Rizki Farani Ronisius Otu Sisca Rahmadonna Stevanus Galih Febriawan Sugiman Sugiman Sugiman Sugiman Sukirno Sukirno Suyantiningsih Suyantiningsih Thio, Almendo Thio Tubagus Pamungkas Windarti Windarti Wulan Ambarwati