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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Tadris Kimiya Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Journal of Education and Instruction (JOEAI) JURNAL EDUCATION AND DEVELOPMENT Jurnal Studi Guru dan Pembelajaran Gema Wiralodra Aksara: Jurnal Ilmu Pendidikan Nonformal Jurnal Pendidikan dan Kebudayaan EduBasic Journal: Jurnal Pendidikan Dasar Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Studies in Learning and Teaching Jurnal Administrasi Pendidikan Islam EduLine: Journal of Education and Learning Innovation Prosiding Konferensi Nasional PKM-CSR Journal Of Human And Education (JAHE) Jurnal Pendidikan Indonesia (Japendi) International Journal of Research in STEM Education
Udan Kusmawan
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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Integrating Digital Technology and Project-Based Learning in Secondary School Chemistry: Innovative Strategies for Conceptual Understanding Masbukhin, Faizal Akhmad Adi; Kusmawan, Udan
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.40828

Abstract

The advancement of digital technology and the growing demand for student-centered learning have prompted educators to explore more innovative approaches in science education. In chemistry, abstract concepts often pose significant challenges for learners, particularly at the secondary school level. This study aimed to examine how practising chemistry teachers integrate digital technology and project-based learning (PjBL) to enhance students’ conceptual understanding. A descriptive qualitative design was employed, involving in-depth interviews with 22 secondary school teachers who are also distance education students. Thematic analysis revealed that combining video-based instruction, interactive simulations, and contextualized PjBL strategies significantly improved students’ comprehension of complex topics such as atomic structure, chemical bonding, and colligative properties. For example, digital simulations enabled clearer visualization of atomic models, while hands-on projects like “Ice Cream Making to Explore Colligative Properties” successfully connected theoretical knowledge with real-life experiences. Despite the pedagogical advantages, challenges such as disparities in digital literacy and the limitations of online platforms were noted. This study contributes to the evolving field of chemistry education by offering practical insights into the implementation of digital and project-based strategies tailored to the learning preferences of Generation Z and Alpha students. The findings underscore the need for systemic teacher support, professional development, and infrastructure improvement to maximize the benefits of these transformative teaching approaches.
ANALISIS KONSEPSI GURU TERHADAP IMPLEMENTASI KURIKULUM MERDEKA: MODEL PEMBELAJARAN INTRAKURIKULER, EKSTRAKURIKULER DAN DESAIN P5 PADA SISWA KELAS 4 DI SEKOLAH PENGGERAK ANGKATAN 1 KOTA KEDIRI Marjono, Marjono; Kusmawan, Udan; Baehaki, Imam
JURNAL EDUCATION AND DEVELOPMENT Vol 13 No 1 (2025): Vol 13 No 2 Mei 2025
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v13i1.7507

Abstract

Krisis pembelajaran yang memburuk akibat pandemi Covid-19 menghasilkan learning loss dan learning gap yang signifikan dalam sistem pendidikan Indonesia, sehingga menuntut transformasi kurikulum yang adaptif dan responsif terhadap kondisi kontemporer. Penelitian ini bertujuan menganalisis konsepsi guru terhadap implementasi Kurikulum Merdeka pada model pembelajaran intrakurikuler, ekstrakurikuler, dan desain Proyek Penguatan Profil Pelajar Pancasila (P5) pada siswa kelas 4 di Sekolah Penggerak Angkatan 1 Kota Kediri. Penelitian menggunakan paradigma kualitatif dengan Model Evaluasi Stake's Countenance yang mengintegrasikan tiga tahapan evaluasi: kondisi awal (antecedents), proses pelaksanaan (transactions), dan hasil capaian (outcomes). Populasi penelitian meliputi 8 Sekolah Dasar dengan 39 tenaga pendidik dan 416 peserta didik, dengan sampel 191 siswa menggunakan teknik purposive sampling. Data dikumpulkan melalui angket, observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis secara deskriptif dengan kriteria keberhasilan 100% untuk setiap aspek evaluasi. Hasil penelitian menunjukkan implementasi Kurikulum Merdeka berjalan optimal dengan capaian rata-rata di atas 75% pada tahap antecedents dan mencapai di atas 90% pada tahap outcomes. Transformasi pembelajaran dari teacher-centered menjadi student-centered learning berhasil diimplementasikan melalui strategi pembelajaran berdiferensiasi dan kontekstual. Kesimpulannya, implementasi kurikulum telah mencapai kategori baik hingga sangat baik dengan pengembangan karakter siswa sesuai profil pelajar Pancasila. Disarankan memperkuat dukungan sistemik sarana prasarana dan program pengembangan profesional berkelanjutan bagi guru.
ANALISIS KONSEPSI GURU TERHADAP MODEL ASESMEN, DESAIN P5 DAN PENGEMBANGAN MODUL AJAR SD PADA KEBERHASILAN IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH PENGGERAK KOTA BATU Widyawati, Widyawati; Kusmawan, Udan; Rais, Abdul
JURNAL EDUCATION AND DEVELOPMENT Vol 13 No 1 (2025): Vol 13 No 2 Mei 2025
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v13i1.7508

Abstract

Abstrak Implementasi Kurikulum Merdeka di sekolah penggerak menuntut transformasi konsepsi guru dalam mengembangkan praktik pembelajaran yang berpusat pada peserta didik. Penelitian ini bertujuan menganalisis konsepsi guru terhadap model asesmen, desain Projek Penguatan Profil Pelajar Pancasila (P5), dan pengembangan modul ajar pada keberhasilan implementasi Kurikulum Merdeka di sekolah penggerak Kota Batu. Metode penelitian kualitatif deskriptif-eksploratif dilaksanakan di SDN Sisir 06 dan SDN Songgokerto 03 dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipatif, studi dokumentasi, dan kuesioner. Analisis data menggunakan pendekatan inductive thematic analysis dengan triangulasi komprehensif untuk memastikan validitas temuan. Hasil penelitian menunjukkan konsepsi guru terhadap asesmen mengalami evolusi dari pendekatan konvensional menuju asesmen holistik yang mengintegrasikan dimensi diagnostik, formatif, dan sumatif. Desain P5 dikembangkan melalui pendekatan kontekstual yang mengintegrasikan nilai-nilai Pancasila dengan kearifan lokal. Pengembangan modul ajar dilakukan secara kolaboratif dengan personalisasi berdasarkan hasil asesmen diagnostik. Keberhasilan implementasi tercermin pada peningkatan pencapaian pembelajaran dan perkembangan karakter peserta didik sesuai profil pelajar Pancasila.
Critical review: the effectiveness of student teams-achievement divisions vs numbered heads together cooperative learning in improving students' mathematical critical thinking abilities Suharli, Suharli; Kusmawan, Udan; Sudirman, Sudirman
Gema Wiralodra Vol. 15 No. 1 (2024): Gema Wiralodra
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/gw.v15i1.695

Abstract

This research aims to analyze the differences in critical mathematical thinking abilities who receive cooperative learning in the Student Teams-Achievement Divisions (STAD) type and those who undertake the cooperative learning process in the Numbered Head Together (NHT) type. This research design uses a quasi-experimental design. Apart from that, the population in this study were all students of the Taliwang State 1 Middle School West Sumbawa, while the sample was taken in two classes randomly from 18 existing classes (class VIII 3 and class VIII 4). Experimental class 1 consists of 32 people, while experimental class 2 consists of 32 people, so the total is 64 people. Data obtained from thinking ability tests were analyzed univariately, bivariate, and multivariate. The results of the univariate analysis show that the majority of respondents in Experiment 1 were male, 16 females, 16 people each (50%), the majority were of medium ability, 21 people (65.6%), then the High category was 7 people (22%) and the low category as many as 4 people (12.5%), while the majority of respondents in Experiment 2 were 17 people (53.1%) women while 15 people (47%) were men with 17 people (53.1%) in the medium category. High 9 people (28.1% and Low category 6 people (18.7%). Furthermore, the results of bivariate analysis showed that there were differences in students' mathematical critical thinking abilities between experimental class 1 and experimental class 2, while the significant value for the group category was 0.007, this means that there are differences in students' mathematical critical thinking abilities based on the categories of high, medium and low ability students. The results of the multivariate analysis show that the mathematical critical thinking abilities of students who received STAD-. type cooperative learning has a higher increase than students who receive NHT-type cooperative learning.
Pemanfaatan Artificial Intelligence dalam Perencanaan, Pelaksanaan, dan Evaluasi Pembelajaran oleh Mahasiswa Calon Guru Universitas Terbuka Siswanto, Romi; Kusmawan, Udan; Sukmayadi, Dodi; Anwar Abidin, Achmad; Kadarisman
Jurnal Administrasi Pendidikan Islam Vol. 6 No. 2 (2024): September
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/japi.2024.6.2.143-158

Abstract

This study aims to analyze the utilization of artificial intelligence (AI) in lesson planning, implementation, and assessment by pre-service teachers. The study used a mixed methods approach, involving 150 students through quantitative questionnaires and in-depth interviews with 15 students as the qualitative sample. The findings reveal that while students' knowledge of AI remains relatively low, there is a strong interest in further integrating AI into teaching practices. AI tools, such as ChatGPT and Canva, significantly assist students in drafting lesson plans, creating visual learning media, and designing interactive assessment tools. However, limited digital literacy and a lack of proper training present major challenges in AI adoption. This study recommends intensive AI training for pre-service teachers and suggests expanding the research to other study programs to understand variations in AI adoption.
An Investigation of Teaching English at Bintang Nusantara Learning Centres in Hong Kong: Instructional Method, Problems and Solutions Ana Dwi Ratnawati; Andang Saehu; Udan Kusmawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5591

Abstract

This study reported the implementation of synchronous and asynchronous classes at Bintang Nusantara Learning Centre, focusing on the use of the Communicative Language Teaching (CLT) method to develop students' speaking skills. This research was conducted as a case study, employing qualitative methods such as observations, interviews, and document analysis to gather in-depth data on the teaching and learning processes. The learning process was structured into three interconnected stages: pre-teaching, whilst teaching, and post-teaching, with each stage encompassing various activities designed to enhance student engagement and language proficiency. Despite the careful planning and execution of these activities, both teachers and students faced a range of technical and non-technical challenges throughout the learning process in both online and offline settings. Technical issues included unstable internet connections, inadequate devices (software and hardware), and varying levels of technological proficiency among both teachers and students , which disrupted the flow of online classes. Non-technical challenges involved a lack of motivation and engagement from students, as well as difficulties in replicating the interactive nature of CLT in a virtual environment. However, teachers and students collaborated to find solutions, such as employing alternative communication tools, adjusting lesson plans to better suit the online format, and providing additional support and encouragement to maintain student motivation. In offline classes, issues related to health protocols and classroom management were addressed by implementing smaller class sizes and ensuring compliance with safety measures. These efforts were critical in mitigating the impact of the challenges, allowing the teaching methodology to remain effective in both online and offline contexts.
Pemanfaatan Modul Ajar Berbasis Cross-Disciplinary Learning (CDL) untuk Meningkatkan Keterampilan Kreativitas dan Kolaborasi Siswa Sekolah Dasar Sepriani, Uci; Kusmawan, Udan; Dwi Jayanti, Astri
Jurnal Pendidikan Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i2.7391

Abstract

Peningkatan kualitas pendidikan dasar di Indonesia membutuhkan pendekatan yang mendukung keterampilan berpikir kritis, kreativitas, dan kolaborasi. Kurikulum Merdeka memungkinkan penggunaan metode fleksibel, seperti Cross-Disciplinary Learning (CDL), yang mengintegrasikan berbagai disiplin ilmu untuk memperkaya pembelajaran. Pendekatan ini membangun keterampilan lintas bidang dan kompetensi abad ke-21. Melalui modul ajar berbasis CDL, siswa dapat memecahkan masalah nyata dan bekerja dalam tim. Penelitian ini bertujuan untuk menyebarkan pengaruh pemanfaatan modul ajar berbasis Cross-Disciplinary Learning (CDL) dalam meningkatkan keterampilan kreativitas dan kolaborasi siswa sekolah dasar. Menggunakan metode eksperimen semu dengan desain Non-Equivalent Control Group, penelitian ini melibatkan siswa kelas IV di SD Negeri 006 Sekupang Batam sebagai populasi. Siswa bagian menjadi kelompok eksperimen yang mendapatkan pembelajaran dengan modul CDL dan kelompok kontrol yang menggunakan metode pembelajaran konvensional. Data dikumpulkan melalui kuesioner, observasi, dan wawancara, kemudian dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukkan bahwa modul CDL secara nyata mampu meningkatkan keterampilan kreativitas dan kolaborasi siswa. Penggunaan modul ini memungkinkan siswa mengintegrasikan pengetahuan dari berbagai disiplin ilmu, yang terlihat dari peningkatan kemampuan berpikir kritis, pemikiran dalam penyelesaian masalah, dan kemampuan bekerja dalam tim. Penerapan modul CDL sangat disarankan di kurikulum dasar sebagai pendekatan pembelajaran inovatif untuk meningkatkan keterampilan abad ke-21 pada siswa sekolah dasar
Development of a Science Learning Module using the Guided Discovery Method to Increase Learning Independence and Scientific Literacy Ability Mashudi, Mashudi; Raharjo, Tri Joko; Kusmawan, Udan
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.6244

Abstract

Science and technology are developing very quickly in the 21st century, especially in the field of education. Students need to be prepared to face these changes by having independent scientific literacy skills and skills that help them use technology. The findings from the 2015 PISA test are proof of the importance of scientific literacy in science learning. This research aims to evaluate the feasibility of the module, the effectiveness of the module, the profile of students' scientific literacy skills and learning independence after using the module and the differences in learning independence and scientific literacy before and after using the guided discovery-based module. This research uses research and development (R&D) methods modified from Borg & Gall in Sugiyono. The N-gain test is used to determine the effectiveness of the product, and descriptive data analysis is used to assess the feasibility and profile of students' scientific literacy abilities and learning independence. Differences in students' independence and scientific literacy abilities were analyzed using Kruskal-Wallis H test. The research results show that (1) the guided discovery-based module developed meets the content, presentation and language criteria very well; (2) The N-gain value with the criteria is experiencing an increase, in accordance with the results of the assessment of scientific literacy and student learning independence; (3) The profile of students' scientific literacy abilities which includes science context, competence and knowledge has moderate/good criteria; (4) The level of learning independence after using the module is at high criteria; (5) Students who use guided discovery-based modules can increase their scientific literacy and learning independence, but not at the same level as students who use traditional learning methods. This shows that the use of guided discovery-based modules developed as an alternative learning resource for science lessons regarding the water cycle is feasible to use
Bahan Ajar Interaktif Berbasis Open Educational Resources untuk Meningkatkan Hasil Belajar Kognitif Siswa Kelas V Sekolah Dasar Trisnawati, Uma Fadhila; Supriyono, Supriyono; Kusmawan, Udan
JOEAI (Journal of Education and Instruction) Vol. 8 No. 6 (2025): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/fjcayq17

Abstract

This study aims to develop OER-based interactive teaching materials, assess their feasibility, and evaluate their effectiveness in fostering harmony in ecosystem materials for fifth-grade elementary school students. This study employs a Research and Development (R&D) design based on the Borg & Gall research and development model. The research instruments include tests, questionnaire validation, student response questionnaires, observation sheets, and interviews. The results of the study indicate that OER-based interactive teaching materials developed in digital form and equipped with teacher usage instructions are declared feasible based on the assessment of material experts (obtaining a score of 73 out of a maximum score of 80), media experts (obtaining a score of 75 out of a maximum score of 80), practitioners (receiving a score of 39 and 38 out of a maximum score of 40), and policy makers (obtaining a score of 39 out of a maximum score of 40). OER-based interactive teaching materials are declared effective in improving cognitive learning outcomes of fifth-grade elementary school students. The results of the independent-samples t-test showed that the posttest scores of the experimental and control groups, with a significance value of 0.000 < 0.05, indicated a significant difference between the groups. The average posttest score for the experimental group (90.45) was higher than that of the control group (77.72). In conclusion, the OER-based interactive teaching material on harmony in ecosystems is suitable for use as a teaching tool for students.   Keywords: Interactive Teaching Materials, Cognitive Learning Outcomes, Science, Open Educational Resources, Fifth Grade Students
Co-Authors Abdul Rais Ade Nunung Nurohmah Ajat Sudrajat Ana Dwi Ratnawati Anam, Rifat Shafwatul Anastasia Desilawaty Patoding Andang Saehu, Andang Anwar Abidin, Achmad Aprilia Wahyu Ramadhani Arifin, Syaadiah Astri Dwi Jayanti Baehaki, Imam Dodi Sukmayadi Dwi Jayanti, Astri Erny Paembonan Haimi Mohd Adnan, Airil Happy Karlina Marjo Heri Saputra Irnaningsih, Sri Kadarisman Kismiati, Dyah Aniza Leonard R. Hutasoit Marjono Marjono Mas'ud Muhammadiah Masbukhin, Faizal Akhmad Adi Mashudi Mashudi Meisyarah, Meisyarah Muhammad Arsyad Muspiroh, Novianti Nada, Shofwatun Nurdin Arsyad Nurohmah, Ade Nunung Rhini Fatmasari Rhini Fatmasari, Rhini Sepriani, Uci SETIAJI RAHMAWAN Shofiyah Shofiyah Siswanto, Romi Sudirman Sudirman Suharli, Suharli Supriyono Supriyono Tri Joko Raharjo Trisnawati, Uma Fadhila Uci Sepriani Wajnah, Wajnah Widyawati Widyawati