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All Journal International Journal of Evaluation and Research in Education (IJERE) Ilmu Pendidikan Cakrawala Pendidikan Pedagogi: Jurnal Ilmu Pendidikan Jurnal Pendidikan Humaniora Tadris: Jurnal keguruan dan Ilmu Tarbiyah Edulib INFORMAL: Informatics Journal Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Edcomtech Jurnal Kajian Teknologi Pendidikan AL ISHLAH Jurnal Pendidikan Journal of Information Technology and Computer Science Jurnal Penelitian Pendidikan IPA (JPPIPA) JKTP: Jurnal Kajian Teknologi Pendidikan Al-Hayat: Journal of Islamic Education Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JTP - Jurnal Teknologi Pendidikan JUPE : Jurnal Pendidikan Mandala Psychology, Evaluation, and Technology in Educational Research Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Al-Misbah : Jurnal Islamic Studies Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Indonesian Journal of Electrical Engineering and Computer Science Journal of K6 Education and Management Jurnal Pendidikan dan Kebudayaan Jurnal Pedagogi dan Pembelajaran International Journal of Applied Guidance and Counseling Jurnal Filsafat Indonesia IJAL (Indonesian Journal of Academic Librarianship) JOURNAL OF ECONOMICS EDUCATION AND ENTREPRENEURSHIP EduLine: Journal of Education and Learning Innovation Journal of Integrated Elementary Education International journal of education and learning Journal of Innovation and Research in Primary Education Research and Development in Education (RaDEn) Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Indonesia Sosial Teknologi IJOEM: Indonesian Journal of Elearning and Multimedia Jurnal Pendidikan Surya Edukasi (JPSE) KONSELOR Jurnal Penelitian Pendidikan Indonesia Proceedings Series of Educational Studies Edutechnium Journal of Educational Technology IJIS Edu : Indonesian Journal of Integrated Science Education

Punaji Setyosari

Universitas Negeri Malang

Author-ID : 3153533

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Menciptakan Pembelajaran yang Efektif dan Berkualitas Setyosari, Punaji
Jurnal Inovasi dan Teknologi Pembelajaran Vol 1, No 1 (2014)
Publisher : Universitas Negeri Malang

Abstrak: Pembelajaran yang efektif dapat didefinisikan sebagai pembelajaran yang berhasil mencapai tujuan belajar peserta didik sebagaimana yang diharapkan oleh guru . Model pembelajaran efektif, mencakup empat hal pokok, yaitu: 1) kualitas pembelajaran, 2) tingkat pembelajaran yang memadai, 3) ganjaran dan 4) waktu. Sedangkan, kualitas pembelajaran merujuk pada aktivitas-aktivitas yang dirancang dan tindakan-tindakan yang dilakukan pembelajar dan peserta didik, termasuk di dalamnya bahan-bahan atau pengalaman belajar (kurikulum) serta media yang kita gunakan.Abstract: Effective learning can be defined as learning that successfully reaches the learning goals of students as expected by the teacher. Effective learning models, including four main things, namely: 1) the quality of learning, 2) adequate learning levels, 3) rewards and 4) time. Whereas, the quality of learning refers to activities designed and the actions carried out by learners and students, including materials or learning experiences (curriculum) and the media that we use.

Pengembangan Media Augmented Reality untuk Program Keahlian Teknik Gambar Bangunan Di Sekolah Menengah Kejuruan Prasetiyo, Tri Kukuh; Setyosari, Punaji; Sihkabuden, Sihkabuden
Jurnal Inovasi dan Teknologi Pembelajaran Vol 4, No 1 (2017)
Publisher : Universitas Negeri Malang

Abstrak: Augmented reality adalah penambahan objek virtual ke dalam lingkungan nyata yang mengijinkan pengguna untuk berinteraksi dengan objek virtual selayaknya berinteraksi dengan objek nyata. Siswa Teknik Gambar Bangunan membutuhkan media untuk membantu mereka dalam membayangkan objek dari berbagai sudut pandang. Kemampuan membayangkan objek sangat dibutuhkan oleh siswa Teknik Gambar Bangunan karena berhubungan langsung dengan pekerjaan mereka nantinya. Model pengembangan yang digunakan untuk mengembangkan media AR adalah model Lee & Owens yang terdiri dari empat tahapan. Hasil validasi dari ahli media dan materi menunjukkan bahwa media AR valid dan dapat digunakan dalam pembelajaran. Hasil uji coba ke siswa juga menunjukkan bahwa media AR dapat digunakan dalam pembelajaran.Abstract: Augmented reality is the addition of virtual objects into a real environment that allows users to interact with virtual objects as they interact with real objects. Building Image Engineering students need media to help them imagine objects from various perspectives. The ability to imagine objects is needed by Building Image Engineering students because it deals directly with their work later. The development model used to develop AR media is the Lee & Owens model which consists of four stages. The validation results from media and material experts show that AR media is valid and can be used in learning. The results of trials to students also show that AR media can be used in learning. Keywords: media, augmented reality, building drawing techniques

Networked Learning dengan Strategi Problem Solving Pada Mata Pelajaran Simulasi Digital Lelasari, Maharani; Setyosari, Punaji; Ulfa, Saida
Jurnal Inovasi dan Teknologi Pembelajaran Vol 5, No 1 (2018)
Publisher : Universitas Negeri Malang

Abstract: Limitations of computer laboratory becomes one of the obstacles of the implementation of Digital Simulation learning at Vocational High School level which mostly implemented through practice. Almost every student in the class has a smartphone with good specifications, by utilizing smartphones and laptops as well as internet networks, networked learning can be applied to support learning Digital Simulation of Communication in the Network materials. So that the learning of Digital Simulation can be done well without the need of computer laboratory namely by training students to communicate directly in the network through the process of solving problems by utilizing SLN Schoology. In developing this networked learning product used Lee & Owens (2004) development model and has been declared by expert and has been declared effective.Abstrak: Keterbatasan laboratorium komputer menjadi salah satu kendala dalam pelaksanaan pembelajaran Simulasi Digital di tingkat Sekolah Menengah Kejuruan yang sebagian besar dilaksanakan melalui praktik. Hampir setiap siswa di kelas memiliki smartphone dengan spesifikasi yang baik, dengan memanfaatkan smartphone dan laptop serta jaringan internet, pembelajaran jaringan dapat diterapkan untuk mendukung pembelajaran Simulasi Digital materi Komunikasi dalam Jaringan. Sehingga pembelajaran dapat dilakukan dengan baik tanpa memerlukan laboratorium komputer yaitu dengan melatih siswa untuk berkomunikasi secara langsung dalam jaringan melalui proses pemecahan masalah. Dalam mengembangkan produk pembelajaran jaringan ini digunakan model pengembangan Lee & Owens (2004) dan telah divalidasi oleh ahli serta dinyatakan efektif.

Pengembangan Media Tutorial Bahasa Isyarat untuk Siswa Tunarungu SLB BC Kepanjen Nikolawatin, Zaubaidah; Setyosari, Punaji; Ulfa, Saida
Jurnal Inovasi dan Teknologi Pembelajaran Vol 6, No 1 (2019)
Publisher : Universitas Negeri Malang

Abstrak: Bahasa isyarat merupakan Bahasa yang digunakan oleh penyandang tunarungu dalam berkomunikasi. Untuk mempelajarinya siswa tunarungu membutuhkan media sebagai alat bantu pembelajaran. Maka dari itu peneliti mengambangkan media pembelajaran berupa media tutorial Bahasa isyarat untuk siswa tunarungu SD kelas rendah. Metode tutorial dikembangkan sesuai dengan hasil pengamatan terhadap siswa tunarungu. Metode yang digunakan dalam pengembangan ini adalah metode milik Lee & Owens. Metode Lee & Owens dipakai sangat cocok untuk penelitian pengembangan ini. Dari penelitian ini diperoleh hasil dari ahli media 96%, ahli materi 87%, tanggapan guru 80%, tanggapan siswa 87%. Sehingga dari hasil tersebut dapat disimpulkan bahwa media tutorial Bahasa isyarat ini dapat digunakan dalam membantu proses belajar siswa.Abstract: Sign language is a language used by deaf people in communication. To learn it, deaf students need media as a learning aid. Therefore the researcher develops learning media in the form of tutorial media Sign language for low-grade elementary school deaf students. The tutorial method was developed in accordance with the observations of deaf students. The method used in this development is the method of Lee & Owens. The Lee & Owens method was used very well for this development research. From this study, the results obtained from media experts were 96%, material experts 87%, 80% teacher responses, 87% student responses. So that from these results it can be concluded that the tutorial media Sign Language can be used to help students learn.

Hubungan Antara Persepsi Siswa Terhadap Kompetensi Guru, Konsep Diri, Sikap, dan Hasil Belajar Matematika Siswa Di SMA Kota Palu Ali, Muhammad; Setyosari, Punaji; Dwijogo, Wasis D; Napitupulu, Mery
Jurnal Inovasi dan Teknologi Pembelajaran Vol 1, No 2 (2015)
Publisher : Universitas Negeri Malang

Abstrak: Penelitian ini bertujuan untuk: (1) menjelaskan apakah ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi pedagogik guru dan hasil belajar matematika siswa; (2) menjelaskan apakah ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi profesional guru dan hasil belajar matematika siswa; (3) menjelaskan apakah ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi sosial guru dan hasil belajar matematika siswa; (4) menjelaskan apakah ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi kepribadian guru dan hasil belajar matematika siswa; (5) menjelaskan apakah ada hubungan yang signifikan antara konsep diri dan hasil belajar matematika siswa; (6) menjelaskan apakah ada hubungan yang signifikan antara sikap dan hasil belajar matematika siswa; (7) menjelaskan berapa kontribusi secara simultan persepsi siswa terhadap kompetensi pedagogik guru, persepsi siswa terhadap kompetensi profesional guru, persepsi siswa terhadap kompetensi sosial guru, persepsi siswa terhadap kompetensi kepribadian guru, konsep diri, dan sikap terhadap hasil belajar matematika siswa. Sampel penelitian ini adalah siswa-siswi kelas XII IPA SMA Negeri Kota Palu. Pengambilan sampel berjumlah 144 orang dilakukan dengan teknik sampel random. Alat ukur yang digunakan untuk penelitian ini adalah skala persepsi siswa terhadap kompetensi guru, skala konsep diri, skala sikap, dan tes hasil belajar matematika siswa. Hasil penelitian menunjukkan: (1) ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi pedagogik guru dan hasil belajar matematika siswa, dengan nilai r hitung (0.225) yang lebih besar dari pada r tabel (0.163), pada taraf signifikansi 5%. Demikian pula diperoleh thitung (2.752) lebih besar dari ttabel (1.977) pada taraf signifikansi 5%; (2) ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi profesional guru dan hasil belajar matematika siswa, dengan nilai r hitung (0.195) yang lebih besar dari pada r tabel (0.163), pada taraf signifikansi 5%. Demikian pula diperoleh thitung (2.370) lebih besar dari ttabel (1.977) pada taraf signifikansi 5%; (3) ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi Sosial guru dan hasil belajar matematika siswa, dengan nilai r hitung (0.200) yang lebih besar dari pada r tabel (0.163), pada taraf signifikansi 5%. Demikian pula diperoleh thitung (2.431) lebih besar dari ttabel (1.977) pada taraf signifikansi 5%; (4) ada hubungan yang signifikan antara persepsi siswa terhadap kompetensi kepribadian guru dan hasil belajar matematika siswa, dengan nilai r hitung (0.177) yang lebih besar dari pada r tabel (0.163), pada taraf signifikansi 5%. Demikian pula diperoleh thitung (2.141) lebih besar dari ttabel (1.977) pada taraf signifikansi 5%; (5) ada hubungan yang signifikan antara konsep diri dan hasil belajar matematika siswa, dengan nilai r hitung (0.288) yang lebih besar dari pada r tabel (0.163), pada taraf signifikansi 5%. Demikian pula diperoleh thitung (3.581) lebih besar dari ttabel (1.977) pada taraf signifikansi 5%; (6) ada hubungan yang signifikan antara sikap dan hasil belajar matematika siswa, dengan nilai r hitung (0.258) yang lebih besar dari pada r tabel (0.163), pada taraf signifikansi 5%. Demikian pula diperoleh thitung (3.188) lebih besar dari ttabel (1.977) pada taraf signifikansi 5%; (7) ada kontribusi secara simultan persepsi siswa terhadap kompetensi pedagogik guru, persepsi siswa terhadap kompetensi profesional guru, persepsi siswa terhadap kompetensi sosial guru, persepsi siswa terhadap kompetensi kepribadian guru, konsep diri, dan sikap terhadap hasil belajar matematika siswa, dengan nilai Ry(1,2,3,4.5,6) sebesar 0.336 lebih besar dari rtabel (0.163), juga diperoleh F hitung sebesar 2.912, lebih besar dari Ftabel dengan df 3:143 sebesar 2.67 pada taraf 166 Jurnal Inovasi dan Teknologi Pembelajaran, Volume 1, Nomor 2, April 2015, hlm. 165-181 signifikasi 5%. Besar kontribusi secara simultan keenam variabel independen penelitian terhadap hasil belajar matematika siswa adalah 11.3 %, ssanya sebesar 88.7 % adalah kontribusi variabel-variabel atau faktor-faktor lain yang berada diluar area kajian penelitian. Berdasarkan temuan penelitian, maka guru matematika SMA Kota Palu disarankan selalu memotivasi siswa pada faktor mana siswa merasa kesulitan untuk belajar matematika, tentunya dengan selalu menciptakan suasana belajar aktif, inovatif, kreatif, efektif dan menyenangkan akan membuat siswa selalu terlibat di dalam proses pembelajaran. Hal tersebut dapat meningkatkan kepercayaan, kenyamanan, dan ketekunan siswa sehingga dapat membentuk persepsi siswa yang lebih baik terhadap kompetensi guru yang secara tidak langsung akan berdampak positif pada hasil belajar siswa. Selain itu guru juga dapat memberikan pengalaman keberhasilan pada siswa dalam menyelesaikan tugas-tugas maupun ulangan, yang diharapkan mampu membentuk konsep diri yang baik pada aspek percaya diri siswa. Demikian pula dengan memberitahukan tentang tujuan dan kegunaan mata pelajaran matematika diharapkan akan merubah sikap siswa menjadi positif pada pelajaran matematika.Abstract: This study aims to: (1) explain whether there is a significant relationship between student perceptions of the pedagogical competence of the teacher and student mathematics learning outcomes; (2) explain whether there is a significant relationship between student perceptions of the teacher's professional competencies and students' mathematics learning outcomes; (3) explain whether there is a significant relationship between students' perceptions of teachers' social competencies and students' mathematics learning outcomes; (4) explain whether there is a significant relationship between students' perceptions of teacher personality competencies and student mathematics learning outcomes; (5) explain whether there is a significant relationship between self-concept and student mathematics learning outcomes; (6) explain whether there is a significant relationship between attitudes and outcomes of student mathematics learning; (7) explain how many contributions simultaneously students' perceptions of teacher pedagogic competence, student perceptions of teacher professional competencies, student perceptions of teacher social competencies, student perceptions of teacher personality competencies, self-concept, and attitudes toward student mathematics learning outcomes. The sample of this study was students of class XII IPA in Palu City State High School. A sampling of 144 people was done by random sampling technique. The measuring instrument used for this study is the scale of student perceptions of teacher competence, self-concept scale, attitude scale, and tests of student mathematics learning outcomes. The results showed: (1) there was a significant relationship between students 'perceptions of teacher pedagogical competencies and students' mathematics learning outcomes, with r count (0.225) greater than r table (0.163), at a significance level of 5%. Similarly, obtained t count (2.752) greater than t table (1977) at the significance level of 5%; (2) there is a significant relationship between student perceptions of teacher professional competence and student mathematics learning outcomes, with a calculated r- value (0.195) greater than r table (0.163), at a significance level of 5%. Similarly, obtained t count (2.370) is greater than t table (1977) at the significance level of 5%; (3) there is a significant relationship between students' perceptions of teachers' social competencies and students' mathematics learning outcomes, with r count (0.200) which is greater than r table (0.163), at a significance level of 5%. Similarly, obtained t count (2,431) greater than t table (1977) at the significance level of 5%; (4) there is a significant relationship between student perceptions of teacher personality competencies and student mathematics learning outcomes, with r count (0.177) greater than r table (0.163), at a significance level of 5%. Likewise, obtained t count (2.141) greater than t table (1977) at the significance level of 5%; (5) there is a significant relationship between self-concept and mathematics learning outcomes of students, with r count (0.288) greater than r table (0.163), at a significance level of 5%. Similarly, t count (3.581) is greater than t table (1977) at the significance level of 5%; (6) there is a significant relationship between attitudes and mathematics learning outcomes of students, with a calculated R-value (0.258) which is greater than r table (0.163), at a significance level of 5%. Similarly, obtained t count (3.188) greater than t table (1977) at the significance level of 5%; (7) there are simultaneous contributions of students' perceptions of teacher pedagogic competencies, student perceptions of teacher professional competencies, student perceptions of teacher social competencies, student perceptions of teacher personality competencies, self-concept, and attitudes towards student mathematics learning outcomes, with Ry values ( 1,2,3,4,5,6) amounting to 0.336 greater than R table (0.163), also obtained F count of 2.912, greater than Ftable with df 3: 143 of 2.67 at the level 166 Journal of Innovation and Learning Technology, Volume 1, Number 2, April 2015, p. 165-181 5% significance. The simultaneous contribution of the six independent variables of the study to students' mathematics learning outcomes is 11.3%, as much as 88.7% is the contribution of variables or other factors outside the study area. Based on the research findings, the Palu City High School mathematics teacher is advised to always motivate students on the factors where students find it difficult to learn mathematics, of course by always creating an atmosphere of active learning, innovative, creative, effective and fun will make students always involved in the learning process. This can increase students' trust, comfort, and perseverance so that they can better shape student perceptions of teacher competencies which will indirectly have a positive impact on student learning outcomes. In addition, the teacher can also provide an experience of success to students in completing tasks and tests, which are expected to be able to form a good self-concept in the aspects of student confidence. Likewise, telling about the purpose and usefulness of mathematics subjects is expected to change student attitudes to be positive in mathematics.

The Development Of Eglish Instructional Design Social Learning Network (SLN)-Based Using Auction (Interestedbased Negotiation) Strategy As’at, Muhammad; Setyosari, Punaji; Ulfa, Saida
Jurnal Inovasi dan Teknologi Pembelajaran Vol 4, No 1 (2017)
Publisher : Universitas Negeri Malang

Abstract: The purpose of the research is to create an English instructional design social learning network (SLN)-based platform Edmodo using Auction (interested based negotiation) strategy. It can be one of the creative solutions to overcome a limited time in English learning process in a lesson plan package. The method of developing is used in this research is Lee & Owen (2004). The 5 development steps are as follow : 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. The product was evaluated by the experts which is the average is 89,3% and 24 students from Indonesian Air Force Abd Saleh Language School Malang is 89,8%. In conclusion, the product is completely valid and could be implemented in learning proses.

Pengaruh Strategi Pembelajaran (Pembelajaran Berbasis Proyek VS Pembelajaran Langsung) dan Motivasi Belajar Hakim, Abdul; Setyosari, Punaji; Degeng, Nyoman Sudana; Kuswandi, Dedi
Jurnal Inovasi dan Teknologi Pembelajaran Vol 3, No 1 (2016)
Publisher : Universitas Negeri Malang

Abstrak:Tujuan utama penelitian ini adalah untuk menguji: 1) perbedaan hasil belajar pemahaman konsep antara mahasiswa yang diajar dengan strategi pembelajaran berbasis proyek dan strategi pembelajaran langsung, 2) perbedaan hasil belajar pemahaman konsep mahasiswa yang memiliki motivasi belajar tinggi dan motivasi belajar rendah, 3) interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar pemahaman konsep, 4) perbedaan hasil belajar keterampilan motorik antara mahasiswa yang diajar dengan strategi pembelajaran berbasis proyek dan strategi pembelajaran langsung, 5) perbedaan hasil belajar keterampilan motorik mahasiswa yang memiliki motivasi belajar tinggi dan motivasi belajar rendah, 6) interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar keterampilan motorik. Temuan penelitian menunjukkan: 1) ada perbedaan signifikan hasil belajar pemahaman konsep antara mahasiswa yang diajar dengan strategi pembelajaran berbasis proyek dengan strategi pembelajaran langsung, 2) ada perbedaan signifikan hasil belajar pemahaman konsep mahasiswa yang memiliki motivasi belajar tinggi dan motivasi belajar rendah, 3) tidak terdapat interaksi antara strategi pembelajaran berbasis proyek dan motivasi belajar terhadap hasil belajar pemahaman konsep, 4) ada perbedaan hasil belajar keterampilan motorik antara mahasiswa yang diajar dengan strategi pembelajaran berbasis proyek dan strategi pembelajaran langsung, 5) ada perbedaan hasil belajar keterampilan motorik mahasiswa yang memiliki motivasi belajar tinggi dan motivasi belajar rendah, 6) tidak terdapat interaksi antara strategi pembelajaran berbasis proyek dan motivasi belajar terhadap hasil belajar keterampilan motorik. Abstract: This study was to investigate the effects of two strategies of instructions namely: project-based learning and direct instruction on concept understanding and motor skills achievement. The Main Purpose of the study examined: (1) the difference on understanding concept achievement among students taught with project-based learning and direct instruction; (2) the difference on understanding concept achievement among students with high and low learning motivation; (3) the interaction between project-based learning and learning achievement on concept understanding achievement; (4) the difference on motor skills achievement among students taught with project-based learning and direct instruction; (5) the difference on motor skills achievement among students with high and low learning motivation; (6) the interaction between project-based learning and learning motivation on motor skills achievement. The findings of the study were us follows: (1) there was significant difference in understanding concept achievement among students taught with project-based learning and direct instruction; (2) there was significant difference in understanding concept achievement among students with high and low learning motivation; (3) there was no interaction between project-based learning and learning achievement on concept understanding achievement; (4) there was significant difference in motor skills achievement among students taught with project-based learning and direct instruction; (5) there was significant difference in motor skills achievement among students with high and low learning motivation; (6) there is no interaction between project-based learning and learning motivation on motor skills achievement.

Tujuan Pembelajaran Berlandaskan Konsep Pendidikan Jiwa Merdeka Ki Hajar Dewantara Hendratmoko, Taufik; Kuswandi, Dedi; Setyosari, Punaji
Jurnal Inovasi dan Teknologi Pembelajaran Vol 3, No 2 (2017)
Publisher : Universitas Negeri Malang

Abstrak: Penetapan tujuan pembelajaran idealnya mampu menampung aspek pengetahuan, sikap, dan keterampilan yang sesuai dengan pandangan hidup suatu Negara. Ki Hajar Dewantara merupakan salah seorang tokoh pendidikan di Indonesia yang memiliki beberapa pemikiran tentang pendidikan yang Khas Indonesia. Diantara pemikiran beliau salah satunya membahas mengenai konsep pendidikan jiwa merdeka. Konsep pendidikan jiwa merdeka terkandung nilai-nilai penting dalam mambangun kualitas sumber daya manusia Indonesia kedepan.. Pada tulisan ini menyajikan bahasan konsep pendidikan jiwa merdeka Ki Hajar Dewantara dan penerapnnya kedalam tujuan pembelajaran.Abstract. Determination of learning objectives should ideally be able to accommodate aspects of knowledge, attitudes, and skills that are in accordance with the outlook on a country's life. Ki Hajar Dewantara is one of the educational figures in Indonesia who has several thoughts about typical Indonesian education. Among his thoughts, one of them discussed the concept of free soul education. The concept of independent soul education contains important values in building the quality of Indonesia's human resources in the future. In this paper presents a discussion of the concept of independent soul education Ki Hajar Dewantara and its application into the learning objectives.

Enhancing Early Childhood Problem-Solving Abilities through Game-Based Learning and Computational Thinking: The Impact of Cognitive Styles Ningtyas, Dhita Paranita; Setyosari, Punaji; Kuswandi, Dedi; Ulfa, Saida
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (2024)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2024.93-04

Children's understanding of solving problems related to early cognitive abilities with several levels of complexity makes children feel difficult, and students are less able to solve problems correctly according to the sequential order of how to do them. The main factor that causes low problem-solving abilities is the use of inappropriate learning strategies. So that children in the process of solving problems in a lesson also become less than optimal. This study explores the effects of computational thinking strategies with game-based learning compared to conventional approaches on early childhood problem-solving abilities, considering the cognitive styles of field-independent (FI) and field-dependent (FD) children. A quasi-experimental pretest-posttest nonequivalent control group design involved 60 children from Blitar Kindergarten. The experimental group received computational thinking instruction through game-based learning, while the control group followed conventional methods. Posttests followed a pretest established baseline abilities and an eight-week intervention. Data were analyzed using a two-way ANOVA, revealing significant improvements in problem-solving skills for the experimental group (p < 0.05). FI children outperformed FD peers, indicating cognitive style's impact on learning outcomes. An interaction effect between learning strategies and cognitive styles was identified, emphasizing the importance of tailored educational approaches. The study's findings suggest that computational thinking through game-based learning enhances critical thinking, creativity, and engagement in young learners. However, limitations such as a small sample size and short intervention duration highlight the need for further research. Future studies should involve diverse populations and longer interventions to understand the long-term effects better and optimize educational strategies for individual cognitive styles. These results underscore the potential of innovative educational methods in developing foundational skills essential for academic and life success.

Measurement of User Satisfaction for Gamification-based Programming E-Learning Platform using End-user Computing Satisfaction Method Pradana, Fajar; Setyosari, Punaji; Ulfa, Saida; Hirashima, Tsukasa; Saputra, Mochamad Chandra
Journal of Information Technology and Computer Science Vol. 9 No. 2: August 2024
Publisher : Faculty of Computer Science (FILKOM) Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25126/jitecs.92572

HSS Learning is a learning media innovation in the form of a gamification-based e-learning platform to support the learning process in programming. HSS Learning has been applied to web design and programming courses, primarily on HTML and CSS topics. This study uses a quantitative model using a descriptive approach to measure the satisfaction level of HSS Learning users—measurement of user satisfaction using End-user Computing Satisfaction (EUCS). The variables used in this research are content, format, ease of use, timeliness, and accuracy. Data collection used a questionnaire consisting of 12 questions, with the number of participant data being 264 participants. The results show that the overall level of user satisfaction reaches 4.30 at level 5 (very strong). The results of this study can be used as a material evaluation for the application of instructional media in the programming field.

Co-Authors A. Abbassyakhrin A. Rudianto Abdul Hakim Abdul Haris Indrakusuma Abdullah, Muhammad Saffuan Abidin, Nurul Ach. Amirudin Ade Eka Anggraini Adi Atmoko Agus Salim Agus Syakroni Agus Wedi Agusta, Akhmad Riandy Agustiya Handayani Ahmad Suriansyah Aji Prasetya Wibawa Akhmad Riandy Agusta Albertus Hartana, Albertus Alhakim, Faiqul Faris Amaliyah, Yuli Amri, Maliki Anang Santoso Andrew Nafalski Anggoro, Rita Anggrain, Ade Eka Arafah Husna Arvi Sekar Farenta Asmawati, Pipit Astutik, Pipit Pudji As’at, Muhammad Atti Yudiernawati, Atti Auliah Sumitro H Aynin Mashfufah Aziz, Imam Nur Bambang Budi Wiyono Batita, Maurish Sofie Rahmi Cholis Sa’dijah Citra Kurniawan Dedi Kuswandi Degeng, Made Dunanda Kartika Deka Dyah Utami Dhaifi, Ilzam DHITA PARANITA NINGTYAS, DHITA PARANITA Dina Yuli Agustin Donna Boedi Maritasari Dwijogo, Wasis D Eka Pramono Adi Erika Puspitasari Ery Tri Djatmika RWW Faizah, Siti Fajar Pradana Fajriyatuz, Nurul Farida, Mustika Khurotul Fikri Aulia Fitriah, Ulfa Laelatul Gazali Lembah Hadi Ismanto Hadihabibi, Moh Hariadi, Agus Fajar Hendratmoko, Taufik Henny Indreswari Henry Praherdhiono Henry Praherdiono Herawati Susilo Heri Pratikto Hermin Tri Wahyuni Hesti Fitriyana Hile, Abdulhafiz Hirashima, Tsukasa Husni Abdillah Hustanto, Julian Tri I Nyoman S Degeng, I Nyoman S I Nyoman S. Degeng I Nyoman Sudana Degeng Ika Ratih Sulistiani Ilham Mulya Putra Pradana IM. Hambali Imam Nur Aziz Jayanti Yusmah Sari Kholis, Kholis Kiswati Kiswati Kurniawan, Fatra Hadi Kurniawati, Tenia Lalu Warige Hadinata Lasi Purwito Lelasari, Maharani Luluk Mufidah M Bagus Ainun Najib Made Duananda Kartika Degeng Made Juniantari Made Juniantari, Made Madil, Wahyudin Mardhatillah, Mardhatillah MAULIDAH, SITI Menur, Dewi Mery Napitupulu Miftachus Sururoh Mige, Godlief Erwin Semuel Miranti, Yang Nadia Mochamad Chandra Saputra, Mochamad Chandra Mochamad Desta Pradana MUHAMMAD ALI Muhammad Alridho Lubis Muhammad Bukhori Dalimunthe Muhammad Ridha Mukhammad Syahrul Kurniawan Munzil Muslihati Muslim, Abd. Hakim Mustaqim, Ilmawan Muzainuddin, Moh Nala Nafilata Fadilah Nikolawatin, Zaubaidah Ningrum, Anggita Putri Nunung Suryati Nur Hidayah Nur Najama Nurul Hidayati Nurul Murtadho Otto Fajarianto Pangestu, Sulih Aji Paris, Zul Pradana, Ian Bimasta Pradana, Mochamad Desta Praherdhiono, Hendy Praherdiono, Henry Prastiwi, Dyas Nurika Prigianata, Muhammad Malik Purnawirawan, Okta Puspitasari, Defita Aning Rabiatun Adwiah, Rabiatun Radeni Sukma Indra Dewi Rani Susanti Raudah Zaimah Dalimunthe Raup Padillah Reza Aditia Ridhoni, Wahyu Roni Herdianto Rosmala Dewi S Sumarlin Saida Ulfa Sandi Haryadi Septinda Rima Dewanti Setiono, Panut Shinta Kusuma Wardani Shirly Rizki Kusumaningrum Sigit Dwi Laksana, Sigit Dwi Sihkabuden Sihkabuden, Sihkabuden Silviarista, Miranda Sin, Ishak Sisca Rahmadonna Siti Mas’ula Siti Zubaidah Sokhibul Ansor Sriati Usman Sriyani, Titin Subanji Subanji Sugeng Utaya Suharsono Bantun Suharti Sulthoni Sulton Sulton Sulton Sumarmi Susilaningsih Susilaningsih Suwahyo, Bayu Widyaswara Suyanto Suyanto Syakroni, Agus Syamsul Hadi Sya’dullah, Achmad Taufiqqurrahman, Taufiqqurrahman Tesdiq Prigel Kaloka Thohir, Mohamad Titik Harsiati Tri Kukuh Prasetiyo, Tri Kukuh Tri Wahyu Ningtiyas Triretnoningrum, Alfin Niken Tsuwaybah Al Aslamiyah Umar Umar Utami Widiati Utami, Deka Dyah Utami, Listia Vina Muthmainna Rianto Waras Waras Kamdi Waras Waras Wardia, Wardia Westri Setyo Lestari Wijayati, Erning Wikan Budi Utami Wikan Budi Utami Wildansyah lubis Wulan Patria Saroinsong Yenni, Safrina Yerry Soepriyanto Yetursance Y. Manafe Yolan Priatna Yusuf Arifin Zainul Abidin ‘Alam, Ghasa Faraasyatul

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