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All Journal Pedagogi: Jurnal Ilmu Pendidikan Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Pendidikan Dasar Nusantara Jurnal Bidang Pendidikan Dasar Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar JURIDIKDAS (Jurnal Riset Pendidikan Dasar) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Ilmiah Pendidikan Guru Sekolah Dasar INTEGRITAS : Jurnal Pengabdian Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian PHI: Jurnal Pendidikan Matematika Attadib: Journal of Elementary Education Jurnal Ilmiah Matematika Realistik Journal of Lifelong Learning (JOLL) Journal of Instructional and Development Researches Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Prima Magistra: Jurnal Ilmiah Kependidikan AL-ISHLAH: Jurnal Pendidikan Islam IJOEM: Indonesian Journal of Elearning and Multimedia SIBERNETIK: Jurnal Pendidikan dan Pembelajaran Jurnal Indonesia Pendidikan Profesi Guru
Panut Setiono
Universitas Bengkulu
Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Desain Pembelajaran Mobile Collaborative Learning Berbasis PBL Untuk Meningkatkan Kerjasama Dan Kemampuan Berpikir Tingkat Tinggi Pada Mahasiswa PGSD Universitas Bengkulu Amaliyah, Yuli; Yuliantini, Nani; Setiono, Panut; Ariffiando, Nady Febri; Sari, Ratna
Journal of Instructional and Development Researches Vol. 5 No. 3 (2025): June
Publisher : Yayasan Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jider.v5i3.543

Abstract

Penelitian ini bertujuan untuk: (1) mengetahui Desain Pembelajaran Mobile Collaborative Learning Untuk Meningkatkan Kerjasama Dan Kemampuan Berpikir Tingkat Tinggi Pada Mahasiswa PGSD Universitas Bengkulu; dan (2) mengetahui kemampuan Kerjasama dan kemampuan berpikir Tingkat tinggi mahasiswa PGSD setelah mengikuti pembelajaran dengan Mobile Collaborative Learning. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Model penelitian dan pengembangan yang digunakan dalam penelitian ini adalah model ADDIE atau Analysis-Design-Develop-Implement-Evaluate. Analisis data yang digunakan dalam penelitian ini yaitu: Analisis data kualitatif dan Analisis kuantitatif. Proses validasi yang dilakukan oleh ahli menunjukkan bahwa desain ini memenuhi kriteria relevansi, kepraktisan, dan efektivitas, dengan skor rata-rata keseluruhan sebesar 4,6 dalam kategori "sangat baik." Hasil uji coba lapangan menunjukkan bahwa desain pembelajaran ini efektif dalam meningkatkan keterampilan kerjasama mahasiswa. Rata-rata skor kerjasama meningkat dari 3,2 sebelum implementasi menjadi 4,4 setelah implementasi, dengan indikator komunikasi, koordinasi, dan pembagian tugas menunjukkan peningkatan yang signifikan. Desain pembelajaran Mobile Collaborative Learning berbasis PBL ini terbukti valid dan efektif dalam meningkatkan keterampilan kerjasama serta kemampuan berpikir tingkat tinggi mahasiswa PGSD di Universitas Bengkulu.
The Implementation of Differentiated Learning Model for Primary School Students Amaliyah, Yuli; Setiono, Panut
Jurnal Indonesia Pendidikan Profesi Guru Vol. 1 No. 2 (2024): Jurnal Indonesia Pendidikan Profesi Guru, 1(2), 2024
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jippg.v1i2.245

Abstract

Objective: This study aims to describe the implementation of differentiated learning in elementary schools within the framework of the independent curriculum (Kurikulum Merdeka). Method: The research employs a literature review method, analyzing and synthesizing findings from previous studies and theoretical perspectives related to differentiated learning practices in elementary education. Result: The literature review reveals several key findings: (1) Diagnostic assessments are essential to identify students’ interests, learning profiles, styles, and readiness; (2) Humanistic learning theory supports the application of differentiated learning; (3) Differentiated learning enhances student learning outcomes and engagement; (4) In science-related subjects, it positively affects students’ social skills, character development, conceptual understanding, motivation, and critical thinking; (5) It can be effectively integrated with problem-based learning models and the Pancasila Student Profile Strengthening Project (P5); (6) Successful implementation depends on teachers’ understanding of differentiated instruction, creativity, available facilities, and students’ internal factors; (70 The use of appropriate media and teaching materials enhances the effectiveness of differentiated learning. Conclusion: Differentiated learning is a viable and beneficial strategy for improving educational quality in elementary schools, particularly under the independent curriculum framework. Its success relies on proper planning, teacher preparedness, and contextual adaptation. Contribution: This study offers a comprehensive overview of how differentiated learning can be effectively implemented in elementary education. It serves as a guide for educators, curriculum developers, and policymakers to optimize teaching strategies that address the diverse needs of learners.
An Analysis on Student Needs and Preferences for HyFlex Learning Development in Indonesian Higher Education Setiono, Panut; Setyosari, Punaji; Praherdhiono, Henry; Harsiati, Titik; Amaliyah, Yuli
IJOEM Indonesian Journal of E-learning and Multimedia Vol. 4 No. 3 (2025): Indonesian Journal of E-learning and Multimedia (October 2025)
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijoem.v4i3.436

Abstract

Background: The rapid advancement of digital technology has transformed higher education, leading to the development of HyFlex (Hybrid-Flexible) learning models that combine face-to-face, synchronous online, and asynchronous formats. However, research on students' technological readiness and preferences in HyFlex environments remains limited.Aims: This study examines students’ technological readiness, learning preferences, and access to digital resources in a HyFlex environment. It focuses on identifying commonly used devices, internet sources, preferred learning methods, activities, and resource types. The study’s novelty lies in its exploration of the intersection between mobile accessibility, learning formats, and resource types within HyFlex learning.Methods: A quantitative survey was conducted with 236 undergraduate students, and the collected data were analyzed using descriptive statistics to identify trends and patterns in technological readiness and learning preferences.Results: Findings show that most students use smartphones (41.1%) and mobile data (53.4%) to access learning materials. Blended learning was the preferred format (78.8%), with game-based and video-supported activities being highly favored. Additionally, 83.9% of students preferred online materials accessible via smartphones, emphasizing the importance of mobile-friendly resources in HyFlex learning.Conclusion: This study provides insights into optimizing HyFlex learning to better meet student needs. The findings suggest that HyFlex learning should prioritize mobile accessibility, interactive content, and flexible instructional design. This research contributes to the growing literature on flexible learning models and offers practical recommendations for designing future educational frameworks.
AN EXPERIENTIAL LEARNING MODEL TO ENHANCE THE METACOGNITIVE ABILITIES OF PRE-SERVICE TEACHERS Setiono, Panut; Setyosari, Punaji; Praherdhiono, Henry; Harsiati, Titik; Amaliyah, Yuli
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.5756

Abstract

Social education programs often face challenges in effectively developing metacognitive skills in pre-service teachers, which are crucial for enhancing problem-solving and decision-making abilities in the classroom. Metacognition allows teachers to monitor and regulate their thinking, yet many teacher education programs lack structured frameworks to support this development. This study aims to address this gap by developing an Experiential Learning (EL) model designed to enhance the metacognitive skills of pre-service social education teachers. Based on Meijer et al.'s (2013) framework, the model integrates three core components: metacognitive knowledge, metacognitive regulation, and metacognitive responsiveness. A qualitative research design was employed, using expert validation through the Item-Objective Congruence (IOC) method and a Likert-scale suitability assessment. Five education experts evaluated the model’s alignment with metacognitive competencies, yielding a high suitability score of 4.56 out of 5. The model follows a learning cycle that incorporates concrete experience, reflective observation, abstract conceptualization, and active experimentation. The results indicate that integrating metacognitive strategies into learning activities, with clearly defined instructor roles, significantly enhances pre-service teachers' metacognitive abilities. This research emphasizes the importance of incorporating reflective, contextual learning designs to foster higher-order thinking skills within teacher education, particularly in the underdeveloped field of social education.
Modifikasi Model Pembelajaran Experiential Learning untuk Meningkatkan Kemampuan Pedagogi Calon Guru Setiono, Panut; Setyosari, Punaji; Praherdhiono, Henry; Harsiati, Titik; Amaliyah, Yuli
Pedagogi: Jurnal Ilmu Pendidikan Vol 25 No 2 (2025): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v25i2.2528

Abstract

This study presents a modified Experiential Learning (EL) model designed to improve the pedagogical competence of pre-service teachers. Building on Kolb’s framework, the revised model integrates structured learning objectives, reflective problem-solving strategies, and abstraction ontology to enhance metacognitive, creative, and metaliteracy skills. The model emphasizes authentic classroom engagement through active experimentation and guided reflection. Developed through a systematic literature review, it offers a structured and adaptable approach for teacher education programs. While the model demonstrates theoretical potential, further empirical testing is needed to validate its effectiveness in real-world settings. This innovation contributes to the development of experiential learning frameworks that align with contemporary educational demands.
MENINGKATKAN SIKAP PEDULI LINGKUNGAN MELALUI MEDIA ULAR TANGGA ECOLITERACY PADA SISWA MADRASAH IBTIDAIYAH DI KOTA BENGKULU Yuli Amaliyah; Nani Yuliantini; Nady Febri Ariffiando; Anugerah Agung; Panut Setiono
INTEGRITAS : Jurnal Pengabdian Vol 9 No 2 (2025): AGUSTUS - DESEMBER
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat - Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/integritas.v9i2.6404

Abstract

Kerusakan lingkungan akibat aktivitas manusia semakin meningkat, termasuk pengelolaan sampah yang buruk, penggunaan energi yang tidak efisien, dan rendahnya kesadaran lingkungan di tingkat sekolah dasar. Penelitian ini bertujuan untuk meningkatkan kesadaran dan sikap peduli lingkungan siswa Madrasah Ibtidaiyah (MI) melalui media pembelajaran inovatif berupa permainan ular tangga berbasis ecoliteracy. Metode yang digunakan meliputi pengembangan media pembelajaran, implementasi permainan, serta evaluasi efektivitasnya menggunakan angket skala sikap peduli lingkungan. Subjek penelitian adalah siswa kelas 4 hingga 6 di MIS Hidayatul Hasanniyah, Kota Bengkulu. Hasil kegiatan pengabdian menunjukkan bahwa media ular tangga ecoliteracy berhasil meningkatkan kesadaran lingkungan siswa. Sebagian besar siswa mempraktikkan kebiasaan hemat energi dan air, seperti menutup keran setelah digunakan (76,9%) dan menggunakan air secukupnya (84,6%), serta merasa senang saat lingkungan bersih dan hijau (88,5%). Media yang digunakan efektif dalam meningkatkan sikap peduli lingkungan siswa sekaligus mengurangi ketergantungan terhadap teknologi digital. Rekomendasi mencakup pengembangan media serupa dengan isu lingkungan lainnya.
Desain Model Pembelajaran Experiential Learning untuk Menginternalisasi Nilai-Nilai Pancasila di Perguruan Tinggi Setiono, Panut; Amaliyah, Yuli; Putri, Devy Sefiana
SIBERNETIK: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 2 (2025): SIBERNETIK: Jurnal Pendidikan dan Pembelajaran
Publisher : UPT Publikasi dan Penerbitan Universita San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/sjpp.v3i2.498

Abstract

Penerapan Pendidikan Pancasila di perguruan tinggi masih berorientasi pada penguasaan konten sehingga belum sepenuhnya mampu menginternalisasi nilai-nilai Pancasila secara kontekstual pada mahasiswa. Kondisi ini menuntut adanya strategi pembelajaran yang lebih reflektif, aplikatif, dan relevan dengan kebutuhan keilmuan. Artikel ini bertujuan merumuskan kerangka konseptual desain pembelajaran Experiential Learning yang dimodifikasi untuk meningkatkan internalisasi nilai-nilai Pancasila dalam mata kuliah Pendidikan Pancasila. Kajian ini menggunakan pendekatan studi konseptual kualitatif melalui telaah sistematis terhadap literatur Experiential Learning, pendidikan nilai, serta model Miller & Maellaro (2016) yang menjadi dasar pengembangan desain. Model yang dirumuskan terdiri atas tujuh tahapan, meliputi Concrete Experience, Field Research, Reflective Observation dengan Root Cause Analysis dan team reflection, Abstract Conceptualization melalui abstraksi primer dan predikat, serta Active Experimentation berbasis pendekatan 4F. Kerangka ini mengintegrasikan pengalaman nyata mahasiswa dengan proses analisis kritis dan refleksi moral untuk memperkuat relevansi pembelajaran sesuai karakteristik berbagai disiplin ilmu. Hasil kajian menunjukkan bahwa Experiential Learning berpotensi meningkatkan kemampuan berpikir tingkat tinggi, kesadaran moral, dan internalisasi nilai-nilai Pancasila secara lebih mendalam. Desain ini juga memberikan alternatif model pembelajaran yang lebih inovatif dan kontekstual bagi dosen dalam mengimplementasikan Pendidikan Pancasila. Mengingat sifat kajian yang konseptual, penelitian empiris lanjutan diperlukan untuk menguji efektivitas model ini dalam konteks pendidikan tinggi yang beragam.
Co-Authors Alexon Alexon Amaliyah, Yuli Amelia Amelia Anugerah Agung Ariffiando, Nady Febri Astri Rahmawati Bahrul Ulum Dadi, Sri Dalifa Dalifa Delora Jantung Amelia Dhea Putri Awdiani Elta Al Pina Henry Praherdhiono Herman Lusa Ike Kurniawati Ineke Anidya Prameswari Inka Utami Krisma Warni Kurniasari, Herlin Mardiana Mardiana MUHAMMAD AGUSTIYAN MUHAMMAD YUSRIL HASAN Nady Febri Ariffiando Nani Yuliantini Punaji Setyosari Putri, Devy Sefiana Rani Santika Rara Oktaviana Ratna Sari Riyo Riyadi Septiara Dwi Putri Sri Dadi Tarmizi, Pebrian Tira Monita Titik Harsiati Ulum, Ulum Umi Habibah Wendy Liza Mustika Wurjinem Wurjinem Wurjinem Yolanda Yolanda Yuli Amaliyah Yuli Amaliyah Yuli Amaliyah Yuli Amaliyah yuli Yuliantini, Nani