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All Journal Jurnal Kultur Demokrasi Jurnal Pembahsi (Pembelajaran Bahasa Dan Sastra Indonesia) JPF : JURNAL PENDIDIKAN FISIKA Didaktik : Jurnal Ilmiah PGSD STKIP Subang Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Berajah Journal Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Agus Tinus
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Physics Social Sciences Other

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Peneguhan Karakter Nasionalisme Melalui Pembelajaran PPKn Berbasis Kearifan Lokal Badu’l Mat Saleh; Budiono Budiono; Agus Tinus
Jurnal Kultur Demokrasi Vol 9, No 2 (2020): Jurnal Kultur Demokrasi
Publisher : FKIP Unila

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

Abstract

Tujuan penelitian ini adalah mengetahui (1) strategi yang digunakan dalam menerapkan kearifan lokal pada pembelajaran PPKn guna meneguhkan karakter nasionalisme siswa di SMPN 2 Raas; (2) nilai-niali kearifan lokal yang dikembangkan melalui Pembelajaran PPKn dalam upaya meneguhkan karakter nasionalisme siswa di SMPN 2 Raas Kab. Sumenep; dan (3) faktor pendukung dan penghambat dalam upaya meneguhkan karakter Nasionalisme melaluhi Pembelajaran PPKn berbasis kearifan lokal di SMPN 2 Raas Kab. Sumenep. Metode penelitian menggunakan jenis penelitian kualitatif dengan pendekatan deskriftif. Pengumpulan data di lakukan melalui wawancara, observasi dan dokumentasi. Analisis data meliputi pengumpulan data, reduksi data, penyajian data, penarikan kesimpulan, hasil penelitian menunjukkan bahwa (1) Strategi yang digunakan malalui tauladan dari para guru dan menanamkan nilai-nilai secara langsung pada siswa. Bahasa madura halus, dan sosialisai ke wali siswa pada setiap pertemuan (2) Nilai-niali kearifan lokal yang di kembangkan di sekolah yakni adanya pesantren kilat, siswa di wajibkan untuk mengikuti kegiatan tahunan tersebut yang sudah menjadi kewajiban para siswa (3) Faktor pendukung yaitu semua siswa sudah melakukan kebijakan sekolah dengan mentaati aturan yang sudah menjadi program di sekolah, faktor penghambat, kadang ada siswa yang tidak mengikuti kegiatan budaya sekolah contoh menyanyikan lagu daerah, sering siswa minta izin untuk keluar kelas supaya tidak mengikut kegiatan.Kata kunci: karakter nasionalisme; pembelajaran PPKn; kearifan lokal
Implementation of Internal Quality Guarantee System to Increase the Quality of Education in Junior High School 21 Malang Ika Rahmania; Budiono Budiono; Siti Fatimah Soenaryo; Abd. Syakur; Agus Tinus
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 1 (2020): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i1.838

Abstract

The purpose of this study is to examine the implementation of SPMI, examine the results of the implementation of SPMI and examine the factors inhibiting the implementation of SPMI in Junior High School 21 Malang as an effort to improve the quality of education. Primary data were obtained from the SPMI implementers, namely the school principal, supervisors and the quality assurance team at Junior High School 21 Malang. Secondary data were obtained from references, books and documents related to the implementation of SPMI. Data analysis techniques used in this study consisted of three stages, namely data reduction, data presentation and conclusion drawing. The results of this study indicate that the implementation of SPMI in Junior High School 21 Malang is documented from 2016 to 2019. The implementation of SPMI involves all components of the school from top to bottom. The implementation of SPMI begins with quality mapping, quality fulfillment planning, implementation of quality fulfillment, evaluation and standard setting is proceeding well. The successful implementation of SPMI has increased as evidenced by graduates in 2019 getting 4th place on the results of the Computer-Based National Examination (UNBK). Implementation of quality has become a culture and character that influences the quality of graduates of Junior High School 21 Malang.
PENERAPAN MODEL THINK TALK WRITE (TTW) DALAM PEMBELAJARAN TEKS BIOGRAFI Santoso, Nadila Fara Maudita; Siti Ulfiyani; Agus Tinus
Jurnal Pembahsi (Pembelajaran Bahasa Dan Sastra Indonesia) Vol. 14 No. 2 (2024): Pembahsi (Pembelajaran Bahasa dan Sastra Indonesia)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/pembahsi.v14i2.16323

Abstract

Tujuan dari penelitian ini adalah untuk menjelaskan bagaimana model Think Talk Write (TTW) diterapkan dalam pembelajaran teks biografi di kelas X di SMA Negeri 5 Semarang pada tahun pelajaran 2023/2024. Penelitian ini bersifat deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan menggunakan teknik triangulasi, dan hasilnya disampaikan secara informal. Hasil penelitian menunjukkan bahwa model pembelajaran Think Talk Write (TTW) dapat digunakan untuk mengajar siswa kelas X SMA Negeri 5 Semarang menulis teks biografi pada tahun ajaran 2023/2024. Menurut hasil observasi dan wawancara, peserta didik dapat mengikuti tahapan model pembelajaran dengan baik dan benar. Pembelajaran juga dapat dilakukan dengan baik. Selain itu, guru menggunakan model pembelajaran Think Talk Write (TTW) untuk mengajar dan menjelaskan materi dengan baik. Hasil dokumentasi nilai peserta didik menyusun teks biografi setelah menggunakan teks biografi menunjukkan bahwa terdapat 26 peserta didik mendapatkan predikat baik sekali, dan 10 peserta didik mendapatkan nilai dengan predikat baik. Tidak ada peserta didik yang memperoleh nilai di bawah KKM.
Enhancing Problem-Solving Abilities and Science Process Skills through Guided Inquiry with Laboratory Media in High School Rahman, Sunarti; Muhammad Syahri; Agus Tinus
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/vn4kxv72

Abstract

Physics education at the high school level continues to face challenges in cultivating students’ higher-order thinking, particularly problem-solving ability and science process skills, which are essential for scientific literacy and future learning. Conventional lecture-based approaches often result in passive learning and limited opportunities for inquiry, creating an urgent need for innovative teaching strategies. This study aimed to investigate the effectiveness of guided inquiry supported by laboratory media in enhancing problem-solving ability and science process skills among high school students. Employing a quasi-experimental design with a pretest–posttest nonequivalent control group, the research was conducted with 64 Grade X students at SMAN 1 Gowa, Indonesia, who were divided into an experimental group taught through guided inquiry with laboratory media and a control group receiving traditional instruction. Data were collected using a validated problem-solving test and a science process skills assessment and analyzed using descriptive statistics, independent samples t-tests, and normalized gain (N-gain) scores. The results indicated that the experimental group achieved significantly higher improvements, with N-gain scores of 0.70 (high) for problem-solving and 0.50 (medium) for science process skills, compared with 0.60 and 0.38, respectively, in the control group. These findings confirm that guided inquiry combined with laboratory media provides a more effective learning environment by promoting active engagement, conceptual understanding, and procedural competence. The novelty of this study lies in its focus on the measurement topic in high school physics, an area often associated with analytical difficulty. The study concludes that this instructional model contributes to the advancement of physics education by offering empirical evidence for curriculum innovation and pedagogical reform.
Effectiveness of Digital Learning Media on Students' Achievement in Science Education: A Quasi-Experimental Study in Islamic Junior Secondary School Nurhidayah, Nurhidayah; Syahri, Muhammad; Agus Tinus
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/654nz478

Abstract

The rapid expansion of digital technology compels schools to adopt learning media that elevate achievement and cultivate twenty-first-century competencies. In science education, conventional teacher-centered instruction often fails to sustain engagement or deepen conceptual understanding, creating an urgent need for evidence-based innovations. This study examined the effectiveness of digital learning media in improving science achievement at MTs Muhammadiyah Datarang, an Islamic junior secondary school. A quantitative quasi-experimental design was implemented with two intact classes: an experimental group (n = 27) taught using digital media and a control group (n = 26) taught conventionally. Data were collected via pretest–posttest instruments and analyzed using descriptive statistics, normalized gain (N-Gain), and independent-samples t tests. Results showed that the experimental group attained a mean posttest score of 91.41 and an average N-Gain of 0.70 (high), whereas the control group achieved a score of 80.42 and a N-Gain of 0.27 (low); the difference was statistically significant (p < 0.05). These findings indicate that digital media enhance conceptual understanding, engagement, and motivation compared with traditional instruction. The study’s novelty lies in providing rigorous quantitative evidence from a madrasah context that is underrepresented in the technology-enhanced science learning literature. Integrating interactive, visual, feedback-oriented tools can transform science learning in Islamic schools by enabling deeper processing and more equitable progress. This research contributes to physics education by presenting a practical model aligned with multimedia learning theory, providing classroom benchmark values, and informing teacher development and school-level policy. Future studies should extend the intervention longitudinally, involve larger and more diverse samples, and examine affective and social outcomes to evaluate the sustainability and generalizability of the gains.
DINAMIKA STRUKTUR DAN KOMPONEN PENDIDIKAN : KAJIAN KELEMBAGAAN, SUBSISTEM, DAN PERAN PEMERINTAH DI INDONESIA Yeni Rahmawati; Robbaniy, Ibrahim; Agus Tinus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12743

Abstract

The education system is an integrated whole consisting of various interconnected components that work together to achieve national educational goals. This article aims to examine the structure and components of the education system in Indonesia, including the institutional structure of education, the relationships among educational subsystems, and the roles of the government and society in the delivery of education. The method used in writing this article is a literature review of various sources related to the national education system. The results of the study indicate that the education system in Indonesia consists of three main streams—formal, non-formal, and informal education—which complement one another in the process of lifelong learning. In addition, the education system also involves various subsystems such as curriculum, students, educators, facilities and infrastructure, financing, and evaluation, which are interdependent. The implementation of education also requires collaboration between the central government, local governments, and the community to create an effective and high-quality education system.
Kolaborasi Tri Pusat Pendidikan (Keluarga, Sekolah, Dan Masyarakat) Dalam Pengembangan Potensi Anak Ghozali, Muhammad; Hasta Ayu Pribawanti; Agus Tinus
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 32 No. 1 (2026): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v32i1.3192

Abstract

This study analyzes the collaborative role of the three educational centers, namely family, school, and community, in developing children’s potential. The study used an integrative literature review by synthesizing 22 recent articles published between 2023 and 2025 in Indonesian education journals indexed in Sinta 2. The analysis focused on four domains: family learning support, school partnership mechanisms, community and local-wisdom-based learning, and the development of children’s literacy, character, creativity, social maturity, and inclusive learning participation. The findings show that family involvement strengthens children’s literacy habits, learning routines, emotional support, and continuity between school and home. Schools play a central role in organizing communication, learning design, character programs, and inclusive support systems. Communities enrich learning through local culture, service learning, social values, and contextual resources. The study concludes that children’s potential develops optimally when the three centers work reciprocally through shared goals, respectful communication, culturally responsive pedagogy, and continuous monitoring of children’s academic and socio-emotional growth.
Landasan Pendidikan: Menjaga Esensi Karakter Bangsa Dalam Transformasi Digital Nisa, Fahrun; Rahayu Fitriyah Nengsih; Agus Tinus
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 32 No. 1 (2026): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v32i1.3228

Abstract

Adanya transformasi digital yang telah hadir dengan berbagai aspek dalam sistem pendidikan telah membuat perkembangan teknologi informasi, kecerdasan buatan, dan algoritma pembelajaran berubah secara fundamental dalam cara manusia mengakses dan mengolah informasi tentang pengetahuan. Dalam konteks ini, pendidikan tidak hanya sekadar mentransfer ilmu, tetapi juga merupakan alat dalam membentuk identitas, nilai, dan karakter peserta didik. Pendidikan di Indonesia saat ini menghadapi tantangan fundamental berupa ketegangan antara tuntutan akselerasi digital dan kebutuhan untuk mempertahankan nilai-nilai karakter bangsa. Oleh karena itu, bagaimana pendidikan tetap mampu menjaga esensi karakter bangsa di tengah gempuran transformasi digital yang bersifat disruptif ini? Jadi, penelitian ini bertujuan untuk menganalisis bagaimana landasan pendidikan yang menurut Ki Hadjar Dewantara dapat dikonstruksi ulang guna menjaga esensi kemanusiaan peserta didik di tengah dominasi kecerdasan buatan. Penelitian ini menggunakan metode penelitian kualitatif melalui pendekatan studi kepustakaan (library research). Artikel ini menelaah berbagai literatur relevan untuk mendeskripsikan pergeseran peran guru serta fenomena pragmatisme teknologi yang berisiko mengancam nilai-nilai luhur seperti gotong royong, tepa selira, dan musyawarah. Artikel ini menyimpulkan bahwa transformasi digital di sekolah harus diimbangi dengan penguatan landasan sosiokultural agar teknologi berfungsi sebagai alat pendukung, bukan penentu tujuan pendidikan yang mendangkalkan karakter bangsa.
PENDIDIKAN BERBASIS KETERAMPILAN ABAD 21 UNTUK MENJAWAB TANTANGAN PEMBANGUNAN Mariah Siskawati; Johanna Pratiwi Suyono; Agus Tinus
Berajah Journal Vol. 6 No. 2 (2026): Berajah Journal
Publisher : CV. Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v6i2.326

Abstract

This study on 21st-century skills-based education highlights the importance of critical thinking, creativity, communication, and collaboration (4C), digital literacy, and adaptive character in responding to increasingly complex development challenges. In the context of national development and the sustainable development agenda, education can no longer focus solely on rote learning but must equip learners with the ability to solve real-world problems in society and the workplace. This article examines the concept of 21st-century skills, the challenges of their implementation in educational institutions, and their relevance to sustainable development needs. The method used is a literature study of education policies, global competency frameworks, and various innovative learning practices oriented toward 4C and new literacies. The findings show that strengthening project-based learning, utilizing digital technology, and integrating local–global development issues into the curriculum can enhance the relevance of education to development needs. However, the success of implementation greatly depends on teacher capacity, infrastructure support, and consistent policies that position 21st-century skills as key indicators of education quality. These findings underscore the urgency of systemic educational transformation to produce human resources who are excellent, competitive, and able to contribute meaningfully to sustainable development.
IMPLEMENTASI NILAI-NILAI PENDIDIKAN SEUMUR HIDUP DALAM SISTEM PENDIDIKAN ISLAM DI INDONESIA Saadah Dwi Rahayu; Muflikhatur Rosidah, Anis; Agus Tinus
Berajah Journal Vol. 6 No. 2 (2026): Berajah Journal
Publisher : CV. Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v6i2.343

Abstract

Lifelong education is an educational concept that takes place throughout a person’s life, from birth until the end of life. In the perspective of Islamic education, this concept aligns with the teachings of the Qur’an and Hadith, which emphasize the obligation to seek knowledge without time limits. This study aims to analyze the implementation of lifelong education in the Islamic education system in Indonesia, covering formal, non-formal, and informal aspects. The method used is library research with a qualitative approach. The findings indicate that the implementation of lifelong education in Islamic education in Indonesia has been realized through the integration of Islamic values into the curriculum, the development of community-based education, and the use of educational technology. However, there are still challenges, such as gaps in access to education and adaptation to the changing times. Therefore, policy innovation and sustainable learning strategies are needed to strengthen the concept of lifelong education within the Islamic education system.
Co-Authors Abd. Syakur Badu’l Mat Saleh Budiono Budiono Fahrun Nisa, Fahrun Hasta Ayu Pribawanti Ika Rahmania Johanna Pratiwi Suyono Mariah Siskawati Muflikhatur Rosidah, Anis Muhammad Ghozali Muhammad Syahri Nurhidayah Nurhidayah RAHAYU FITRIYAH NENGSIH Rahman, Sunarti Robbaniy, Ibrahim Saadah Dwi Rahayu Santoso, Nadila Fara Maudita Siti Fatimah Soenaryo Siti Ulfiyani Solikah, Binti Sutrisno Syahri, Muhammad Syarifuddin A. Yeni Rahmawati