Articles
<![CDATA[Cognitive Engagement during Emergency Remote Teaching: How Students Struggle ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Polyglot Vol 19, No 2 (2023): JULY ]]>
Publisher : <![CDATA[Universitas Pelita Harapan ]]>
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DOI: 10.19166/pji.v19i2.6005
<![CDATA[AbstractThe COVID-19 pandemic situation has had an impact on the higher education system in Indonesia. It created an online learning ecosystem to enact the essential role of cognitive engagement by students. This qualitative research utilized multimodal data collection to examine students' voices to assess how they perceived the cognitive engagement dimension during emergency remote teaching (ERT). Data were gathered from 60 students from three higher education institutions in Indonesia's urban areas. The findings revealed that the ERT environment requires students to self-regulate their learning by employing their preferred strategies to comprehend the material. Moreover, they engage in meaningful learning by relating content to their prior experiences and knowledge. Students also believe that teachers play a vital role in ERT as authoritative figures and focal learning points. They view teachers as the main agents for fostering and enhancing their cognitive engagement. This study draws attention to the need for continuous teacher professional development in ERT by concentrating on students' needs. Bahasa Indonesia Abstrak: Situasi pandemi COVID-19 berdampak pada sistem pendidikan tinggi di Indonesia. Ini menciptakan ekosistem pembelajaran online untuk memberlakukan peran penting keterlibatan kognitif oleh siswa. Penelitian kualitatif ini menggunakan pengumpulan data multimodal untuk memeriksa suara siswa untuk menilai bagaimana mereka merasakan dimensi keterlibatan kognitif dalam fenomena pengajaran jarak jauh darurat. Data dari 60 mahasiswa dari tiga perguruan tinggi yang berada di perkotaan Indonesia. Hasil penelitian menunjukkan bahwa pengaturan pengajaran darurat mengharuskan siswa untuk menerapkan proses belajar mandiri dengan mengatur preferensi metode pembelajaran mereka untuk memahami isi materi. Bahkan, mereka melakukan pembelajaran yang bermakna dengan menghubungkan konten dengan pengalaman dan pengetahuan mereka sebelumnya. Mereka juga percaya bahwa guru, serta siswa, memainkan peran penting dalam lingkungan pengajaran darurat. Selain itu, karena keyakinan mereka bahwa guru masih menjadi pusat pembelajaran sebagai sosok otoriter, mereka menggambarkan guru sebagai agen utama untuk mempromosikan dan meningkatkan keterlibatan kognitif mereka. Studi ini lebih menarik perhatian pada perlunya pengembangan profesional guru yang berkelanjutan dalam situasi pengajaran darurat dengan berkonsentrasi pada kebutuhan siswa.]]>
<![CDATA[Entry to OER-Based Material Development Of English For Culinary Purposes ]]>
<![CDATA[Irzy Lil Iman]]>;
<![CDATA[Frimadhona Syafri]]>;
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ Prosiding Temu Ilmiah Nasional Guru Vol. 14 No. 1 (2022): TING XIV 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka ]]>
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<![CDATA[This study seeks to highlight students' need analysis for English for culinary purposes (ECP) as an entry of open educational resources (OER)-based material development. The participants in the study were two English teachers from a Bekasi vocational school. A semi- structured interview was utilized for data collection. This study found that the learning objective of ECP is to equip students to communicate orally and in writing with clients and other culinary professionals at the A2 or B1 level of English proficiency, within the context of the culinary arts. In addition, the required ECP material should include the following topics: (1) service areas; (2) kitchen utensils; (3) storage room; (4) collaborating as a team; (5) the hazard handling procedure; (6) correspondence activity; (7) le gourmet; (8) ingredients; (9) taking orders. Integration of linguistic features and generic structure should be incorporated into the design of ECP teaching materials to facilitate content-based instruction. The research reveals that OER-based material development for culinary purposes should consider the learning objective, the needs, preferences, and profiles of the students, as well as their English proficiency level. In addition, it is crucial to involve students in the learning process by utilizing OER and authentic material delivered through technology.]]>
<![CDATA[Workshop Penyusunan dan Penilaian Soal Berbasis HOTS pada Pembelajaran Guru Matematika ]]>
<![CDATA[Suyanto]]>;
<![CDATA[Arie Purwa Kusuma]]>;
<![CDATA[Nurina Kurniasari Rahmawati]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Kanigara Vol 1 No 1 (2021): Kanigara ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/kanigara.v1i1.3158
<![CDATA[Kegiatan workshop ini adalah bagian dari pengabdian masyarakat yang dilatarbelakangi oleh berkembangnya soal berbasis HOTS, Salah satu perkembangan dari sistem penilaian pendidikan di Indonesia saat ini adalah diterapkannya penilaian berbasis HOTS (Higher Order Thinking Skill). Kurikulum untuk matematika sekolah menengah telah berubah pada pengembangan berpikir HOTS. Selain itu juga untuk meningkatkan wawasan, inovatif dan ketrampilan guru-guru MTS Penerapan penilaian soal berbasis HOTS bertujuan agar proses pembelajaran khususnya matematika dapat mendorong siswa mengembangkan kemampuan berfikir kreatif. Metode pelaksanaan program adalah melakukan pengenalan HOTS, penyusnan HOTS dan penilaian soal HOTS. Kegiatan ini dilakukan kepada guru-guru MTs Se-Kota Bekasi. Dari hasil pelaksanaan kegiatan pengabdian kepada masyarakat ini, diperoleh hasil bahwa: (1) Bertambahnya wawasan guru-guru Se-Kota Bekasi tentang pembelajaran Matematika inovatif yang berbasis HOTS, (2) Meningkatnya pemahaman guru-guru MTS Se-Kota Bekasi dalam memecahkan masalah Matematika yang menuntut berpikir tingkat tinggi yang berbasis HOTS.]]>
<![CDATA[Peningkatan Kompetensi Guru Menggunakan Media Pembelajaran Jarak Jauh Menggunakan Google Classroom, Zoom, Google Form dan Kahoot ]]>
<![CDATA[Nurina Kurniasari Rahmawati]]>;
<![CDATA[Arie Purwa Kusuma]]>;
<![CDATA[Andi Ahmad]]>;
<![CDATA[Abdul Hakim Ma’ruf]]>;
<![CDATA[Fiki Alghadari]]>
<![CDATA[ Kanigara Vol 1 No 2 (2021): Kanigara ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/kanigara.v1i2.3991
<![CDATA[Program pengabdian kepada masyarakat ini merupakan kegiatan pelatihan yang bertujuan untuk membekali dan meningkatkan keterampilan para guru SMK Analis Kesehatan DITKESAD di Kota Jakarta Timur untuk menciptakan dan meningkatkan pembelajaran yang menarik dengan menggunakan media pembelajaran interaktif online, menggunakan Google Classroom, Zoom, Google Form dan Kahoot. Hasil observasi di lapangan masih banyak guru di SMK Analis Kesehatan DITKESAD merasa kesulitan dalam proses pembelajaran online, seperti belum mengetahui aplikasi atau platform apa yang dapat digunakan untuk KBM secara daring. Berdasarkan masalah tersebut, maka tujuan dari kegiatan ini adalah melatih guru-guru di SMK Analis Kesehatan DITKESAD dalam memanfaatkan penggunaan Google Classroom, Zoom, Google Form dan Kahoot untuk proses pembelajaran online. Metode penyelenggaraan pelatihan ini dengan workshop dan pendampingan. Kegiatan workshop dilakukan sebagai penjelasan pentingnya pengetahuan guru tentang teknologi pembelajaran, fitur-fitur Google Classroom, Zoom, Google Form dan Kahoot dan contoh penerapannya dalam pembelajaran. Hasil menunjukkan bahwa melalui kegiatan pelatihan ini, keterampilan guru dalam membuat media pembelajaran online juga menjadi meningkat. Dengan meningkatnya keterampilan guru membuat media pembelajaran online sendiri, maka pembelajaran di kelas masing-masing menjadi lebih menyenangkan.]]>
<![CDATA[The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking ]]>
<![CDATA[Ageng Triyono]]>;
<![CDATA[Arie Purwa Kusuma]]>;
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Teguh Wibowo]]>;
<![CDATA[Nafida Hetty Marhaeni]]>;
<![CDATA[Mazlini Adnan]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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<![CDATA[The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.]]>
<![CDATA[Students’ Inconsistency when Solving a Geometry Problem in Three-Dimensional Context ]]>
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Ma’ruf, Abdul Hakim]]>;
<![CDATA[Yundayani, Audi]]>
<![CDATA[ International Journal of Educational Innovation and Research Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/ijeir.v3i1.6905
<![CDATA[There is an issue regarding students' consistency in completing geometry assignments, as indicated by several research findings and assessments. Diagnosing how students integrate concepts in the conceptual design and understanding the reasons behind their inconsistency in completing assignments are the main focuses of this case study. This research was conducted with 58 high school students in Tanjungpandan, Indonesia. The data were obtained from students' answers to problems of the three initial levels of geometry thinking and retrospective reports about their answers. The data were analyzed based on three phases: the concept-eliciting and integrating phase, the relationship-eliciting phase, and the relationship-integrating phase. The study revealed that students' performance in geometry analysis aligned with the epistemological concept issue. Visual objects garnered the most attention from students, leading to their analysis techniques being primarily object-oriented. Some stages of property analysis were skipped, causing students to make claims about objects of thought when they should have been establishing relationships between properties to classify shapes through rigorous geometry analysis. Numerical computation remains an essential aspect of geometry analysis. The conceptual design has not yet reached the abstraction stage, resulting in experiments to solve problems not always yielding the correct solutions. In education, this highlights the need for a deep understanding of concept epistemology, efficient concept integration, and the cultivation of abstract thinking skills.]]>
<![CDATA[KONSEPSI SISWA PADA SUATU BENTUK BANGUN RUANG TERKAIT DENGAN RUSUK DAN DIAGONAL SISI ]]>
<![CDATA[Rosilawati, Rosilawati]]>;
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ PRISMA Vol 7, No 2 (2018): Jurnal PRISMA Volume VII, No 2 tahun 2018 ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jp.v7i2.459
<![CDATA[Penelitian ini bertujuan untuk menganalisis konsepsi siswa pada bentuk bangun ruang limas terkait dengan panjang semua rusuk yang sama dan memiliki diagonal sisi. Penelitian ini merupakan survei kualitatif. Sampelnya adalah siswa kelas XII-IPS di satu Sekolah Menengah Atas Kabupaten Belitung tahun pelajaran 2018/2019. Siswa menyampaikan konsepsinya dengan cara menjawab pertanyaan survei. Analisis konsepsi siswa difokuskan pada pemahaman konsep dan objek mental bangun ruang yang ada dalam pikirannya. Hasil analisis dari respon siswa menemukan ada tiga tipe konsepsi yang teridentifikasi, yaitu konsepsi siswa yang menunjukkan kesiapan intelektual, konsepsi yang mengarah pada hambatan epistemologis, dan konsepsi yang menunjukan miskonsepsi. Pemahaman pada konsep dasar dan keluasan jaringan informasi konsep menjadi syarat untuk mempelajari konsep lanjutan suatu materi matematika, agar siswa terhindar dari miskonsepsi, sehingga pembelajaran mampu menghadirkan pengalaman konseptual dan perseptual.]]>
<![CDATA[The Influence of Responsibility on the Job Commitment of Public Elementary School Principals in East Jakarta ]]>
<![CDATA[Utami, Purwani Puji]]>;
<![CDATA[Vioreza, Niken]]>;
<![CDATA[Nugraheny, Devita Cahyani]]>;
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 16 No 1 (2024): Advancing Education through Innovation and Technology ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/jip.v16i1.2064
<![CDATA[Lack of responsibility might determine leaders’ dedication or commitment to making progress at their workplace. This research aims to investigate the effect of job responsibility on the job commitment of public elementary school principals. The sample involved 76 principals in East Jakarta who were selected using a random sampling technique. The method used in this research was surveys and the data were analyzed using path analysis. The results showed a positive direct effect of job responsibility on the principals’ job commitment. The study’s findings concluded that the job commitment of school principals can be promoted by improving their job responsibilities.]]>
<![CDATA[Challenges and Solutions in Student Teachers’ Microteaching for English Language Teaching: Tantangan dan Solusi dalam Pengajaran Mikro Mahasiswa Calon Guru untuk Pengajaran Bahasa Inggris ]]>
<![CDATA[Yundayani, Audi]]>;
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Pedagogia : Jurnal Pendidikan Vol. 13 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/pedagogia.v13i2.1685
<![CDATA[Microteaching experience is a compulsory subject as a practical training technique that provides prospective teachers with many opportunities to design their effective teaching techniques before they are involved in real classroom experiences as English teachers. However, the challenges and solutions in conducting microteaching in student teachers in English language teaching (ELT) remain under-researched. Therefore, this study addressed this issue, notably in Indonesian English as a foreign language. Three student teachers from an English study program of a private educational higher institution were recruited as the participants. The data were collected through semi- structured interviews and analysed with Thematic Analysis (TA). The research result identified themes related to the obstacles English student teachers face in teacher training and education programs when executing the microteaching process and solution. It covers their lack of conceptual knowledge of instructional design, their incapability in classroom management, their lack of understanding of the character of students, their incapability to perceive the role of reflective teaching and their lack of self-confidence. Developing a microteaching endeavour that facilitates practical teaching experiences and enables English teacher candidates to hone their teaching abilities by improving various teaching skills is advisable.]]>
<![CDATA[Learning Habits Shaping Mathematical Literacy: Lens Through the Chronology of Time and Cognitive Processes ]]>
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Yundayani, Audi]]>;
<![CDATA[Genç, Murat]]>
<![CDATA[ IndoMath: Indonesia Mathematics Education Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/indomath.v5i1.14
<![CDATA[Mathematical literacy prepares future generations to deal with the challenges of a changing world. But, students' knowledge and abilities are still below the optimal level. This study aims to evaluate how students' learning habits, which are based on the chronology of time and cognitive processes, affect their mathematical literacy. This quantitative study employs an observational approach with vocational students in West Java who participated. This study examines the measurement and structural model up to the second-order levels. The findings revealed that the habit of reviewing had a substantial impact on factors in formulating mathematical models. However, the other components were not. Indications of how students adapt information lead to the condition that they do, but not in an ideal way at the logical-operational level. Therefore, learning is insufficient only during school hours due to cognitive capacity considerations, while the other is to build an independent learner attitude outside of school.]]>
