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Ali Mustadi

Universitas Negri Yogyakarta

Author-ID : 326224

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

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PENGEMBANGAN PENGAJARAN WRITING MELALUI METODE BEYOND CENTERS AND CIRCLES TIME MATA KULIAH BAHASA INGGRIS DI PGSD Mustadi, Ali
Jurnal Penelitian Ilmu Pendidikan Vol. 2 No. 2 (2009): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Keywords: Beyond Centers and Circle Times Method, Writing Teaching

Evaluasi penerapan program manajemen berbasis sekolah pada sekolah dasar di propinsi Daerah Istimewa Yogyakarta Mustadi, Ali; Ambarwati, Unik; Murti, Rahayu Condro; Supartinah, Supartinah
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 1 (2015): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Tujuan dari penelitian ini adalah untuk mengevaluasi sejauh mana keterlaksanaanimplementasi program Manajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di DaerahIstimewa Yogyakarta (DIY). Subjek penelitian adalah kepala sekolah, guru, dan siswaSD di DIY. Penelitian ini adalah penelitian evaluasi (Evaluative Research). Pengumpulandata menggunakan teknik angket, observasi, dokumentasi. Pendekatan evaluasi yangdigunakan dalam penelitian ini yaitu evaluasi model Stake (Stake's Countenance Model) yangmembandingkan antara proses pembelajaran yang terjadi dengan proses pembelajaranyang seharusnya. Hasil penelitian ini menunjukkan bahwa implementasi programManajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di Daerah Istimewa Yogyakarta(DIY) berjalan dengan kategori cukup baik. Hal ini didasarkan pada penggunaan desainevaluasi model Stake's Countenance Model yang menekankan adanya pelaksanaan duahal pokok yakni deskripsi (description) dan pertimbangan keputusan (judgements). Dalamproses implementasi, program MBS mencakup 3 pilar utama yaitu: 1) input (antecedent),2) proses (transaction), 3) hasil (outcomes)

Analisis buku teks tematik integratif berbasis scientific approach dan authentic assessment pada kurikulum 2013 Agustina, Degi Alrinda; Mustadi, Ali
Jurnal Penelitian Ilmu Pendidikan Vol. 9 No. 1 (2016): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan muatan tematik integratif, scientific approach, dan authentic assessment pada buku teks Kurikulum 2013. Penelitian ini merupakan penelitian analisis konten yang menggunakan pendekatan kualitatif. Subjek penelitian ini adalah tiga buku teks Kurikulum 2013 kelas V Tema I yang diterbitkan oleh Puskurbuk, Non Puskurbuk 1, dan Non Puskurbuk 2 tahun 2014. Hasil dari penelitian ini adalah sebagai berikut. (1) Semua buku teks yang dianalisis telah memenuhi sebagian besar muatan tematik integratif, yaitu pada aspek pengalaman bermakna dan student centered learning. Sebagian kecil indikator yang belum terpenuhi adalah pada aspek multidisipliner karena kekurang-telitian dan perbedaan pandangan yang digunakan oleh penulis. (2) Semua buku teks yang dianalisis telah memenuhi semua muatan scientific approach. Kegiatan mengumpulkan informasi merupakan kegiatan yang mendominasi. (3) Semua buku teks yang dianalisis telah memenuhi sebagian besar muatan authentic assessment. Rubrik penilaian pada buku teks berupa contoh format penilaian yang dapat dikembangkan oleh guru.

The implementation of eco-pedagogy-based learning integrated with life skills plays a crucial role in fostering both ecological awareness and personal skills Putri, Galuh Mentari; Yudianto, Asep; Mustadi, Ali
Journal of Critical Ecology Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jcreco.v2i2.2386

Background: This investigation examines the implementation of eco-pedagogy integrated with life skills education, aiming to strengthen students’ ecological awareness and personal development. Eco-pedagogy in this context supports learners in understanding environmental issues through direct experience, while life skills education helps them develop essential competencies such as communication, responsibility, and decision-making. Together, these approaches position students not only as knowledge recipients but also as active participants in environmental learning and daily-life problem-solving. Methods: The study uses a qualitative approach involving observation, interviews, and documentation to obtain a comprehensive understanding of learning practices. Participants include the school principal, facilitators, staff, parents or guardians, and students. Data analysis applies the Interactive Analysis model by Miles, Saldana, and Huberman, which encompasses data condensation, data display, and conclusion drawing. This method enables systematic interpretation of the learning design, implementation, evaluation, and its overall effectiveness within the school context. Findings: The results show that the independent curriculum and life skills principles. Implementation is flexible and contextual, integrating daily activities such as outing classes, cooking sessions, and practical environmental projects. Assessment uses report cards, portfolios, and talent mapping to capture cognitive, affective, and psychomotor development. Although the program is supported by the foundation, school leaders, and parents or guardians, challenges persist, including limited infrastructure and varying parental understanding of eco-pedagogy concepts. Conclusion: The integration of eco-pedagogy with life skills education positively contributes to the development of ecological awareness, creativity, discipline, independence, and social interaction among students. Learners become more sensitive to environmental issues and more capable of solving daily problems responsibly. Novelty/Originality: This study provides a unique perspective on combining eco-pedagogy and life skills within the independent curriculum, offering insights for schools aiming to adopt similar innovative approaches.

Impact of Digitalization on Elementary Students Cognition: The Brain Rot Phenomenon Ruchiyat, Marina Gusnia; Putri, Salsa Shabrina; Hidayatika, Aliya; Putri, Dahlia; Mustadi, Ali
Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v5i2.663

This study aims to identify the impact of gadget use on the cognitive ability of elementary school students, focusing on the phenomenon of brain rot caused by excessive exposure to technology. The method used is a quantitative approach with survey and test design. A total of 10 students from SD N 7 Catur Tunggal became participants in this study. Data was collected through questionnaires regarding the duration of device use per day and cognitive tests that measured students' concentration, memory, and critical thinking. The results showed that students who spent more than 6 hours per day using gadgets had lower cognitive scores, indicating a decline in ability in all three cognitive aspects. In contrast, students who used their devices for less than 3 hours per day tended to show better cognitive test results, with a total score of 20-26. These findings showed a significant negative relationship between the duration of gadget use and students' cognitive ability (r = -0.55, p < 0.05), leading to the phenomenon of brain rot.

Implementasi Projek Penguatan Profil Pelajar Pancasila (P5) SD Negeri 1 Bantul Bagus Handoko; Ali Mustadi; Yeyen Febrilia
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 5 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i5.6126

Penelitian bertujuan untuk mengetahui implementasi Projek Penguatan Profil Pelajar Pancasila Sekolah Dasar pada kurikulum merdeka belajar. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan teknik pengumpulan data menggunakan pedoman wawancara, angket, dan lembar observasi dengan informan terdiri dari Kepala sekolah, Koordinator P5, Guru Pendidikan Pancasila dan guru kelas yang menerapkan kurikulum Merdeka dan 6 peserta didik kelas V. Hasil penelitian menyatakan bahwa implementasi aktivitas proyek ini, siswa mempunyai peluang buat menekuni tema- tema ataupun isu- isu sehingga siswa bisa melaksanakan aksi nyata dalam menanggapi isu- isu tersebut cocok dengan sesi belajar serta kebutuhannya. Tema yang sudah diseleksi buat satu tahun ajaran diresmikan oleh satuan pembelajaran dengan mengaitkan guru, orang tua, siswa, serta warga yang terletak di area sekolah. Tema yang diambil yakni Kreasi Bahan Pangan Lokal berupa buah pisang.

PELATIHAN PENGEMBANGAN MODUL AJAR INOVATIF BAGI GURU SD DI KECAMATAN PENGASIH KABUPATEN KULON PROGO Ali Mustadi; Setiawan Edi Wibowo; Febrina Siska Widyaningtyas; Sandy Abdi Kusumah
Jurnal Padamu Negeri Vol. 3 No. 1 (2026): Januari : Jurnal Padamu Negeri (JPN)
Publisher : CV. Denasya Smart Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69714/z2ggz103

The independent curriculum requires that each educational unit and teacher is able to develop learning tools in accordance with the characteristics of students and the conditions of each educational unit. However, this program has not been well understood by each educator spread across Indonesia. The lack of understanding of educators is related to how to develop learning tools. Learning tools teaching modules, teaching materials, learning media, LKPD, and assessment instruments become something unfamiliar to entities. Such conditions are also experienced by private elementary schools spread across the Pengasih District, Kulon Progo Regency. The purpose of this community service activity is to describe the improvement of the understanding of educators at SD Pengasih District, Kulon Progo Regency in developing innovative teaching modules. The method of implementing community service activities begins with workshops and socialization, continues with mentoring, implementation, reflection, and follow-up, and ends with the collection of reports and innovative teaching modules based on literacy, local culture, and natural resources for grades 1 to 6 of elementary school. The result of this service is that elementary school teachers in Pengasih District, Kulon Progo Regency have succeeded in creating innovative teaching modules that have been IPR-kan.

Pelatihan Pengembangan Pembelajaran Bahasa Indonesia Berbasis Pendekatan Teaching At The Right Level (Tarl) Bagi Guru Sekolah Dasar Di Kabupaten Bantul Setiawan Edi Wibowo; Ali Mustadi; Supartinah Supartinah; Septia Sugiarsih; Octavian Muning Sayekti; Mita Saputri
Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Vol. 5 No. 3 (2025): Desember: Jurnal Pengabdian Kepada Masyarakat Indonesia (JPKMI)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpkmi.v5i3.8872

Elementary school teachers in Kretek District, Bantul Regency, face various challenges in implementing the Teaching at the Right Level (TaRL) approach in Indonesian language learning, even though the Independent Curriculum emphasizes the importance of recognizing the diversity of individual student abilities. This community service activity aims to provide training to teachers on the TaRL concept and assist them in developing Indonesian language learning tools based on this approach. The activity was carried out through a series of stages, including workshops, mentoring, implementation, and evaluation involving elementary school teachers in Kretek District. Data were collected through pre-tests, post-tests, questionnaires, and observations. The results of the activity showed an increase in teachers' understanding of the concept and application of TaRL, as indicated by an increase in the average score from 62.3 in the pre-test to 84.7 in the post-test. In addition, the teachers successfully developed TaRL-based learning modules and media. Based on the results of the evaluation questionnaire, 86% of participants stated that the training was very useful, 78% felt more confident in implementing TaRL in the classroom, and 72% hoped for further mentoring. Thus, this training has proven effective in improving elementary school teachers' competency in understanding and implementing the TaRL approach in Indonesian language learning and providing practical solutions to differences in student ability in the classroom.

Penguatan Literasi Budaya Bagi Guru di Sekolah Indonesia Bangkok Untuk Meningkatkan Pemahaman Multikultural Dalam Pembelajaran Ali Mustadi; Setiawan Edi Wibowo; Sandy Abdi Kusumah; Evy Nur Rochmah
Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Vol. 5 No. 3 (2025): Desember: Jurnal Pengabdian Kepada Masyarakat Indonesia (JPKMI)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpkmi.v5i3.8873

The Indonesian School in Bangkok is a school based in Bangkok, adopting the Indonesian education system. Schools abroad established by Indonesia must adhere to the same educational system as Indonesia, from curriculum design to implementation. The Indonesian education system is inseparable from cultural inculcation. This also underpins curriculum development, emphasizing the importance of Indonesian culture in learning, ensuring that culture is preserved and not lost. Indonesia's rich cultural diversity impacts the norms inherent in students and their families, making it crucial. Therefore, Cultural Literacy Strengthening Training for Teachers at the Indonesian School in Bangkok is essential to enhance multicultural understanding in learning. This strengthening training aims to enhance teachers' understanding of the concept of cultural literacy and how to integrate it into learning. It also helps teachers integrate Indonesian, Thai, and global cultural values into teaching materials.

“Make A Match Model” for Improving the Understanding of Concepts and Student Learning Results Ana Juliani; Ali Mustadi; Intan Lisnawati
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.10269

This study applies the “Make A Match model” to mathematics subjects, in increasing the ability to understand concepts and student learning outcomes in mathematics. This type of research is Classroom Action Research (CAR) and uses a Kemmis and Taggart model design with four stages, namely 1) Planning, 2) Action, 3) Observation, and 4) Reflection with a qualitative approach. This study uses 3 cycles, namely pre-cycle, cycle I and cycle II. Each cycle consists of four stages, namely: planning, action, observation, and reflection. This research was conducted at Yogyakarta PGRI University. The research subjects are second-semester students majoring in Elementary education (Pendidikan Guru Sekolah Dasar, hereafter called “PGSD”). The instrument used was a test that contained questions in the form of essays. Analysis of the data used is qualitative descriptive analysis. The results were obtained based on indicators of concept understanding, namely in the second cycle which increased including 1) students who were able to restate the concept from 62.50% in the pre-cycle to 76.38% in the second cycle, 2) students who were able to give examples 72.76% in the pre-cycle to 76.38% in the second cycle, 3) students who are able to present concepts in various representations from 70.86% in the pre-cycle to 85.34% in the second cycle, and 4) students who are able to associate internal or external Make A Match model from 70.69% pre-cycle to 76.38% in cycle II. It was concluded that the “Make A Match learning model” can improve students' understanding of concepts and learning outcomes in mathematics learning.

Co-Authors . Haryanto A, Muhammad Ali A.A. Ketut Agung Cahyawan W AA Sudharmawan, AA Abdulah, Abdulah abdulah, abdulah Ady Ferdian Noor Agnes R Putri Agnestasia Ramadhani Putri Agustina Ahmad Suriansyah Albi Anggito Alfianita Ayu Larasati Ali Fakhrudin, Ali Amalia Rizki Ardiansyah Ambarsari, Ria Amelia Warikar Amir Syamsudin Ana Juliani Ana Nisa Anang Fathoni Anang Fathoni Anantama Dewantoro Andri Anugrahana Anggito, Albi Anggraini, Dinda Tri Aninditya Sri Nugraheni Anisah Widi Astuti Anna Sylvia Dian Wijaya Annery Fienta Annis Maulia Fatimahtuzzahroh Annisa Yola Shafarina Anwar Monday Anwar Novianto, Anwar Anwar Senen Aprilia, Tika Ari Suryawan Arif Wiyat Purnanto Armelia Rahmi Lubis Armelia Rahmi Lubis Aslamiah Aslamiah ASNIMAR ASNIMAR, ASNIMAR Astika AyuningTyas, Astika Atika Susanti Ayu Rahayu Azizi, Moch Bagas Adi Atma Bagus Handoko Bagus handoko Bandong, I Barokah, Sarah Mustika Cahyani, Nurma Cepi Safruddin Abdul Jabar Christina Ismaniati Colomeischi Aurora Adina Danuri , Danuri Danuri Danuri, Danuri Danuri, Danuri Darmawati, Yuliana Dedy Dwi Setyawan Degi Alrinda Agustina Dela Galuh Thamkaniah Denty Windarny Dewanto Muhammad Zulqadri Deze Say, Yosepha Kurniawati Dholina Inang Pambudi Dian Ikawati Rahayuningtyas Dodiet Enggar Wibowo Dodiet Enggar Wibowo Eka Nur Samsudin Eko Wahyudi Endah Sri Susilaningrum Endah Wredati Rahayu Endang Sulistyowati Eni Kusrini Enny Zubaidah Enny Zubaidah Enny Zubaidah Ero, Priska Efriani Luansi Erviana, Vera Yuli Ervina Wahyuningsih Esti Susiloningsih Eva Amalia Fahrunisa, Amelia Fathoni, Anang Fatikasari, Addina Nasihah Fatimahtuzzahroh, Annis Maulia Fatun Fatimah Azahra Fauzi, Fatchul Febrilia, Yeyen Febrina Siska Widyaningtyas Febriyanti, Rani Felinda Nurmalitasari Felinda Nurmalitasari Fery Muhammad Firdaus Fetty Fellasufah Fetty Fellasufah Fetty Fellasufah Fetty Fellasufah Fitriani, Windi Galih Kusumo Gita Senja Sari Gunarti Ika Pradewi Gunarti, Nur Septia Isma Gushmanida, Gugun Handara Tri Elitasari Hanik Lestari Hariyono, Mohamad Harun Harun Harun, Harun Haryanto Haryanto Helminsyah Helminsyah Heri Maria Zulfiati Heri Maria Zulfiati, Heri Maria Heri Retnawati Herman Dwi Surjono Heti Murniayudi Hidayah, Lejar Retno Hidayatika, Aliya Husnul Khatimah Ibrahim Ibrahim Ika Maryani Ikhlasul Ardi Nugroho Indah Mutiatul Karim Intan Lisnawati Irawan, Ayu Endita Jerussalem, Mohammad Adam Jewish Van Septriwanto Jhon, Winarni Juliani, Ana Junaidi, Adzra Diza Junita Cristi Makawawa Kartika Yuni Purwanti Kartono Kintan Limiansih Kintan Limiansih Kordula Mechthild Schulze Kurniawan, Hendra Listya Kus Eddy Sartono Kustiwi Nur Utami Laila Fatmawati Laisaroh, Anggri Laras Aryandini Sukma Latif, Ardiyan Latifatun Mukaromah Lestari, Hanik Lilis Diah Kusumawati Lisnawati, Intan Luncana Faridhoh Sasmito M. Fakhrur Saifudin Mahmudah Titi Muanifah Mahmudah Titi Muanifah Mapandi, Rohanie D Marsigit Marsigit Maryati Maryati Maulidar Maulidar Maulidar, Maulidar Maulina Hendrik Maylina Purwatiningtyas Mazda Leva Okta Safitri Mei Wahyuni Meivawati, Eli Melani Septi Arista Anggraini, Melani Septi Arista Meyyana Andriyani Miftakhuddin Miftakhuddin Miftakhuddin, Miftakhuddin Miftakhul Amalia Mita Saputri Moh. Farizqo Irvan Mohamad Agung Rokhimawan Mohammad Adam Jerusalem Mohammad Adam Jerussalem Mohammad Farizqo Irvan Mokhsein, Siti Eshah Binti Muammar Muammar Muammar Muammar, Muammar Muhammad Luthfi Muhammad Nur Wangid Muhammad Putra Utama Muhammad Supian Sauri Mulyanto, Sugeng Munawir Anas Munfariqoh, Aqidatul Muntamah Muntamah, Muntamah Murniningsih Murniningsih Musdani Musdani Musdiani Musdiani Nabilla Namira Permata Putri nFn Sugito Ningrum Perwitasari Nisrina Ajrina Nur Hidayah Nita Pratiwi Noormalita Dian Noormalita Dian Puspita Norayeni Arista Estuwardani Nova Riswanti Noven Kusainun Nur Luthfi Rizqa Herianingtyas Nurhikmah Nurhikmah Nurma Cahyani Nuryatno, Edi Triono Octavian Muning Sayekti Oktari, Viscal Oktavian Muning Sayekti Prabantara Esti Wijayanti Pratiwi Pujiastuti Prehadini, Tampi Pudjiastuti, Pratiwi Puji Yanti Fauziyah Purnanto, Arif Wiyat Putra, Novan Ramdanu Putri Utami, Putri Putri, Dahlia Putri, Galuh Mentari Putri, Salsa Shabrina Rachmat Setiawan Rafsanzani, Muhammad Akbar Rahayu Condro Murti Rahayu, Lina Puspitaning Rahmani Rahmani Rahmani Rahmani Rani Febriyanti Ratna Hidayah Reza Mareta Putri Rezkillah, Inang Irma Rike Nur Rizki Rina Wulandari Rizky Amelia Roeth A.O Najoan Rohmah, Lailati Rohmatul Ummah Romadon Romadon Rossy Arlinda Ruchiyat, Marina Gusnia Sammy Enggar Patalatu Sampouw, Falenthino Sandy Abdi Kusumah Sandy Abdi Kusumah Santy Dinar Permata Sarjiman, Petrus Sasongko, Ikhlasul Idris Sekar Purbarini Kawuryan Sekarwangi, Tunjung Septia Sugiarsih Sera Puspita Irasari Setiawan Edi Wibowo Shelvia Devi Demonika Sidiq, Mukti Kanaya Sigit Prasetyo Silvio Juliana Nabela Siregar, Novi Ismaliza Siti Eshah binti Mokshien Siti Munfaida Siti Nafingah Siwi Purwanti Slamet Arifin Sri Handayani Sri Margiani Sri Muryaningsih Sri Muryaningsih SUHARDI - Suhardi Suhardi Suharja, Suharja Sukma, Hanum Hanifa Sukma, Hanum Hanifa Sukowati Sukowati Sumardi Sumardi Sumayyah Sumayyah Supartinah Supartinah Supartinah Suseno, Loviniantika Cahyaning Syafriza, Azizatul Alif Tiyas Arifin Toto, Restu Waras Tri Wardati Khusniyah Khusniyah Ulya Wati Unik Ambarwati Vera Yuli Erviana Vera Yuli Erviana Wahyu Kurniawati Wahyu Kurniawati Wahyu Kurniawati Wahyu Purwaningsih Wahyu Purwaningsih Wanda Tri Utami Wawan Priyanto Wawan Priyanto, Wawan Wawan Wahyu Setyawan Wening Sari Wening Sari Wibowo, Dodiet Enggar Wijaya, Anna Sylvia Dian Wijayanti, Inggit Dyaning Winarni Jhon Woro Sri Hastuti Wuri Wuryandani Yanuarita Widi Astuti YENI FITRIYA Yeni Rakhmawati, Yeni Yeyen Febrilia Yogi Prihandoko Yoppy Wahyu Purnomo Yuda, Lalu Setia Yudianto, Asep Yuli Rahayuningsih Yuwono Putro, Ahmad Agung Zamzani Zamzani

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