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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Innovatio : Journal for Religious Innovations Studies Phinisi Integration Review AIJER: Algazali International Journal Of Educational Research Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Indonesian Journal of Research and Educational Review (IJRER) Jurnal Masyarakat Madani Indonesia ALENA : Journal of Elementary Education ihyaulum Science and Education Journal INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) TEKNOS: Jurnal Pendidikan dan Teknologi JOP Jurnal Manejemen, Akuntansi dan Pendidikan (JAMAPEDIK) Ludi Litterarri ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra ANTHOR: Education and Learning Journal VERBA: Journal of English Language Issues, Trends and Studies Ludi Litterarri Journal of Pedagogi Al-Musannif
Mulyadi Mulyadi
Universitas Islam Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Pengenalan Dampak Positif dan Negatif Media Sosial kepada Siswa SD melalui Sosialisasi Edukatif Mulyadi Mulyadi; Abrina Maulidnawati Jumrah; A. Syamsu Rizal; Hamra Amelia; Uswatum Hasanah
Jurnal Abdimas Indonesia Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v5i3.2010

Abstract

Di era digital saat ini, media sosial telah menjadi bagian integral dari kehidupan sehari-hari para siswa. Meski demikian, penggunaan media sosial tanpa pemahaman yang memadai dapat menimbulkan konsekuensi negatif. Program pengabdian ini dilaksanakan dengan tujuan untuk memperkenalkan sisi positif dan negatif dari media sosial kepada siswa Sekolah Dasar kelas IV dan V melalui metode sosialisasi yang bersifat edukatif. Kegiatan ini mengusung metode ceramah interaktif, serta evaluasi melalui kuis. Kegiatan dilaksanakan di UPTD SDN 127 Inpres Moncongloe dan melibatkan 64 siswa, masing-masing 32 siswa dari kelas IV dan kelas V. Hasil pelaksanaan menunjukkan peningkatan pemahaman dan semangat siswa dalam menggunakan media sosial secara bertanggung jawab. Para peserta dapat mengidentifikasi manfaat media sosial seperti akses informasi edukatif, serta memahami risiko seperti penyalahgunaan identitas dan penyebaran informasi palsu. Program ini berdampak pada peningkatan kesadaran digital dan kemampuan berpikir kritis siswa dalam interaksi daring. Hasil ini memperkuat temuan kegiatan serupa yang menunjukkan bahwa pendekatan edukatif mampu membentuk kebiasaan bermedia sosial yang lebih bijaksana. Kegiatan ini juga menekankan peran penting sekolah dalam membangun literasi digital sejak usia dini.
UPAYA MENINGKATKAN KEDISPLINAN ANAK MELALUI METODE PEMBIASAAN BERBARIS DAN PENYAMBUTAN DI KELOMPOK A PADA TK DEWI KOLSA Nova; Riskal Fitri; Mulyadi
Jurnal Manejemen, Akuntansi dan Pendidikan Vol. 3, No. 1, Mei 2026
Publisher : YAPAKAMA (Yayasan Putra Khatulistiwa Malang)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59971/jamapedik.v3i1.466

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan metode pembiasaan berbaris dan penyambutan dalam meningkatkan kedisiplinan anak serta mengidentifikasi kendala yang dihadapi di Kelompok A TK Dewi Kolsa. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan tahapan perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 15 anak yang terdiri atas 7 anak laki-laki dan 8 anak perempuan. Teknik pengumpulan data meliputi observasi, wawancara, dokumentasi, dan catatan lapangan. Hasil penelitian menunjukkan bahwa metode pembiasaan berbaris dan penyambutan mampu meningkatkan kedisiplinan anak secara signifikan. Peningkatan terlihat pada ketepatan waktu hadir, kemampuan berbaris tertib, mengikuti instruksi guru, menunggu giliran, dan masuk kelas dengan tertib. Sebagian besar anak mencapai kategori Berkembang Sangat Baik (66,7%). Kendala yang ditemukan meliputi perbedaan karakteristik anak, kondisi emosional, keterlambatan hadir, kurangnya dukungan orang tua, faktor cuaca, keterbatasan guru, dan kejenuhan anak. Metode pembiasaan berbaris dan penyambutan terbukti efektif dalam meningkatkan kedisiplinan anak usia dini.
Experiencing Citizenship: How Immersive Pedagogies Transform Student Interest and Academic Achievement in Pancasila Education Neliana Neliana; Mulyadi Mulyadi; Badaruddin Kaddas
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5087

Abstract

Civic education in the twenty-first century faces substantial pedagogical challenges, particularly the dominance of teacher-centered instruction that constrains active student participation. In Indonesia, Pancasila Education is frequently delivered through conventional lecture-based methods, resulting in diminished learning motivation and suboptimal academic achievement among elementary school students. This empirical study examines the effect of combining Role-Playing and Experimental methods on the learning interest and academic outcomes of sixth-grade students at Elementary School 239 Inpres Nipa, Maros Regency, Indonesia. Employing a quantitative pre-experimental design with a One-Group Pretest-Posttest format, the research involved 20 sixth-grade students recruited through total (saturated) sampling. Data were collected via cognitive achievement tests, a Likert-scale learning interest questionnaire, structured observation sheets, and documentary records. The gathered data were analyzed descriptively and through analysis-of-variance (ANOVA) procedures using SPSS version 26. Findings revealed significant improvements post-intervention: the mean student learning outcome score rose from 45.00 to 82.50, while the mean learning interest score increased from 49.80 to 81.13. ANOVA results confirmed a highly statistically significant main effect (F = 309.932, p = 0.000 < 0.05). The integrated application of Role-Playing and Experimental methods fosters an interactive, experiential learning environment that strengthens students' deep comprehension of Pancasila values and active engagement in civic education. Ultimately, these methods constitute a viable instructional alternative for supporting the implementation of the Merdeka Curriculum in primary elementary schools.
The Influence Of Learning Environment, Facilities And Parents’ Social Status On The Learning Outcomes Of Fifth-Grade Elementary School Students Dyah Ayu; Mulyadi Mulyadi; Ira Irviana
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.606

Abstract

This study aims to analyze the influence of the learning environment, learning facilities, and parents' social status on the learning outcomes of fifth-grade students at SDI Tangalla, particularly in Indonesian language subjects. The research is driven by the low student achievement, with only about 60% reaching the Minimum Mastery Criteria (KKM). A quantitative approach was employed using surveys and regression analysis. Data were collected through questionnaires, documentation, and observation of a sample of 60 students. The results indicate that all three independent variables—learning environment, learning facilities, and parents’ social status—have a significant simultaneous and partial influence on students’ academic performance. A supportive learning environment, adequate educational facilities, and higher socio-economic status of parents are positively correlated with improved learning outcomes. This study provides valuable insights for developing educational strategies that consider environmental, infrastructural, and socio-economic factors of students.
The Effect Of Local Wisdom-Based Project Learning Model On Character And Outcomes Of grade iv students Sartika Sartika; Mulyadi Mulyadi; Erwin Nurdiansyah
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.649

Abstract

Study This aim For know the influence of learning models project based wisdom local to character and results Study Mathematics student class IV of State Elementary School 80 Kuri Lompo. In general specific, research This examine: 1) influence partial learning model to character students, 2) influence partial to results Study Mathematics, and 3) influence simultaneous to character and results Study Mathematics. Research use approach quantitative with type survey. A sample of 23 students taken total sampling. Data collected through observation, tests, questionnaires, and documentation, then analyzed using validity and reliability tests, as well as analysis statistics descriptive and inferential (t-test, regression, F-test, and coefficient determination) with SPSS assistance. Research results show implementation of Project Based Learning (PjBL) based on wisdom local implemented with good and impactful positive. Learning model This increase activeness, collaboration, independence, and character positive student like not quite enough answer, work equality, honesty, discipline, and independence. In addition, PjBL proven effective increase understanding draft number count, with an average value increase from 76.39 to 87.26 and the percentage completeness increase from 65% to 87%. Analysis inferential show influence significant this model to character and results Study in a way partial and simultaneous, affirming effectiveness PjBL based wisdom local in increase performance academic and character student.
The Effect Of Experimental Methods And Instructional Learning Models On Creativity And Learning Outcomes Thematic For Grade V Students Andi Indah Angraeni; Mulyadi Mulyadi; Erwin Nurdiansyah
ALENA : Journal of Elementary Education Vol 4 No 1 (2026): January
Publisher : Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/jee.v4i1.709

Abstract

The development of thematic learning requires teachers to apply approaches that can develop creativity while improving student learning outcomes. One approach that is considered relevant is the experimental method combined with the constructive learning model, because both emphasize meaningful learning activities and direct experience. Based on this background, this study aims to describe the application of the influence of the experimental method and the constructive learning model on the creativity and thematic learning outcomes of fifth-grade students at SDN 80 Kuri Lompo. This study uses a quantitative approach through a quasi-experimental Nonequivalent Control Group Design. The research sample consisted of 25 students selected using a purposive sampling technique. Data were collected through observation, questionnaires, tests, and documentation, then analyzed using normality tests, homogeneity, T-Test, and Mann-Whitney U Test. Learning success was measured through the implementation of learning and an increase in learning outcomes of at least 75% according to the Minimum Completion Minimum (KKM). The results showed that the average initial ability of students was 72.4 with 56% completeness. After the application of the experimental method and constructive learning, the average learning outcome increased to 86 with 88% classical completeness. Statistical tests showed a significant difference between the experimental and control groups (p = 0.002 < 0.05), so it can be concluded that the constructivism-based experimental method is more effective than conventional learning in improving student creativity and learning outcomes.
Peningkatan Literasi Siswa Melalui Pembuatan Buku Digital di UPTD SDN 127 Inpres Moncongloe Kabupaten Maros Dwi Syukriady; Mulyadi Mulyadi; Erwin Nurdiansyah; Ekiani Ekiani; Kurniawan Afendi; Nurul Aulia
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 3 (2026): Agustus (In Progress)
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/k40bjc86

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan literasi digital siswa melalui pembuatan buku digital di UPTD SDN 127 Inpres Moncongloe, Kabupaten Maros. Permasalahan utama mitra adalah rendahnya keterampilan literasi digital siswa serta minimnya pemanfaatan teknologi sebagai media pembelajaran. Metode pelaksanaan meliputi observasi kebutuhan, penyusunan buku digital, implementasi dalam kegiatan literasi sekolah, serta evaluasi melalui observasi keterlaksanaan program dan angket respons guru serta siswa. Hasil kegiatan menunjukkan bahwa siswa mengikuti kegiatan dengan antusias dan aktif memanfaatkan buku digital sebagai media membaca. Hasil angket menunjukkan bahwa sebagian besar siswa dan guru memberikan respons positif terhadap penggunaan buku digital karena dinilai lebih menarik, mudah dipahami, serta mampu meningkatkan motivasi membaca. Selain itu, tersedianya buku digital sebagai media literasi baru menjadi salah satu luaran yang mendukung keberlanjutan program di sekolah. Dengan demikian, kegiatan ini efektif mendukung penguatan literasi digital siswa di sekolah dasar
Evaluation of Problem Based Learning Implementation in Vocational Schools Mulyadi Mulyadi; A. Erni Ratna Dewi; Supriadi Supriadi
Journal of Pedagogi Vol. 2 No. 1 (2025): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/nnk0qd80

Abstract

The implementation of Problem-Based Learning (PBL) in vocational schools is an innovative strategy to improve student competence in accordance with industry demands. PBL places students as active subjects in the learning process, encouraging the development of critical thinking, problem-solving, and teamwork skills. However, its success faces challenges such as the readiness of teaching staff as facilitators, limited facilities and infrastructure, and the alignment of problem design with industry needs. Some vocational schools still have difficulty adapting this method due to the lack of training for teachers and limited resources to support project-based learning. In addition, the lack of industry involvement in curriculum design causes learning materials to be less relevant to the world of work. Therefore, close collaboration between schools and industry is needed to ensure that PBL can reflect the real challenges faced in the world of work. Strategic partnerships and the use of cloud-based technology can be a solution in overcoming facility constraints. Periodic evaluations of the implementation of PBL are also needed to measure its effectiveness in improving graduates' job readiness. With the right approach, PBL has the potential to become a superior method in producing an adaptive, competent, and ready workforce to face modern industrial dynamics
Gender Equality in Education: Challenges and Solutions in The Age of Modernization A. Erni Ratna Dewi; Mulyadi Mulyadi; Erwin Nurdiansyah
Journal of Pedagogi Vol. 2 No. 1 (2025): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/yb5bkz46

Abstract

Gender equality in education is a global issue that still faces major challenges, especially in developing countries. Gender stereotypes that limit women to domestic roles and traditional fields of study hinder their participation in sectors such as science and technology, exacerbating the gender gap in the world of work. In addition, unequal access to technology and online education is also a significant barrier, especially for women living in remote or low-income areas. However, technological advances and globalization offer opportunities to improve these conditions, through technology training and digital empowerment programs. To achieve this, inclusive education policies that are free of gender bias need to be implemented, in addition to the implementation of affirmative policies such as providing women-only scholarships and digital skills training. Utilizing education technology, such as online education, can expand access for women without location or time barriers. Through this approach, educational equality can be achieved, providing greater opportunities for women's economic empowerment and creating a more just and inclusive society. This study aims to examine the challenges and solutions to gender equality in education and identify the steps that need to be taken to achieve such equality.
EFEKTIVITAS PROGRAM PELATIHAN PUBLIC SPEAKING DALAM MENINGKATKAN RASA PERCAYA DIRI SISWA Sulviana Sulviana; Mulyadi Mulyadi; Rifka Faried; Aisyah Aisyah; Afdalul Hairil
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.12877

Abstract

ABSTRACT Low self-confidence in public speaking remains a common challenge among high school students, often characterized by communication anxiety, hesitation in expressing opinions, and difficulty regulating emotions when speaking before an audience. This condition highlights the need for structured interventions that can strengthen students' self-confidence through systematic public speaking training. This study aimed to evaluate and empirically examine the effectiveness of a structured public speaking training program in improving the self-confidence of eleventh-grade students at SMAN 18 Makassar. The study employed a quantitative approach using a One-Group Pretest–Posttest Design involving 18 students selected through purposive sampling. Data were collected using questionnaires, observations, and interviews, and analyzed through descriptive statistics and thematic analysis. The findings revealed that the mean self-confidence score increased from 56 in the pre-test to 82 in the post-test, with a gain score of 26 points. All self-confidence indicators improved, with eye contact showing the highest increase (35.8%). Observations and interviews further confirmed that students became more confident, managed communication anxiety more effectively, and participated more actively during classroom activities. Therefore, the structured public speaking training proved effective in enhancing students' self-confidence and can be implemented as a sustainable non-academic development program in schools. ABSTRAK Rendahnya rasa percaya diri siswa ketika berbicara di depan umum masih menjadi permasalahan yang banyak ditemukan di lingkungan sekolah menengah, ditandai dengan kecemasan, keraguan menyampaikan pendapat, serta ketidakmampuan mengendalikan emosi saat tampil di depan kelas. Kondisi tersebut menunjukkan perlunya intervensi yang mampu meningkatkan kepercayaan diri melalui pelatihan public speaking yang terstruktur. Penelitian ini bertujuan mengevaluasi dan menguji secara empiris efektivitas program pelatihan public speaking dalam meningkatkan kepercayaan diri siswa kelas XI SMAN 18 Makassar. Penelitian menggunakan pendekatan kuantitatif dengan desain One Group Pretest-Posttest Design yang melibatkan 18 siswa melalui teknik purposive sampling. Data dikumpulkan menggunakan angket, observasi, dan wawancara, kemudian dianalisis secara deskriptif dan tematik. Hasil penelitian menunjukkan skor rata-rata kepercayaan diri meningkat dari 56 menjadi 82 dengan gain score sebesar 26 poin. Seluruh indikator kepercayaan diri mengalami peningkatan dengan rata-rata 28,0%, terutama pada kemampuan menjaga kontak mata. Hasil observasi dan wawancara mengonfirmasi bahwa siswa menjadi lebih berani berbicara, mampu mengendalikan kecemasan, dan lebih aktif berpartisipasi. Dengan demikian, pelatihan public speaking terbukti efektif meningkatkan kepercayaan diri siswa serta layak diimplementasikan sebagai program pengembangan kompetensi nonakademik di sekolah.
Co-Authors A. Erni Ratna Dewi A. Syamsu Rizal Abd. Hakim Naba Abdul Wahid Abrina Maulidnawati J Abrina Maulidnawati Jumrah Afdalul Hairil Aisyah Aisyah Andi Ariesta Indar Framesti Andi Indah Angraeni Arita s Armiyanti Armiyanti Badaruddin Kaddas Cahya Rahmadhani Dahlia Ismail Dwi Syukriady Dyah Ayu Ekiani Ekiani Erni Ratna Dewi Erwin Nurdiansyah Fitria Fitria Fitriyani Yahya Hallen Hasna Hamra Amelia Haryono Tatroman Imelda Imelda Ira Irviana Kamriah Kamriah Kurniawan Afendi Milda Milda Minarni Minarni Muhammad Akil Musi Musbaing, Musbaing Muthmainnah Mursidin Neliana Neliana Ningsih Ningsih Nirwana Nirwana Nita Ramadani Nova Nu Afni Nunu Andriani Nur Afni Nur Afni Nur Fadila Nur Syam Nurul Aulia R, Nasaruddin Rahmawati Renita Renita Rifka Faried Riskal Fitri Rizka Indahyanti Sadaruddin, Sadaruddin Sadrianti Sadrianti Sartika Sartika Sidrah Afriani Rachman, Sidrah Afriani Sulviana Sulviana Supriadi Supriadi Syamsiah, Syamsiah Uswatum Hasanah Wahyullah Alannasir Wati, Srinur Indah