Article Per Year (5 Year)
p-Index From 2021 - 2026
7.885
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Penelitian dan Pembelajaran IPA Journal of Mechanical Engineering Education (Jurnal Pendidikan Teknik Mesin) Jurnal Pendidikan Usia Dini Unnes Science Education Journal Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar Perspektif Ilmu Pendidikan Jurnal Basicedu Journal of Educational Research and Evaluation JETL (Journal Of Education, Teaching and Learning) JTP - Jurnal Teknologi Pendidikan Aptisi Transactions on Technopreneurship (ATT) IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal Pembelajaran Inovatif Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Jurnal Paedagogy Jurnal Inovasi Informatika Didaktika: Jurnal Kependidikan Jurnal Ilmiah Wahana Pendidikan These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of Science and Education (JSE) Ilomata International Journal of Social Science Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Langit Biru: Jurnal Ilmiah Aviasi Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS JCOMENT (Journal of Community Empowerment) Konstelasi: Konvergensi Teknologi dan Sistem Informasi JAMAIKA: Jurnal Abdi Masyarakat Jurnal Prointegrita Jurnal Basicedu West Science Law and Human Rights JURNAL RETENTUM Paramacitra : Jurnal Pengabdian Masyarakat Prosiding Seminar Nasional Ilmu Pendidikan Akademika Jurnal Teknologi Pendidikan Proceeding of the International Conference on Global Education and Learning Proceeding International Conference on Digital Education and Social Science SAP (Susunan Artikel Pendidikan) Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Situmorang, Robinson
Universitas Negeri Jakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

Published : 73 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 73 Documents
Search

 4   5   6   7   8 
Preliminary Study Needs Analysis Developing a Relevant and Effective Learning Model Design of Genetics Course Lastiar Roselyna Sitompul; Robinson Situmorang; Cecep Kustandi; Reisky Tammu
Proceeding International Conference on Digital Education and Social Science Vol. 2 No. 1 (2024): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v2i1.81

Abstract

Learning genetics courses often faces challenges because the material studied is abstract and complex. A relevant learning model is needed that meets the needs of students to improve their competence in genetics courses. This study aims to identify the needs of students and lecturers through a needs analysis approach as a basis for developing a relevant genetics learning model. The study used a qualitative descriptive method. Data were collected through interviews, questionnaires, and document observations. The results of the analysis showed that students needed learning that was more integrated with the context of everyday life to understand the concept of genetics in depth and needed motivational learning because this course was considered a difficult course. The lecturer explained the need to develop a learning model that provides interactive activities, such as project-based learning, case studies, or other effective strategies to improve student competence. Based on these results, a prototype of a contextual genetics learning model will be developed to meet the needs of students and lecturers teaching the course. These findings are the basis for designing a more relevant and effective genetics learning model. The study provides initial insight into the needs of genetics learning and is the first step in developing an effective learning model according to the context of students. Further research is needed to test and implement the proposed model
Transforming Teachers Through Project-Based Learning: A Systematic Literature and Network Analysis Indah Murtini; Eveline Siregar; Robinson Situmorang; Imam Fitri Rahmadi
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3273

Abstract

This study employed an integrated Systematic Literature and Network Analysis (SLNA) approach to examine project-based learning teacher training models and their role in facilitating teacher transformation. Following PRISMA 2020 guidelines, we systematically reviewed 18 empirical studies (2020-2024) from Scopus database across diverse educational contexts in Asia and Europe, complemented by VOSviewer bibliometric analysis of 330 keyword co-occurrence networks. Results identified five essential training components: theoretical understanding, hands-on practice, structured reflection, collaborative learning, and sustained mentoring support. Teacher transformation progressed across three dimensions---pedagogical competence, teaching self-efficacy, and classroom implementation skills---with persistent challenges in classroom management, time allocation, and curriculum alignment. Bibliometric analysis positioned teacher transformation research at the convergence of pedagogical innovation, professional development theory, and technological integration, with COVID-19 as a catalytic network node and artificial intelligence representing the most recent high-impact frontier. Findings indicate effective PBL teacher training requires phase-based, scaffolded programs embedding authentic practice within collaborative professional learning communities and sustained institutional support.
Development and Empirical Evaluation of a Gamification-Driven Learning Model for Digital Native Learners in Higher Education: The CIRCUS Framework Nursetyo, Kunto Imbar; Situmorang, Robinson; Kusumawardani, Dwi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28982

Abstract

This study aimed to develop and empirically evaluate a gamification-driven learning model designed to address the learning characteristics of digital native students in higher education. Despite the growing body of evidence supporting gamification as a pedagogical strategy, most implementations remain fragmented and lack a structured instructional design framework, representing a critical gap in the literature. This research employed a Research and Development (R&D) approach to design and validate an instructional model called CIRCUS, comprising six systematic stages: Consider Needs, Inspect Content, Regulate Objective, Construct Prototype, Utilize Prototype, and Summing-Up. The study involved three panels of participants: three Educational Technology experts who evaluated model validity, eighteen university lecturers who assessed model practicality, and 62 undergraduate students from Universitas Negeri Jakarta who participated in a field trial across Big Data and Programming courses. Validity was assessed using Aiken's V index, yielding an average of 0.87, which exceeds the minimum threshold of 0.80 and confirms strong expert agreement on the model's syntactic and conceptual coherence. Practicality was assessed through a 5-point Likert scale survey, with lecturers awarding an average score of 85%, categorized as very practical. The gamification product integrated into the Learning Management System was validated as feasible by content and media experts. The field trial demonstrated a statistically meaningful improvement in student learning achievement, increasing from a mean of 68% prior to implementation to 82% following the intervention, yielding a normalized gain of 0.44 (medium category). Furthermore, 89% of students earned all five available achievement badges and 94% completed the instructional game embedded in the system. These findings suggest that a structured, theoretically grounded gamification framework can meaningfully enhance engagement, participation, and academic performance among digital native learners. The CIRCUS model represents a replicable instructional design contribution that integrates gamification principles with established pedagogical objectives.
Development of a Microlearning-Based Instructional Model for Higher Education: The MICROS Framework Widyaningrum, Retno; Situmorang, Robinson; Sukardjo, Mochammad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28947

Abstract

This study aimed to develop a microlearning-based instructional model, termed MICROS (Microlearning Systematic Operational Steps), to support structured, pedagogically grounded learning processes in higher education. The development process integrated the Dick and Carey instructional design framework with the 4D development model (Define, Design, Develop, Disseminate) to produce a systematic model that guides educators in designing, implementing, and evaluating microlearning-based courses. The model was developed within the context of the Perception and Message Design course at a public university in Indonesia. A formative evaluation was conducted involving four domain experts: two instructional design experts, one media expert, and one material expert. Evaluation instruments employed a Likert-scale questionnaire assessing multiple dimensions, including instructional coherence, digital media integration, content quality, assessment design, flexibility, and accessibility. Results indicate that the MICROS model achieved high feasibility ratings across all expert evaluations. The first instructional design expert assigned a score of 60 out of 60 (Very Good), the media expert scored 60 out of 60 (Very Good), and the material expert scored 45 out of 45 (Very Good), while the second instructional design expert assigned a score of 42 out of 60 (Good). The MICROS model offers a structured six-stage instructional sequence — Map, Identify, Create, Respond, Operate, and Summarise — that systematically integrates microlearning principles with established instructional design processes. The model supports Sustainable Development Goal 4 (SDG 4) by promoting equitable access to quality higher education through flexible, technology-enabled learning environments. These findings suggest that the MICROS framework is a feasible, theoretically grounded approach to implementing microlearning in higher education contexts.
Transformasi Kepemimpinan Organisasi Belajar Mahasiswa melalui Kunjungan TPST Bantar Gebang Indica Yona Okyranida; Sari Prabandari; Cicilia Emita; Robinson Situmorang; Muhammad Japar
SAP (Susunan Artikel Pendidikan) Vol. 10 No. 2 (2025): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v10i2.1081

Abstract

Leadership transformation among Science, Technology, Engineering, and Mathematics (STEM) academics is crucial for addressing modern systemic challenges, such as the environmental crisis. A learning approach capable of integrating theoretical knowledge with socio environmental realities is required. This study aims to analyze the extent to which a field visit to the Bantar Gebang Integrated Waste Management Site (TPST) encouraged the leadership transformation of 65 physics students, measured through Peter Senge's Five Disciplines of the Learning Organization framework. The research adopts a descriptive qualitative approach with a single case study design. Data collection, following Kolb’s Experiential Learning Cycle (ELC) model (with the visit serving as the Concrete Experience), was conducted in two phases. The first phase involved collecting Structured Reflection Questionnaires (qualitative narratives from N=65) to measure Personal Mastery and Mental Models. The second phase included in-depth interviews (key informants) and document analysis (work programs, minutes) to explore shared vision, team learning, and systems thinking. All data were analyzed using thematic analysis. The visit served as a concrete experience triggering significant paradigm shifts, particularly in the reinforcement of systems thinking Senge's key discipline.
Analisis Peran Komite Sekolah dalam Mendukung Transformasi Team Learning Organisasi Belajar Sari Prabandari; Cicilia Emita; Bambang Wiyoso; Muhammad Japar; Robinson Situmorang
SAP (Susunan Artikel Pendidikan) Vol. 10 No. 3 (2026): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v10i3.1301

Abstract

Schools as learning organizations have the ability to adapt, innovate, and continuously improve the quality of educational services internally and sustainably. Team Learning is one of the disciplines of Learning Organizations that involves the process of aligning and developing team capacity, to produce desired results together, including the school committee as one of its components. Team Learning is about how the team thinks, communicates, and acts as a cohesive unit. This study aims to analyze and evaluate the role of the School Committee in the context of building a school Team Learning as a learning organization. The study used a descriptive quantitative method, by distributing a Likert-scale-based questionnaire to respondents, in order to provide a clear and measurable picture of how effectively the School Committee supports the transformation of team learning in schools as learning organizations. Several aspects studied are the role of the school committee in accordance with the Decree of the Minister of National Education Number 044/U/2002, namely as an advisory agency, supporting agency, controlling agency and mediator, as well as the function of the School Committee in relation to the transformation of schools as team learning.  The research, involving 20 respondents from SDIT Ibnu Sina Jakarta, shows that the school committee has played a significant role in supporting the transformation of team learning into a learning organization. However, several recommendations for future improvement were made.
Pendampingan Pengembangan LKPD dalam Memfasilitasi Deep Learning untuk guru SD di Kota Bekasi resti utami; robinson situmorang; Khaerudin; Maharani Syifatania; Shinta Maharani Murti
Paramacitra Jurnal Pengabdian Masyarakat Vol. 3 No. 01 (2025): Volume 03 Nomor 01 (November 2025)
Publisher : PT Ininnawa Paramacitra Edu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62330/pjpm.v3i01.337

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk membantu guru-guru SD Kota Bekasi,, dalam mengimplementasikan Deep Learning dengan pengembangan LKPD. Permasalahan yang dihadapi adalah kurangnya pemahaman guru dalam membuat LKPD yang yang sesuai dengan prinsip deep learning. Solusi yang dilakukan adalah melalui pendampingan dan pelatihan intensif yang mencakup ceramah, diskusi, pre-post test, serta penugasan. Hasil dari evaluasi reaksi menunjukkan bahwa rata-rata penilaian peserta terhadap instruktur, fasilitas, waktu, media, materi, konsumsi, tugas/latihan dan evaluasi, serta handout berada di kisaran 4,6 dari skala 5 Para peserta memberikan penilaian positif terhadap pelatihan ini dan menyarankan agar kegiatan serupa terus dilakukan untuk meningkatkan kualitas pendidikan. Evaluasi post-test menunjukkan variasi hasil dengan beberapa peserta berhasil mencapai nilai lebih dari 80%. Kesimpulan dari kegiatan ini menunjukkan adanya peningkatan pemahaman serta keterampilan guru dalam membuat LKPD dalam memfasilitasi Deep Learning untuk siswa SD. Saran yang diberikan meliputi peningkatan kreativitas dalam penyelenggaraan pelatihan agar lebih menarik dan bermanfaat bagi peserta serta melakukan pengabdian kepada masyarakat berkelanjutan.
Evaluasi Program Pendidikan dan Pelatihan Pengembangan Spesialis Penindakan Pelanggaran Lalu Lintas Varian Fauzan; Robinson Situmorang; Etin Solihatin
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 9 No. 02 (2022): iMProvement: Jurnal Ilmiah untuk peningkatan mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v9i2.28121

Abstract

Penelitian ini bertujuan untuk memperoleh data dan informasi yang aktual diperoleh dengan menerapkan 3 level pertama dari model evaluasi Kirkpatrick, yaitu: Level 1 (Reaksi), mengukur reaksi dan kepuasan pendidikan dan latihan, Level 2 (Belajar), mengukur signifikansi dari hasil belajar, Level 3 (Perilaku) yang mengukur perubahan perilaku peserta. Penelitian menggunakan 3 level pertama dari model evaluasi Kirkpatrick. Penelitian dilaksanakan di Pusat Pendidikan Lalu Lintas Polri Pusat DKI Jakarta. Jumlah responden pada evaluasi ini berjumlah 86 Responden terdiri dari 25 orang peserta didik, 9 orang tenaga pendidik, 2 orang pengasuh, 25 orang rekan kerja dan atasan kerja dari masing-masing peserta didik. Teknik pengumpulan data melalui observasi, wawancara dan penyebaran kuesioner. Level 1: Reaksi terdapat 7 komponen penilaian yakni tingkat kepuasan yang sudah melebihi 40% adalah kepuasan peserta Diklat terhadap penilaian Instruktur/pelatih (Trainer (2) fasilitas pelatihan memiliki rata-rata tingkat kepuasan (3) tingkat kepuasan terhadap Penilaian jadwal pelatihan (4) penilaian media pelatihan. Tetapi, (5) Kepuasan peserta Diklat terhadap komponen penilaian rata-rata sebesar paling banyak tidak puas 31,45%. (6) Tingkat kepuasan sudah di atas 40% terhadap komponen penilaian konsumsi/logistik (7) Kepuasan peserta Diklat terhadap komponen penilaian latihan atau tugas cukup puas. Level 2: Hasil Belajar, yaitu peserta Diklat pada aspek pengetahuan memliki peningkatan yang signifikan dari hasil pemberian tes (pretest dan posttest); Hasil belajar peserta Diklat pada aspek keterampilan dan sikap direspon positif terhadap tenaga pendidik dan pengasuh. Level 3: Perilaku yang direspon secara negatif oleh beberapa atasan dan rekan kerja yaitu pada komponen penilaian aspek pengetahuan dan keterampilan dikarenakan bukan berasal dari penegak hukum.
THE EFFECTIVENESS OF INTERACTIVE LEARNING MEDIA IN ENHANCING STUDENT LEARNING OUTCOMES: A SYSTEMATIC LITERATURE REVIEW Ega Devianti; Robinson Situmorang; Mita Septiani
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 4 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21900807

Abstract

Interactive learning media has become crucial in Indonesian education, accelerated by COVID-19's digital transformation impact. This systematic review examines interactive media effectiveness in improving student learning outcomes in Indonesian educational contexts using PRISMA 2020 methodology. Twenty eligible articles were selected from several hundred studies through systematic PRISMA screening, analyzing e-modules, simulations, interactive videos, educational games, and AR/VR technologies across educational levels. All interactive media types showed significant positive impact with 20-35% average improvement versus conventional methods. Simulations and VR/AR demonstrated highest effectiveness. Success requires integrating three pillars: Technology × Pedagogy × Organization, expanding TPACK framework. Indonesian context faces unique challenges: infrastructure disparities, teacher readiness gaps, and policy coordination needs. Pedagogical design quality outweighs technological sophistication in determining effectiveness.
The Evolution of E-Module Development in Secondary Education: A Systematic Review of Trends and Emerging Practices Annisa Nurbaiti; Robinson Situmorang; Iva Sarifah; Imam Fitri Rahmadi
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19397

Abstract

This study aims to systematically examine the evolution of e-module development in secondary education between 2020 and 2024. Employing a Systematic Literature Review (SLR) method guided by the PRISMA 2020 protocol, the study explores emerging trends in instructional design, pedagogical frameworks, and technological integration. A total of 27 Scopus-indexed empirical studies were analyzed through four thematic lenses: disciplinary distribution, pedagogical approaches, levels of interactivity, and reported learning outcomes. Data were analysed using thematic analysis following Braun and Clarke (2006). The results reveal a pronounced STEM concentration (n = 23; 85.2%), with Physics and Chemistry dominating, while non-STEM disciplines account for only 14.8% (n = 4). Constructivist pedagogies, particularly Problem-Based Learning (n = 8; 29.6%), are dominant, effectively supporting higher-order cognitive outcomes such as Critical Thinking Skills (n = 12; 44.4%). However, Collaboration Skills receive critically minimal attention (n = 1; 3.7%), revealing a systematic gap in addressing social learning competencies essential to 21st-century education. These findings establish e-modules as effective digital frameworks when researchers align pedagogical design with technological affordances. Two urgent recommendations emerge: first, researchers must investigate e-modules in non-STEM disciplines; second, future studies must prioritise collaborative features to address the critical gap in 21st-century skill development.
Co-Authors Akbar, Makruf Akhsan, Ibnu Nur AMINAH Andayani Andayani Andayani Andy Ahmad Anis Chaeruman, Uwes Annisa Nurbaiti Azrai, Eka Putri Baeng, Benediktus Bahar Bahar, Bahar Bambang Wiyoso Bambang Wiyoso Basuki Wibawa Beatrix J.M Salenussa Benediktus Risaldo Baeng Billy Tantono Carlia Isneniwati Cecep Kusmana Cecep Kustandi Cicilia Emita Cicilia Emita Cicilia Emita Cicilia Setyowati Diana Ariani Dilla Maidaliza Dwi Kusumawardani Ega Devianti Ega Devianti Elliana Gautama Etin Solihatin Eveline Siregar Eveline, Siregar Faizal Achyar Febri Dwi Prasasti Gafur, Abd Handayani, Dwi Maria Hartati Muchtar Hartati Mucthar Haryadi, Rudi Hendar Ahmad Wibisono Hendri Eka Jaya Putra Hendro Setiadi Wiguna Imam Fitri Rahmadi Ina Magdalena Indah Murtini Indah Puspita Sari Indah Puspita Sari Indica Yona Okyranida Indina Tarjiah Ira Fauziah Iriani, Tuti Irwan Bakhti Iva Sarifah Jaminuddin Marbun Jhoni Lagun Siang Kandriasari, Annis Khaerudin Khaerudin - Khaerudin, Khaerudin Kunto Imbar Nursetyo Kusumawardani, Dwi Laila Nasyaliyah Lastiar Roselyna Sitompul Litha Kusuma Wardhani M Syarif Sumantri Madjid, Ahmad Zulfa Musyaffa Maharani Syifatania Maria Dissriany Vista Banggur Marsofiyati Marsofiyati Maruf Akbar Maudiarti, Santi Mita Septiani Mite, Agustina Dede Moch Sukardjo Muchlas Suseno Muhammad Fatih Abiyyu Muhammad Japar Muhammad Japar Muhammad Japar Mulyadi Murni Winarsih Muslim, Suyitno Naimah, Auliya Nasution, Emmi Rahmiwita Nelly NI GUSTI AYU MADE YENI LESTARI, NI GUSTI AYU MADE YENI Niken Pratiwi Novi Alifah, Yumna Nurfauzia Heryuliandini Ovi Monita Pratiwi, Khairunnisa Hanan Purnamawati, Evi R.A Murti Kusuma Wirasti R.A. Hirmana W. Rachmadi, Pratiwi Rafika Nurmala Santi Rahmasari, Anggraeni Rahmat, Stephanus Turibius Refgiufi Patria Avrianto Reni Dwi Jayanti Resti Utami Retno Widyaningrum Retno Widyaningrum, Retno Richardus Eko Indrajit Rita Mulyani Ritonga, Rudi Rosnaningsih, Asih Rudi Ritonga Rusmono - Sari Prabandari Sari Prabandari Sera, Marianus A.G Shinta Maharani Murti Siregar, Eveline Siregar, Syawal Amry Solihatin, Etin Sunyoto Sunyoto Suprayekti Suprayekti Suprayekti Suryo Prabowo, Suryo Suyitno Muslim Suyitno Muslim Syahrial, Zulfiati Tammu, Reisky Megawati Tuti Iriani Varian Fauzan Widoro, Ego Wita Puspitasari Yuliani Nurani Zulela Ms Zulfiati Syahrial