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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Kependidikan: Penelitian Inovasi Pembelajaran MAJALAH ILMIAH PEMBELAJARAN Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan Journal of Educational Science and Technology Jurnal Al-Tadzkiyyah Indonesian Journal of Curriculum and Educational Technology Studies Unnes Science Education Journal AL ISHLAH Jurnal Pendidikan Journal of Education Technology JTP - Jurnal Teknologi Pendidikan COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Eduscience (JES) Jurnal Pedagogi dan Pembelajaran Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Ilmu Sosial Jurnal Pendidikan Progresif
Ali Muhtadi
Universitas Negeri Yogyakarta
Arts Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Exploring Obstacles to Differentiated Curriculum Implementation: Insights from Curriculum Developers Muhtadi, Ali; Hakim, Mukhammad Luqman; Fathoni, Muhammad Ihsaan; Pangestu, Rama Faiz
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i3.86195

Abstract

The main issue is the lack of adequate resources and training for teachers, which affects the ability of curriculum developers to design effective strategies for both teachers and students. This study aims to examine the perspectives of curriculum developers on the obstacles encountered in the implementation of differentiated learning curriculum. The research uses a phenomenological method to explore information based on the direct experiences of curriculum developers. Data collection was conducted through in-depth interviews with 6 primary school teachers from the Penggerak School program. The collected data were analyzed using thematic analysis to identify key patterns emerging from their experiences. The results show that the integration of differentiated learning curriculum can be achieved through diagnostic assessment, teaching modules, or adjustments in teaching techniques by the teachers. The study also finds that differentiated learning is currently understood as a hidden curriculum, referring to elements not included in the official curriculum but still applied in teaching practices. Changes in the curriculum include simplification and more practical approaches, as well as a shift from a teacher-centered to a student-centered approach. The conclusion of this study highlights the importance of a comprehensive evaluation of differentiated learning implementation at all education levels to improve its effectiveness.
Gender Perspective: Independent Learning of Generation Z in Online Learning Muhtadi, Ali; Ismaniati, Christina; Haryanto, Haryanto; Miyarso, Estu; Jayanti, Desi Dwi
Journal of Education Technology Vol. 6 No. 2 (2022): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v6i2.42969

Abstract

Independence in learning is a prerequisite for the implementation of basic online learning which is still a problem in itself, especially among the Z generation whether it is male or female, even though gender is one of the influencing factors in the process of developing learning independence. This study aims to analyze the learning independence of Generation Z in participating in online learning based on gender. This type of research is descriptive quantitative. The population is students across study programs and faculties with a total sample of 70 students consisting of 35 male students and 35 female students. The sample was taken using the snowball sampling technique. Collecting data using online survey techniques with online questionnaire instruments (google form) scale 5. The data were analyzed using quantitative descriptive techniques in the form of percentages. Based on the research, it shows that the mean score of learning independence for male students is 3.74, while female students are 3.84 with a significant difference value of 0.031. From these data it can be concluded that there are differences in the learning independence of Generation Z in terms of gender, this can be seen from the aspects of indicators of self-confidence, disciplined behavior, attitude of responsibility, initiative attitude and self-control attitude possessed by both sexes during follow online learning. The implication of this research is that generation Z becomes able to evaluate themselves about the picture of their learning independence.
Developing Educational Games for Mathematics Learning to Improve Learning Motivation and Outcomes Claudea Winandyaz Rakasiwi; Ali Muhtadi
JTP - Jurnal Teknologi Pendidikan Vol. 23 No. 1 (2021): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v23i1.18356

Abstract

This study aims to develop learning educational games as learning media in the mathematics learning process to increase students’ learning motivation and outcomes. Educational games are designed to help students understanding a simple geometric shapes such as angles, sides, and nets. The development model was based on the ADDIE model covering Analyze, Design, Development, Implementation, and Evaluation stages. The result of the feasibility assessment by media and material experts reached 94% and 90% of each. Meanwhile, the assessment by the teacher reached 90%. The result of the initial / pilot test and field test reached 87% and 94% respectively. Based on the assessment, it can be concluded that educational games are suitable for supporting mathematics learning. The increase in students’ learning motivation reached 84.4%, while the learning outcomes increase from 48.9 to 85.1. Further, the gain score reached 0.71 indicating that the educational games are effective for improving learning outcomes.
Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis Endang Sulistyowati; Julham Hukom; Ali Muhtadi
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 2 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i2.27433

Abstract

Despite numerous studies investigating whether the Flipped Classroom method is more effective in enhancing students' mathematical abilities compared to conventional teaching methods, previous research has shown inconsistent results. This study aims to examine the effectiveness of the Flipped Classroom method on students' mathematical abilities compared to conventional methods and to investigate the factors that can influence the effectiveness of using the Flipped Classroom method on students' mathematical abilities. The research design used in this study is a meta-analysis, analyzing 42 effect sizes from 31 primary studies that meet inclusion criteria. The results of the analysis, using a random-effects approach, yielded a combined effect size of (g = 1.05; p < 0.01). It can be concluded that the use of the Flipped Classroom method significantly contributes to students' mathematical abilities and is more effective compared to conventional teaching methods. Furthermore, the analysis of heterogeneity found that the effectiveness of using the flipped classroom method on mathematical abilities is influenced by moderator variables such as the type of measured abilities, platform, type of experimental group, country, and publication type. However, it was not influenced by variables such as educational level and publication year. The findings of this meta-analysis provide more accurate results regarding the inconsistent effect size variations and enrich the knowledge insights about the effectiveness of using the Flipped Classroom method in enhancing students' mathematical abilities.
The Effectiveness of the Flipped Classroom Method on Students' Speaking Ability: A Meta-Analysis Study Elisabet Ani Ayu Senjaya; Ali Muhtadi
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i1.38632

Abstract

Many studies have investigated the effectiveness of the flipped classroom method on students' speaking ability when compared to traditional learning methods. However, previous research has provided ambiguous results. This study aims to test the effectiveness of the flipped classroom method on students' speaking abilities compared to traditional methods, as well as investigate what factors can influence the effectiveness of using the flipped classroom method on students' speaking abilities. The design used in this study was group contrast meta-analysis by analyzing 15 primary studies that met the inclusion criteria. The results of the analysis using the random-effects approach obtained a combined effect size of (g = 1.25; p < 0.01). The effect size is in the "Large Effect" category. It can be concluded that the use of the flipped classroom method on students' speaking ability has a significant and more effective effect compared to traditional learning methods. Heterogeneity analysis found that the moderator variable educational level influenced the effectiveness of implementing the flipped classroom method on students' speaking abilities, but not the moderator variables educational level, experimental class capacity, and region. The findings of this meta-analysis provide more accurate results regarding inconsistent effect size variations and can enrich insight into knowledge about the effectiveness of using the flipped classroom method in improving students' speaking skills.
The Effect of Flipped Classroom Model on Mathematical Ability: A Meta Analysis Study Bagus Purnomo; Ali Muhtadi; Rahmi Ramadhani; Abdul Manaf; Julham Hukom
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Effect Of Flipped Classroom Model On Mathematical Ability: A Meta-Analysis Study. Objective: This study aims to determine the effect of the flipped classroom model on mathematical ability. Methods: The study design was a meta-analysis by analyzing 70 effect sizes from 44 primary studies that met the inclusion criteria. Findings: The combined effect size was (d = 0.73; p < 0.01). Measure the effect based on education level (Qb = 21.04; p < 0.05), use of LMS (Qb = 5.91; p < 0.05), sample size (Qb = 9.83). ; p < 0.05), year of study (Qb = 34.85; p < 0.05), type of publication (Qb = 7.08; p < 0.05), trial period (Qb = 46.60; p < 0.05), and region (Qb = 49.59; p < 0.05). Conclusion: The flipped classroom model has an effect on mathematical ability. The effect of the flipped classroom model compared to traditional teaching on math skills differs according to the educational level group, use of LMS, sample size, year of study, type of publication, time of experiment, and region.Keywords: Mathematical ability, flipped classroom, meta-analysis.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202216
An Analysis of Senior High School Students’ Difficulties in Learning Historical Recount Text Ambar Fidianingsih; Ali Muhtadi
Jurnal Pendidikan Progresif Vol 11, No 2 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: An Analysis of Senior High School Students’ Difficulties in Learning Historical Recount Text. Objectives: This study described the senior high school students’ difficulties while learning historical recount text in English class and analyzed the causes of their difficulties. Methods: This study used a test, a questionnaire, and an interview. Findings: This study showed that 67% of students considered historical recount text as difficult materials. Students’ average score was 52.94 or below the minimum criteria of mastery learning. 23.5% of students passed the minimum criteria, while 76.5% of students did not pass it. Students’ difficulties in the “high” level of difficulty were about the social function, text structure, and main idea. Meanwhile, grammar features and arranging text had a “moderate” level of difficulty. The causes of these difficulties were the lack of vocabulary mastery, the lack of understanding about the concept of recount text, and the lack of grammar understanding. Conclusion: Students face difficulties in reading historical recount text materials due to the lack of English vocabulary mastery, grammar, and text concept. Keywords: English, reading, historical recount text, learning difficulties, senior high school. DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202109 
Learning science physics is more fun: an exploration of blended learning to stimulate students' critical thinking, lowercase Cahyandaru, Pramudya; Herman Dwi Surjono; Ali Muhtadi
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19747

Abstract

Critical thinking in Natural Sciences (IPA) learning at the elementary school level is essential to develop students' analytical and evaluative abilities. The research discussed in this paper is a systematic literature review related to blended learning, critical thinking, and science published in the last five years. Using scoping reviews, 41 articles were selected for this systematic literature review based on seven research questions. The implications of this conclusion show that applying a constructivist-based blended learning model can improve students' understanding of concepts and learning motivation. However, its success depends on technological readiness, teacher skills, and infrastructure support. To achieve optimal effectiveness, continuous efforts are needed to improve student access to technology, provide intensive training for teachers, and strengthen cooperation between schools, parents, and the government. Without this support, the full potential of blended learning in science learning in elementary schools may be challenging to achieve.
Pengaruh Model Pembelajaran Air Berbantuan Microsoft Sway Terhadap Keaktifan dan Hasil Belajar Kognitif Siswa di Maal-Khairiyah Teluk Nilau Zaky, Irjan; Muhtadi, Ali
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 6 No. 3 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (April - Mei 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i3.4747

Abstract

Pembelajaran yang kurang interaktif dapat menyebabkan rendahnya keaktifan dan hasil belajar siswa. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Auditory Intellectually Repetition (AIR) berbantuan Microsoft Sway terhadap keaktifan dan hasil belajar kognitif siswa dalam mata pelajaran Akidah Akhlak di MA Al-Khairiyah Teluk Nilau. Metode penelitian yang digunakan adalah eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Data dikumpulkan melalui tes dan observasi, kemudian dianalisis menggunakan uji normalitas, homogenitas, uji-t, dan N-Gain. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan sebelum dan sesudah diterapkan model pembelajaran AIR berbantuan Microsoft Sway terhadap keaktifan dan hasil belajar kognitif siswa pada mata pelajaran akidah akhlak di MA Al-Khairiyah Teluk Nilau dan ada perbedaan yang signifikan peningkatan keaktifan dan hasil belajar kognitif siswa antara kelompok yang menggunakan model pembelajaran AIR berbantuan Microsoft Sway dengan kelompok yang menggunakan model ekspositori. Kesimpulannya, model pembelajaran AIR berbantuan Microsoft Sway dapat menjadi alternatif inovatif dalam meningkatkan efektivitas pembelajaran Akidah Akhlak. Oleh karena itu, disarankan kepada pendidik untuk mengadopsi model ini dalam proses pembelajaran guna meningkatkan keaktifan dan hasil belajar kognitif siswa.
THE USE OF SOUND BOOK TO ENHANCE STUDENTS' ARABIC VOCABULARY MASTERY Mardhatillah, Mardhatillah; Muhtadi, Ali
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.6924

Abstract

Purpose – The limited use of learning media by teachers, which leads to a primarily one-way learning process, is the main reason for this study. Student learning outcomes are adversely affected by this lack of interaction in the classroom, particularly in Arabic language studies. The study intends to (1) figure out whether students who are taught using the sound book 'أول كتاب and those who do not have a notable difference in their mastery of Arabic vocabulary and (2) assess how well the sound book 'أول كتاب enhance students' Arabic vocabulary mastery.Methodology – This study employs a quantitative approach with an experimental research design, specifically a pretest-posttest control group design. The population consists of three classes, comprising a total of 105 students. The sample, selected using a simple random sampling technique, consists of two classes: Class I-A, the experimental group, and Class I-B, the control group. Data collection methods include tests, interviews, and documentation. For data analysis, a t-test was used to examine differences in students' mastery of Arabic vocabulary, while the N-gain test was applied to determine the level of effectiveness.Findings – The results of the t-test on the post-test scores for the experimental and control classes indicate a Sig. (2-tailed) value of 0.001, demonstrating a significant difference in Arabic vocabulary mastery between students in the experimental class, who were taught using the sound book 'أول كتاب, and those in the control class, who were taught without it. Furthermore, the N-gain test for the experimental class yielded a percentage of 75%, indicating an effective enough level. Based on these findings, it can be concluded that the use of the sound book 'أول كتاب is effective enough in enhancing students' mastery of Arabic vocabulary.Contribution – These findings have implications for the use of sound books as a valuable resource for teachers in selecting appropriate learning media to create a more effective and interactive learning experience. This demonstrates the potential of sound books to enhance students' engagement and understanding through their interactive and multi-sensory features
Co-Authors Abdul Manaf Albertus Nur Cahya Nugraha Andi Afrinaramadhani Hatta Anik Ghufron Azizah, Nurul Bagus Purnomo Cahyandaru, Pramudya Christina Ismaniati Claudea Winandyaz Rakasiwi Dian Puspita Eka Putri Diana Samal Elisabet Ani Ayu Senjaya Endang Sulistyowati Estu Miyarso Farchan, Achmad Fidianingsih, Ambar Fita Rahmawati Galih Widyatmojo Haryanto Haryanto Herman Dwi Surjono Hotimah Hotimah Jayanti, Desi Dwi Julham Hukom Luthfana, Hana Aisyatul M. Edwansyah Rissal Mardhatillah, Mardhatillah Marselina Vince Muhammad Ihsaan Fathoni Mukhammad Luqman Hakim Nazalin Nazalin Nita Sunarya Herawati Nurahmah, Riska Hanan Nurul Aulia Martaputri Pangestu, Rama Faiz Rahmi Ramadhani Rosynanda Nur Fauziah Salim, Khairunnisa Binti Mohd Sella Mawarni Septeani, Olga Soraya Fatmawati Sugeng Bayu Wahyono Titik Ismailia Tri Wardati Khusniyah Wartiningsih -, Wartiningsih Zaky, Irjan