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All Journal Indonesian Journal of Educational Review (IJER) Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Mustaji Mustaji
State University of Surabaya
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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TABLE SETTING IN THE INDONESIAN NAVY: FACILITATING LEARNING WITH VIDEOS Munasita Munasita; Mustaji Mustaji; A. Mariono
IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 5 No 1 (2018): Indonesian Journal of Educational Review (IJER)
Publisher : Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.85 KB) | DOI: 10.21009/IJER.05.01.21

Abstract

This study is aimed to create a learning media that can improve student’s learning outcomes in the subject of “Table Manner” focusing on “Table Setting”. This study was applying “Borg and Gall research development model”. The subject of this study was 65 Navy Enlisted trainees in Housekeeping. By treating a different way from a controlled class, a taped video containing subject matter was mainly delivered in an experimental class. And a posttest was conducted to clarify the final result of learning for both type of classes. It has been proven that posttest result of an experimental class has a higher mean than in a controlled class. Researcher believed that the use of video as a learning media boost trainees potential to achieve the learning outcomes. In other words, the developed product of learning video would potentially increase trainee understanding toward the subject matter.
The Effect Of Project Based Learning On Creative Thinking Skills For Teachers Anisa'ul Indah Mutiasari; Mustaji Mustaji; Lamijan Hadi Susarno
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol 8, No 2 (2023): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v8i2.7131

Abstract

The success of a program is closely related to the quality of the plans made. The inability of someone to plan a program will undoubtedly tend to fail. Likewise, educational success is closely associated with quality learning processes. This research is a case study analysis that explores a system that is bound or a case (or it could be several cases) that occurred over a certain period through in-depth and detailed data collection from various sources of information that can be trusted for the truth of the testimony. This research aims to determine the effect of project-based learning on students' creativity in preparing learning designs. This study used an experimental type using a one-group pretest-posttest technique. The research was conducted at Ketintang Vocational High School Surabaya, involving ten multimedia teachers and collecting data using practice tests. The results and analysis of the data obtained in the independent sample t-test get t count > t table. If so, project-based learning affects teacher creativity.
Case-Based Blended Learning in Catholic Education: Enhancing Critical Thinking toward SDG 4 and SDG 10 in Eastern Indonesia Evaristus Silitubun; Mustaji Mustaji; Dewi Utari
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.268

Abstract

Objective: This study aims to examine the effectiveness of the Case Based Blended Learning (CB2L) model in improving the critical thinking skills of grade X students in Catholic Religious Education at a senior high school in Jayapura, Papua. This article reports the summative quasi-experimental phase of a broader research and development (R&D) project. Method: The study employed a quasi-experimental design using a non-equivalent control group pretest-posttest design involving 60 grade X students. The experimental class was taught using the CB2L model, while the control class received conventional instruction. The CB2L model consisted of seven learning phases: case determination, self learning, group formation, case analysis, discovery information, presentation, and evaluation. Data were collected through a case-based essay test measuring critical thinking skills and analyzed using descriptive statistics, independent samples t-test, normalized gain (N-gain), and effect size estimation. Results: The experimental group achieved a higher posttest score (M = 82.97, SD = 5.31) than the control group (M = 69.67, SD = 7.25). The difference was statistically significant, t = 8.107, p < .001, with a mean difference of 13.30 points. The experimental group also demonstrated a moderate normalized gain (N-gain = 0.421), with mean scores increasing from 58.42 to 81.37. These findings indicate that the CB2L model effectively strengthens students’ critical thinking through the integration of authentic moral cases, individual online preparation, collaborative case analysis, information discovery, presentation, and guided reflection. The novelty of this study lies in the implementation of an integrated Case Based Blended Learning model in Catholic Religious Education, combining authentic case-based learning with blended learning to foster critical thinking within a faith-based educational context. The study also provides empirical evidence from a geographically and culturally distinctive setting in Papua, demonstrating that contextual, technology-supported, and value-based learning can effectively enhance higher-order thinking skills in religious education.
Case-Based Blended Learning in Catholic Education: Enhancing Critical Thinking toward SDG 4 and SDG 10 in Eastern Indonesia Evaristus Silitubun; Mustaji Mustaji; Dewi Utari
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.268

Abstract

Objective: This study aims to examine the effectiveness of the Case Based Blended Learning (CB2L) model in improving the critical thinking skills of grade X students in Catholic Religious Education at a senior high school in Jayapura, Papua. This article reports the summative quasi-experimental phase of a broader research and development (R&D) project. Method: The study employed a quasi-experimental design using a non-equivalent control group pretest-posttest design involving 60 grade X students. The experimental class was taught using the CB2L model, while the control class received conventional instruction. The CB2L model consisted of seven learning phases: case determination, self learning, group formation, case analysis, discovery information, presentation, and evaluation. Data were collected through a case-based essay test measuring critical thinking skills and analyzed using descriptive statistics, independent samples t-test, normalized gain (N-gain), and effect size estimation. Results: The experimental group achieved a higher posttest score (M = 82.97, SD = 5.31) than the control group (M = 69.67, SD = 7.25). The difference was statistically significant, t = 8.107, p < .001, with a mean difference of 13.30 points. The experimental group also demonstrated a moderate normalized gain (N-gain = 0.421), with mean scores increasing from 58.42 to 81.37. These findings indicate that the CB2L model effectively strengthens students’ critical thinking through the integration of authentic moral cases, individual online preparation, collaborative case analysis, information discovery, presentation, and guided reflection. The novelty of this study lies in the implementation of an integrated Case Based Blended Learning model in Catholic Religious Education, combining authentic case-based learning with blended learning to foster critical thinking within a faith-based educational context. The study also provides empirical evidence from a geographically and culturally distinctive setting in Papua, demonstrating that contextual, technology-supported, and value-based learning can effectively enhance higher-order thinking skills in religious education.
Co-Authors A. Mariono Anisa&#039;ul Indah Mutiasari Dewi Utari Evaristus Silitubun Lamijan Hadi Susarno Munasita Munasita