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All Journal PAEDAGOGIA LibTech : Library and Information Science Journal
Dedy Dwi Putra
UIN Maulana Malik Ibrahim Malang
Education Library & Information Science

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Konteks Preservasi Pengetahuan pada Preservasi Permainan Tradisional di Perpustakaan Umum dan Arsip Kabupaten Pacitan Dedy Dwi Putra
LIBTECH: LIBRARY AND INFORMATION SCIENCE JOURNAL Vol 2, No 1 (2021): LIBTECH: LIBRARY AND INFORMATION SCIENCE JOURNAL
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/libtech.v2i1.15958

Abstract

Traditional games, as part of Indonesian culture, have important values to be preserved. It becomes meaningful because traditional games have heritage and knowledge value that is very valuable for human life. Knowledge in human’s everyday life occupies an important and strategic position that has a major impact on the process of human activities. It’s rationalization becomes a foundation to save knowledge through the preservation of knowledge. Preservation of traditional games as part of knowledge preservation is an important aspect to be explored further. This study seeks to explore aspects of knowledge preservation value that embedded in preservation of traditional games. This study uses a qualitative approach with data collection through interview, observation and direct involvement in preservation of traditional games. The analytical approach used in this paper is a knowledge preservation strategy. The results showed that the context of knowledge preservation in the preservation of traditional games in the Public Library and Archive of Pacitan was manifested in various activities. From the preservation of these traditional games, there are several knowledge preservation perspectives, including the archival perspective, human resource and organizational learning perspective, project based perspective, and business process re-engineering each of which is manifested in the preservation of traditional games. Keyword: knowledge preservation, public library, traditional games
Exploring Listening Relationship Pattern of Information Approval Process in Science Learning: A Qualitative Investigation Using TBLA (Transcript Based Lesson Analysis) Maya Umi Hajar; Dedy Dwi Putra
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.84024

Abstract

This study reveals listening relationship patterns in the information approval process used to improve the quality of learning dialogue, especially in science learning. A qualitative method with a case study approach was used to analyze listening relationship patterns in science learning during one semester. A total of 3 science teachers, 31 students, and two academics involved in lesson study for learning communities were selected to capture a mutual listening relationship pattern in receiving information with a natural performance and not tense when observing. Observation, documentation, and clinical interviews were used as data collection techniques. Video and audio recorders were involved as documentation tools for this study. Transcript-based lesson analysis (TBLA) was included in conducting data analysis. The listening relationship patterns analysis results in classical discussion sessions in cycles 1–3, which tend to have semi-equal listening relationship patterns. Meanwhile, the listening relationship pattern in group discussion sessions in cycles 1 to 3 tends to be the isolated listening relationship group pattern. The shift in the pattern of listening relationships in group discussion sessions is caused by several factors, including student collaboration awareness, heterogeneous composition of students, tasks, and questions that challenge students, and appropriate interruptions of teacher direction. The research results provide a reference for reflection on developing teacher professionalism to improve more effective and meaningful learning.
Critical Thinking Skills and Information-Seeking Anxiety Relationship among Senior High School Students Dedy Dwi Putra; Maya Umi Hajar
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102006

Abstract

This study explores the relationship between critical thinking skills and information-seeking anxiety among senior high school students in the digital era. The research was motivated by students' difficulties in evaluating the validity and relevance of information, which often leads to anxiety during the search process. Using a mixed-methods case study approach, the study involved 36 tenth-grade students from a high school in Malang City, Indonesia. The intervention was implemented through three science learning cycles using a Problem-Based Learning (PBL) model. Data on students' critical thinking skills were obtained from classroom dialogue transcripts and analyzed using the Transcript-Based Lesson Analysis (TBLA) based on Paul and Elder’s critical thinking framework. Information-seeking anxiety data were collected using the Information Seeking Anxiety Scale (ISAS) and supplemented with interview data. The findings revealed a progressive improvement in students' critical thinking skills across the three learning cycles, particularly in their ability to gather relevant information. Simultaneously, a strong negative correlation was found between critical thinking ability and information-seeking anxiety. Students with higher critical thinking skills experienced lower levels of anxiety, while students with lower critical thinking skills were more prone to anxiety, especially when encountering digital distractions and challenges in identifying credible information. The study highlights the importance of integrating active learning models, enhancing digital literacy, and providing structured training in information searching. These findings have implications for curriculum design and suggest future research should investigate additional factors, such as digital self-efficacy and learning motivation, that may influence the observed relationship.
Co-Authors Maya Umi Hajar