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All Journal Jurnal Dedikasi Cakrawala Pendidikan Journal of Education and Learning (EduLearn) JINOP (Jurnal Inovasi Pembelajaran) Jurnal Penelitian Pendidikan IPA (JPPIPA) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan Edutama GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan JEET (Journal of English Education and Technology Jurnal Pedagogi dan Pembelajaran Journal of Community Service and Empowerment Nusantara Science and Technology Proceedings JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education International Journal of English Language and Pedagogy Jurnal Pendidikan Ilmu Sosial Journey: Journal of English Language and Pedagogy El Midad: Jurnal Jurusan PGMI
Ria Arista Asih
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Teachers’ Perceptions of Co-curricular P5 Implementation in Physical Education: A Qualitative Study at SMP Muhammadiyah 9 Bojonegoro Yuni Asih; Budiono Budiono; Ria Arista Asih
Jurnal Pendidikan Edutama Vol 13 No 2 (2026): July 2026
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v13i2.5348

Abstract

This study explores PJOK teachers’ perceptions of implementing the Pancasila Student Profile Strengthening Project (P5) as a co-curricular program and identifies strategies for integrating the eight graduate profile dimensions. Conducted at SMP Muhammadiyah 9 Bojonegoro, the research employed a qualitative narrative inquiry through interviews, observations, and documentation. Data were analyzed using thematic matrices to reveal patterns of perception and strategy. Findings show that teachers’ perceptions evolved positively, influenced by intrinsic motivation, emotions, and institutional support. Strategies included structured planning, project-based learning, cross-subject collaboration, and authentic evaluation. Activities such as creative gymnastics, traditional games, and health education enhanced physical fitness while instilling values of cooperation, discipline, and independence. The study concludes that PJOK plays a strategic role in embedding Pancasila values through P5, with implications for policy reinforcement, continuous training, and adequate facilities.
INTERACTIVE DIGITAL BOARD IN EARLY CHILDHOOD: ENHANCING NUMERACY, GRAPHOMOTOR SKILLS, COLLABORATION, AND CHARACTER Khusnatul Mawaddah; Harisma Fatihatul Hayyu; Elfa Yuliana Nasution; Ria Arista Asih; Erna Yayuk; Beti Istanti Suwandayani; Arina Restian
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14809

Abstract

This study examines how the pedagogical implementation of an Interactive Digital Board (IDB) enhances the integrated development of numeracy, graphomotor skills, collaboration, and character in early childhood education. Graphomotor skills in this study refer to fine motor abilities related to early writing activities, including tracing, drawing, and symbol formation. Employing a qualitative descriptive case study design, the research was conducted in a natural classroom setting at PAUD At-Taqwa, Bojonegoro, involving 15 children aged 4–6 years and two teachers. Data were collected through non-participant observation and documentation of IDB-integrated thematic learning activities. The findings reveal four key outcomes: (1) IDB-mediated activities effectively bridge concrete and abstract numerical understanding; (2) stylus-based interaction supports the development of graphomotor control through repetitive and error-tolerant practice; (3) multi-touch features facilitate peer interaction, negotiation, and collaborative problem-solving; and (4) the implementation of the “queue technique” (Teknik Antre) promotes patience, discipline, and honesty. This study contributes to the literature by providing empirical evidence of a holistic pedagogical approach that integrates multiple developmental domains through a single digital learning medium. In practice, the findings highlight the importance of context-sensitive and teacher-designed strategies for optimising the use of digital technology, particularly in resource-limited early childhood classrooms
PENERAPAN DIFERENSIASI PEMBELAJARAN DALAM KURIKULUM MERDEKA DI SEKOLAH PENGGERAK Hidayati Hidayati; Dian Eka Mayasari Sri Wahyuni; Ribut Wahyu Eriyanti; Ria Arista Asih; Fauzan Prof. Dr. M Pd
GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Vol 12, No 2 (2024): SEPTEMBER
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/geography.v12i2.24209

Abstract

Abstrak: Pembelajaran berdiferensiasi adalah pembelajaran yang mengakomodasi keberagaman peserta didik menurut kesiapan, minat, dan preferensi belajar. Pendidik harus mempersiapkan pembelajaran dengan serangkaian perlakuan dan aktivitas yang unik bagi setiap peserta didik ketika menerapkan pembelajaran berdiferensiasi. Mengetahui bagaimana pembelajaran berdiferensiasi diterapkan dalam kurikulum merdeka khususnya di sekolah penggerak menjadi tujuan dari penelitian ini. Penelitian ini menggunakan metodologi deskriptif kualitatif bahkan lebih cenderung menggunakan analisis. Temuan dari penelitian ini mendukung gagasan diferensiasi proses, yang lebih berfokus pada bagaimana pendidik mendorong peserta didiknya untuk berpartisipasi dalam pembelajaran mandiri dan aktivitas penemuan pengetahuan berdasarkan pengalaman belajar yang disajikan pendidik. Untuk membuat proses pembelajaran yang holistic dan menyenangkan, pendidik harus membuat pertanyaan pemantik, menyajikan konten yang menarik, dan memberikan pengalaman belajar selama proses pembelajaran berlangsung. Lingkungan belajar yang kondusif bagi siswa merupakan salah satu ciri pembelajaran yang berdiferensiasi. Siswa tidak perlu belajar hanya di dalam kelas; sebaliknya, mereka dapat belajar di luar kelas dengan memanfaatkan lingkungan sekitar sebaik-baiknya.Abstract:  According to each student's readiness, interests, and preferred method of learning, differentiated learning takes into account individual uniqueness. Differentiated learning requires teachers to set up a set of special interventions and activities for every pupil. This study seeks to understand how differentiated learning is applied in the autonomous curriculum, particularly in driving schools. This study employs a qualitative descriptive method that frequently use of analysis. The results of this study provide credence to the concept of process differentiation, which is centered more on how teachers promote their pupils' participation in self-directed learning and knowledge-building activities based on the experiences they have given them. Throughout the learning process, teachers should provide thought-provoking questions, offer engaging content, and facilitate learning experiences in order to establish a comprehensive and joyful learning environment. One feature of diversified learning is a setting that is favorable for pupils to study in. By making the most of their surroundings, pupils can study outside of the classroom in addition to in it.
Unleashing EFL learning in the digital age: Online resources and student engagement Herdi; Fauzan Fauzan; Ria Arista Asih; Ramanda Rizky
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3068

Abstract

When it comes to teaching and learning English, teachers and students face several challenges, particularly in terms of fatigue and uncertainty. As a result of this situation, English teachers must emphasize their concerns about using appropriate resources in English subjects in schools and colleges, such as using online learning resources to increase students' motivation to learn EFL. This present study is aimed at: (1) exploring the teaching materials, media, methods, strategies, teaching procedures/learning activities, and the assessments used in online learning resources to increase students’ motivation in EFL learning, and (2) investigating information in terms of students’ motivation documented with literature data serving as the primary source of information. While, the type of research was content analysis. The results show that through the use of relevant and engaging content, combined with technology-based tools and a student-centered approach, a dynamic learning environment is created. Therefore, the adaptability of assessments and learning activities to students' needs further supports their language development, fostering motivation and achievement in English language learning. Overall, a holistic approach that integrates these elements proves to be highly effective in promoting English proficiency through online resources.
Co-Authors A. Adityo A. R. Alyaa' Chiquita Fairuzara Alyaa' Chiquita Fairuzara A. R. Arina Restian Assidiq, Jimi Priyo Budiono Budiono Declarieta Berlianty Dessy Maeyangsari Dian Eka Mayasari Sri Wahyuni Dwi Wahyuningtyas Elfa Yuliana Nasution Ermanu Azizul Hakim Erna Yayuk Fathika Endriana Fathika Endriana Fathika Endriana Fauzan Prof. Dr. M Pd Fauzan, Fauzan Fredik Yunior Heuvelman Fredik Yunior Heuvelman Harisma Fatihatul Hayyu Herdi Hermiyanti Tri Halisiana Hidayati Hidayati Husamah Husamah Khofiatul Rosdiana Windiarti Khofiatul Rosdiana Windiarti Khofiatul Rosdiana Windiarti Khusnatul Mawaddah Lailatul Abidah Lazuardy Alief Mafruudloh, Naajihah Masduki . Mifta Libby Askangela Mohammad Syaifuddin Mukmin25 Nina Inayati Ramanda Rizky Ribut Wahyu Eriyanti Roro Millatu Al-Ghaniy Santi Prastiyowati Setyaningrum R. W Setyaningrum R. W, Setyaningrum Siregar, Yani Sukriah Siti Yuliyanti, Siti Sudiran Sudiran Suranto Suwandayani, Beti Istanti Uswatun Khasanah Wahyu Erinyanti, Ribut Wahyu Kyestiati Sumarno Yuni Asih