Articles
<![CDATA[Multicultural Aspects of 21st Century Learning Using Digital Posters ]]>
<![CDATA[Tiara Saputri Darlis]]>;
<![CDATA[Fairuz Fairuz]]>;
<![CDATA[Ninuk Lustiyantie]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v6i2.2548
<![CDATA[21st century learning is learning that has the characteristics of being accessible, digital oriented, big data science and this learning is not limited to the distance of space and time. Poster presentation is a general form of educational information that is easily accessible, can be spread quickly with the presence of television, gadgets and the internet. This research method is descriptive qualitative method. While the research data in the form of educational posters. The results of this study are in the form of poster media requirements that are used as educational media, namely; 1) The content shall not contents that may offend the community/learning participants. The presented content shall be accepted by audience even with language and cultural differences. 2) The information shall be clear thus the message of the poster is well conveyed to audience with different cultural aspect. 3) The contents should be attractive, contains illustration images, and explanatory writings that make audience interested in the poster. 4) The development of digital poster with various version of local language may increase acceptabability among local language speaker.]]>
<![CDATA[SUATU MODEL PENDIDIKAN DENGAN SISTEM BELAJAR MANDIRI ]]>
<![CDATA[Uwes Anisa Chaeruman]]>
<![CDATA[ Jurnal TEKNODIK Jurnal Teknodik Vol. 11 No. 3, Agustus 2007 ]]>
Publisher : <![CDATA[Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi ]]>
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DOI: 10.32550/teknodik.v21i3.460
<![CDATA[This case study research was focused to find out what, why and how (1) PGMKSBM was implemented; and (2) the diffusion of PGMKSBM was taken. Data collection techniques used were (1) questionnaires; (2) in-depth interviews; and (3) documents and archives analysis. Scope of the study was limited only to the implementation of PGMKSBM in Banten Province. Research findings show that PGMKSBM is an in-service training program aimed to enhance the teacher’ qualification (D-2 or D3) for teachers who are still active teaching but do not has qualification as required, yet. PGMKSBM has some unique characteristics, i.e. (1) it’s in-service training program, not preservice training program; (2) using independent learning system that integrated with the daily teaching practices; (3) applying collaborative action research approach to synergize between theory and daily teaching practices; (4) using authentic assessment technique (portfolio) beside pencil on paper test as learning assessment tools; and (5) use peers and principals as partner and learning resources. Success of PGMKSBM implementation can be showed by some indicators, i.e. (1) quantity of graduated students; (2) improvement of student’ mastery of teaching; (3) teacher performance improvement in school; and (4) improvement on student’ achievement.]]>
<![CDATA[MENGINTEGRASIKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) KE DALAM PROSES PEMBELAJARAN: Apa, Mengapa dan Bagaimana? ]]>
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Jurnal TEKNODIK Jurnal Teknodik Vol. 09 No. 16, Juni 2005 ]]>
Publisher : <![CDATA[Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi ]]>
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DOI: 10.32550/teknodik.v0i0.536
<![CDATA[Hidup dalam era informasi di abad 21 ini merupakan kenyataan. Teknologi informasi dan komunikasi (TIK) telah menjadi bagian yang tidak terpisahkan dari kehidupan era global saat ini. Untuk mendorong kesiapan SDM di era global melalui pendidikan di sekolah, pengintegrasian TIK ke dalam proses pembelajaran perlu dilakukan untuk 1) mengembangkan kemampuan berpikir tingkat tinggi siswa; 2) mengembangkan keterampilan dalam bidang teknologi informasi dan komunikasi (ICT literacy) itu sendiri; dan 3) untuk meningkatkan efektifitas, efisiensi dan kemenarikan proses pembelajaran. Dalam prakteknya, belum semua guru memahami apa yang dimaksud dengan mengintegrasikan TIK ke dalam proses pembelajaran. Makalah ini memaparkan tentang apa, mengapa dan bagaimana integrasi TIK dilakukan dalam proses pembelajaran di sekolah]]>
<![CDATA[MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL ]]>
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Jurnal TEKNODIK Jurnal Teknodik Vol. 17 No. 4, Desember 2013 ]]>
Publisher : <![CDATA[Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi ]]>
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DOI: 10.32550/teknodik.v17i4.577
<![CDATA[Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting. ]]>
<![CDATA[Use of Social Media for Collaborative Learning in Online Learning: A Literature Review ]]>
<![CDATA[Wahyu Suci]]>;
<![CDATA[Suyitno Muslim]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i3.833
<![CDATA[When schools are closed to avoid face-to-face learning during this pandemic, students use social media to continue learning. Social media has become a tool for distance learning, from situations that require online learning from home. The purpose of this study was to conduct a literature study on how to accept and use social media in learning. This article summarizes insights from a recent research literature review published between 2015-2020 on how social media is accepted and used in learning. The results of the study indicate that the use of social media can be used to support learning activities. This is because social media is easy to use and popular among students, so social media can be used to support learning. From the ease of using social media in sharing learning resource information, interacting, collaborating, and discussing, of course collaborative learning outside the classroom can be realized. However, it is necessary to have good planning, management, and strategies in the use of social media to support collaborative learning, so that it can achieve the goals and needs of students' online learning.]]>
<![CDATA[Self-determined learning in EFL classroom: a trajectory for the future research ]]>
<![CDATA[Deni Sapta Nugraha]]>;
<![CDATA[Ninuk Lustyantie]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v12i2.4068
<![CDATA[The development of technology has rapidly affected the growth complexity of the 21st century's work environment which also influences educational environment. Thus, approaches in teaching and learning such as self-determined learning has been considered relevant to enhance the quality of learning. Researchers and educators have been pursuing to accomodate the praxis of self-determined learning. The purpose of the study was to uncover research trends and try to bridge the gap of future research of self-determined learning (SDL) in the English as a foreign language (EFL) context. Using meta-synthesis, 13 selected articles were examined drawn from a single database from the last five years between 2017 and 2021. The articles were systematically selected through several criteria using the query "Self-determined Learning+AND+EFL" in the Sopus database. They contributed to the growing interest related to research and practice of heutagogy or SDL. Results showed that research areas of SDL had been widely investigated in different levels of students; primary (23%), secondary (23%), and university (54%). In addition, a few research studies were conducted to examine students' language skills and language components (listening and vocabulary) (15%). It implicated that many EFL research area could be investigated from different levels and focus in the future. ]]>
<![CDATA[Research Trends of Branding In The Context of Eduation: A Bibliometric Analysis ]]>
<![CDATA[Desi Rahmawati]]>;
<![CDATA[Elsah Fanisyah]]>;
<![CDATA[Uwes Anis Chaeruman]]>;
<![CDATA[Suwarno Suwarno]]>;
<![CDATA[Dirgantara Wicaksono]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2101
<![CDATA[One of the efforts to deal with the development of world globalization and competition in winning the market is to do branding. The purpose of this study is to identify trending topics about branding in the context of education. This research method using the bibliometric or quantitative approach for analyzing and mapping of information with the help of the Scopus database, VOSviewer for data visualization, and Tableau for data display. Based on our results of analysis, we have obtained 841 publications of branding and 163 branding publication documents related to branding in the context of education. Furthermore, we have defined the development of publications, the most leading countries, subject area, affiliations, source title, author, cited by sources, and kind of research topics related to branding strategies in the context of education. The study contributes by highlighting the trends of branding in the context of education. We also underline that the small number and instability of branding research in the educational context provide opportunities for branding research in the context of education. Despite the results of our analysis in this study, there are still weaknesses that still need to be considered. Further, future research should analyze relevant research clusters for emerging trends on branding in the context of education.]]>
<![CDATA[An Analysis of Elementary School Students' Understanding of Mathematical Concept ]]>
<![CDATA[Maya Adina Pratama]]>;
<![CDATA[Yurniwati Yurniwati]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Jurnal Basicedu Vol 6, No 3 (2022): June Pages 3200-5500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v6i3.2672
<![CDATA[This study aims to determine the understanding of the mathematical concepts of elementary school students infraction material. The subjects in this study were fourth-grade students at three elementary schools in Tanjung Aman District, Kotabumi, North Lampung, with 18 students. Data collection techniques were used in the form of interviews and tests. The data analysis technique used is descriptive qualitative analysis. The results of this study indicate that the average score of concept understanding is 30.2%. Based on the results of interviews and tests, it was found that students' understanding of mathematical concepts at the three elementary schools was still low.]]>
<![CDATA[Pengembangan Online Course Berbasis Blended Learning Untuk Mata Kuliah "Entrepreneurship Dalam TP" ]]>
<![CDATA[Juan Carlos Sarwijang]]>;
<![CDATA[R.A. Hirmana Wargahadibrata]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ Jurnal Pembelajaran Inovatif Vol 5 No 2 (2022): Jurnal Pembelajaran Inovatif ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JPI.052.03
<![CDATA[This study aims to develop online learning as a blended learning medium for the "Entrepreneurship in TP" course using blended learning as mandated by UNJ 2020 academic policy. This research uses the ILDF (Integrative Learning Design Framework) development method. This theory of development consists of three stages, namely exploration, enactment and evaluation. The implications of the results of this research are in general product development into interventions that facilitate learning through online courses in the form of blended learning. In particular, this product is a fulfillment of the academic policy of the State University of Jakarta in 2020 where courses are required to use online learning and blended learning. Abstrak Penelitian ini bertujuan untuk mengembangkan pembelajaran online sebagai media blended learning mata kuliah “Kewirausahaan di TP” menggunakan blended learning sebagaimana diamanatkan oleh kebijakan akademik UNJ 2020. Penelitian ini menggunakan metode pengembangan ILDF (Integrative Learning Design Framework). Teori perkembangan ini terdiri dari tiga tahap, yaitu eksplorasi, enactment dan evaluasi. Implikasi dari hasil penelitian ini secara umum pengembangan produk menjadi intervensi yang memfasilitasi pembelajaran melalui kursus online dalam bentuk blended learning. Secara khusus, produk ini merupakan pemenuhan kebijakan akademik Universitas Negeri Jakarta tahun 2020 dimana mata kuliah diwajibkan menggunakan online learning dan blended learning.]]>
<![CDATA[Scratch and Computational Thinking in Elementary School: A Meta-analysis ]]>
<![CDATA[Maulana Malik Ibrohim]]>;
<![CDATA[Eveline Siregar]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i3.2326
<![CDATA[Computational thinking has become a fundamental skill that all students must possess. Learning to program with Scratch is considered the most effective way to improve students’ computational thinking skills. Many studies prove its effectiveness in learning in elementary schools. However, no study discusses the systematic aggregation of the results of these studies, especially in the context of learning programming in elementary schools. Therefore, this meta-analysis aims to calculate the cumulative effect of twenty-two data sets obtained from fourteen relevant quantitative research results. The data collection procedure was carried out using PRISMA and analyzed using the JASP statistical test software. The calculation of effect size shows that the use of Scratch has significant effects on the computational thinking skills of elementary school students, both as a whole and in each of its dimensions. The dimensions of computational thinking skills that are most affected are computational concepts and practices. Differences also influence these skills in student age, where students aged 9-12 years are most affected by the use of Scratch in learning. However, it was not found that there was a significant effect of differences in the duration of learning programming using Scratch on computational thinking skills in all dimensions.]]>
