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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Matematika Undiksha Wahana Matematika dan Sains Jurnal Natur Indonesia Jurnal Pengajaran MIPA Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Elemen Edu Sains: Jurnal Pendidikan Sains dan Matematika AKSIOMA Briliant: Jurnal Riset dan Konseptual Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini PRISMA ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA IndoMath: Indonesia Mathematics Education Journal of Teaching and Learning in Elementary Education JTAM (Jurnal Teori dan Aplikasi Matematika) Cetta: Jurnal Ilmu Pendidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Beta: Jurnal Tadris Matematika Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Ilmiah Sekolah Dasar Prima: Jurnal Pendidikan Matematika PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) International Journal of Insights for Mathematics Teaching (IJOIMT) Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Eduproxima : Jurnal Ilmiah Pendidikan IPA G-Couns: Jurnal Bimbingan dan Konseling Indian Journal of Forensic Medicine & Toxicology Didaktika: Jurnal Kependidikan Jurnal Kajian Matematika dan Aplikasinya LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SOCIAL : Jurnal Inovasi Pendidikan IPS International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Journal of Integrated Elementary Education Journal of Innovation and Research in Primary Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Journal of Innovation and Sustainable Empowerment International Education Trend Issues Jurnal MIPA dan Pembelajarannya Jurnal Matematika Integratif Cybersecurity and Innovative Technology Journal Jurnal Medika: Medika Unnes Journal of Mathematics Education Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Toto Nusantara
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Analisis Dinamik pada Model Matematika Penyebaran Kekerasan Seksual dengan Pendekatan Rehabilitasi dewi, baiq indah rukmana; Nusantara, Toto; Hafiizh, Muchammad
Jurnal Matematika Integratif Vol 21, No 2: Oktober 2025
Publisher : Department of Matematics, Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/jmi.v21.n2.66846.165-180

Abstract

Sexual violence is a serious issue occurring in various countries, necessitating special attention in its prevention and management. Mathematical modeling of sexual violence is crucial for understanding the dynamics of its spread and the impact of interventions on sexual violence cases. In this study, a four-dimensional nonlinear dynamic system model is used to analyze the stability of a sexual violence model considering the influence of rehabilitation. The basic reproduction number is calculated using the next-generation matrix method to estimate the potential spread of new cases caused by a single perpetrator in a vulnerable population. Analytically, there are two equilibrium points in the model: the sexual violence-free equilibrium point and the endemic sexual violence equilibrium point. Both equilibrium points are asymptotically stable, depending on the value of the basic reproduction number . The sexual violence-free equilibrium point is asymptotically stable under the condition , and the endemic sexual violence equilibrium point is asymptotically stable under the condition . Numerical simulations are conducted using the fourth-order Runge-Kutta method, implemented in MATLAB. The numerical simulation results also demonstrate that both equilibrium points exhibit the same stability properties based on the parameters used in this study.
Tantangan Membelajarkan Materi Ilmu Pengetahuan Sosial (IPS) di Sekolah Dasar: Systematic Literature Review (SLR) Khusnul Khotimah; Toto Nusantara; Aynin Mashfufah
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 33 No. 1 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v33i12024p73-81

Abstract

Social studies subjects provide students with the chance to make them good citizens. However, teachers face challenges in teaching social studies materials in elementary school. To comprehensively find out the challenges in teaching social studies, the method used in this research is a literature study, with the stages of identification (344 articles), screening (78 articles), and inclusion (19 articles). The keywords used in data collection are challenges and difficulties in teaching social studies in elementary school. Based on the analysis of the articles, it was found that the challenges in teaching social studies materials in elementary schools include difficulties in integrating STEM subjects with social studies, limited time for social studies learning, lack of resources and access to information, lack of funding for facilities and infrastructure, inadequate evaluation and monitoring by the government, challenges for parents in supporting social studies learning, and limited socialization and guidance for teachers. Mata Pelajaran IPS memainkan peran penting dalam kurikulum SD, memberikan siswa landasan pengetahuan yang kuat tentang dunia di sekitar mereka dan menjadikannya sebagai warga negara yang baik. Namun demikian terdapat tantangan yang dihadapi oleh guru dalam membelajarkan materi IPS di SD. Untuk mengetahui secara komprehensif tantangan dalam membelajarkan IPS, metode yang digunakan dalam penelitian ini adalah studi literatur, dengan tahapan identifikasi (344 artikel), screening (78 artikel), dan inklusi (19 artikel). Kata kunci yang digunakan dalam pengumpulan data yaitu tantangan dalam membelajarkan IPS, kesulitan dalam membelajarkan IPS, dan pembelajaran IPS di SD. Berdasarkan analisis artikel diperoleh hasil bahwa tantangan dalam membelajarkan materi IPS di SD antara lain kesulitan dalam mengintegrasikan mata pelajaran STEM dengan IPS, terbatasnya waktu pembelajaran IPS, kurangnya sumber daya dan akses informasi, kurangnya dana sarana dan prasarana, tidak memadainya evaluasi dan monitoring oleh pemerintah, tantangan orang tua dalam mendukung pembelajaran IPS, serta terbatasnya sosialisasi dan bimbingan bagi guru.
The Implementation of Metacognitive Strategies in Elementary Mathematics Learning: A Systematic Literature Review Jauharul Hakim Rizqullah Yeza; Toto Nusantara; Sri Rahayuningsih; Radeni Sukma Indra Dewi; Ratna Ekawati
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 34 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v34i22025p217-233

Abstract

Abstract: Metacognitive strategies play a critical role in elementary mathematics education by enabling students to plan, monitor, and evaluate their thinking processes. This study conducts a Systematic Literature Review (SLR) to examine the effectiveness of these strategies in enhancing students’ conceptual understanding, motivation, and problem-solving abilities. Using the Publish or Perish application, 432 articles were initially identified from Scopus, Semantic Scholar, and Google Scholar. Based on established inclusion criteria such as publication type, indexing, language, and relevance, 16 studies were selected for in-depth analysis. The findings reveal that metacognitive strategies significantly improve students’ self-regulation, learning independence, and academic performance. However, their effectiveness varies depending on factors such as gender, self-efficacy, classroom environment, and access to technology. The study also highlights the essential role of teachers in modeling cognitive processes, offering feedback, and facilitating reflective learning. Compared to traditional memorization-based instruction, metacognitive approaches foster deeper understanding and cognitive flexibility. This review underscores the need for sustained teacher training and thoughtful technology integration to support effective implementation of metacognitive strategies in primary mathematics learning. Abstrak: Strategi metakognitif memainkan peran penting dalam pendidikan matematika dasar dengan memungkinkan siswa untuk merencanakan, memantau, dan mengevaluasi proses berpikir mereka. Studi ini melakukan tinjauan literatur sistematis (SLR) untuk mengkaji efektivitas strategi-strategi tersebut dalam meningkatkan pemahaman konseptual, motivasi, dan kemampuan pemecahan masalah siswa. Menggunakan aplikasi Publish or Perish, sejumlah 432 artikel diidentifikasi dari Scopus, Semantic Scholar, dan Google Scholar. Berdasarkan kriteria inklusi yang telah ditetapkan, seperti jenis publikasi, pengindeksan, bahasa, dan relevansi, 16 studi dipilih untuk analisis mendalam. Temuan menunjukkan bahwa strategi metakognitif secara signifikan meningkatkan kemampuan regulasi diri, kemandirian belajar, dan prestasi akademik siswa. Namun, efektivitasnya bervariasi tergantung pada faktor-faktor seperti jenis kelamin, kepercayaan diri, lingkungan kelas, dan akses terhadap teknologi. Studi ini juga menyoroti peran penting guru dalam mendemonstrasikan proses kognitif, memberikan umpan balik, dan memfasilitasi pembelajaran reflektif. Dibandingkan dengan pengajaran berbasis hafalan tradisional, pendekatan metakognitif mendorong pemahaman yang lebih dalam dan fleksibilitas kognitif. Tinjauan ini menekankan perlunya pelatihan guru yang berkelanjutan dan integrasi teknologi yang terencana untuk mendukung implementasi efektif strategi metakognitif dalam pembelajaran matematika di tingkat dasar.
Penguatan Kapasitas Guru SLB Melalui Pelatihan Realistic Mathematics Education (RME) dan Artificial Intelligence (AI) untuk Meningkatkan Kualitas Pembelajaran Nuqthy Faiziyah; Hanim Faizah; Noviana Puspita Sari; Lathifatul Anwar; Toto Nusantara; Trianingsih Eni Lestari; Lucky Tri Oktoviana
Jurnal Medika: Medika in progres
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/wsfs2e28

Abstract

Pembelajaran matematika yang bermakna menuntut penggunaan pendekatan kontekstual serta dukungan teknologi dalam pengembangan perangkat pembelajaran, namun dalam praktiknya pemahaman guru terhadap Realistic Mathematics Education (RME) dan pemanfaatan Artificial Intelligence (AI) masih perlu diperkuat, sehingga kegiatan pengabdian ini dilaksanakan untuk meningkatkan kompetensi guru dalam kedua aspek tersebut. Metode yang digunakan meliputi pendidikan masyarakat dan pelatihan berbasis workshop yang dilaksanakan melalui penyampaian materi serta praktik langsung, termasuk penyusunan prompt dan pengembangan perangkat pembelajaran berbantuan AI. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru, yang ditunjukkan melalui kenaikan skor rata-rata pada aspek RME dari 69,4 menjadi 89,7 dan pada aspek AI dari 70,8 menjadi 95,5. Selain itu, hasil analisis menunjukkan bahwa guru memiliki persepsi yang sangat positif serta kesiapan yang tinggi dalam memanfaatkan AI sebagai alat bantu dalam pembelajaran. Temuan ini menunjukkan bahwa pelatihan yang mengintegrasikan penguatan konsep dan praktik langsung efektif dalam meningkatkan kompetensi guru, baik pada aspek kognitif maupun afektif. Oleh karena itu, kegiatan serupa perlu dikembangkan melalui pendampingan berkelanjutan untuk mendukung implementasi dalam praktik pembelajaran.
Analytic Reasoning Process of High School Students In Solving Quadratic Equation Problems Based on Computational Thinking Skills Ayu Chinintya Lestari; Yusril Achmad Fatoni; Toto Nusantara; Makbul Musar
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p59-73

Abstract

Analytical reasoning and computational thinking are two essential skills in mathematics education, especially in solving complex problems such as quadratic equations. This study aims to describe the analytical reasoning process of high school students in solving quadratic equation problems based on computational thinking skills. This study employs a descriptive qualitative approach, with data collected through tests and interviews with 30 students at a high school in Jember, categorized into three levels of computational thinking skill: high (S1), moderate (S2), and low (S3). One subject from each category was selected as a representative for in-depth analysis based on analytical reasoning indicators adapted from Fisher (2011), namely: problem identification, relationship analysis, strategy formulation, and solution evaluation and justification. The research results indicate that S1 demonstrates coherent and flexible analytic reasoning, characterized by precise problem identification, accurate model formation, adaptive strategy use, and implicit verification of results. S2 showed generally systematic reasoning, especially in translating contextual information into algebraic models and performing procedural operations. However, their analytic reasoning tended to rely on fixed procedures, with limited evaluative judgment or strategic adaptation. In contrast, S3 exhibited fragmented reasoning, difficulties in constructing symbolic models, and minimal solution validation, often caused by challenges in decomposing information and analyzing relational structures. These findings provide insights that can help teachers design more adaptive and effective learning strategies to encourage higher-order thinking skills in students.
PENGARUH MODEL ACTIVE LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMP PADA PEMBELAJARAN IPS Dela Tarisa Agustiandini; Toto Nusantara
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v6i3.14099

Abstract

ABSTRACT Social studies learning should extend beyond content mastery when the ability to assess issues, weigh reasons, and make decisions constitutes an essential learning outcome. This study examines the effect of the active learning model on the critical thinking skills of seventh-grade students at SMPN 25 Malang, with the intervention implemented through a series of collaborative, contextual, and exploratory learning activities. A quasi-experimental approach using a non-equivalent control group design was applied to 31 students in the experimental group and 32 students in the control group. Students’ critical thinking skills were assessed through an essay test based on six indicators, while changes in achievement were analyzed using a Paired Samples T-Test and the magnitude of the effect was calculated using Cohen’s d. The experimental group demonstrated a significant effect (Sig. = 0.000), with a Cohen’s d of 2.783, categorized as a very large effect, whereas the control group did not show a significant improvement. These findings indicate that active learning can create learning experiences that more effectively support the development of critical thinking skills than conventional instruction. The findings offer an alternative approach to social studies learning that positions student engagement as part of the development of twenty-first-century thinking competencies. The primary implication is the need for learning experiences that provide students with opportunities to process information and construct reasoned judgments independently. ABSTRAK Pembelajaran IPS tidak cukup mengarahkan siswa pada penguasaan materi ketika kemampuan menilai persoalan, mempertimbangkan alasan, dan menentukan keputusan menjadi bagian dari capaian belajar. Penelitian ini menelaah pengaruh model active learning terhadap kemampuan berpikir kritis siswa kelas VII SMPN 25 Malang, dengan perlakuan yang diwujudkan melalui rangkaian aktivitas kolaboratif, kontekstual, dan eksploratif. Pendekatan quasi-experimental dengan non-equivalent control group design diterapkan pada 31 siswa kelompok eksperimen dan 32 siswa kelompok kontrol. Kemampuan berpikir kritis diukur melalui tes esai yang mengacu pada enam indikator, kemudian perubahan capaian dianalisis menggunakan Paired Samples T-Test dan kekuatan pengaruh dihitung melalui Cohen's d. Perubahan pada kelompok eksperimen menunjukkan pengaruh yang signifikan (Sig. = 0,000) dengan Cohen's d sebesar 2,783 dalam kategori sangat besar, sedangkan kelompok kontrol tidak mengalami peningkatan yang signifikan. Temuan ini mengindikasikan bahwa active learning dapat menciptakan pengalaman belajar yang lebih mendukung perkembangan kemampuan berpikir kritis dibandingkan pembelajaran konvensional. Hasil tersebut menawarkan alternatif bagi pembelajaran IPS yang menempatkan keterlibatan siswa sebagai bagian dari proses pengembangan kompetensi berpikir abad ke-21. Implikasi utamanya terletak pada perlunya pengalaman belajar yang memberi kesempatan kepada siswa mengolah informasi dan membangun alasan secara mandiri.
Applying Commognitive Theory in Education: A Systematic Literature Review Zulfah Zulfah; Toto Nusantara; Yusuf Hanafi; Slamet Arifin; Adi Atmoko; Rusdial Marta
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8710

Abstract

The commognitive framework proposed by Sfard has become an influential perspective for examining mathematical thinking as discourse. Although its application in mathematics education has expanded considerably, a comprehensive synthesis of research trends, thematic focus, and bibliometric patterns remains limited. This study systematically reviews the development of commognitive research in education.A systematic literature review following the PRISMA guidelines was conducted. Publications were retrieved from Scopus, Web of Science, ScienceDirect, and Google Scholar using Publish or Perish. After identification, screening, and eligibility assessment, 28 journal articles published between 2018 and 2023 met the inclusion criteria. Data were analyzed through descriptive synthesis and bibliometric visualization using VOSviewer.The findings indicate that Indonesia contributed the largest number of publications on commognitive research, with publication activity peaking in 2022. The reviewed studies primarily involved participants from kindergarten to higher education, including pre-service teachers. Research predominantly explored mathematical discourse, collaborative learning, problem solving, visual mediators, routines, and gender-related issues. Bibliometric analysis revealed interconnected research clusters centered on commognitive framework, discourse, collaborative problem solving, and mathematical communication, reflecting the growing diversification of research themes.The review demonstrates the increasing adoption of the commognitive framework in mathematics education and highlights its diverse applications across educational levels. It also identifies opportunities for future research, particularly in extending commognitive studies beyond mathematics education, employing longitudinal and intervention designs, and strengthening theoretical integration. These findings provide a comprehensive overview of the current state of commognitive research and offer directions for advancing both educational research and classroom practice.
THE EFFECT OF WORK DISCIPLINE AND WORK MOTIVATION ON ELEMENTARY SCHOOL TEACHERS' PERFORMANCE IN BLITAR DISTRICT Achmad Chusairi; Toto Nusantara; Oktaviani Adhi Suciptaningsih
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 9 (2026): AUGUST
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher performance is a major determinant of instructional quality in elementary schools. This study examined the contribution of work discipline and work motivation to elementary school teacher performance in Blitar Regency, both separately and jointly. A quantitative explanatory cross-sectional survey was used. The target population comprised 50 teachers from five public elementary schools, and 38 complete responses were analyzed. Data were collected using three five-item Likert scales measuring work discipline, work motivation, and teacher performance. Multiple linear regression was conducted after tests of validity, reliability, normality, multicollinearity, and heteroscedasticity. All items were valid, and the three scales showed satisfactory reliability (Cronbach's alpha = .821-.867). The regression equation was Y = 4.486 + 0.358X1 + 0.454X2. Work discipline positively predicted teacher performance (B = .358, beta = .329, t = 2.528, p = .016), as did work motivation (B = .454, beta = .505, t = 3.881, p < .001). Jointly, the predictors were significant, F( 2,35) = 14.025, p < .001, explaining 44.5% of the variance in teacher performance (R2 = .445). Work motivation emerged as the relatively stronger predictor. These findings suggest that improving teacher performance requires an integrated strategy that combines a consistent culture of discipline with organizational support for motivation, professional development, recognition, and commitment to student success.
HUBUNGAN SELF-EFFICACY AKADEMIK DENGAN STRATEGI COPING MURID DALAM MENGHADAPI SOAL SULIT IPS BERBASIS PEMECAHAN MASALAH Wahyu Sulistiyowati; Toto Nusantara
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v6i3.14235

Abstract

ABSTRACT Differences in students’ responses when dealing with social studies tasks involving problem-solving indicate that success in meeting academic demands is influenced not only by subject-matter mastery but also by confidence in one’s abilities and ways of coping with difficulties. This study aimed to analyze the relationship between academic self-efficacy and students’ coping strategies in completing problem-solving-based social studies tasks. A quantitative approach with a correlational design was employed, involving 28 seventh-grade students of SMP Negeri 25 Malang as participants. Data were collected using a four-point Likert-scale questionnaire that had undergone validity and reliability testing. The analysis was conducted through descriptive statistics, the Shapiro–Wilk normality test, linearity testing, and the Pearson Product-Moment correlation test using SPSS. The findings showed that the data for both variables were normally distributed and demonstrated a linear relationship. The correlation analysis produced a coefficient of 0.744 with a significance value of 0.000 (p < 0.05), indicating a positive and significant relationship between academic self-efficacy and coping strategies. These findings suggest that students with stronger confidence in their academic abilities tend to demonstrate more adaptive ways of dealing with learning difficulties. Therefore, strengthening students’ academic self-efficacy should be considered an important aspect of learning to support their ability to cope with tasks requiring problem-solving. ABSTRAK Perbedaan respons siswa ketika menghadapi tugas IPS berbasis pemecahan masalah menunjukkan bahwa keberhasilan menyelesaikan tuntutan akademik tidak hanya berkaitan dengan penguasaan materi, tetapi juga dengan keyakinan terhadap kemampuan diri dan cara menghadapi kesulitan. Penelitian ini bertujuan menganalisis hubungan antara self-efficacy akademik dan strategi coping siswa dalam menyelesaikan tugas IPS berbasis pemecahan masalah. Penelitian menggunakan pendekatan kuantitatif dengan rancangan korelasional yang melibatkan 28 siswa kelas VII-C SMP Negeri 25 Malang sebagai partisipan. Data dikumpulkan menggunakan kuesioner berskala Likert empat poin yang telah melalui pengujian validitas dan reliabilitas. Analisis dilakukan secara bertahap melalui statistik deskriptif, uji normalitas Shapiro-Wilk, uji linearitas, dan uji korelasi Pearson Product Moment dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa data kedua variabel berdistribusi normal dan memiliki hubungan linear. Uji korelasi menghasilkan koefisien sebesar 0,744 dengan nilai signifikansi 0,000 (<0,05), yang menunjukkan adanya hubungan positif dan signifikan antara self-efficacy akademik dan strategi coping. Temuan ini menunjukkan bahwa siswa dengan keyakinan akademik yang lebih baik cenderung memiliki cara yang lebih adaptif dalam menghadapi kesulitan pembelajaran. Oleh karena itu, penguatan self-efficacy akademik perlu menjadi perhatian dalam pembelajaran untuk mendukung kemampuan siswa menghadapi tugas yang menuntut pemecahan masalah.
PEMANFAATAN MEDIA DIGITAL PADLET DALAM MENCIPTAKAN RUANG BELAJAR INTERAKTIF PADA PEMBELAJARAN IPS KELAS VII Fanana Firdausi; Toto Nusantara
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13806

Abstract

ABSTRACT Social Studies (IPS) learning at the junior high school level continues to face challenges due to limited classroom interactivity, resulting from teacher-centered instructional practices and the underutilization of digital learning media. This condition highlights the need for innovative instructional media capable of fostering a more participatory learning environment based on student-centered learning. Padlet is one of the digital platforms with the potential to facilitate such an interactive learning environment by enabling students to share ideas, engage in discussions, and present their learning outcomes collaboratively. This study aimed to describe the utilization of Padlet in creating an interactive learning environment in Social Studies learning for seventh-grade students at SMP Negeri 25 Malang. The study employed a descriptive qualitative approach. Data were collected through classroom observations conducted over three learning sessions, interviews, and documentation. Data validity was ensured through source and technique triangulation. The findings indicate that the use of Padlet enhanced two-way interaction between teachers and students as well as among students, encouraged previously passive learners to participate more actively, and created a more engaging, collaborative, and reflective learning atmosphere. Furthermore, Padlet assisted teachers in managing argument-based Social Studies learning more effectively through digital discussion activities. Although technical constraints, including limited internet access and inadequate devices, were encountered, these challenges could be minimized through adaptive instructional strategies implemented by teachers. Therefore, Padlet can serve as an effective digital learning medium for fostering an interactive learning environment in junior high school Social Studies instruction. ABSTRAK Pembelajaran Ilmu Pengetahuan Sosial (IPS) pada jenjang SMP masih menghadapi tantangan berupa rendahnya interaktivitas kelas akibat dominasi metode pembelajaran yang berpusat pada guru dan belum optimalnya pemanfaatan media digital. Kondisi tersebut mendorong perlunya inovasi media pembelajaran yang mampu menciptakan ruang belajar yang lebih partisipatif dan berorientasi pada student-centered learning. Salah satu media yang berpotensi mendukung tujuan tersebut adalah Padlet sebagai papan tulis digital yang memungkinkan siswa berbagi ide, berdiskusi, dan memberikan umpan balik secara kolaboratif. Penelitian ini bertujuan mendeskripsikan pemanfaatan media Padlet dalam menciptakan ruang belajar interaktif pada pembelajaran IPS siswa kelas VII di SMP Negeri 25 Malang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi selama tiga kali pertemuan, wawancara, dan dokumentasi. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa penggunaan Padlet mampu meningkatkan interaksi dua arah antara guru dan siswa maupun antarsiswa, mendorong partisipasi siswa yang semula pasif menjadi lebih aktif, serta menciptakan suasana belajar yang lebih menarik, kolaboratif, dan reflektif. Selain itu, Padlet membantu guru mengelola pembelajaran IPS yang bersifat argumentatif melalui aktivitas diskusi digital secara lebih efektif. Meskipun masih dijumpai kendala berupa keterbatasan akses internet dan perangkat, hambatan tersebut dapat diminimalkan melalui strategi mitigasi yang adaptif. Dengan demikian, media Padlet menjadi alternatif yang efektif dalam mendukung terciptanya ruang belajar interaktif pada pembelajaran IPS di jenjang SMP.
Co-Authors Aba, Maria Martini Abadyo Abadyo Abdur Rahman As’ari Achmad Chusairi Ade Eka Anggraini Adi Atmoko Adika Setyo Budi Lestari Ahmad Fathoni Abas Ahmad Hasan Saifurrisal Ahyani Mirah Liani ALFARIS, RENALDY Alfi Syahrin Siregar Alkans Sofyawati Sutrisno Andayani, Nita Dwi Andika Setyo Budi Lestari Anggraheni, Ika Arfan Triwiratman Aynin Mashfufah Ayu Chinintya Lestari Basuki Widodo Bayu Nugroho Bhakti Setya Budi Budi, Bhakti Setya Candra Utama Choerul Anwar, Choerul Cholis Sa’dijah Christi Matitaputty Chusnul Ma&#039;rifah Dela Tarisa Agustiandini Devita Rizka Utami Dewi Astutik dewi, baiq indah rukmana Didimus Nuham, Didimus Dimas Galih Dwi Pangasta Dwi Agus Sudjimat Dwita Tyasti Asri Eddy Bambang Irawan Edy Bambang Irawan Elly's Mersina Mursidik Emanuel, Endrayana Putut Laksminto Emerensiana Nona Ana Erry Hidayanto Evi Lutviana Faizah, Hanim Faizah, Siti Faizatul Munawaroh Fanana Firdausi Faula Rossydha Fitri Kumalasari Ghazali, Norliza HAFIIZH, MOCHAMMAD Hafiizh, Muchammad Harfin Lanya, Harfin Harsayandaru Himawan Hasanah, Muhammad Isnin Hery Susanto Hery Susanto I Made Sulandra I Nengah Parta Imanuel Hitipeuw Imro'atul Mubarokah Indah Sukowati Indrawatiningsih, Nonik Indriati Nurul Hidayah Intan Sari Rufiana Irianto, Savitri Oktavia Iska Agustina Jauharul Hakim Rizqullah Yeza K., Shirly Rizky Kadek Adi Wibawa Kamirsyah Wahyu Khairiyatun Nisak Dzikiyan Khoerul Umam Khoirun Nikmah khusnul khotimah Khusnul Khotimah Kristayulita Kristayulita Laamena, Christina M Laelinatul Choeriyah Lathifatul Anwar Lely Purnawati Lestari, Andika Setyo Budi Lia Budi Tristanti Linarsih, Yanti Lingga Nico Pradana Lingga, Leny Julia Lucky Tri Oktoviana Luthfiyah, Hullatul Makbul Muksar Makbul Musar Mardhatillah Mardhatillah, Mardhatillah Masfufah, Aynin Masfufha, Aynin Mat, Hamidah Mauidah, Siti Meliyana Raharjanti Meliyana Raharjanti, Meliyana Miswanto Miswanto Mohammad Dadan Sundawan Mohammad Imam Utoyo Mohammad Ridhoi Mohd Nasir, Farah Damia Mubarokah, Imro'atul Muhammad Amin Muhammad Irfan Muhammad Noor Kholid Muliana Sari Murpratiwi, Gendis Musnar Indra Daulay Nata Amanda Nazihah, Dia Ayu Ngesti, Nisaa Arta Ningtyas, Yoga Dwi Windy Kusuma Noviana Puspita Sari Nuqthy Faiziyah Nurhaswinda Nurul Subahtul Oktaviani Adhi Suciptaningsih Olga Putriana Wati Palgunadi Abdulah Bayat Parida Parida Patma Sopamena Pratiwi, Enditiyas Pratiwi, Nike PURNAMA, SIDIQ PUTRA Qohar, Abd. Radeni Sukma Indra Dewi Ratna Ekawati Ratnaningsih, Ari Juni Riska Pristiani Rohyatun Handayaningsih Rosevita Melati Ruli Andriani Rusdial Marta Rustanto Rahardi Saidah Ajilatun Nahdawiyah Saputri, Kiki Niken Satriya Adika Arif Atmaja Satriya Adika Arif Atmaja SATRIYAS ILYAS Savitri, Intan Carolina Septiadi, Dimas Danar Shirly Rizki Kusumaningrum Shofi Farihah Muazarah Sisworo Siti Faizah Siti Lailiyah Siti Salina Mustakim Slamet Slamet Arifin Slamet Arifin Slamet Arifin Sri Mulyati Sri Mulyati Sri Rahayuningsih Sri Suryanti Subanji Subanji Suci Yuniati Sudirman Sudirman Suhariningsih Sukoriyanto Sukoryanto Sukoryanto Sumianto Sumianto Susiswo Swasono Rahardjo Swasti Maharani Swasti Maharani Swasti Maharani Swastika, Galuh Tyasing Syaiful Hamzah Nasution Syarifatul Maf’ulah Tasni, Nurfaida Tjang Daniel Chandra Tri Kuncoro Trianingsih Eni Lestari Wahyu Sulistiyowati Wangguway, Yustinus Wati, Pulia Widuri, Nabila Ekaputri Worowirastri E., Dyah Yahdillah, Nawal Yayuk Kuswanti Yenni Fitra Surya Yulia Primantari Yundari, Yundari Yuniartiningsih Yuniartiningsih Yusril Achmad Fatoni Yusuf Hanafi Zayyadi, Moh Zulfah Zulfah Zulfah Zulfah Zuniga, Kristina