Articles
<![CDATA[Profil kompetensi pedagogik: gender sebuah peran kunci ]]>
<![CDATA[Ratnawati Susanto]]>;
<![CDATA[Noni Agustina]]>;
<![CDATA[Yuli Azmi Rozali]]>;
<![CDATA[Widarto Rachbini]]>
<![CDATA[ Jurnal Konseling dan Pendidikan Vol 9, No 2 (2021): JKP ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/164300
<![CDATA[Fenomena yang terjadi di lapangan ditemukan bahwa rendahnya kompetensi pedadodik guru di sekolah dasar. Sehingga diperlukan upaya reflektif mengenai bagaimana melakukan ulang kembali upaya mengkonstruk dan mempertajam praktek kebiasaan pedagogik. Dalam hal ini gender memegang peran kunci pembaharuan pedagogic. Adapun pembaharuan kompetensi pedagogik tersebut mencakup kompetensi mengenai dimensi pengetahuan, reflektif, emosi dan pola komunikasi. Penelitian ini bertujuan untuk menentukan apakah gender menjadi faktor prediktor dalam pembentukan profil kompetensi pedagogik. Metode penelitian kuantitatif dengan pendekatan komparatif. Pengambilan sampel dengan purposive sampling dengan jumlah sampel 20 orang guru di Sekolah Dasar Negeri Duri Kepa 05 Pagi Provinsi DKI Jakarta. Penggunaan instrumen angket dengan skala likert dengan lima alternatif jawaban. Analisis data menggunakan tools Partial least square (PLS). Hasil penelitian menunjukkan bahwa adanya pengaruh positif dan perbedaan rata-rata secara signifikan pada gender perempuan terhadap profil kompetensi pedagogik]]>
<![CDATA[Distance Learning During Covid-19 Pandemic: Students’ Engagement in English Foreign Language Class ]]>
<![CDATA[Noni Agustina]]>;
<![CDATA[Ratnawati Susanto]]>;
<![CDATA[Sri Lestari]]>;
<![CDATA[Chelsea Chelsea]]>;
<![CDATA[Yona Yona]]>;
<![CDATA[Selindah Selindah]]>;
<![CDATA[Diana Diana]]>
<![CDATA[ Alsuna: Journal of Arabic and English Language Vol 4 No 2 (2021): Case Studies in Classroom ]]>
Publisher : <![CDATA[Prodi Bahasa Arab dan Lembaga Bahasa Institut Pesantren KH Abdul Chalim Mojokerto ]]>
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DOI: 10.31538/alsuna.v4i2.1758
<![CDATA[Purpose - This study aims to explore students’ behaviour, emotional, and cognitive engagement in EFL class during Covid-19 pandemic. Design/methodology/approach - A qualitative approach with class observation, interview, and questionnaire was undertaken to examine the students’ engagement. Teachers and student of two public junior senior high schools in Jakarta, Indonesia involved voluntarily to this study. 5 teachers’ (1 man and 4 women) classes were observed and they were interviewed. 467 (187 male and 280 female) students were administered the questionnaire and 9 of them were interviewed. Findings - The result suggested that the students were disengaged behaviourally, emotionally, and cognitively in English class during distance learning. It occurred due to some factors such as uninteresting learning activities, unstable signal, and lack of students’ understanding. The study provides practical implications for English language teachers. They need to construct the interesting and various learning activities and effective strategies to gain their students’ engagement. Originality/value - Abundance of literatures investigated teaching and learning practices during Covid-19. However, a few studies examined students’ engagement in distance learning. Thus, this study concerned on students’ engagement in EFL class for junior high school level. Paper type – Research paper]]>
<![CDATA[Student involvement in assessment: learning experiences for behavior change ]]>
<![CDATA[Ratnawati Susanto]]>
<![CDATA[ Pedagonal : Jurnal Ilmiah Pendidikan Vol 6, No 2 (2022): Pedagonal : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/pedagonal.v6i2.5710
<![CDATA[The purpose of this study was to obtain data on the situation of learning experiences carried out by teachers in changing student learning behavior by involving students in assessment. The research method used is a qualitative survey method and uses a 5-choice questionnaire that was built and developed from the student assessment concept of David M. Johnson, with a population of primary school teachers in West Jakarta totaling 100 teachers. The research findings provide information that the structure of the learning experience carried out by the teacher to help student behavior learning outcomes through student assessments is in a condition that is not yet effective and a basic literacy assessment model needs to be developed.The conclusion of the study shows that the teacher's ability to condition student involvement in assessment as a learning experience for behavioral change is effective in aspects of academic learning and the focus of assessment.]]>
<![CDATA[Blended Learning Strategy in the New Normal Era (TPACK Competency Study) ]]>
<![CDATA[Endah Juwandani]]>;
<![CDATA[Aldina Siti Nur Aliyah]]>;
<![CDATA[Citra Sukma Melati]]>;
<![CDATA[Ratnawati Susanto]]>
<![CDATA[ Pedagonal : Jurnal Ilmiah Pendidikan Vol 6, No 2 (2022): Pedagonal : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/pedagonal.v6i2.5611
<![CDATA[This article discusses about Blended Learning Strategy in the New Normal Era using the TPACK Competency Study. The TPACK approach is an approach that was developed from the Pedagogy Content Knowledge (PCK) approach which integrates technology and learning. The purpose of this study was to get an idea of the teacher's strategy at SDN Kapuk Muara 03 in preparing blended learning in the new normal era. This research is a case study with a qualitative approach. Data collection techniques using observation and interviews. The focus of this research object is one of the teachers at SDN Kapuk Muara 03. The results show that the preparation of blended learning in the new normal era has been designed quite well by the teacher. The strategy is carried out with planned steps and stages: (1) planning and arranging face-to-face and online schedules in turns with the aim of avoid crowds, (2) preparing facilities and infrastructure related to health protocols, (3) carry out Covid-19 prevention conditioning through 5 M; wear masks, wash hands with soap and running water, maintain distance, stay away from crowds, and limit mobilization and interaction, (4) conduct online and offline learning education for students and parents, (5) apply technological competence, pedagogical and knowledge content in blended learning, (6) conduct learning that leads to 4Cs, (7) apply self-feedback evaluation as understanding students on their learning outcomes.]]>
<![CDATA[EFEKTIFITAS MODUL BERBASIS LITERASI LINGKUNGAN MELALUI PENDEKATAN SAINTIFIK ]]>
<![CDATA[Harlinda Syofyan]]>;
<![CDATA[Ratnawati Susanto]]>;
<![CDATA[Oktian Fajar Nugroho]]>;
<![CDATA[Vebryanti]]>;
<![CDATA[Dita Ramadhanti]]>;
<![CDATA[Ratih]]>;
<![CDATA[Indah Mentari]]>;
<![CDATA[Rani Mahareka]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 11 No 02 (2020): JPD - Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jpd.v11i02.18667
<![CDATA[Abstrak: Penelitian ini berlatar belakang tentang semakin menurunnya kesadaran kecintaan terhadap lingkungan dari generasi penerus bangsa ini. Perlu dilakukan internalisasi metode ataupun pendekatan dalam membangun kesadaran dalam menumbuhkan rasa bertangggung jawab kepada alam dan lingkungan. Lingkungan adalah tempat bernaung makhluk hidup sebagai tempat menjalani kehidupan. Pemenuhan kebutuhan akan hidup memberikan dampak buruk bagi lingkungan alam. Perhatian terhadap kelestarian lingkungan harus ditingkatkan dari berbagai aspek, salah satunya dalam bidang Pendidikan unttuk membimbing siswa dalam menumbuhkan generasi berliterasi lingkungan dengan menggunakan pendekatan saintifik. Siswa diajak mengamati, menanya, mengumpulkan informasi,menalar, dan kemudian mengkomunikasikan hasil yang telah disusun dari membaca, melihat fakta, serta berbagai informasi yang diperoleh dari berbagai cara dan sumber. Hal ini dapat dilatihkan melalui mahasiswa calon guru Pendidikan sekolah dasar untuk diterapkan dalam menunaikan tugas profesionalnya sebagai guru. Penelitian ini dilakukan untuk melihat keefektifan pemakaian modul berbasis literasi lingkungan melalui pendekatan saintifik dalam mata kuliah Konsep Dasar IPA Kelas Rendah. Subjek dari penelitian ini merupakan mahasiswa Pendidikan Guru Sekolah Dasar Universitas Esa Unggul Jakarta. Metode penelitian menggunakan penelitian pengembangan dengan menggunakan model Dick dan Carey. Keefektifan diukur berdasarkan hasil belajar yang didapatkan dari pretest dan postest. Hasil penelitian menunjukkan bahwa keefektifan penggunaan modul berbasis literasi lingkungan melalui pendekatan saintifik, dengan rata-rata kenaikan yakni 28%. Pendekatan Saintifik berbasis literasi lingkungan dapat digunakan dalam pembelajaran Konsep IPA Kelas Rendah. Kata Kunci : modul, literasi lingkungan, pendekatan saintifik]]>
<![CDATA[Pengaruh Media Berbasis Video Interaktif Terhadap Pemahaman Siswa Pada Pembelajaran IPA Kelas V Sekolah Dasar ]]>
<![CDATA[Fitria Fitria]]>;
<![CDATA[Ratnawati Susanto]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 7, No 1 (2022): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/022034jpgi0005
<![CDATA[The problem that arises in learning process is that learners had not been able to comprehend learning directly taught by the teacher so that student learning outcomes do not meet the minimum completeness criteria. This study aim is to determine effects then results of using interactive video-based media on understanding sciences learning. The subjects of this study were 32 fifth grade students at SDN Duri Kepa 03. This research method was qualitative research such as questionnaire. Results of this study indicate that using interactive video-based media on students' understanding of science learning is very influential and student learning outcomes increase.]]>
<![CDATA[Pengaruh Penggunaan Game Edukasi Berbasis Wordwall Dalam Pembelajaran Matematika Terhadap Motivasi Belajar ]]>
<![CDATA[Mahwar Alfan Nisa]]>;
<![CDATA[Ratnawati Susanto]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 7, No 1 (2022): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/022035jpgi0005
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan game edukasi berbasis wordwall dalam pembelajaran matematika terhadap motivasi belajar siswa kelas V C di SDN Kapuk Muara 03. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode survey. Populasi dalam penelitian ini ialah siswa kelas V yang berjumlah 186 siswa dengan sampel yaitu siswa kelas V C yang berjumlah 31 siswa. Teknik pengumpulan data pada penelitian ini ialah dengan menggunakan angket. Informasi yang didapat dari responden dengan menggunakan angket ini digunakan untuk menemukan pengaruh penggunaan game edukasi berbasis wordwall terhadap motivasi belajar. Penelitian ini menggunakan uji parsial (uji t) untuk menentukan hipotesis. Hasil hipotesis yang diperoleh berdasarkan pengujian parsial (uji t) yaitu 11.796 (thitung) > 2.045 (ttabel) dengan signifikan 0,000 < 0,05. Hasil tersebut menunjukkan bahwa H₁ diterima dan H₀ ditolak yang artinya ada pengaruh positif dan signifikan antara game edukasi berbasis wordwall terhadap motivasi belajar dalam pembelajaran matematika siswa kelas V C di SDN Kapuk Muara 03.]]>
<![CDATA[PEMANFAATAN TEKNOLOGI LMS DENGAN PENDEKATAN TPACK DI SDN LARANGAN 9 KOTA TANGERANG ]]>
<![CDATA[Yulhendri Yulhendri]]>;
<![CDATA[Ratnawati Susanto]]>;
<![CDATA[Diah Aryani]]>
<![CDATA[ Jurnal Abdimas Bina Bangsa Vol. 4 No. 1 (2023): Jurnal Abdimas Bina Bangsa ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jabb.v4i1.356
<![CDATA[This Abdimas aims to provide training and coaching to the teachers of SDN Larangan 9 Kota Tangerang in the application of Learning Management System (LMS) technology with the Technological Pedagogical and Content Knowledge (TPACK) approach to improve the quality of learning in the digital era. This activity uses the community service method with stages of activities including identifying needs and challenges, training and fostering the use of LMS, as well as evaluating and monitoring implementation results. The results of the training and coaching show that teachers at SD Larangan 9 Tangerang City are able to apply LMS technology with the TPACK approach in learning more effectively and efficiently. In this case, teachers are able to integrate knowledge of technology, education, and learning materials in a more integrated manner, so that learning can become more interactive, creative, and interesting for students. Therefore, the application of LMS technology with the TPACK approach can improve the quality of learning in the digital era and support the creation of a more competent generation in the future]]>
<![CDATA[Peningkatan kecerdasan emosional guru melalui program psikoedukasi ]]>
<![CDATA[Yuli Asmi Rozali]]>;
<![CDATA[Ratnawati Susanto]]>
<![CDATA[ JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 1 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy (IICET) ]]>
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DOI: 10.29210/020221516
<![CDATA[Education is the most important sector. In the law, it is written that teachers must have four competencies, namely pedagogic competence, personality competence, social competence, and professional competence obtained through professional education. So it is important for a teacher to have sensitivity or empathy in carrying out his role as an educator is called emotional intelligence. The characteristics of the teachers are the teachers in the Kebon Jeruk and Grogol Petamburan sub-districts, West Jakarta, totaling 28 teachers, the one group pretest-posttest design. Based on the results of data processing using statistical analysis tests categorizing the level of emotional intelligence of teachers the results is that the number of teachers who have a level of emotional intelligence has increased, amounting to 89% while previously teachers who had a high level of emotional intelligence were less than 75% (< 75%). The results of teacher interviews also revealed that more than 75% (≥75%) stated that the community service program was effective in improving the emotional intelligence of teachers, with an effective level of 75% and there were 11% of teachers who still had low emotional intelligence]]>
<![CDATA[Pemetaan kompetensi pedagogik dalam keterkaitan dimensi pengetahuan pedagogik dan profil karakteristik awal ]]>
<![CDATA[Ratnawati Susanto]]>
<![CDATA[ JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 7, No 1 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy (IICET) ]]>
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DOI: 10.29210/020211167
<![CDATA[Keberhasilan pembelajaran dipengaruhi oleh kemampuan serta keterampilan guru dalam mengelola proses pembelajaran dengan terus meningkatkan kompetensi pndagogik yang optimal. Tujuan penelitian ini menganalisis pemetaan kompetensi pedagogik dalam keterkaitkan dimensi pengetahuan pedagogik dan profil karakteristik awal guru. Responden dalam penelitian ini terdiri dari 265 guru yang tersebar di wilayah II Kotamadya Jakarta Barat Suku Pendidikan Provinsi DKI Jakarta.. Metode penelitian kuantitatif dengan survey. Pengumpulan data dilakukan secara online dengan menggunakan platfrom google form. Instrumen yang digunakan berupa formulir kuesioner untuk mengukur kompetensi pedagogik, pengetahuan pedagogik serta profil karakteristik guru yang telah teruji kevalidan dan reliabilitasnya sehingga layak digunakan. Analisis data menggunakan deskriptif analisis, regresi sederhana, serta analisis jaringan. Hasil penelitian menujukkan bahwa kompetensi pedagogik, pengetahuan pedagogik dan profil karakteristik awal guru berada pada kategori sangat baik, selanjutnya pengetahuan pedagogik berkontribusi sebesar 62,1 % terhadap kompetensi pndagogik, serta profil karakteristik awal berkontribusi sebesar 49,7% terhadap kompetensi pedagogik guru, dari analisis jaringan bahwa pengetahuan pedagogik dan profil karakteristik awal memiliki hubungan yang kuat untuk membangun kompetensi pedagogik. Untuk selanjutnya diperlukan pengembangan dan pelatihan dalam mengoptimalkan kompetensi pedagogik guru dalam rangkan mengembangkan mutu pendidikan Indonesia.]]>
