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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan Ekonomi Indonesia Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal)
Leni Permana
Universitas Pendidikan Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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TEACHER COMPETENCE AND DIFFICULTIES IN CONSTRUCTING HOTS INSTRUMENTS IN ECONOMICS SUBJECT Dadang Dahlan; Leni Permana; Mutiya Oktariani
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (720.513 KB) | DOI: 10.21831/cp.v39i1.28869

Abstract

This research was motivated by the students’ low high order thinking skill which was related to teachers’ low competence in constructing high order thinking skills instrument. This study was intended to describe economics teachers’ competence and difficulties in developing instruments to measure higher order thinking skills. The subjects of this study were 45 economics teachers and 270 students from 27 public high schools in Bandung. The study employed quantitative survey method with questionnaire and focus group discussion (FGD) as the instruments.  The survey method was carried out to describe the teachers’ competences and difficulties in constructing instruments. The results of the study indicated that the teacher's competence in constructing high order thinking skills instruments was low. The research findings showed that only 12% of the teacher-made questions can be categorized at the analyzing level to creating level, and 88% were categorized in remembering to applying level. This resulted in the teachers’ obstacles in constructing higher order thinking skills instruments. The research findings signified that 80% of the teachers faced difficulties in constructing essay and multiple choices instruments.
PENGARUH TEKNIK PEMBELAJARAN THINK PAIR SHARE DAN ROUND TABLE TERHADAP KEMAMPUAN BERPIKIR KRITIS Nisia Putri Rahayu; Dadang Dahlan; Leni Permana
Jurnal Pendidikan Ekonomi Indonesia Vol 1, No 1 (2019): Jurnal Pendidikan Ekonomi Indonesia. Oktober 2019
Publisher : Pendidikan Ekonomi FPEB Universitas Pendidikan Indonesia

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Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan kemampuan berpikir kritis siswa. Selain itu, penelitian ini menggunakan tiga  kelas. Pada setiap pertemuan di setiap kelasnya diberikan perlakuan yang berbeda menggunakan model pembelajaran kooperatif teknik think pair share dan round table serta metode ceramah sebagai variabel kontrol. Metode yang digunakan adalah metode eksperimen semu (quasi eksperimen ), dengan subjek terdiri dari tiga kelas yaitu kelas XI IPS 1, XI IPS 2 dan XI IPS 3. Pengumpulan data dilakukan dengan tes tertulis dan dalam bentuk soal pilihan ganda. Pengolahan data dilakukan dengan uji mann-whitney u menggunakan SPSS 21.0. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis siswa antara kelas XI IPS1, XI IPS 2, dan XI IPS 3 yang menggunakan model yang berbeda pada setiap pertemuan. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa kemampuan berpikir kritis dapat meningkat dengan menggunakan model pembelajaran kooperatif teknik think pair share dan round table. Dari penelitian tersebut dinyatakan bahwa  model pembelajaran kooperatif teknik think pair share dan round table lebih sesuai diterapkan untuk meningkatkan kemampuan berpikir kritis siswa daripada metode ceramah. Sehingga model pembelajaran kooperatif teknik think pair share dan round table dinyatakan efektif dan dapat digunakan sebagai alternatif model pembelajaran pada mata pelajaran ekonomi standar kompetensi memahami kondisi ketenagakerjaan dan dampaknya terhadap pembangunan ekonomi.
Exploring student creativity in Internet of Things learning through the RADEC model Felinda Rahma; Syaefudin Saud; Atep Sujana; Leni Permana
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/07ary728

Abstract

Creativity is an essential competency in technology education, particularly in Internet of Things (IoT) learning, which requires students to develop innovative solutions to real-world problems. This study aimed to explore students’ creativity in IoT learning through the implementation of the RADEC (Read, Answer, Discuss, Explain, Create) learning model integrated with differentiated learning at the junior high school level. A descriptive qualitative design with a phenomenological approach was employed. The study involved 28 eighth-grade students and one Informatics teacher at a junior high school in Bandung. Data were collected through classroom observations, semi-structured interviews with the teacher, and documentation of students’ creative products. Data were analyzed using thematic phenomenological analysis. The findings revealed that students demonstrated varying levels of creativity, ranging from Highly Creative to Less Creative categories, based on the indicators of fluency, flexibility, originality, and elaboration. Students generated diverse IoT-based innovation ideas related to communication, healthcare, transportation, environmental sustainability, and daily life. Collaborative discussions and students’ familiarity with digital technology supported creativity development, while low reading interest and teacher readiness remained challenges. The findings suggest that RADEC integrated with differentiated learning provides opportunities for students to express and develop creativity within technology-based learning contexts. Keywords: creativity, Internet of Things, RADEC, differentiated learning, phenomenology
From Digital Literacy to Computational Thinking in Economics Education: The Mediating Role of Self-Regulated Learning Deitawati Dalughu; Disman; Susanti Kurniawati; Leni Permana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20472

Abstract

This study aims to examine the effect of digital literacy (DL) on students’ computational thinking (CT) in Economics Education, with self-regulated learning (SRL) serving as a key explanatory factor. A quantitative explanatory survey design was employed with 210 junior high school students from North Sulawesi and Central Kalimantan, Indonesia, who were selected through proportional sampling. Data were collected using Likert-scale questionnaires measuring DL, SRL, and CT and were analyzed using descriptive statistics and univariate linear regression. The results showed that DL significantly predicted SRL (β = 0.75, p < .001) and CT (β = 0.71, p < .001), while SRL significantly predicted CT (β = 0.76, p < .001). The significant direct relationship between DL and CT, together with the significant relationships between DL and SRL and between SRL and CT, suggests that SRL may play an explanatory role in the relationship between DL and CT. Because the direct relationship between DL and CT remained significant, the relationship was not fully accounted for by SRL. These findings highlight the importance of integrating digital literacy with SRL strategies, including goal setting, learning monitoring, strategy use, and self-evaluation, to support the development of students’ computational thinking skills in Economics Education.
Co-Authors Atep Sujana Dadang Dahlan Deitawati Dalughu Disman Disman Felinda Rahma Mutiya Oktariani Nisia Putri Rahayu Susanti Kurniawati, Susanti Syaefudin Saud