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All Journal Pendidikan Geografi (Berkala) Tunas Geografi Jurnal Pendidikan Humaniora Jurnal Inovasi Teknologi Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Teori dan Praksis Pembelajaran IPS Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Al-Jinayah: Jurnal Hukum Pidana Islam Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Journal of Education Action Research International Journal of Natural Science and Engineering Jurnal Pengabdian Magister Pendidikan IPA AT-TURAS: Jurnal Studi Keislaman J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Tadabbur: Jurnal Peradaban Islam GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Jurnal Sains Riset Jurnal Praksis dan Dedikasi Sosial Jurnal Sosial Humaniora Sigli Bidayah: Studi Ilmu-Ilmu Keislaman Edutourism : Journal Of Tourism Reseach Jambura Geo Education Journal International Journal of Mechanical Engineering Technologies and Applications (MECHTA) Al-Munir : Jurnal Studi Ilmu Al-Quran dan Tafsir GEOGRAPHIA: Jurnal Pendidikan dan Penelitian Geografi MAQASIDI Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial INDONESIAN JOURNAL OF URBAN AND ENVIRONMENTAL TECHNOLOGY Research and Development in Education (RaDEn) Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) Bulletin of Educational Management and Innovation The Eastasouth Journal of Learning and Educations International Journal of Geography, Social, and Multicultural Education (IJGSME) Future Space: Studies in Geo-Education CONSTITUO: Jurnal Riset Hukum Kenegaraan dan Politik Jurnal Pendidikan Progresif

Budi Handoyo

Universitas Negeri Malang

Author-ID : 2591875

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Pengaruh Kecerdasan Emosional terhadap Hasil Belajar Geografi Siswa SMA Nurul Miftakhul Jannah; Dwiyono Hari Utomo; Budi Handoyo
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 12: DESEMBER 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v4i12.13098

Abstract: This study aim is to determine the effect of emotional intelligence on geography learning outcomes. This study design was survey design. This study was divided into four stages those were the preparation stage, the implementation phase, the data processing stage, and the reporting stage. The subjects in this study was students from XII IPS I, XII IPS II, XII IPS III, XII IPS IV and XII IPS V. The data was collected in form of quantitative. There was two kinds of data that presented in this study, data obtained from teachers (personal documents), and data obtained from questionnaires. The results of the t test analysis are smaller than the 0.05 significance level. Therefore it can be concluded that there is a significant effect between emotional intelligence and the learning outcomes of geography. Emotional intelligence has an effect on learning outcomes of 35.7% and the remaining 64.3% is not examined by researchers since those come from another variable. The researcher expects that further research can combine or find other variables that can influence the learning outcomes of geography.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh kecerdasan emosinal terhadap hasil belajar geografi. Rancangan penelitian ini adalah penelitian survei yang dilakukan pada siswa. Tahapan penelitian dibagi menjadi empat, yaitu tahap persiapan, tahap pelaksanaan, tahap pengolahan data, dan tahap pelaporan. Subjek dalam penelitian yaitu kelas XII IPS I, XII IPS II, XII IPS III, XII IPS IV dan XII IPS V. Data yang dikumpulkan merupakan data kuantitatif yang diambil dari penyebaran angket. Data terdiri dari dua jenis yaitu data yang diperoleh dari guru (dokumen pribadi), dan data yang diperoleh dari penyebaran angket. Hasil analisis uji t lebih kecil dari taraf signifikansi 0,05. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara kecerdasan emosional dengan hasil belajar geografi siswa. Kecerdasan emosional berpengaruh terhadap hasil belajar sebesar 35,7% dan sisanya 64,3% merupakan variabel lain yang tidak diteliti oleh peneliti. Diharapkan untuk penelitian selanjutnya dapat mengombinasikan atau menemukan variabel-variabel lain tersebut yang dapat memengaruhi hasil belajar Geografi.

Pengaruh Model Project Based Learning dan Gaya Berpikir terhadap Kemampuan Memecahkan Masalah Mahasiswa Geografi Alif Reza Nurhadi; Sugeng Utaya; Budi Handoyo
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 7: JULI 2018
Publisher : Graduate School of Universitas Negeri Malang

Abstract: The purpose of this research is to determine the affect of project based learning model and thinking style on the problem solve abillity of geography students in the environmental geography course. This research method is quasi experimental with pretest-posttest 2x2 factorial design type. The subjects of this study were the geographic students of H-class as the experimental class and the G-class as the control class in the class of 2016. The analysis showed that there was an increase of students ability in solving the problem. The result of analysis shows that there is no influence of divergent and convergent thinking style to problem solving ability. The result of analysis shows that there is no interaction of learning model and thinking style to students problem solving ability. Abstrak: Tujuan penelitian ini adalah mengetahui pengaruh model project based learning dan gaya berpikir terhadap kemampuan memecahkan masalah mahasiswa geografi pada mata kuliah geografi lingkungan. Metode penelitian ini adalah quasi experimental dengan jenis pretest-posttest 2x2 factorial design. Subjek penelitian ini adalah mahasiswa geografi offering H sebagai kelas eksperimen dan offering G sebagai kelas kontrol pada angkatan 2016. Hasil analisis menunjukkan ada perbedaan peningkatan kemampuan mahasiswa dalam memecahkan masalah. Hasil analisis menunjukkan tidak ada pengaruh gaya berpikir divergen dan konvergen terhadap kemampuan memecahkan masalah. Hasil analisis menunjukkan tidak ada interaksi model pembelajaran dan gaya berpikir terhadap kemampuan memecahkan masalah mahasiswa.

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Mitigasi Bencana Sarifah Nur Isra Jairina; Budi Handoyo; I Komang Astina
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 2: FEBRUARI 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i2.13182

Abstrack: Geography learning in high school has not been able to develop problem solving. Learning to Overcome Successful Problems This study aims to determine the effect of Problem Based Learning models on the ability to solve problems in disaster mitigation material in the field of Geography. The design used was a quasi-experimental design with pretest and posttest research. This study uses the t-test. The research subjects were students of class XI IPS at SMAN 1 Purwosari. The results showed an increase. This is proven by testing the hypothesis obtained results of 0.001 <0.05 so that it is concluded that the Problem Based Learning model is effectively used to improve problem solving abilities.Abstrak: Pembelajaran Geografi di SMA belum mampu mengembangkan kemampuan pemecahan masalah. Pembelajaran geografi dianggap membosankan sehingga kurang mampu mengembangkan kemampuan memecahkan masalah. Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning terhadap kemampuan pemecahan masalah pada materi mitigasi bencana bidang studi Geografi. Rancangan yang digunakan adalah quasi experiment dengan desain penelitian pretest and posttest. Penelitian ini menggunakan uji-t. Subjek penelitian adalah siswa kelas XI IPS di SMAN 1 Purwosari. Hasil penelitian menunjukkan ada peningkatan kemampuan pemecahan masalah. Hal ini dibuktikan melalui uji hipotesis sebesar 0,001<0,05 dapat disimpulkan model Problem Based Learning efektif digunakan untuk meningkatkan kemampuan pemecahan masalah.

Memecahkan masalah geografi melalui problem based learning Sujiono Sujiono; Budi Handoyo; I Nyoman Ruja
Jurnal Teori dan Praksis Pembelajaran IPS Vol. 2, No. 2
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (658.911 KB)

This study aims to determine the effect of Problem Based Learning model on geography problem-solving sklills. This research model is quasi experiment with non-equivalent control group design. The subjects of the study were the students of XI IPS SMA Negeri 1 Pulau Laut Timur, academic year 2016/2017. The assessment instrument is an essay test based on an indicator of problem solving skills, ie (1) identifying problems; (2) formulate the problem; (3) finding alternative solutions; (4) choose alternative solutions; and (5) make conclusions. Data analysis using independent sample t-test model with 5% significance level. The results showed that there is an influence of PBL model on geography problem-solving sklills. The geography problem-solving skills of experimental class with PBL model is higher than control class with conventional model. Suggestion given, that is to make a plan of learning well and doing learning PBL on outdoor study. KeywordsProblem Based Learning, problem-solving skills, geography http://dx.doi.org/10.17977/um022v2i22017p072

Characteristics of Desaster Pre Liminary Research in Developing Learning Model of Environment Education Based on The Disaster in Efford to Grow an Cultural Anticipatory Achmad Amirudin; Budi Handoyo; Hadi Soekamto
Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi Vol 20, No 1 (2015)
Publisher : Universitas Negeri Malang

Abstract: East Java is one of the region which have a potential natural disaster. There are four potential disasters occurred in the region, namely floods, landslides, volcanic eruptions, and earthquakes. The disasterproved tohave a negative impacton people's lives. The impact ofthe disasteris due toa lack of anticipation for communities to disasters that occurin there environment. To preventlong-term impact, environmental Education(EE) has astrategic roletoempower students to have anticipatory culture. This study is a preliminary research which aims to identify the characteristics of the disaster which occurred in East Java and conditions of disaster education at school. Object of the study is floods of the Konto river and landslides at Pujon district and the Kelud eruption at Pandansari Ngantang. This research uses descriptive analysis by reducing data, looking for determinant variables, and takes a conclusion. The research results show the natural disaster in research consists of flooding, landslide, and eruption. Floods and landslides occur on rainy season around December-January. Catastrophic floods caused by heavy rainfall and deforestation. While, the eruption depends on each mountain. The cause of disaster is material of eruption. Status of environment education at school is diverse, there is a region by mandatory local content-based with monolithic approach, and there is also region by elective with integrative approach. Load of the EE subjects is 2 credits, while the school is not compulsory be integrated to the main subject. In this study also be foud tha teachers do not have a EE model for anticipate natural disaster.Keywords: disaster characteristic, Environment education, CultureanticipatoryDOI: http://dx.doi.org/10.17977/um017v20i12015p059

Environmental awareness and pro-environmental behavior: A case of university students in Malang city Ramadhani Lausi Mkumbachi; I Komang Astina; Budi Handoyo
Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi Vol 25, No 2 (2020)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um017v25i22020p161

University students exhibit low commitment towards pro-environmental behavior despite the facts that they know a lot about environmental issues. The objective of this study was (1) to know the level of environmental awareness and pro-environmental behavior and (2) to find relationship between environmental awareness and pro-environmental behavior among university students in Malang city. This study used descriptive quantitative research design using survey method. Data were collected using questionnaire instrument using a 3-point modified from Liker response scale. The results revealed that majority of the students possessed higher environmental awareness and exhibited high environmentally-friendly behavior. Likewise, there existed significant relationship between environmental awareness and pro-environmental behavior amongst university students in Malang city.Mahasiswa menunjukkan komitmen yang rendah terhadap perilaku prolingkungan meskipun mereka tahu banyak tentang masalah lingkungan. Tujuan dari penelitian ini adalah (1) untuk mengetahui tingkat kesadaran lingkungan dan perilaku pro-lingkungan dan (2) untuk menemukan hubungan antara kesadaran lingkungan dan perilaku pro-lingkungan di kalangan mahasiswa di Kota Malang. Penelitian ini menggunakan desain penelitian kuantitatif deskriptif dengan menggunakan metode survei. Data dikumpulkan dengan menggunakan instrumen kuesioner menggunakan 3 poin yang dimodifikasi dari skala respons Liker. Hasil penelitian menunjukkan bahwa mayoritas siswa memiliki kesadaran lingkungan yang lebih tinggi dan menunjukkan perilaku ramah lingkungan yang tinggi.

Spatial-Problem Based Learning (SPBL) development (preliminary studies for geography learning) Waode Yunia Silviariza; Budi Handoyo
Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi Vol 25, No 1 (2020)
Publisher : Universitas Negeri Malang

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

Problem Based Learning (PBL) is one of the scientific learning models that is widely used by teachers to educate students about the subjects they teach. PBL is widely developed and applied in all fields of multidisciplinary science. Therefore, PBL in learning geography needs to be developed to fit the main characteristics of geography, namely the spatial approach. In geography learning, the Spatial Based Learning (SBL) model is often used. SBL is a model that can encourage students to think in space. Therefore, integrating PBL and SBL will create a new learning model that is more in line with the characteristics of geography learning that presents spatial phenomena or problems. The purpose of this research is to develop a PBL model for learning geography. Design research development using Borg and Gall [1] with eight steps, namely: (1) needs analysis, (2) planning, (3) developing initial product forms, (4) initial field testing, (5) major product revisions, ( 6) carrying out field testing, (7) product revisions, and (8) final product revisions. The subjects of the study were geography students, Universitas Negeri Malang, and the validator was a doctor in geography education. Data collected by in-depth interviews and questionnaires. In-depth interviews are used to collect data from expert validators, while questionnaires are used to collect data from students. Data from expert validation is used to improve the learning model developed. Data from students is used to determine the feasibility of the resulting model. Data analysis was performed descriptively and statistically. The results of the development mentioned Spatial Problem Based Learning (SPBL). It has five steps, namely: (1) spatial problem orientation, (2) formulating spatial problems, (3) collecting and organizing spatial data, (4) analyzing spatial data and discussion, and (5) communication. The results of validation by experts showed a score of more than 65%. Field test results show that the average score of the five development steps is 93.2. Based on trials that the SPBL syntax is feasible

Pengembangan buku ajar digital Geografi SMA berplatform aplikasi 3D Page Flip dengan pendekatan STEAM (Science, Technology, Engineering, Art, Mathematic) materi keragaman budaya di Indonesia Yuli Yana; Budi Handoyo; Alfyananda Kurnia Putra
Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi Vol 26, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um017v26i22021p092

Today students live in a digital era. Such conditions affect the changing needs of textbooks as a source of learning for students. The purpose of this development research is to produce a digital textbook on cultural diversity in Indonesia with a 3D page flip application platform with a STEAM approach (Science, technology, engineering, art, mathematics). The design of this study uses the ADDIE model. Product trial results show that the percentage of the feasibility of textbooks is as much as 87 percent, which means it is very feasible to use. While the results of students' understanding test scores in the range of 76-85 with a percentage of 53 percent. These results indicate that students have a high level of understanding criteria.Dewasa ini peserta didik hidup di era digital. Kondisi yang demikian berpengaruh terhadap perubahan kebutuhan buku ajar sebagai sumber belajar bagi peserta didik. Tujuan penelitian pengembangan ini menghasilkan buku ajar digital berplatform aplikasi 3D page flip dengan pendekatan STEAM (Science, Technology, Engineering, Art, Mathematic) materi keragaman budaya di Indonesia. Rancangan penelitian ini menggunakan model ADDIE. Hasil uji coba produk menunjukkan bahwa persentase tingkat kelayakan buku ajar sebanyak 87 persen yang artinya sangat layak digunakan. Sedangkan hasil tes pemahaman peserta didik memperoleh nilai pada rentang 76-85 dengan persentase sebanyak 53 persen. Hasil tersebut menunjukan bahwa peserta didik memiliki kriteria tingkat pemahaman yang tinggi.

STUDI KELAYAKAN ISI BUKU TEKS PELAJARAN GEOGRAFI KELAS XI SMA PADA MATERI FLORA DAN FAUNA Syafril Syafril; Sugeng Utaya; I. Komang Astina; Budi Handoyo
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 11, No 3 (2020): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v11i3.2643

Abstrak: Penelitian ini bertujuan untuk mendeskripisikan kelayakan isi buku teks mata pelajaran geografi Kelas XI SMA/MA pada Materi Flora dan Fauna. Berdasarkan survey lapangan diketahui salah satu buku yang banyak digunakan adalah Buku geografi yang disusun oleh K. Wardiyatmoko penerbit Erlangga tahun 2013. Teknik pengolahan data dalam penelitian ini menggunakan analisis format instrumen penilaian buku teks pelajaran Geografi SMA/MA yang ditetapkan oleh BSNP (2013). Dalam instrumen tersebut, peneliti menghitung nilai tiap butir instrumen menggunakan teknik rating scale yang kemudian dijumlahkan untuk melihat nilai keseluruhan butir. Berdasarkan hasil penelitian, bahwa buku yang dianalisis termasuk dalam kriteria layak dengan perolehan nilai 7 atau 58,33% pada sub aspek cakupan materi, skor 33,33% atau tidak layak pada sub aspek akurasi materi, skor 37,5% atau cukup layak pada sub aspek kemutakhiran, skor 37,5% atau cukup layak pada sub aspek kandungan wawasan nilai spiritual, sosial, kinestetis, dan produktifitas, serta skor 75% atau layak pada sub aspek mengembangkan wawasan kebhinekaan dan memperkokoh NKRI. Secara keseluruhan, skor rata—rata yakni 48,5% atau cukup layak. Jadi, Buku Teks Geografi untuk Kelas XI SMA dan MA yang disusun oleh K. Wardiyatmoko penerbit Erlangga tahun 2013 cukup layak dan harus direvisi untuk digunakan sebagai sumber belajar dalam pembelajaran geografi di SMA/MA kelas XI.Abstract: This study aims to describe the appropriateness of the contents of textbooks in geography subjects in Class XI SMA / MA on Flora and Fauna Materials. Based on the field survey, it is known that one of the most widely used books is the Geography Book compiled by K. Wardiyatmoko, the publisher of Erlangga in 2013. The data processing technique in this study uses the analysis of the instrument format for assessing textbooks for SMA / MA Geography textbooks determined by BSNP (2013). In the instrument, the researcher calculates the value of each item of the instrument using a rating scale technique which is then summed to see the value of the whole item. Based on the results of the study, that the books analyzed are included in the criteria of feasible with the acquisition of a value of 7 or 58.33% in the sub-aspects of material coverage, a score of 33.33% or not feasible in the sub-aspects of material accuracy, a score of 37.5% or quite feasible on the latest sub-aspects, a score of 37.5% or quite feasible in the sub-aspects of the content of spiritual, social, kinesthetic, and productivity values, and a score of 75% or feasible in the sub-aspects of developing insight into diversity and strengthening the Unitary Republic of Indonesia. Overall, the average score is 48.5% or reasonably good. So, the Geography Textbook for Class XI of SMA and MA compiled by K Wardiyatmoko, the publisher of Erlangga in 2013, is quite feasible and must be revised to be used as a learning resource in learning geography in SMA / MA grade XI

PENGARUH DIGITAL LEARNING AND DIGITAL GAMES TRAINING TERHADAP KOMPETENSI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE GURU SMA Alfyananda Kurnia Putra; Sumarmi Sumarmi; Budi Handoyo; Azni Fajrilia; Muhammad Naufal Islam; Muhammad Rafi Attamimi
Jurnal Praksis dan Dedikasi Sosial (JPDS) Vol. 5, No. 1, April 2022
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um032v5i1p14-20

The development of digital technology requires teachers to present a sustainable learning process without the limitations of space and time. The presentation of digital learning provides opportunities for students to prepare for work competencies in the 21st Century and provides learning experiences that generate enthusiasm and a positive learning environment for students. This study aims to reveal the effect of digital learning and digital games in education training on the technological pedagogical content knowledge of teachers at SMAN Kepanjen Malang Regency. This type of research is experimental research packaged in a training program with pretest and posttest to measure the competence of TPACK teachers. The implementation method is carried out in stages, namely (1) needs and situation analysis, (2) program socialization and training implementation, (3) evaluation. The research subjects were SMAN 1 Kepanjen teachers with different scientific backgrounds. The analysis in this study used the N-gain score test, which was carried out by calculating the difference between the pretest and posttest scores. The training facilities use gamification media and the Learning Management System (LMS). The results of this training influence knowledge, competence, and capability related to technological pedagogical content knowledge. This is because teachers are getting used to and taking advantage of modern features in the LMS, namely user management, course management, forums, lessons, big blue buttons, and others.Perkembangan teknologi digital menuntut guru untuk menghadirkan proses pembelajaran yang berkelanjutan tanpa batasan ruang dan waktu. Penyajian pembelajaran digital memberikan kesempatan kepada siswa untuk mempersiapkan kompetensi kerja di abad 21 dan memberikan pengalaman belajar yang membangkitkan semangat dan lingkungan belajar yang positif bagi siswa. Penelitian ini bertujuan untuk mengungkapkan pengaruh pembelajaran digital dan permainan digital dalam pelatihan pendidikan terhadap pengetahuan konten pedagogik teknologi guru di SMAN Kepanjen Kabupaten Malang. Jenis penelitian ini adalah penelitian eksperimen yang dikemas dalam program pelatihan dengan pretest dan postest untuk mengukur kompetensi guru TPACK. Metode pelaksanaan dilakukan secara bertahap, yaitu (1) analisis kebutuhan dan situasi, (2) sosialisasi program dan pelaksanaan pelatihan, (3) evaluasi. Subjek penelitian adalah guru SMAN 1 Kepanjen dengan latar belakang keilmuan yang berbeda. Analisis dalam penelitian ini menggunakan tes skor N-gain yang dilakukan dengan menghitung selisih skor pretest dan postest. Fasilitas pelatihan menggunakan media gamifikasi dan Learning Management System (LMS). Hasil pelatihan ini mempengaruhi pengetahuan, kompetensi, dan kapabilitas terkait dengan technological pedagogical content knowledge. Hal ini karena para guru mulai terbiasa dan memanfaatkan fitur-fitur modern di LMS, yaitu manajemen pengguna, manajemen kursus, forum, pelajaran, tombol biru besar, dan lain-lain.

Co-Authors Aatuti, Ike Sari Ach. Amirudin Achmad Amirudin Agus Harianto AGUS HARIANTO Alfa Risma Purwita Alfyananda Kurnia Putra Alif Reza Nurhadi Andri Estining Sejati Ardyanto Tanjung Arisona, Risma Dwi Arjita, Rendra Arum, Tirta Puspa Aspiansyah, Aspiansyah Asy’ari Aulia Nindy Fadila Gastama Ayu, Yasmin Fajar Putri Ayuningtyas, Dian Azni Fajrilia Azni Fajrilia Bayu Wijayanto Buana, Randy Tirto Chairunnisa, Nabila Nirwasita Dembereldorj, Uuriintuya Dewanti, Vita Nuraini Diky Al Khalidy Dwiyono Hari Utomo Dya Wahyu Kusumaningtyas Dzulqornain AS, Awib Muhtar Erick, Benni Fadhila Sidiq Permana Fadlan, Muhammad Sainul Fadlan Fajeri, Fajeri Fajrilia, Azni Fatiya Rosyida Fatiya Rosyida, Fatiya Ferdikaandin, Dede Fika Damayanti Fiqih Ainal Farah Fisa, Triansyah Hadi Soekamto Hartono, Rudi Hendri Purwito Husamuddin MZ I Komang Astina I Nyoman Ruja Ibrahim Ida Kurniawati idin, Juna idin, Juna Ike Sari Astuti Ilzam, Moch Ilzam Imam Arifa’illah Syaiful Huda Indriyani Rachman Kholifah, Evalia Nurul Khusnaini, Alfan Kristanti, Queentasya Vanti Dian Kusuma, Ari Pradipta Lathifah Dewi Humairo Listyo Yudha Irawan Maharani Insani Lukman Manek, Agustinus Hale Masruroh, Heni Maulidian, Muhammad Okta Ridha Maulidya Nur Aini Maulidya Nur Aini Meilana, Lisa Nikita Monassa, Indhit Indari Mubarok, Robby Anzilni Muhammad Naufal Islam Muhammad Rafi Attamimi Munajat, Cecep Murae, Fumitoshi Ningsih, Adi Tia Novika Adi Wibowo Nur Aini Nurani, Mentari Pradi Galih Nurhasanah Nurhasanah Nurul Miftakhul Jannah Nuryuliani, Dwi Oktaviani Adhi Suciptaningsih Permita Luana Diyah Syaibana Pramesti, Widyana Purnomo, Tegar Anak Purwa Sasmita Rahayu Purwanto Purwanto Purwanto Purwanto Purwanto Putri, Denok Pangestudika Arum Rahma, Ida Ramadhani Lausi Mkumbachi Ramli Ramli Rashid, Salman Ratri, Anugrah Januar Razqyan Mas Bimatyugra Jati Rimayanti, Ika Nova Risa Septyana Salmayda, Salmayda Salsabila Firdausi Nuzula Sari Yulis Sarifah Nur Isra Jairina, Sarifah Nur Isra Satti Wagistina Siska Mandalia Soelistijo, Djoko Sri Dwi Friwarti, Sri Dwi Sudarman Sudarman Sugeng Utaya Sujiono Sujiono Sumardi Efendi Sumarmi Syafril Syafril Syamsul Bachri Syamsul Bachri Tria Arta Violina Tuti Mutia Wahyuningsih, Niken Waldati Bariroh Waode Yunia Silviariza Widiyanti, Zahra Widyana Pramesti Wijayanti, Friska Yuli Wolfgang Asindo Seran Yuli Yana Yuni Kartika Sita Dewi Yusuf Suharto Yuswanti Ariani Wirahayu Zakiy, Wildan Wilujeng Zulfa, Alfiatus

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