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All Journal Jurnal Pendidikan Vokasi Jurnal Penelitian dan Evaluasi Pendidikan Efisiensi : Kajian Ilmu Administrasi Dinamika Pendidikan Jurnal Pendidikan Ekonomi & Bisnis CARADDE: Jurnal Pengabdian Kepada Masyarakat International Journal of Community Service Learning JOURNAL OF APPLIED BUSINESS ADMINISTRATION JPEK (Jurnal Pendidikan Ekonomi dan Kewirausahaan) At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Community Service and Empowerment International Journal of Economics, Management, Business, and Social Science PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Jurnal Pendidikan Administrasi Perkantoran (JPAP) Journal of Office Administration : Education and Practice An-Nuur Semanggi: Jurnal Pengabdian kepada Masyarakat Edunusa: Journal of Economics and Business Education Nomicpedia: Journal of Economics and Business Innovation Inspirasi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Indonesian Journal of Society Development (IJSD) International Journal of Emerging Research and Review International Journal of Educational Research JIFA (Journal of Islamic Finance and Accounting) Jurnal PROFIT: Kajian Pendidikan Ekonomi dan Ilmu Ekonomi
Febrika Yogie Hermanto
Universitas Negeri Surabaya
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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PENGARUH SELF-REGULATED LEARNING DAN INTENSITAS MEDIA SOSIAL TERHADAP PEDAGOGICAL SKILL MAHASISWA DENGAN SMARTPHONE DISTRACTION SEBAGAI VARIABEL MODERASI Kinasih, Juitasari Putri; Hermanto, Febrika Yogie; Pahlevi, Triesninda
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i2.10878

Abstract

The advancement of digital learning requires prospective teachers to develop adaptive pedagogical skills aligned with 21st-century educational demands. At the same time, the widespread use of digital technology and social media among university students introduces challenges in the form of smartphone-related distractions that may interfere with competency development. This study examines the relationship between Self-Regulated Learning (SRL), the intensity of social media use, and students’ pedagogical skills, while also assessing the moderating role of smartphone distraction. A quantitative survey approach was employed involving 394 education students from Universitas Negeri Surabaya selected through random sampling. Data were collected using structured questionnaires and processed through moderation regression analysis, including instrument testing, classical assumption analysis, and hypothesis testing. The findings reveal that SRL contributes positively to students’ pedagogical skills. Social media use intensity is likewise positively associated with pedagogical skill improvement. In addition, smartphone distraction weakens the relationship between SRL and pedagogical skills while strengthening the influence of social media use intensity on the same outcome. These results suggest that pedagogical competence development is shaped by self-regulation capacity, patterns of social media engagement, and balanced management of digital distraction. ABSTRAK Perkembangan pembelajaran digital menuntut mahasiswa calon guru memiliki kemampuan pedagogik yang mampu menyesuaikan diri dengan kebutuhan pendidikan abad ke-21. Di sisi lain, penggunaan teknologi digital dan media sosial yang semakin tinggi juga menghadirkan tantangan berupa distraksi dari smartphone yang berpotensi menghambat pengembangan kompetensi tersebut. Kajian ini menginvestigasi keterkaitan Self-Regulated Learning (SRL) dan intensitas penggunaan media sosial dengan pedagogical skill mahasiswa, serta menguji peran smartphone distraction sebagai variabel moderasi. Pendekatan kuantitatif berbasis survei diterapkan pada 394 mahasiswa kependidikan Universitas Negeri Surabaya yang dipilih melalui teknik random sampling. Data diperoleh melalui angket terstruktur dan dianalisis menggunakan regresi moderasi melalui tahapan pengujian instrumen, asumsi klasik, dan hipotesis. Analisis menunjukkan bahwa SRL memiliki kontribusi positif terhadap keterampilan pedagogik mahasiswa. Intensitas penggunaan media sosial juga berkorelasi positif dengan peningkatan pedagogical skill. Selain itu, smartphone distraction memperlemah hubungan antara SRL dan keterampilan pedagogik, tetapi memperkuat pengaruh intensitas penggunaan media sosial terhadap keterampilan tersebut. Temuan ini mengindikasikan bahwa pengembangan kompetensi pedagogik mahasiswa tidak hanya dipengaruhi oleh kemampuan regulasi diri, tetapi juga pola pemanfaatan media sosial dan pengelolaan distraksi digital secara seimbang.
VALIDITAS MODUL PRAKTIK PERKANTORAN MENGGUNAKAN METODE PEMBELAJARAN ROLE-PLAYING BERBASIS KEBUTUHAN INDUSTRI Febrika Yogie Hermanto; Siti Sri Wulandari; Jazi’ Muyassaroh; Berlina Hidayati
Jurnal PROFIT: Kajian Pendidikan Ekonomi dan Ilmu Ekonomi Vol. 9 No. 2 (2022): Jurnal PROFIT: Kajian Pendidikan Ekonomi dan Ilmu Ekonomi
Publisher : Pendidikan Ekonomi FKIP Universitas Sriwijaya, in partnership with Asosiasi Profesi Pendidikan Ekonomi Indonesia (ASPROPENDO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jp.v9i2.19014

Abstract

Office practice learning in Vocational High Schools (VHS) is not fully following the needs of the industry because the learning carried out is still partial to each Basic Competence (KD) in the curriculum. The purpose of this study is to reveal the validity of the product resulting from the development of the office practice module using the role-playing method based on industry needs. This researchis a type of development research using the ADDIE model. The research results are focused on the module assessment results by material experts, design experts, and learning experts. The results of this study indicate that the module is considered very feasible by the expert with an average score of 4.44 out of a maximum score of 5. The assessment of the material expert is 4.50, the assessment of the learning expert is 4.30, and the assessment of the design expert is 4.52. Thus, it can be stated that the resulting product is valid and feasible to use for the target group. Modules that are valid and feasible to use are expected to achieve the learning objectives that have been set.
Co-Authors Adinata , Restu Eri Adinata, Restu Eri Agnisa Widayanti Agung Haryono Albrian Fiky Prakoso Alfianita, Emiliah Ali Hasbi Ramadani Amirusholihin Amirusholihin Amirusholihin Amirusholihin, Amirusholihin Anang Kistyanto Anggraeni, Agnes Dwi Anthony Ogbolu Nnamdi Atmojo, Prisilia Joyceline Berlina Hidayati Brillian Rosy Devi, Hervina Renovaka Pradev Dwi Yuli Rakhmawati Erta Fahmi, Moh. Farih Faradini, Amelia Febrianti, Dika Putri Fitriah Dwi Susilowati Fresha Kharisma hapsari Shinta Citra Puspita Dewi Indah Setia Utami Insyirah Putikadea Jaka Nugraha Jaka Nugraha Jazi' Muyassaroh Jazi’ Muyassaroh Khusnul Fikriyah Kinasih, Juitasari Putri Ladi Wajuba Perdini Fisabilillah Maimun Sholeh Mar'atus Sholikah Mar'atus Sholikah Maratus Sholikah Mar’atus Sholikah Meylia Elizabeth Ranu Meylia Elizabeth Ranu Nadia Asandimitra Haryono Nihaya, Ina Uswatun Nnamdi, Anthony Ogbolu Novia Indrawati Prana Dwija Iswara, Prana Dwija Putri Hestiningrum Rahman, Muhammad Fajar Wahyudi Ramadani , Ali Hasbi Ramdhan , Muhammad Rizky Rasyidi Faiz Akbar Septiana, Nova Septyan budy Cahya Sholikah, Mar’atus Siti Rahayu Nugraheni Siti Sri Wulandari Sp, Efvinggo Fasya Jaya Suranto Sutirman Sutirman Tri Sudarwanto Triesninda Pahlevi Veni Rafida Vivi Pratiwi Widianingrum, Riska Zulfin Rachma Mufidah