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All Journal Jurnal Pendidikan Vokasi Journal of Language and Literature TARBIYA : Journal Education in Muslim Society Journal on English as a Foreign Language (JEFL) Jurnal Tadris Kimiya Al Ishlah Jurnal Pendidikan IJoLE: International Journal of Language Education Indonesian EFL Journal BASIS (BAHASA DAN SASTRA INGGRIS) Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of Educational Research and Evaluation Kwangsan: Jurnal Teknologi Pendidikan JETL (Journal Of Education, Teaching and Learning) Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Jurnal Pembelajaran Inovatif Jurnal Teknodik Didaktika: Jurnal Kependidikan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Integrated Science Education Journal Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Journal La Edusci Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Educational Development (IJED) Jurnal Basicedu Media Bina Ilmiah Eduvest - Journal of Universal Studies Jurnal Pendidikan MIPA JuTISI (Jurnal Teknik Informatika dan Sistem Informasi) Jurnal Inovasi dan Teknologi Pembelajaran
Chaeruman, Uwes Anis
Universitas Negeri Jakarta
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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Pengembangan Self-Directed Learning Online Course “Decision Making” untuk Karyawan PT. Smartfren Telecom, Tbk. Andinnari, Shaffiya Rasidha; Kustandi, Cecep; Chaeruman, Uwes Anis
Jurnal Pembelajaran Inovatif Vol. 6 No. 1 (2023): Jurnal Pembelajaran Inovatif
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPI.061.06

Abstract

Penelitian ini bertujuan untuk menghasilkan produk berupa Self-Directed Learning Online Course untuk Karyawan di PT. Smartfren Telecom, Tbk. Produk Self-Directed Learning Online Course mengenai decision making yang dikembangkan mengacu pada model ILDF (Integrative Learning Design Framework) yang melalui berbagai tahapan utama dan pendukung. Self-Directed Learning Online Course ini telah melalui tahap evaluasi formatif yang melibatkan para ahli dan pengguna (Karyawan di PT. Smartfren Telecom, Tbk). Hasil uji coba ahli (materi, media, dan desain pembelajaran) melalui angket terbuka menyatakan produk ini sudah baik dari berbagai sisi namun tetap diberikan adanya sedikit perbaikan. Kemudian pada tahap uji coba pengguna dengan menggunakan Skala Likert, hasil one-to-one evaluation memperoleh nilai rata-rata keseluruhan yaitu 3.73 (sangat baik) dan melalui small group evaluation memperoleh nilai 3.53 (sangat baik). Hasil evaluasi formatif menunjukkan bahwa produk Self-Directed Learning Online Course mengenai decision making ini sudah sangat baik dan dapat digunakan untuk Karyawan di perusahaan. This research aims to produce a product in the form of a Self-Directed Learning Online Course for Employees at PT. Smartfren Telecom, Tbk. The product on decision making that was developed refers to the ILDF (Integrative Learning Design Framework) model which goes through various main and supporting stages. This Self-Directed Learning Online Course has gone through a formative evaluation stage involving experts and users (Employees at PT. Smartfren Telecom, Tbk). The results of expert trials (materials, media, and instructional design) through an open questionnaire stated that this product was good from various sides but still had some improvements. Then in the user trial phase using the Likert Scale, the results of the one-to-one evaluation obtained an overall average value of 3.73 (very good) and through the small group evaluation the score was 3.53 (very good). The results of the formative evaluation show that the Self-Directed Learning Online Course product regarding decision making is very good and can be used for employees in the company.
Analisis Literasi Membaca Mahasiswa STAI Siliwangi Garut Novela, Greria Tensa; Chaeruman, Uwes Anis; Rahmawati, Reni
Jurnal Pembelajaran Inovatif Vol. 7 No. 2 (2024): Jurnal Pembelajaran Inovatif
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPI.072.10

Abstract

Along with the development of science and technology, books are starting to be replaced by electronic devices, new technology has brought great benefits and opportunities in terms of getting information more quickly and in a more efficient way. Unfortunately, the ease of getting information has made people's awareness of the importance of having the ability to read increasingly disappear. . This is proven by survey results from various international institutions regarding the low reading ability of Indonesian students. The efforts made by the government through the recent reading literacy policy have provided changes for the better, although not yet significant, therefore, research was conducted on 100 students using PISA questions to find out what difficulties students faced in taking the PISA test from the results of the analysis. The results found that students had difficulty in taking the PISA test, namely questions related to reflecting and evaluating text in tabular form extensively, analyzing the combination of information in non-continuous images and graphs, integrating and interpreting text appropriately, and reflecting and evaluating text in table continuous.
STUDENTS’ MOTIVATION ON DEEP LEARNING APPROACH IN LEARNING ENGLISH THROUGH TECHNOLOGY ENHANCED LANGUAGE LEARNING (TELL) Ida Maulida; Ninuk Lustyantie; Uwes Anis Chaeruman
Media Bina Ilmiah Vol. 19 No. 5: Desember 2024
Publisher : LPSDI Bina Patria

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

Abstract

The role of technology in language learning has evolved significantly over the past few decades, with the advent of various tools and applications that enhance the educational experience. Technology Enhanced Language Learning (TELL) has emerged as a pivotal approach, integrating digital resources to facilitate language acquisition and improve student engagement. This introduction explores the multifaceted impact of technology on language learning, highlighting its benefits, challenges, and implications for both learners and educators. This research aims to analyze students' motivation in learning English by applying deep learning strategies through the Technology Enhanced Language Learning (TELL). This research uses a mixed approach, where quantitative data is obtained through motivation questionnaires, and qualitative data is obtained through in-depth interviews with participating students. The sample was taken by purposive sampling with a total of 34 students for the quantitative survey and for in-depth interviews. There are several findings in improving language learning with TELL: 1) students are more independent in learning language with TELL but need teacher assistance in further understanding the material 2) The teaching materials available in application learning lead to general English learning, while students also have to learn academic English 3) Students feel that studying with applications is more relaxing than studying with friends for several influencing factors. Students’ motivation to increase learning English with the Deep Learning approach with TELL provides insight into how technology and deep learning approaches can increase students' motivation in learning English, as well as providing recommendations for educators to integrate technology more effectively in the learning process.
Perancangan Index Learning Style untuk Pengembangan Personalisasi Learning Management System berbasis Moodle Sianipar, Helen Anjelica; Chaeruman, Uwes Anis; Tarjiah, Indina; Suteja, Bernard Renaldy
Jurnal Teknik Informatika dan Sistem Informasi Vol 11 No 1 (2025): JuTISI
Publisher : Maranatha University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28932/jutisi.v11i1.10418

Abstract

Differences in students' learning styles often pose challenges in online learning, particularly in personalizing learning materials to meet individual needs. This study developed an Index Learning Style (ILS) plugin based on the Felder-Silverman Learning Style Model (FSLSM) to support personalized learning on the Moodle Learning Management System (LMS). The plugin is designed to identify students' learning styles through 44 questions measuring four main dimensions: processing, perception, input, and understanding. The system development involved algorithms for learning style analysis, integration with Moodle's restricted access feature, and implementation in an Internet of Things (IoT) course. The implementation results show that the ILS plugin can effectively map students' learning styles to relevant Learning Object Materials (LOM). Moreover, personalized learning materials increase student engagement and facilitate material comprehension, particularly for those with dominant learning styles such as Active, Sensitive, Visual, and Sequential. The development of the ILS plugin provides a practical solution for enhancing the online learning experience to make it more adaptive. This plugin has the potential for widespread implementation in various technology-based education contexts to support more personal and effective learning.
Peer Feedback in Academic Writing: Students' Perspectives on Learning and Improvement Neni Nurkhamidah; Ninuk Lustyantie; Uwes Anis Chaeruman
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (2024): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.13330

Abstract

Peer feedback in academic writing classes has gained considerable attention for its potential to enhance students' writing abilities, critical thinking, and engagement in learning. This study investigates students' perceptions of peer feedback in an Academic Writing course at MNC University. Using a qualitative case study approach, data were collected through interviews with seven students to gain in-depth insights into their experiences. The findings reveal that while most students view peer feedback as a valuable tool for improving writing skills, fostering collaboration, and encouraging critical reflection, others express concerns about confidence and feedback quality. Specifically, nearly half of the participants reported feeling unsure about their ability to provide effective feedback, and several noted the lack of clarity in the feedback they received. These findings underscore the importance of providing clearer guidelines on giving and implementing feedback. By addressing these challenges, instructors can foster stronger collaboration, enhance self-assessment skills, and boost engagement in the writing process. Structured peer feedback, when integrated effectively, can create a more interactive and reflective learning environment, ultimately contributing to improved writing performance and broader educational goals.
Research Trends of Branding In The Context of Eduation: A Bibliometric Analysis Desi Rahmawati; Elsah Fanisyah; Uwes Anis Chaeruman; Suwarno Suwarno; Dirgantara Wicaksono
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2101

Abstract

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.
METANCOGNITIVE LISTENING STRATEGIES AND MALL: EFFECTS OF LEARNING STYLES AND SELF-EFFICACY Syahadah Albaqiyatul Karimah; Ninuk Lustyantie; Uwes Anis Chaeruman
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11660

Abstract

This study investigates the impact of metacognitive listening strategies on English listening performance among students at SMK Walisongo Jakarta, particularly in using Mobile-Assisted Language Learning (MALL). Using a purposive sampling method, 68 respondents were selected to participate in this research. The study examines the mediating effects of learning styles and self-efficacy to provide a comprehensive understanding of the interplay between these factors and listening performance. Data were collected through pre-tests, post-tests, and validated questionnaires measuring metacognitive strategy use, learning styles, and self-efficacy levels. The analysis results indicate that learning styles have a significant direct impact on listening performance, suggesting that individual differences in learning styles directly influence their listening abilities. This effect is especially important in the usage of Mobile-Assisted Language Learning (MALL), where students’ learning preferences can affect how effectively they engage with learning materials presented through mobile devices. However, despite this significant direct relationship, the analysis also shows that the indirect effect of learning styles on listening performance through self-efficacy is not statistically significant. This suggests that, although self-efficacy is often considered a mediating factor in the learning process, in this study, it does not play a significant role in influencing the relationship between learning styles and listening performance. The findings offer valuable insights for language educators, emphasizing the importance of tailoring metacognitive strategy instruction to align with learners’ characteristics in technology-enhanced learning environments
MENGINTEGRASIKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) KE DALAM PROSES PEMBELAJARAN: Apa, Mengapa dan Bagaimana? Chaeruman, Uwes Anis
Jurnal TEKNODIK Jurnal Teknodik Vol. 09 No. 16, Juni 2005
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (183.354 KB) | DOI: 10.32550/teknodik.v0i0.536

Abstract

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
MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL Chaeruman, Uwes Anis
Jurnal TEKNODIK Jurnal Teknodik Vol. 17 No. 4, Desember 2013
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (109.123 KB) | DOI: 10.32550/teknodik.v17i4.577

Abstract

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. 
Measuring TPACK in context: Validating a cross-contextually fair instrument for Indonesian teachers Uwes Anis Chaeruman; Suwarno; Santi Maudiarti; I Gde Wawan Sudatha
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6354

Abstract

As technology integration has become increasingly central to contemporary education, the need for valid and contextually fair instruments for assessing teachers' Technological Pedagogical Content Knowledge (TPACK) has become more urgent. This study aimed to develop and comprehensively validate a TPACK self-assessment instrument for Indonesian in-service teachers. A total of 1,297 teachers selected through purposive and convenience sampling from diverse provinces, school levels, and geographic locations participated in the study. The 48-item instrument, distributed across seven TPACK dimensions (TK, CK, PK, PCK, TCK, TPK, and TPACK), employed a 4-point Likert scale. Psychometric evaluation followed a multistage approach: (a) construct validity via corrected item-total correlations, in which all items met the r ≥ .30 threshold (range: .57–.79); (b) internal consistency reliability using Cronbach's alpha, with all dimensions exceeding .70 (α = .78–.97); (c) exploratory factor analysis (EFA), which supported the theoretical factor structure (KMO = .968; Bartlett's χ² = 54,279.51, p < .001); (d) confirmatory factor analysis (CFA), which yielded marginal fit indices (CFI = .707; RMSEA = .107), suggesting the need for model refinement; and (e) differential item functioning (DIF) analysis, which revealed minimal gender-based bias but notable location-based DIF. Overall, the instrument demonstrated strong psychometric properties for measuring teachers' TPACK in the Indonesian context. The findings highlight the importance of refining TPACK instruments to ensure greater measurement fairness across diverse educational settings and support future teacher professional development initiatives.
Co-Authors Aminah, Mimin Andi Naaziat Andinnari, Shaffiya Rasidha Bernard Renaldy Suteja Cecep Kustandi Dari, Cindy Wulan David Darwin Deni Sapta Nugraha Desi Rahmawati Dian Ilmiyati Dian Rosdiana Noor Diana Ariani DIRGANTARA WICAKSONO Djamdjuri, Dewi Suriyani Dwi Kusumawardani Elsah Fanisyah Etin Solihatin Eveline Siregar Fairuz, Fairuz Ida Maulida Ilmiyati, Dian Indina Tarjiah Iriani, Tuti Ismi Octaviani Iva Sarifah Juan Carlos Sarwijang Kunto Imbar Nursetyo M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Mardhiah, Ghina Maria Paristiowati Maudiarti, Santi Maulana Malik Ibrohim Maya Adina Pratama Mega Astuti DR Mita Septiani Moch Sukardjo Muchamad Faqih Rachmat Muchlas Suseno Mulyadi Nadya Khairani Nala Saka Ocean Setiani Neni Nurkhamidah Nida, Ria Rahma Ninuk Lustiyantie Ninuk Lustiyantie Ninuk Lustyantie Novanda Alim Setya Nugraha Novarisa, Adien Novela, Greria Tensa Nurhasti Andriani Nurul Nabilah Pamungkas, Tika Dwi Pratama, Maya Adina Putri Kirana R.A. Hirmana Wargahadibrata Rahmawati, Reni Raldy Aditya Raldy Aditya Resti Utami Rifda Shabrina Risky, Elsyafahriza Rizky Ramadhan Santi Maudiarti Sastri Br Rajaguk-guk Setiani, Nala Saka Ocean Shabrina, Rifda Shafruddin Tajuddin Sianipar, Helen Anjelica Siregar, Eveline Solo, Lenny Sukisno Sukisno, Sukisno Suwarno Suwarno Suwarno Suyitno Muslim Syahadah Albaqiyatul Karimah Syamsul Arifin Tasya Chaerunnisa Tetty Resmiaty Tiara Saputri Darlis Tika Dwi Pamungkas Tuti Iriani Verawati Wahyu Suci Wargahadibrata, R.A. Hirmana Wuwuh Andayani, Wuwuh Yuli Rahmawati Yuli Rahmawati Yurniwati Yurniwati Zuhdy Hasibuan