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All Journal International Journal of Evaluation and Research in Education (IJERE) EKSAKTA: Journal of Sciences and Data Analysis TELKOMNIKA (Telecommunication Computing Electronics and Control) Jurnal Informatika Jurnal Karya Pendidikan Matematika International Journal of Advances in Intelligent Informatics JIPM (Jurnal Ilmiah Pendidikan Matematika) AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika AKSIOMA Jurnal Penelitian Pendidikan IPA (JPPIPA) CARADDE: Jurnal Pengabdian Kepada Masyarakat Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JKPM (Jurnal Kajian Pendidikan Matematika) JURNAL INOVASI PENDIDIKAN MATEMATIKA (JIPM) Edu Cendikia: Jurnal Ilmiah Kependidikan JEMSI (Jurnal Ekonomi, Manajemen, dan Akuntansi) Prosiding Seminar Nasional Program Pengabdian Masyarakat Journal of Pedagogy and Education Science Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Padamu Negeri Journal of Education and Islamic Contemporary Issue
Suparman
Universitas Ahmad Dahlan
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Diffrentiated Learning to Improve Student Competencies Iim; Suparman; Ika Maryani; Julita Lindriany
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001177

Abstract

Differentiated learning is an instructional approach that customizes learning processes, content, and products according to students' diverse needs, interests, and readiness levels. This approach has emerged as a critical strategy for addressing classroom diversity and optimizing both academic and non-academic competencies. Despite growing interest, a systematic understanding of how differentiated learning enhances student competencies across varied educational contexts remains limited. This study employed a systematic literature review to examine the role of differentiated learning in improving student competencies. A comprehensive search across academic databases identified peer-reviewed articles published between 2015 and 2025. Selected studies underwent thematic analysis to identify implementation patterns, underlying principles, and effectiveness indicators of differentiated learning strategies. The analysis reveals that differentiated learning significantly enhances learning motivation, student engagement, and equitable competency achievement across diverse populations. Three critical success factors emerged: systematic diagnostic assessment to map individual learning needs, teacher flexibility and pedagogical skills in designing adaptive strategies, and robust institutional support for inclusive learning environments. Evidence indicates substantial improvements in both cognitive and affective learning outcomes when differentiation is properly implemented. Effective differentiated learning transcends mere pedagogical technique, requiring continuous professional development, collaborative school culture, and responsive formative assessment practices. The integration of student-centered approaches and ongoing evaluation mechanisms amplifies positive impacts on competency development. However, implementation challenges persist, including time constraints and resource limitations. This study confirms that differentiated learning represents a strategic, evidence-based approach for creating equitable and adaptive learning processes that sustainably improve student competencies across diverse educational settings.
Development of Scientific Attitude Profile Evaluation Using Accumulation, Demonstration, Exercise, Reflection and Create (ADERiC) Learning Models Based Self-Efficacy Muhammad Syahrul Kahar; Muhammad Fathurrahman; Muhammad Ali; Suswandari; Zaini Fauzi; Arif Darmawan; Suparman
Jurnal Penelitian Pendidikan IPA Vol 10 No 9 (2024): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i9.8620

Abstract

Learning is a process of interaction between students and their environment so that changes in behaviour for the better occur. This research aims to develop and evaluate a scientific attitude profile evaluation tool that uses the Accumulation, Demonstration, Exercise, Reflection, and Create (ADERiC) Learning Model based on Self-Efficacy. Through a Research and Development (R&D) approach using a 4D model, this research designed and tested this evaluation tool in the context of physics learning. The research results show that the application of the ADERiC model evaluation tool significantly increases students' involvement in the learning process, as well as strengthening their ability to solve problems and develop a positive scientific attitude. Evaluations carried out through the instruments developed indicate an increase in students' self-efficacy along with the use of innovative learning models. These results confirm that the integration of ADERiC in physics learning can facilitate deeper conceptual understanding as well as the practical application of physics, contributing to improving the effectiveness of teaching and learning in schools. This research succeeded in designing and validating an evaluation tool that is able to measure these aspects effectively.
TREN PENELITIAN GLOBAL TERKAIT PENGGUNAAN REGRESI LINEAR DALAM SISTEM PENDIDIKAN: ANALISIS BIBLIOMETRIK (2010–2025) Nanik Tri Purwaningsih; Anastasia Abubakar; Suparman Suparman
Jurnal Padamu Negeri Vol. 3 No. 1 (2026): Januari : Jurnal Padamu Negeri (JPN)
Publisher : CV. Denasya Smart Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69714/f527q647

Abstract

This study aims to map and analyze global trends in the use of Linear Regression in Education Systems quantitatively, including publication counts, citations, author collaboration patterns, institutional affiliations, and country contributions. Publication data from the Dimensions database covering 2010–2025 were analyzed using bibliometric methods with VOSviewer, while literature selection followed the PRISMA framework to ensure validity and transparency. The results revealed 2,987 publications with a total of 12,647 citations, showing a significant increase since 2017, particularly in the fields of Education Systems, Education, and Curriculum and Pedagogy. Network, overlay, and density visualizations confirmed Linear Regression as a central method in Educational research, closely related to teacher performance, student learning outcomes, and engagement. Although researcher collaboration remains fragmented, the dominance of quantitative and computational journals demonstrates the wide and interdisciplinary application of Linear Regression, including integration with digital learning and financial literacy. These findings highlight the relevance of Linear Regression in evidence-based Educational research and suggest opportunities for advancing analytical methods and international collaboration in the future.
Studi kualitatif tentang kebutuhan pembelajaran matematika berbasis experiential learning di tingkat SMP: Dasar pengembangan e-modul interaktif Ferra Fijantari; Suparman Suparman; Burhanudin Arif Nurnugroho
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.27377

Abstract

Pembelajaran matematika di tingkat SMP masih menghadapi tantangan dalam menerapkan pendekatan berbasis pengalaman (experiential learning), meskipun kurikulum merdeka mendorong inovasi pembelajaran kontekstual. Gurumembutuhkan panduan sistematis dan media interaktif yang mendukung ekspolrasi serta refleksi siswa. Penelitian ini bertujuan untuk menganalisis kebutuhan pedagogis dan teknologi dalam pembelajaran matematika berbasis experiential learning sebagai dasar pengembangan e-modul interaktif. Metode penelitian yang digunakan adalah studi kulaitatif dengan pendekatan deskriptif, melibatkan wawancara mendalam dengan guru, observasi kelas dan analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa guru memahami pentingnya pembelajaran kontekstual namun belum memiliki panduan sistematis; siswa membutuhkan pengalaman belajar interaktif melalui media dgital; integrasi teknologi dalam pembelajaran masih terbatas. Kesimpulannya, pengembangan e-modul berbasis experiential learning diperlukan untuk meningkatkan pemahaman konsep matematika melalui pengalaman langsung siswa. Mathematics learning at junior high school level still faces chalenges in imprenting experiential learning, even though the Kurikulum Merdeka encourages contextual learning innovation. teachers require systematic guidelines and interactive media to support student exploration and reflection. This study aims to analyze pedagogical and technological needs in experiential learning-based mathematics as the foundation for developing an interactive e-module. A qualitative descriptive approach was used, including in-depth interviews with teachers, classroom observation, and learning document analysis. The results indicate that teachers understand the importance of contextual learning but lack systematic guidance; students need interactive learning experience through digital media; technology integration in learning remains limited. In coclusion developing an interactive e-module based on experiential learning is essential to enhance students conceptual understanding through direct experience.  
School Strategies in Recording Student Discipline Violations through the TPD App Sari Mahanani; Suparman; Wahyu Nanda Eka Saputra
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 4 No. 02 (2025): Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/pbpsp.v4i02.1075

Abstract

This study seeks to identify the types of disciplinary violations committed by students, explore how the TPD App facilitates the documentation of such violations, and examine strategies that can be implemented to minimize these infractions. Employing a descriptive qualitative research design, the study was conducted at Unggulan Aisyiyah Junior High School, a private institution located in Yogyakarta. Data were collected through a combination of observation, documentation, and in-depth interviews involving guidance and counseling teachers, the school principal, and a review of relevant institutional documents. The findings reveal two key insights. First, this application significantly enhances the process of recording student disciplinary violations, with a total of 561 infractions documented across 33 categories. Second, some of these violations may be mitigated through the provision of more intensive student support services—specifically, through the implementation of effective and efficient classical guidance and counseling interventions. These findings underscore the importance of integrating digital tools with targeted counseling strategies to promote student discipline. It is anticipated that the results of this study will contribute to the body of knowledge on school discipline and serve as a foundation for future research in the field.
Co-Authors Agus Purnama Ahmad Rizal Saqibul Fiqri Ami Ramadayanti Anastasia Abubakar Andri Pranolo Anggit Prabowo Annisa Eka Haryati Annisa Sulistyaningsih Apriliani Fitriya Damayanti Arif Darmawan Asroni Asroni Aziz Muzaki Azzahrotul Jannah Bidayatun Nafi’ah Bunga Putri Syafina Burhanudin Arif Nurnugroho Cahya Damarjati Caraka Kresna Chairil Hikayat Chong Su Li Dahlia Janan Datuk Muhammad Desi Kusuma Wardani Desi Rubiyanti Desty Emi Markahamah Devi Bima Arditama Diah Pramusinta Dinda Genius Anggun Maretha Diyah Istriani Dwi Lestari Eko Budi Isnanto Ellya Rakhmawati Endang Mulyani Epa Wira Darmawan Eti Rahayuningsih Eva Yuniarti Utami Fathurrahman, Muhammad Fauziah Sumarno Fernanda Amalia Putri Ferra Fijantari Fifi Ninawati Habibi Habibi Hafidina Nur Fi Rahman Haristha Rachmawati Hujjatul Muslimah Iim Iim Iim Ika Maryani Ika Putri Astriyana Sari Imam Muhajir Setiawan Iryana Setyaningrum Isnaepi Isnaepi Julita Lindriany Kahar, Muhammad Syahrul Kirana Dwi Priharini Kunti Robiatul Mahmudah Laila Rahmawati Lina Anggraeni Lusiana Pratiwi Marfilinda Atma Sari Subekti Michel Doisy Mohd Saifullah Rusiman Muhammad Ali Muhammad Fikri Fauzi Muhammad Khoirul Huda Muhammad Muliya Al-amien Nanik Tri Purwaningsih Nita Novianti Nunung Azizah Nur Hasanah Nurlita Widoarti Okta Wibowo Pupus Winandari Putri Wulandari Queen Veronica Frieda Laurencia Rinda Hidayanti Riska Zunanto Rizky Fadillah Rofikoh Khasanah Sagita Dyah Putranti Salamatun Asakdiyah Salsabila, Unik Hanifah Sari Mahanani Sarwo Eddy Wibowo Seldy Derudinansyah Sindi Kurniawati Siregar, Ummu Habibah Siska Audhina Kusumaningtyas Slamet Riyadi Suci Annisa Sugiyarto Surono Surasmanto Surasmanto Suswandari Sutiawati Sutiawati Syaiful Rochmat Tri Dessy Damayanti Vica Windhi Seputri Wahid Hasyim Wahyu Andriyani Wahyu Nanda Eka Saputra, Wahyu Nanda Eka Yoga Dwi Kurniawan Yolan Nur Vitasari Yuliani Damayanti Zaini Fauzi Zunan Setiawan