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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Abdimas Harmoni Sosial: Jurnal Pendidikan IPS Journal of Nonformal Education Educational Management Indonesian Journal of Early Childhood Education Studies Indonesian Journal of Curriculum and Educational Technology Studies Innovative Journal of Curriculum and Educational Technology Jurnal Ilmiah Peuradeun Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Primary Education Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Edunesia : jurnal Ilmiah Pendidikan EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi JURNAL ILMIAH GLOBAL EDUCATION Jurnal Defendonesia (DEFENDONESIA) Jurnal Masyarakat Madani Indonesia Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Smart Paud Educative: Jurnal Ilmiah Pendidikan PEDAGOGIC: Indonesian Journal of Science Education and Technology PESHUM Joyful Learning Journal Indonesian Journal of Early Childhood Education Studies Educational Management Lembaran Ilmu Kependidikan Indonesian Journal of Curriculum and Educational Technology Studies PAEDAGOGIE
Yuli Utanto
Universitas Negeri Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Implementation of Integrative Holistic Early Integrative Early Childhood Development Service and ECE-Post Quality Sholihatun Sholihatun; Yuli Utanto; Diana Diana
Indonesian Journal of Early Childhood Education Studies Vol. 13 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v13i1.13740

Abstract

This study aims to find out the overview of the capacity of educators in integrative holistic early childhood development services to quality consisting of education, health, nutrition and care, care, protection and welfare services in the ECE holistic integrative education unit in Jepara Regency. Educator capacity refers to the ability to apply ECE holistic integrative service insights in teaching units. This study uses a descriptive quantitative method with a survey approach. The sample taken in this study was 187 ECE holistic integrative educators in Jepara Regency. The determination of the sample in this study uses a proportional stratification technique because of the stratified sampling. The reason for using this technique is that not all samples have criteria that correspond to the phenomenon being studied. The data collection tool uses a mixed questionnaire through a google form and data analysis using a percentage formula. The results of the study show that the description of the capacity of educators in early childhood development services towards quality has a moderate category. This research suggestion is expected for the Jepara Regency Education Office to provide socialization and form a ECE holistic integrative task force as mandated in Presidential Regulation No. 60 of 2013. For researchers, it is hoped that the next researcher can use an in-depth method and involve many parties such as parents, the Education Office, the Health Office and the Corrections Office to be used as a sample in analyzing the implementation of ECE holistic integrative services in all elements of services, namely education, health, nutrition and care, nurturing, protection and welfare.
Designing a Paulinity-based character education curriculum aligned with Indonesia’s Merdeka Curriculum Charles Thomana; Haryono Haryono; Yuli Utanto
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.21896

Abstract

This study examines the development of a character education curriculum at Yayasan Paulus Makassar, grounded in the core Paulinity values: Excellence (Unggul), Creativity (Kreatif), Love (Kasih), and Mission (Misioner). Using a research and development approach, it follows Hilda Taba’s model: diagnosis of needs, formulation of objectives, selection of content, selection of learning experiences, organization of learning experiences, and evaluation. Data were collected through observations and in-depth interviews with teachers, students, and members of the curriculum team. The study's results identified that the main basis of curriculum development is the Catholic Church's universal values and the intention to develop students’ characters in line with the Merdeka curriculum policy. Moreover, the voices of the members of the educational community become the primary consideration in curriculum development. This study offers insight into curriculum design processes and emphasizes the importance of Indonesia’s national curriculum in addressing character development alongside scientific challenges.
PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN ARTICULATE STORYLINE TERHADAP MOTIVASI BELAJAR SISWA MATA PELAJARAN IPA KELAS VII DI SMP NEGERI 19 SEMARANG Wita Indriana Dwi Prasasti; Yuli Utanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55685

Abstract

This study aims to analyze the effect of using Articulate Storyline learning media on students' learning motivation in science subjects. The research employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The sample consisted of 32 students of class VII H at SMP Negeri 19 Semarang. Data were collected through a learning motivation questionnaire administered before and after the treatment. The results showed that the average learning motivation score increased from 71.69 to 85.06. The paired sample t-test yielded a significance value of 0.001 (< 0.05), indicating a significant effect of Articulate Storyline on students' learning motivation. The N-Gain value was 0.5433, categorized as moderate. These findings indicate that Articulate Storyline is effective in increasing students' motivation in science learning. Keywords: Articulate Storyline, learning motivation, science learning, interactive media
Analisis Kompetensi Numerasi Siswa Kelas V di SDN Gandrungmangu 05 Berdasarkan Kerangka Asesmen Kompetensi Minimum (AKM) dan Faktor Internal-Eksternal Novianti, Dwi; Utanto, Yuli
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5960

Abstract

This study aims to analyze the numeracy competency of elementary school students and the factors that influence it as a basis for designing more effective and meaningful learning. The study used a quantitative approach with a case study design. The study population was all fifth-grade students of SDN Gandrungmangu 05, with a purposively selected sample of 6–9 students and 1 class teacher as a supporting informant. Data were collected through tests, interviews, observations, and documentation, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. The results showed that students' numeracy competency was categorized as high, medium, and low. Students with high competency were able to understand the context of the problem and use mathematical reasoning appropriately, while students in the medium and low categories still experienced difficulties in understanding reasoning-based problems and determining appropriate problem-solving strategies. The study also found that numeracy competency was influenced by internal factors such as learning motivation, learning interest, and cognitive abilities, as well as external factors such as teacher learning methods, family support, and the availability of learning facilities. These findings indicate that developing numeracy competency requires contextual learning support and collaboration between schools and families.
Implikasi dan Tantangan PPL Internasional dalam Penguatan Kompetensi Profesional Calon Guru: Systematic Literature Review Rohman, Hilmi Ibadu; Utanto, Yuli; Hilmi Ibadu
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17371

Abstract

This study aims to synthesize the implications, challenges, and patterns of professional competence development among pre-service teachers through international teaching practicums. A systematic literature review with narrative synthesis was conducted in accordance with PRISMA 2020. Literature was searched in Scopus, ScienceDirect, and ERIC using the PICOS framework. Eligible studies were empirical articles published in Indonesian or English between 2021 and 2026 that addressed international teaching practice, competence development, challenges, adaptation, or program support. Of 40 records identified, one duplicate was removed, 39 titles and 21 abstracts were screened, and 11 articles underwent full-text assessment and were included. Study quality was assessed using 10 indicators scored from 0 to 2; all articles were rated good, with scores ranging from 18 to 20 and a mean of 19.36. The synthesis revealed development in pedagogical adaptation, intercultural competence, communication, reflection, problem-solving, self-confidence, self-efficacy, autonomy, professional identity, empathy, inclusivity, and educational equity. Major challenges included language and communication barriers, cultural and educational-system differences, instructional practices, and inadequate program preparation and design. Competence developed through authentic experience, adaptation, support, collaboration, reflection, feedback, and experimentation. Outcomes depended on experience quality, mentoring, reciprocity, and teaching opportunities rather than international mobility alone.
STRATEGI MEMBANGUN LINGKUNGANSEKOLAH YANG INKLUSIF Yuli Utanto; Erlika Nursetya Ardiani
Joyful Learning Journal Vol. 13 No. 4 (2024): Joyful Learning Journal: Desember 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v13i4.64464

Abstract

Inclusive education is an educational approach that guarantees the right of every student to receive equal educational services without discrimination, including for children with special needs. Schools, as learning environments, play astrategic role in building an inclusive culture that values the diversity of abilities, backgrounds, and characteristics of students. This study aims to analyze strategies for building an inclusive school environment, particularly in elementaryschools, from the perspective of policy, school management, educator competency, infrastructure support, and community participation. The research method used was a literature review with a qualitative descriptive approach. Data werecollected through a review of various national and international journal articles relevant to the topic of inclusive education, inclusive education policies, and inclusive school implementation practices. Data analysis was conducted byreviewing, comparing, and synthesizing previous research findings to obtain a comprehensive picture of effective strategies for building an inclusive school environment. The study results indicate that strategies for building an inclusive school environment encompass several key aspects. First, a commitment to school policies that align with national regulations on inclusive education. Second, the implementation of adaptive school management through inclusive program planning, resource organization, flexible learning implementation, and ongoing evaluation. Third, improving teacher competency in understanding the diverse needs of students, including the ability to design friendly and accommodating learning. Fourth, providing accessible facilities and infrastructure for all students. Fifth, active involvement of parents and the community in creating a school culture that embraces differences. In conclusion, developing an inclusive school environment cannot be done in isolation but requires synergy between policies, school management, educators, facilities, and social support. The implementation of a comprehensive and sustainable strategy is expected to create a school that is friendly, equitable, and able to optimize the potential of all students.
Co-Authors - Kardoyo - Kustiono Achmad Rifai RC, Achmad Adrianus Tambing Bontong Afrida, Fira Nadliratul Ahmad Nidhomulhaq Aizzatin, Aizzatin Ali Formen Amir Mahmud Arif Widagdo Ariyanti, Desi Astuti, Ruly Purbo Atminah, Sri Atqia, Qy Azmy, Rikzi Izzet Alvaeni Azmy, Rikzi Izzet Alvaeni Bambang Subali Budiyono Budiyono Charles Thomana Dedi Muhammad Kurniawan DENI SETIAWAN Dewi, Sri Purnama Dewi, Sri Purnama Diana Diana Djafar, Tasliati Djoko Widodo Dwi Cahyaningdyah Dwi Novianti, Dwi Edi Subkhan, Edi Edi Waluyo Eko Supraptono Ellianawati, Ellianawati Ema Rahma Melati, Ema Rahma Erlika Nursetya Ardiani Farid Ahmadi Fisnani, Yeni Ghazali, Muhammad Nur Azam Bin Handayani, Sri Wiji Hartono Hartono Haryono Haryono Haryono Haryono Haryono Haryono Heri Triluqman Budisantoso Hilmi Ibadu Imro&#039;atus Syafiqoh Indraswari Iskandar, Bayu Kaffah, Laila Silmi Kurniawati Sugiyo Pranoto, Yuli Kusumawardani, Seftia Lenny Verawati MIFTAKHUL JANNAH Muhammad Rivai Nadra Sahi Naqli Ardhiansyah Kholifatulloh Ningrum, Dwi Ayu NUR AENI Nurul Fajri Fatahul Fath Pamungkas, Betty Tri Pujianti Pujianti Rahayu Pristiwati Ramadhani, Dwi Putri Ratih Hidayah Religiana, Mergy Religiana, Mergy Retno Widiastuti Rohmah, Siti Yomi Rohman, Hilmi Ibadu Rohman, Shohihatur Rosidah Nurul Latifah Rozy, Shellawaty M. Rustono - Sakan, Rola Marlince Sakan, Rola Marlince Sakinatul Birroh Samsudi . Saputro, Widayat Seno, Seno Sholihatun Sholihatun Sholihatun Sholihatun Simanungkalit, Indra Siti Yomi Rohmah Sri Sulistyorini, Sri SS Dewanti Handayani Sugiyo Sugiyo, Sugiyo Sukmana, Aditya Hendra Sukristiyo, Sukristiyo Suliarsi, Suliarsi Sulistio, Basuki Sumiyem Supriyono Supriyono Suwito Eko Pramono Tafrihah Tafrihah Tafrihah Tafrihah, Tafrihah Tafrihah Titi Prihatin Totok Sumaryanto Florentinus, Totok Sumaryanto Totok Sumaryanto, Totok Tri Joko Raharjo Tri Rizki, Mohammad Widhanarto, Ghanis Putra Wisacita, Miranti Wita Indriana Dwi Prasasti Yanuari Dwi Puspitarini Yogananta, Damar Yoris Adi Maretta Yuli Kurniawati Sugiyo Pranoto Yulianti Yulianti