Article Per Year (5 Year)
p-Index From 2020 - 2025
0.659
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Agama Islam Jurnal Pendidikan Fisika Foramadiahi: Jurnal Kajian Pendidikan dan Keislaman Socio-Economic and Humanistic Aspects for Township and Industry
Mawardi Djamaluddin
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Physics

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
PENGARUH MODEL PEMBELAJARAN KOOPERATIF PHYSICS MYSTERIOUS BERBASIS FUN LEARNING TERHADAP MINAT DAN HASIL BELAJAR PESERTA DIDIK KELAS VII MTsN 3 BONE irmawati irmawati; Mawardi Djamaluddin; Ayusari Wahyuni
JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 5 No 1 (2017): Vol 5, No 1, 2017
Publisher : Pendidikan Fisika UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (563.646 KB) | DOI: 10.24252/jpf.v5i1.2991

Abstract

Penelitian ini merupakan penelitian Pre-Eksperimen Design yang bertujuan untuk mengetahui: 1) minat dan hasil belajar peserta didik yang diajar dengan model pembelajaran Koopeartif Physics Mysterious berbasis Fun Learning pada kelas VII MTsN 3 Bone, 2)  minat dan hasil belajar peserta didik yang tidak diajar dengan model pembelajaran Koopeartif Physics Mysterious berbasis Fun Learning pada kelas VII MTsN 3 Bone, 3) pengaruh minat dan hasil belajar peserta didik antara yang diajar dan yang tidak diajar dengan dengan model pembelajaran Koopeartif Physics Mysterious berbasis Fun Learning pada kelas VII MTsN 3 Bone. Desain penelitian yang digunakan adalah The Static Group Comparison Design. Hasil penelitan menunjukkan bahwa terdapat perbedaan minat dan hasil belajar peserta didik antara kelas yang diajar dan yang tidak diajar dengan model pembelajaran koopeartif physics mysterious berbasis fun learning pada kelas VII MTsN 3 Bone.
Perubahan Perilaku Siswa Sekolah Dasar di Kota Tidore Kepulauan yang Mengalami Kecanduan Game Online serta Dampaknya Terhadap Prestasi Belajar Dana Arif Lukmana; Mawardi Djamaluddin
Foramadiahi: Jurnal Kajian Pendidikan dan Keislaman Vol 15, No 1 (2023): Edisi Juni 2023
Publisher : IAIN Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46339/foramadiahi.v15i1.994

Abstract

The development of science and technology has an effect on behavior change in each student. One of them is that the freedom to access online games has a significant impact on children. The increasing number of cases of online game addiction in children is one of the problems that must be solved by many parties. This problem is part of the moral responsibility of the government, education stakeholders, and parents. This study aims to identify forms of behavioral change in elementary school students who are addicted to online games and their impact on learning outcomes. This research is a descriptive qualitative research with a case study approach which the data collection process is through in-depth interviews and documentation. The subjects of this research are two students, one counselor, and parents. The research data collection instrument used interview guidelines. Then, the research data were analyzed using the Miles and Huberman model consisting of data reduction, data display, and conclusion. The results showed that children started playing online games in grade 3 elementary school by showing a form of behavior change, often playing online games when they came home from school, playing at school without being caught by the teacher, and playing online games and not interacting with their peers because they prefer to play games. on line. Forms of handling classroom teachers include providing socialization about the negative impact of playing online games, providing motivations for students in particular (students who are addicted to online games), and involving parents to deal with students who are addicted to online games. The forms of parental handling include providing positive activities, limiting the use of cellphones, establishing two-way communication between parents and children, and collaboration with homeroom teachers. Online games have an effect on learning focus but do not show a significant effect on learning outcomes.
Developing the Event, Duration, Latency, and Interval (EDLI) Assessment Techniques to Measure Student Engagement and Motivation in Islamic Religious Education Online Courses Agus; Mawardi Djamaluddin; Tamrin Taher; Minggusta Juliadarma; Nurhidayat; Nur Rahmah Asnawi; Noviyanti Soleman
Jurnal Pendidikan Agama Islam Vol. 21 No. 1 (2024): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v21i1.7154

Abstract

Purpose – The purpose of this study is to develop Event, Duration, Latency and Interval (EDLI) Assessment Techniques to Measure Student Learning Engagement and Motivation in Online Learning Design/methods/approach – This study used a research and development (R&D) framework by Borg & Gall which consists of (1) Research and information collecting, (2) Planning, (3) Developing preliminary form of product, (4) Preliminary field testing, and (5) Operational field testing. The research subjects were lecturers at 5 universities in North Maluku province who implement online learning, totaling 10 lecturers. Data analysis using the Aiken Index to determine product validity criteria. Findings – The results of the social behavior in online learning experts assessed 83% of the products developed as valid, then experts in the field of learning media assessed 83% of the products developed as valid, finally experts in the field of IT development assessed 83% of the products developed as valid.  Research implications/limitations – The Event, Duration, Latency, and Interval (EDLI) assessment technique guide is applicable for all lecturers conducting online learning. However, due to researcher limitations, product trials during the Operational Field Testing stage cannot be conducted at all universities in North Maluku Province and are restricted to universities in the city of Ternate. Originality/value – The importance of a guide that explains procedures for assessing student performance during online learning is especially related to student motivation and involvement, and the Event, Duration, Latency, and Interval (EDLI) procedure is very relevant for use in assessing student performance during online learning.
The Effectiveness of Deep Learning Training on Teachers' Memorization of Interactive Teaching Modules at MAN IC West Halmahera Adiyana Adam; Ramli Yusuf; Muhlis Malaka; Minggusta Juliadarma; Mawardi Djamaluddin; Kamarun M. Sebe
Socio-Economic and Humanistic Aspects for Township and Industry Vol. 3 No. 3 (2025): Socio-Economic and Humanistic Aspects for Township and Industry
Publisher : Tinta Emas Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/sehati.v3i3.557

Abstract

This study aims to determine the effectiveness of deep learning training on teachers' abilities in developing interactive teaching modules at MAN Insan Cendekia West Halmahera. This study used a quantitative approach with a quasi-experimental design, with all teachers who participated in the training (n = 25) as samples. Data were collected through pre-tests and post-tests to measure teachers' abilities, a perception questionnaire to determine teachers' assessment of the training, and observations of the practice in creating interactive teaching modules. The results showed that the average teacher pre-test score of 56.2 increased to 80.6 in the post-test, with an average increase of 24.4 points or 43.4%, which was statistically significant (p < 0.05). Teachers also stated that the training was useful, relevant, and easy to implement in the learning process. Practical observations showed that teachers were able to create interactive teaching modules with media integration, adaptive quizzes, and animations that facilitate student understanding. These findings indicate that deep learning training is effective in improving teachers' skills and confidence in developing technology-based teaching modules. This research has important implications for teacher capacity development and learning innovation in schools.
Co-Authors Adiyana Adam AGUS Ayusari Wahyuni Irmawati Irmawati Kamarun M. Sebe Lukmana, Dana Arif Minggusta Juliadarma Muhlis Malaka Noviyanti Soleman Nur Rahmah Asnawi Nurhidayat Ramli Yusuf Tamrin Taher