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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Pendidikan Vokasi Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Kimia Indonesia EDUSAINS Jurnal Pendidikan Indonesia Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan Fisika FKIP UM Metro Journal of Humanity Journal of Educational Science and Technology JPS Unimus Jurnal Inovasi Pendidikan IPA Jurnal Varidika Phenomenon : Jurnal Pendidikan MIPA Jurnal Penelitian Pembelajaran Fisika Al Ishlah Jurnal Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Biosaintifika: Journal of Biology & Biology Education Al-Ta'lim Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JURNAL ILMIAH OBSGIN : Jurnal Ilmiah Ilmu Kebidanan & Kandungan Jurnal Edukasi Sumba (JES) Indonesian Review of Physics (IRiP) Al-Kharaj: Jurnal Ekonomi, Keuangan & Bisnis Syariah Buletin KKN Pendidikan Al-Bidayah: Jurnal Pendidikan Dasar Islam IJORER : International Journal of Recent Educational Research Journal of Science and Science Education (JoSSEd) Jurnal Pijar MIPA Journal of Mathematics Science and Computer Education Jurnal Pendidikan Amartha Prima Magistra: Jurnal Ilmiah Kependidikan Notary Law Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan Fisika Journal of Educational Studies Indonesian Journal of STEM Education Indonesian Journal of Applied Science and Technology AGRONIMAL: Jurnal Ilmiah Pertanian dan Peternakan Edcomtech: Jurnal Kajian Teknologi Pendidikan
Jumadi Jumadi
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Synthesizing Mind as a 21st Century Competence in Education: A Systematic Literature Review Rudolf Ngalu; Gatot Afrianto; Mami Hajaroh; Jumadi Jumadi
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.3377

Abstract

The synthesizing mind is a higher-order cognitive competency that is important in 21st-century education because it helps students integrate information, build coherent understanding, and generate new ideas. However, studies that systematically map the development, themes, and educational implications of this concept remain limited. Therefore, this study aims to analyze literature on the synthesizing mind in educational contexts using a Systematic Literature Review (SLR) approach. The study followed structured stages, including keyword selection, literature search, article screening based on inclusion and exclusion criteria, and thematic and bibliometric analysis. The analysis focused on publication trends, conceptual relationships, implementation patterns, and research gaps. The findings show that the synthesizing mind has been studied across various disciplines and is commonly associated with project-based learning, collaborative learning, digital technology, and reflective learning. The literature also indicates that synthesizing ability is influenced by cognitive factors, learning experiences, socio-cultural contexts, and curriculum design. Despite these developments, several gaps remain, particularly in the development of measurement instruments, implementation across educational levels, and evaluation of long-term impacts on students’ higher-order thinking skills. This study concludes that the synthesizing mind is a crucial competency for strengthening critical, creative, and integrative thinking in 21st-century education.
The Relevance of Tabula Rasa Theory in Digital Learning: A Systematic Literature Review Arnoldus Helmon; Herman Dwi Surjono; Jumadi Jumadi; Rahayu Fuji Astuti; Agung Wahyu Hermansyah; Wong Yoke Seng
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.3372

Abstract

The development of digital learning has encouraged a re-examination of various theoretical foundations in education, including the relevance of tabula rasa theory, which views knowledge as developing through learning experiences. This study aims to synthesize research findings on tabula rasa theory in the context of digital learning and to examine its implications for instructional design and the development of educational technology. The method employed is a Systematic Literature Review (SLR) conducted through stages of identification, screening, eligibility assessment, and systematic synthesis of the literature to identify research trends, major themes, and forms of conceptual implementation in technology-based educational practices. The results of the review indicate that tabula rasa theory remains relevant, particularly in emphasizing the importance of learning experiences, interaction with the learning environment, and instructional designs that are adaptive to learners’ needs. Flexible, interactive, and data-driven digital learning further reinforces the importance of learner-centered instructional design that prioritizes meaningful learning experiences. The findings suggest that tabula rasa theory continues to hold conceptual value in understanding experience-based learning processes; however, it needs to be integrated with contemporary learning theories to remain relevant to the complexity of digital learning and the ongoing development of educational technology.
Analisis Penyebab Kesalahan Pemahaman Siswa pada Materi Usaha dan Energi Surya Jatmika; Jumadi Jumadi; Pujianto Pujianto; Rahmatullah Rahmatullah
Indonesian Journal of Applied Science and Technology Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menyelidiki penyebab kesalahan peserta didik dalam memahami materi usaha dan energi. Penelitian dilaksanakan di MAN 2 Yogyakarta dengan jumlah responden sebanyak 49 peserta didik kelas X. Jenis penelitian adalah deskriptif kuantitatif dengan metode campuran yaitu survei dan wawancara. Instrumen yang digunakan berupa soal berbentuk esai sebanyak sepuluh dan daftar pertanyaan wawancara terstruktur untuk menambah bahasan atau hasil temuan. Analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukan beberapa penyebab kesalahan pemahaman yaitu: (1) konsep awal peserta didik mengenai usaha dan energi ketika di Sekolah Menengah Pertama (SMP) masih tertanam kuat dan terbawa hingga SMA; (2) guru dan peserta didik jarang mengulang dan mengaitkan materi usaha dan energi dengan materi sebelumnya yaitu vektor dan hukum Newton; (3) kemampuan matematika peserta didik masih rendah terutama bagian trigonometri; (4) guru dan peserta didik masih kurang dalam latihan interpretasi grafik materi usaha dan energi; (5) peserta didik tidak terbiasa menjawab soal secara sistematis dengan urutan interpretasi, analisis, evaluasi, dan simpulan; (6) peserta didik tidak terbiasa menggambarkan sketsa sebelum menjawab soal.
Pedagogical Review of Edulogy LMS: Case Study on Indonesian Educational System Rizki Zakwandi; Jumadi Jumadi; Habibah Khusna Baihaqi; Ade Yeti Nuryantini
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 7 No. 1 (2022)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v7i12022p10

Abstract

Learning Management System (LMS) was an alternative learning where teachers and students interacted systematically. Besides, LMS also described the digitalization solutions of the education system. This study aimed to analyze the pedagogical aspects of LMS Edulogy. The research meth-od used was a case study on two LMS Edulogy dashboards, namely the dashboard of the vice principal of curriculum and the dashboard of the teacher. In addition, user responses were also collected by distributing questionnaires to 144 teachers and 8 vice-principals of the curriculum. The results showed that the LMS Edulogy was quite good at facilitating the vice principal of the curriculum and teachers in carrying out their duties. As many as 64.44 percent of the duties of the vice principal of curriculum and 60 percent of the duties of the teachers have been facilitated in LMS Edulogy. Overall, the level of satisfaction at LMS Edulogy classified as good where 75 percent of the vice principal in the curriculum field are satisfied and 67.64 percent of the teachers were expressed satisfaction. The results of this study were expected to be a reference for the next development related to LMS and become a consideration for using LMS Edulogy.
Developing a content-differentiated mathematics teaching module for vocational high school students: Validity, practicality, and effectiveness Kanisius Mandur; Farida Hanum; Agung Wahyu Hermansyah; Jumadi Jumadi; Rahayu Fuji Astuti
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.100318

Abstract

The increasing diversity of students' learning readiness, interests, and learning profiles requires mathematics instructional materials that support differentiated learning in vocational education. However, teaching modules specifically designed to facilitate content differentiation remain limited. Unlike conventional mathematics modules that primarily provide uniform instructional content, the module developed in this study explicitly incorporates content differentiation to accommodate variations in students' learning readiness, interests, and learning profiles within vocational education settings. This study aimed to develop and validate a content-differentiated mathematics teaching module that is valid, practical, and effective for vocational high school students. A Research and Development (R&D) approach employing the ADDIE instructional design model (analysis, design, development, implementation, and evaluation) was adopted. The module was evaluated through expert validation involving material, media, and language specialists, while its practicality was assessed using teacher and student response questionnaires. Effectiveness was examined through pretest–posttest achievement data. The findings indicated that the developed module achieved a very high level of validity, with material, media, and language validity scores of 87.47%, 90.00%, and 83.33%, respectively. The module was also perceived as highly practical by teachers (93.65%) and students (87.54%). Furthermore, the implementation of the module significantly improved students' mathematics achievement, as reflected by the increase in the mean score from 64.52 (pretest) to 87.65 (posttest) (p < .001). These findings demonstrate that the proposed module provides an effective instructional resource for implementing content differentiation in heterogeneous mathematics classrooms and offers practical support for promoting adaptive and inclusive learning in vocational high schools.
Implementing child-friendly school principles in vocational curriculum, pedagogy, and assessment: A qualitative case study Jumadi Jumadi; Achmad Abdul Azis; Luh De Liska; Muhammad Tahir Malik; Ni Made Wulan Sari Sanjaya; La Ode Amril
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100676

Abstract

Creating safe, inclusive, and participatory learning environments has become a critical challenge in Technical and Vocational Education and Training (TVET), which is expected to develop not only students’ occupational competencies but also their character. However, empirical evidence regarding the implementation of Child-Friendly School (CFS) principles in curriculum, pedagogy, and assessment within vocational secondary education remains limited. This study aimed to explore the implementation of the Child-Friendly School approach at SMK Negeri 1 Makassar, Indonesia. A qualitative case study design was employed, involving 18 informants: one principal, two vice principals, eight teachers, five students, and two parents. Data were analyzed through iterative qualitative coding and thematic development, following the data condensation, data display, and conclusion drawing and verification procedures proposed by Miles, Huberman, and Saldaña. NVivo 14 was used to facilitate data management and analysis. The trustworthiness of the findings was established through source and method triangulation, member checking, and peer debriefing. The findings revealed three major innovations: (1) the systematic integration of child-friendly values into the curriculum and school programs; (2) the implementation of participatory pedagogy through project-based, collaborative, and reflective learning; and (3) the adoption of character-oriented assessment using reflective journals, behavioral observations, and narrative feedback. The implementation was supported by government policies, strong school leadership, teacher commitment, and the active participation of parents and the wider community, while limited infrastructure, diverse student characteristics, and insufficient teacher competence remained significant challenges. Overall, the findings suggest that, within the context of the case examined, Child-Friendly School principles provide a contextually relevant framework for integrating humanistic values into vocational curriculum, pedagogy, and assessment.
Development of Guided Inquiry-Based Thermodynamics Devices Integrated With Pottery Making Local Wisdom to Enhance Computational Thinking Reny Afifah; Jumadi Jumadi; Ayu Ayu Mar'ati Barokatin Ni'mah; Supahar Supahar
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.26551

Abstract

Students' computational thinking ability can be improved by using guided inquiry learning integrated with the local wisdom of the pottery-making process. This research aims to: (1) produce physics learning devices integrated with the process of making pottery on thermodynamic material that are feasible to use and valid and reliable instruments to improve students' computational thinking skills; (2) determine the effectiveness of physics learning devices integrated with the process of making pottery on thermodynamic material to improve students' computational thinking skills. This research uses the ADDIE model. The instrument used was the computational thinking ability test. The quality of learning devices was analyzed using descriptive analysis, which became the basis for revising teaching devices. Quantitative data were obtained from the validation results of instrument computational thinking ability questions by experts and practitioners. The results showed that: (1) physics learning devices integrated with the process of making pottery on the material of thermodynamics. (1) learning devices for thermodynamics integrated with the local wisdom of pottery making are feasible to use to improve computational thinking skills; (2) Thermodynamic learning devices integrated with local wisdom of pottery making are effectively used to improve computational thinking skills.
Co-Authors Abdul Aziz Mustamin Achmad Abdul Azis Achmad Salehudin Ade Cyntia Pritasari Ade Tegar Saputra Ade Yeti Nuryantini Adha Hujatulatif Adiella Zakky Juneid Adilah Afikah Aditya Fahlevi Aditya Yoga Purnama Agrielsa Alphasati Sinaga Agung Wahyu Hermansyah Agung Wahyu Hermansyah Alifia Azis Rahmasari Amalia Rahmadani Aminah Asngad Amril, La Ode Ananda Aprlilia Andika Febrian Andika Febrian* Anggi Namira Siregar Ani Nurhidayanti Anisatur Rofiqah, Siti Annisa Naufallina Annisa Setiawan AnNisaa AnNisaa Annisaa&#039; Mardiani Arina Novia Dewi Arina Zaida Ilma Arina Zaida Ilma* Ariswan Ariswan Arnoldus Helmon Arum Wulandari Asri Widowati Astuti, Dyah Awal Mulia Rejeki Tumanggor Ayu Ayu Mar'ati Barokatin Ni'mah Ayu Rischi Utami Azrul Hamidi Bagus Endri Yanto Baiq Armita Lutfia Bambang Sumardjoko Budi Murtiyasa Christina Ismaniati Citrasukmawati, Alfina D. Rosana Dadan Rosana Danang Habib Pratama Debora Wibianne Paramitha Depi Oktasari Depi Oktasari Desy Purwasih Dewi Fairuz Zulaikha Dewi Masyitha Dhiarrafii Bintang Matahari Dhiarrafii Bintang Matahari Dian Artha Kusumaningtyas Dian Aulia Dian Puspita Eka Putri Disa Hediansah Diyen Paramitha Donny Auliya Arrohman Dwi Agnes Setianingrum Dwi Agnes Setianingrum* Dwi Puji Astuti Dwi Puji Astuti Dwi Sabda Budi Prasetya Dwi Sulisworo Dwi Ulan Rahmawati Dwi Ulan Rahmawati Dwi Ulan Rahmawati Edi Istiyono Edy Purnomo Edy Purwanto Eko Mhd Ramadan Eko Mhd Ramadan El Minahussaniyyatul Ula Eli Rohaeti Endah Kartika Erfan Budi Santoso Erfin Novianti Ernila Siringo Ringo Fachry Abda El Rahman Fairuz Zakirah Falentinus Tolino Farchan Oktavianto Pribadi Farida Hanum Fauji Agusta Febriani Febriani Feby Permata Sari Fitria Lafifa Fitria Lafifa Fitria Lafifa* Fitriyani, Nabila Frisma Winda Afifah Panuqih Gatot Afrianto Habibah Khusna Baihaqi Habibi Habibi Habibi Habibi Hafizha Kurnia Indahsari Hakiki, Lintang Sunny Haq, Muhammad Izzul Hariadi, M. Helmi Harun Joko Prayitno Herawati Herawati Herman Dwi Surjono Hernawan Sulistyanto Heru Kuswanto Heru Nurcahyo Hestiana Hestiana Ichwan Restu Nugroho Ichwan Restu Nugroho Iffah Nurlathifah Fikri Iin Uswatun Hasanah Imam Arifin Insih Wilujeng Ira Lelita Irlani Sismonika Jayanti Ismet Ivandra Immanuela Latumakulita Jaridatul Muniroh Jaridatul Muniroh Jaslin Ikhsan Kamila Kamila Kanisius Mandur Kuncoro Asih Nugroho Kusuma Budi, Anggun Laifa Rahmawati Lakoro, Cici Nurmaya Lia Wahyuningsih Budiarti Lilik Kurniawan Luh De Liska Luh Devi Herliandry M. Anas Thohir M. Ibnusaputra Mami Hajaroh Maria Fransiska Tunga Martha Christia Narumsari Maryati Maryati Mela Mahardika Ilafi Melkianus Suluh Melta Zahra Miftahul Jannah Mirsya Adelia Mirsya Adelia Moh. Irma Sukarelawan Mufida Miftahul Jannah Muh Fajrin Arifa Muhammad Ikhsan Muhammad Syahriandi Adhantoro Muhammad Tahir Malik Muliyana, Riska Mundilarto Mundilarto Mundilarto Mundilarto Nadya Amalia Putri Hapsari Naufal Ishartono Ni Made Wulan Sari Sanjaya Nina Khaerunnisa Nina Khaerunnisa Nindiasari Agung Pangesti Noor Hafidah Normalia Sandy Palumpun Novia Amarta Handayani* Nugroho, Kresno Adi Nunung Setiati Nur Arviyanto Himawan Nurfazliana Nurfazliana Nurfina Aznam Nurhasanah Nurhasanah Nurjito Nurjito, Nurjito Nurpitasari, Dewi Nurul F Sulaeman Nurul Wahdah Nurulhuda Abdul Rahman Oky Pamungkas Paidi Pinandita Afriwardani Pramudya Wahyu Pradana Prasetyo Fitriadi Pujianto - R Sari R. Rusli Ragil Saputri Rahayu Dwisiwi Sri Retnowati Rahayu Fuji Astuti Rahayu Fuji Astuti Rahayu, Mesra Rahmatullah Rahmatullah Rahmi Putri.Z Ratna Sari Ratnasari Ratnasari Raudhah Maharana Fahmi Reni Tania Reny Afifah Restu Widiatmono Rey Abraham Rida Akmala Riki Perdana Rio Sebastian Risa Nurullailiyah Sujono Riski Putriana Riwa Yani Riwayani Riwayani Riwayani Riwayani Rosa Safirotun Nabilah Rosita, Erni RR. Ella Evrita Hestiandari Rudolf Ngalu S Nurohman Sabar Narimo Sabar Nurohman Sabar Nurohman Sabila Yasaroh Sardianto Markos Siahaan Septania Pratiwi Serly Anggraini Listianingrum Setyabudi, Devary Pradana Setyaningrum, Fadtma Alfita Shanty Yustin Ungirwalu Shofia Maghfiroh Shofia Maghfiroh Shohenuddin, Shohenuddin Siska Puti Siti Chalimah Siti Sarah Siti Tsurayya Yaqutunnafis Soeharto Soeharto Sofyan Anif Sri Bona Ayu Sri Rejeki Sri Rejeki Dwi Astuti ST Afifah Suban , Maria Enjelina Sukainil Ahzan Sukardiyono Sukardiyono Sukendar Abdullah, Muhammad Assyad Suleha, Suleha Sultini Sultini Sundari, Sri Supahar, Supahar Suparti Suparti Suparwoto Suparwoto Surya Jatmika Suyanta Suyanta Syahmel Syahmel Syarifah Rahmiza Muzana Syifa Alifa Syifaul Gummah Tahang, Heriyanti Theresia Alfiani Sum Trisonia Fitria Unika Setyani Utari Nurmahasih Wahyudi, Andi Warsono Warsono Warsono Warsono Wipsar Sunu Brams Dwandaru Wiro Jumadi Wiwin Rosiningtias Wong Yoke Seng Wulandari Wulandari Yanarti Yanarti Yasir Sidiq Yeni Ristya Wardani Yetti Latifah Yohana Atwina Aspiranti Ndoa Yulis, Dian Meiliani Yusman Wiyatmo Zakaria, Gamal Abdul Nasir Zakwandi, Rizki Zera Nadiah Ferty Zuhdan Kun Prasetyo Zul Hidayatullah