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<![CDATA[KESADARAN DAN SELF -DIRECTED LEARNING SEBAGAI MODEL PEMBELAJARAN ALTERNATIF DALAM ERA NEOLIBERALISME ]]>
<![CDATA[Istiyani, Dwi]]>
<![CDATA[ Forum Tarbiyah Vol 7 No 2: Desember 2009 ]]>
Publisher : <![CDATA[IAIN Pekalongan ]]>
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<![CDATA[Learning should be ideally done with full awareness of the learner themselves, since through self-awareness on the next stage in the learning process will familiarize learners to be able to study independently, or with which it has would foster soul awareness in order to be independent in learner’s study or life. Consciousness and self-directed learning (SDL) is an essential part of learning solutions. Both these concepts can become an alternative model in dealing with education issues in the context of neoliberalizm. Education is part of the victims of neoliberalizm, due to the policy of privatization and reduced budgets for education. Hence as one of the steps that is representative enough in learning is by providing principles of awareness and stimulating independent learning on learner.]]>
<![CDATA[PENINGKATAN AKTIVITAS HASIL BELAJAR PKN MENGGUNAKAN MODEL PERMAINAN ULAR TANGGA KARTU SOAL ]]>
<![CDATA[Dwi Istiyani]]>;
<![CDATA[Sudjarwo Sudjarwo]]>;
<![CDATA[M. Thoha B.S. Jaya]]>
<![CDATA[ Jurnal Studi Sosial / Journal of Social Studies Vol 3, No 3 (2015): Jurnal Studi Sosial ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, University of Lampung ]]>
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<![CDATA[This study aimed to analyze the differences of learning activity for students by using a model of snake-ladder game and card question, analyze the differences of learning outcomes for students by using a model of snake-ladder game and card question, analyze the increasing of learning outcomes which learning was using models of snake-ladder game and card question compared to talkingsticks learning model. This study used quantitative approach with experimental methods that researchers can divide an existing group without distinguishing between control and experimental. The results of this study concluded that there was a difference in learning activity of civic education by using a model of snake-ladder game and card question. There was a learning outcomes difference of civic education by using a model of snake-ladder game and card question. There was an increasing of learning outcomes which learning was using snake-ladder game and card question models than talkingsticks learning model.Penelitian ini bertujuan untuk menganalisis perbedaan aktivitas belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal. Menganalisis perbedaan hasil belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan katu soal. Menganalisis peningkatan hasil belajar yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal dibandingkan dengan model pembelajaran talkingstick. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen. Hasil penelitian ini menyimpulkan bahwa ada perbedaan aktivitas belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal dengan talkingstick. Ada perbedaan hasil belajar PKN yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal dengan talkingstick. Ada peningkatan hasil belajar yang pembelajarannya menggunakan model permainan ular tangga dan kartu soal daripada model pembelajaran talkingstick.Kata kunci: aktivitas belajar, hasil belajar, kartu soal, ular tangga]]>
<![CDATA[KESADARAN DAN SELF -DIRECTED LEARNING SEBAGAI MODEL PEMBELAJARAN ALTERNATIF DALAM ERA NEOLIBERALISME ]]>
<![CDATA[Dwi Istiyani]]>
<![CDATA[ Jurnal Forum Tarbiyah Vol 7 No 2: Desember 2009 ]]>
Publisher : <![CDATA[IAIN Pekalongan ]]>
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<![CDATA[Learning should be ideally done with full awareness of the learner themselves, since through self-awareness on the next stage in the learning process will familiarize learners to be able to study independently, or with which it has would foster soul awareness in order to be independent in learner’s study or life. Consciousness and self-directed learning (SDL) is an essential part of learning solutions. Both these concepts can become an alternative model in dealing with education issues in the context of neoliberalizm. Education is part of the victims of neoliberalizm, due to the policy of privatization and reduced budgets for education. Hence as one of the steps that is representative enough in learning is by providing principles of awareness and stimulating independent learning on learner.]]>
<![CDATA[Internalizing Nationalism Awareness in Early Childhood Islamic Education Institution with The Spirit of Aswaja an-Nahdliyah ]]>
<![CDATA[Istiyani, Dwi]]>;
<![CDATA[Wibowo, A.M.]]>
<![CDATA[ Analisa: Journal of Social Science and Religion Vol 5, No 2 (2020): Analisa: Journal of Social Science and Religion ]]>
Publisher : <![CDATA[Balai Penelitian dan Pengembangan Agama Semarang ]]>
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DOI: 10.18784/analisa.v5i02.1168
<![CDATA[This study aims at describing and analyzing the internalization of national awareness through raudlotul athfal (RA; an Islamic early childhood education institution) with the spirit of Aswaja an-Nahdliyah. Aswaja an-Nahdliyah is an ideology adopted by Nahdlatul Ulama, a major Islamic religious organization in Indonesia. This study argues that the internalization of the national awareness needs to be instilled from early age to anticipate the influence of globalization which is feared to erode the original character of a nation. Within the study, the qualitative method was adopted in order to answer two research questions: (1) how Islamic early childhood educational institutions develop nationalism awareness through the teachings of Ahlusunnah wal Jamaah; and (2) how the institutions construct the awareness of nationalism through the teachings of Ahlusunnah wal Jamaah. The results of the study show that the internalization of nationalism awareness through Islamic early childhood education institutions with the Aswaja an-Nahdliyah’s spirit has been carried out through curriculum content which has been systematically arranged in each research subject with the principle of considering early childhood characteristics. At the same time, the results of the study also show that the construction of nationalism awareness in the Islamic early childhood education institutions can be seen in Islamic holidays and national activities which were held on the Islamic early childhood institutions. ]]>
<![CDATA[Formation of Early Childhood Religious Character Through Storytelling Television Media (Viber) in Islamic History Learning at Kindergarten in Semarang City ]]>
<![CDATA[Fitri, Asya Ainul]]>;
<![CDATA[Istiyani, Dwi]]>;
<![CDATA[Nurussaniyyah, Aqilah]]>;
<![CDATA[Rachman, Syadzsa Fathna]]>;
<![CDATA[Fi BaitiAgustin, Nur Lintang]]>
<![CDATA[ CAKRAWALA DINI: JURNAL PENDIDIKAN ANAK USIA DINI Vol 14, No 2 (2023): NOVEMBER 2023 ]]>
Publisher : <![CDATA[UPI Kampus Cibiru ]]>
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DOI: 10.17509/cd.v14i2.63678
<![CDATA[Character or morality is a very important aspect of life. It should be developed from an early age because early childhood is a crucial period of rapid growth and development for children. Therefore, it is necessary to instill good character and morals, one of which is through stories and exemplary tales of righteous predecessors. The stories of the Prophets serve as the primary alternative in enhancing the character and morality of children through storytelling. Hence, it is essential to design an engaging and appropriate medium for this purpose. This research employs a Research Development (RD) methodology, which is a type of research and development. The author has designed Viber as an engaging storytelling medium for children. Viber is designed to enhance the formation of religious character in early childhood. According to validation by media experts, it achieved an excellent rating of 86.6 out of 20, while the validation by content experts yielded a score of 77.5 out of 20. The results of the pre-test obtained a score of 22.2, while the post-test score was 30.6. Both values show significant improvement with an average increase of 8.4. Therefore, it can be concluded that the Television Storytelling Medium (Viber) is effective in enhancing the formation of religious character in early childhood.]]>
<![CDATA[Kemampuan Berpikir Kritis dalam Menyelesaikan Masalah Bangun Ruang Sisi Datar Ditinjau dari Gaya Kognitif ]]>
<![CDATA[Istiyani, Dwi]]>;
<![CDATA[Rakhmawati , Astri]]>
<![CDATA[ Proceedings of Universitas Muhammadiyah Yogyakarta Graduate Conference Vol. 2 No. 1 (2022): Strengthening Youth Potentials for Sustainable Innovation ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/umygrace.v2i1.455
<![CDATA[ABSTRAK Kemampuan berpikir kritis sangat diperlukan dalam menyelesaikan masalah matematika. Pada saat menyelesaikan masalah, siswa menggunakan berbagai strategi yang dipengaruhi oleh gaya kognitif. Banyak siswa kesulitan dalam menyelesaikan masalah yang terkait dengan volume limas. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa dalam menyelesaikan masalah bangun ruang sisi datar ditinjau dari gaya kognitif visualizer dan verbalizer. Metode penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif, berupa hasil kerja siswa dalam pengerjaan soal masalah bangun ruang sisi datar dan dilanjutkan dengan wawancara secara mendalam. Subjek penelitian ini adalah siswa kelas VIII SMPN 3 Sampit dengan mempertimbangkan gaya kognitif dan kemampuan komunikasinya agar pengungkapan berpikir kritisnya dapat dilakukan dengan baik. Hasil penelitian diperoleh bahwa siswa dengan gaya kognitif visualizer mampu berpikir kritis dalam menyelesaikan masalah bangun ruang sisi datar dengan dengan kategori tinggi. Siswa visualizer menyelesaikan materi bangun ruang sisi datar menggunakan kemampuan berpikir kritis: interpretasi, analisis, evaluasi, inferensi, eksplanasi dan regulasi diri. Siswa dengan gaya kognitif verbalizer mampu berpikir kritis dalam menyelesaikan masalah bangun ruang sisi datar dengan kategori sedang. Siswa verbalizer menyelesaikan materi bangun ruang sisi datar menggunakan kemampuan berpikir kritis: interpretasi, analisis, evaluasi dan inferensi. Dalam pembelajaran matematika, hendaknya guru mengajarkan atau menganjurkan siswa untuk menggunakan gaya kognitif yang dimiliki siswa dalam menjawab masalah matematika. Agar siswa mampu menyelesaikan masalah bangun ruang sisi datar yang berhubungan dengan kehidupan sehari-hari.]]>
<![CDATA[TEACHING THE STORY OF PROPHET NOAH WITH A LIVE STORY BOX APE FOR EARLY CHILDHOOD ]]>
<![CDATA[Sari, Eky Adelia]]>;
<![CDATA[Istiyani, Dwi]]>
<![CDATA[ Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 8 No 2 (2024): Ijecie ]]>
Publisher : <![CDATA[Universitas Al-Hikmah Indonesia ]]>
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DOI: 10.35896/ijecie.v8i2.867
<![CDATA[This study aims to explore the potential of educational game tools (APE) live story box as an innovative learning media in conveying the story of the Prophet Noah to early childhood. The developed live story box combines elements of story, game, and technology, creating an immersive and interactive learning experience. Using a qualitative approach, through participatory observation, documentation, and in-depth interviews, this study analyzes children's responses to the live story box and identifies its benefits in increasing reading interest, developing imagination, and enriching their understanding of religious values. Data analysis techniques through narrative techniques. The results of the study indicate that the live story box has great potential as an effective Islamic religious learning tool, especially in instilling the values of faith and submission to God. In addition, this study also emphasizes the importance of using media that is contextual and relevant to children's lives in the process of religious learning. These findings can be the basis for developing more interesting and effective religious learning strategies for children.]]>
<![CDATA[Exploring Motivation and Challenges: Online Professional Teacher Education (PPG) for Pre-Elderly Students in Indonesia ]]>
Karnadi, Karnadi;
<![CDATA[Istiyani, Dwi]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 5 No. 1 (2024): December ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v5i1.302
<![CDATA[Limited technological mastery challenges pre-elderly students participating in online Teacher Professional Education (PPG) programs. This study explores their motivation and obstacles through a mixed research approach. Four key motivational factors were identified: intrinsic, career, social, and economic. These factors drive their decision to pursue further education in teaching. However, technological and digital skill limitations remain significant barriers. Institutional support addresses these challenges such as specialized digital training and mentoring. Such initiatives help students critically reflect on their limitations and shift their perspectives on online learning. Aligning with Jack Mezirow's transformative learning theory, this process emphasizes critical reflection to overcome obstacles and foster perspective changes. Ultimately, this approach enables pre-elderly students to effectively achieve their learning goals, enhancing their contributions to academic and professional communities.]]>
<![CDATA[Mengembangkan Keterampilan Sosial Anak Usia Dini Melalui Pembelajaran Kisah Khalifah Utsman bin Affan dengan Media Wayang Kertas: - ]]>
<![CDATA[Ahsin, Lu'lu' Chiquita Irmawati]]>;
<![CDATA[Istiyani, Dwi]]>;
<![CDATA[Fatmawati, Nilal Muna]]>
<![CDATA[ Aulad: Journal on Early Childhood Vol. 8 No. 2 (2025): May-Agustus 2025 ]]>
Publisher : <![CDATA[Perkumpulan Pengelola Jurnal PAUD Indonesia ]]>
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DOI: 10.31004/aulad.v8i2.866
<![CDATA[Peggunaan media wayang kertas dalam pembelajaran anak usia dini efektif untuk mengembangkan keterampilan sosial seperti simpati, empati, dan toleransi. Penelitian ini bertujuan mengembangkan ketrampilan sosial pada anak usia dini melalui pembelajaran kisah Khlaifah Utsman bin Affan menggunakan media wayang kertas sebagai sarana pembelajaran. Penelitian ini menggunakan metode penelitian kualitatif dan pengumpulan data untuk penelitian menggunakan teknik wawancara, observasi, dokumentasi. Sedangkan teknik analisis yang digunakan adalah reduksi data, display atau pemaparan data, dan verivikasi data oleh ahli, dengan subyek penelitian anak usia 5-6 tahun. Hasil penelitian ini menunjukkan bahwa strategi implementasi media wayang kertas dilakukan melalui kegiatan demonstrasi wayang kertas, berkisah, dan diskusi terkait nilai-nilai sosial. Anak-anak diajak berinteraksi langsung menggunakan wayang kertas untuk mengekspresikan sikap berbagi, berteman tanpa membeda-bedakan, dan saling membantu. Interaksi ini mendorong pemahaman terkait keterampilan soisal secara kontekstual dan menyenangkan. Penelitian ini dapat menjadi rujukan bagi pendidik dalam merancang pembelajaran yang mendukung keteramppila sosial anak usia dini]]>
<![CDATA[Implementasi Media Wayang Islami dalam Mengembangkan Nilai Agama dan Moral pada Anak ]]>
<![CDATA[Tsany, Nabillah]]>;
<![CDATA[Istiyani, Dwi]]>;
<![CDATA[Mursid, Mursid]]>
<![CDATA[ Aulad: Journal on Early Childhood Vol. 8 No. 2 (2025): May-Agustus 2025 ]]>
Publisher : <![CDATA[Perkumpulan Pengelola Jurnal PAUD Indonesia ]]>
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DOI: 10.31004/aulad.v8i2.879
<![CDATA[Penelitian ini memiliki tujuan untuk menganalisis implementasi media wayang Islami dalam mengembangkan nilai agama dan moral pada anak usia dini. Penelitian ini menggunakan metode kualitatif deskriptif di mana peneliti menyajikan objek atau subjek yang diteliti. Teknik mengumpulkan data dalam penelitian ini yakni menggunakan observasi, wawancara, dan dokumentasi. Analisis data yang dilakukan adalah berupa hasil temuan data yang telah dikumpulkan oleh peneliti. Hasil temuan menunjukkan bahwa dalam melakukan implementasi media wayang Islami mencakup tiga proses yaitu, analisis alasan penggunaan media wayang Islami, penyesuaian media wayang Islami berdasarkan ciri khas anak, dan implementasi media wayang Islami. Dengan menggunakan cerita interaktif, gambar dan visualisasi tokoh, media wayang Islami berhasil mengembangkan pemahaman nilai agama moral anak sesuai indikator yang diharapkan rata-rata 93,3%. Dengan demikian media wayang Islami dapat menjadi inovasi media pembelajaran dalam mengembangkan nilai agama moral pada anak usia dini.]]>
