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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Prima Edukasia Al-Jami'ah: Journal of Islamic Studies Al Ishlah Jurnal Pendidikan International Journal of Elementary Education Jurnal Eduscience (JES) International Journal of Visual and Performing Arts RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Epistema NUSRA: Jurnal Penelitian dan Ilmu Pendidikan International journal of education and learning Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan Anak Jurnal Pendidikan Progresif
Sisca Rahmadonna
Universitas Negeri Yogyakarta
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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IMPLEMENTASI MODEL PEMBELAJARAN MULTIKULTURAL DI SEKOLAH DASAR PROPINSIDAERAHISTTMEWA YOGYAKARTA Farida Hanum, Sisca Rahmadonna
Jurnal Penelitian Ilmu Pendidikan Vol. 3 No. 1 (2010): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1049.387 KB) | DOI: 10.21831/jpipfip.v0i0.4629

Abstract

This research is aim to increase the children positive appreciation to the culturally differentiotion, as the based to increase the quality of teaching that give the safe, comfort and condusive situation to the children on the teaching and learning process. This research is the next application and development of the research result that success to develop the multicultural teaching and learning process in the elementary school student. The approach that is used in the whole research is research and development (R&D). The subject of the research is class teacher of 4th grade, the headmaster, the student, the elementary school committee, the official education in the Daerah Istimewa Yogyakarta province, that are choosed by purposive sampling. The data collection technique is questionnaire, observation, interview, and documentation study that support by the focus group discussion(FGD) and also the logbook. The data analysis is quantitative and qualitative descriptive. The results of the study are: (1) the modul for the students as the teaching resource supplement in the multicultural teaching on grade 4th; (2) teacher guidance on the multicultural teaching in the form of modul fot 4th grade; (3) the increase of the teacher ability on the multicultural teaching, especially in the 4th grade elementary school student; (4) the implementation of multiculture cultivation in the elementary school students. Keywords: Multicultural Teaching, Teaching Model, Teaching Modul
Pengembangan Model Peningkatan Kultur Akademik Di Lingkungan FIP UNY Farida Hanum, Y.Ch. Nany Sutarini, Sisca Rahmadonna, dan Rahayu Condro M.
Jurnal Penelitian Ilmu Pendidikan Vol. 7 No. 2 (2014): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (818.458 KB) | DOI: 10.21831/jpipfip.v7i2.4912

Abstract

Penelitian ini bertujuan memperoleh deskripsi tentang Pengembangan modelpeningkatan kultur akademik di lingkungan FIP UNY. Pendekatan dalam penelitian iniadalah R and D yang mengadopsi model Borg and Gall. Hasil penelitian menunjuk bahwauntuk mengembangkan kultur akademik di lingkungan civitas akademika Fakultas sangatmemerlukan keteladan dari sosok figur yang dapat dijadikan sebagai contoh terutamadari pimpinan formal dan figur informal yang berasal dari dosen senior. Peran yangdapat dilakukan oleh pimpinan fakultas dan dosen senior adalah dengan memulai daridirinya mengembangkan kultur yang bersifat positif. Strategi efektif yang dapat dipakaiuntuk mengembangkan kultur akademik adalah dimulai dari yang simple, visible, feasible,possible, dan passable
Examining Teacher Support and Instructional Practices in Preschool Management: Evidence from Tanzania Husna Juma Mlwale; Sisca Rahmadonna; Julius Jonas Mbawala
Jurnal Pendidikan Anak Vol. 15 No. 2 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i2.3302

Abstract

This study explored teacher support and instructional practices within preschool management in Tanzania and their implications for early childhood education quality. Guided by Vygotsky’s Social Constructivist Theory, the study employed a qualitative multiple-case design involving eight purposively selected participants (three headteachers and five preschool teachers) from three preschools. The sample size was determined based on the principle of information richness and thematic saturation rather than statistical representation. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that teacher support was limited and largely dependent on external initiatives, while instructional supervision focused primarily on administrative compliance rather than pedagogical improvement. Although teachers demonstrated knowledge of child-centered and play-based approaches, their implementation was constrained by overcrowded classrooms, inadequate teaching resources, and limited professional development opportunities. Interpreted through Vygotsky’s theory, these findings suggest that insufficient professional scaffolding from school leadership reduced teachers’ capacity to implement developmentally appropriate instructional practices. The study contributes to the literature by demonstrating that preschool management functions as the organizational mechanism linking teacher support and instructional practices within resource-constrained settings. The findings highlight the need to strengthen instructional leadership, institutionalize school-based teacher development, and increase investment in learning resources to improve preschool education quality
SARRES FUN LEARNING MODEL BASED ON DEEP LEARNING FOR IMPROVING CHILDREN'S READING COMPREHENSION IN THE COMMUNITY READING CENTER Sri Daning Aprianti; Sisca Rahmadonna
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8519

Abstract

Purpose – This study aims to analyze the impact of implementing the SARRES Fun Learning model, grounded in the principles of Deep Learning (mindful, meaningful, and joyful learning), on improving children's reading comprehension skills at the Community Reading Center (TBM) using Barrett's Taxonomy.Methodology – The study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The research subjects consisted of 36 elementary school children selected through purposive sampling. The intervention was conducted over four sessions by applying the six stages of SARRES (Survey, Ask, Read Aloud, Review, Engage, and Share). Data were collected using a validated and reliable reading comprehension test and analyzed using descriptive statistics, paired-samples t-tests, and normalized gain.Findings – The results showed a significant improvement in children's reading comprehension skills, with the average score increasing from 34.97 to 55.89 (t = −16.950; p < 0.05). The n-gain value of 0.55 indicates moderate learning effectiveness and an improvement in all Barrett Taxonomy indicators.Contribution – The novelty of this study lies in the empirical testing of the application of the SARRES Fun Learning model, implemented using Deep Learning principles in the context of non-formal literacy at the Community Reading Park (TBM). This research expands the empirical evidence on the effectiveness of adapting the SQ3R strategy in non-formal learning environments. It provides practical implications as an alternative, systematic, and applicable reading-learning strategy for TBM managers and facilitators.
A Metacognition-Based Digital Microlearning Platform: The Usability Evaluation Afri Yudantoko; Kurniawan Sigit Wahyudi; Nabila Naila Fatin; Sisca Rahmadonna; Muhammad Ihsaan Fathoni
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 31 No. 2 (2025): (October)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v31i2.90289

Abstract

This study examined the usability of a metacognition-based microlearning platform developed through a design-based research (DBR) framework. The evaluation was carried out in the sixth stage of the DBR cycle, evaluation and reflection, to validate its practicality and effectiveness as an instructional tool. A quantitative approach was applied using the Usefulness, Satisfaction, and Ease of Use (USE) Ques-tionnaire, administered to 252 students enrolled in the Automotive Vocational Teacher Education pro-gram in 4 different universities. The questionnaire consisted of 30 items on a 7-point Likert scale, as-sessing four dimensions: usefulness, ease of use, ease of learning, and satisfaction. Data were analyzed descriptively by calculating means, standard deviations, and categorical levels. The results indicated very high usability across all dimensions, with mean total scores of 53.33 for usefulness, 73.46 for ease of use, 26.63 for ease of learning, and 46.62 for satisfaction. These findings demonstrate that the learn-ing platform is highly usable, functionally effective, and well received by students.
Co-Authors - Suyantiningsih Afri Yudantoko Aji Prasetya Wibawa Andania, Ruqoyyah Amilia Budiningsih, Chatarina Asri Dedi Kuswandi Diah Ambarumi Munawaroh Dwita Haliem, Theresa ELIANA, NENENG Farida Hanum Hermanto Hermanto Hingmane, Gusti Omkang Hingmane, Gusti Omkang Husna Juma Mlwale Ika Damayanti IKA DAMAYANTI Isniatun Munawaroh Julius Jonas Mbawala Komalasari, Mahilda Dea Kurniawan Sigit Wahyudi Lilis Suryani Muhammad Ihsaan Fathoni Nabila Naila Fatin Praherdhiono, Hendy Pratama, Kukuh Wahyudin Pujaningsih Pujaningsih Pujiriyanto . Punaji Setyosari Saiful Amri Sri Daning Aprianti Suyantiningsih Suyantiningsih Syafitri, Andini Isti Syamsudin, Enang Unik Ambarwati Yulia Ayriza