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Yuspiani

Universitas Islam Negeri Alauddin Makassar

Author-ID : 4144819

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Prinsip-Prinsip Belajar dan Pembelajaran Ramli, Rahmawati; Damopolii, Muljono; Yuspiani, Yuspiani
JUPEIS : Jurnal Pendidikan dan Ilmu Sosial Vol. 3 No. 3 (2024): JUPEIS: Jurnal Pendidikan dan Ilmu Sosial
Publisher : Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupeis.Vol3.Iss3.1136

Tujuan penelitian ini yaitu: 1) Untuk menganalisis konsep belajar dan pembelajaran, 2) Untuk menganalisis prinsip-prinsip belajar dan pembelajaran. Metode penelitian yang digunakan yaitu metode studi kepustakaan atau literatur review yang berfokus pada hasil penulisan yang berkaitan dengan topik atau objek penelitian yaitu prinsip-prinsip belajar dan pembelajaran. Data yang digunakan dalam penelitian ini adalah hasil penelitian yang bersumber dari buku referensi, dan jurnal terkait objek penelitian tersebut. Hasil literature review, dapat disimpulkan bahwa: 1) Dalam perencanaan pembelajaran, prinsip-prinsip belajar dapat mengungkap batas-batas kemungkinan dalam pembelajaran dalam melaksanakan pengajaran, pengetahuan dan prinsip-prinsip belajar dan pembelajaran dapat membantu guru dalam memilih tindakan yang sesuai. Selain itu juga prinsip-prinsip belajar dan pembelajaran memiliki dan pengembangkan sikap yang diperlukan oleh pendidik untuk menunjang peningkatan belajar peserta didik secara efektif dan efesien. 2) Prinsip-prinsip pembelajaran merupakan aspek kejiwaan yang harus dipahami oleh setiap pendidik selaku tenaga profesional yang memikul tanggung jawab besar dalam mencerdaskan anak bangsa. Prinsip-prinsip pemblajaran secara umum dapat meliputi: kesiapan, motivasi/perhatian, keaktifan, keterlibatan langsung, pengulangan, tantangan, dan perbedaan individu.

Aspek Pengembangan Peserta Didik Berbasis Karakter: Studi Literatur L, Ramli; Yuspiani, Yuspiani; Wahyuddin, Wahyuddin
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2429

Education is the most important thing for students as a guide to live life. In this case, the educational process must be designed specifically in terms of developing students' cognitive, affective and psychomotor abilities. These three aspects need to be developed comprehensively so that students' academic, social, and creative abilities can be realized to the maximum. This study uses a literature review method to analyze various sources related to the development of character-based student development. Data collection includes extensive searches in academic datasbases, libraries, and online resources using keywords such as educational character, student development, and character-based learning. The analysis involves thematic categorization, where key themes and patterns are identified, compared, and critically assessed to generate insights into character-based student development principles and practices. The results of the study show that the aspect of student development anytime and anywhere needs change and that through learning (reading and writing) will bring change (behavior change and knowledge) which in essence realizes new skills. Students in giving grades or learning outcomes whether the cognitive realm, affective realm and picicomotor realm are indeed very relative. Therefore, educators usually use measuring tools in the form of test or non-test techniques, depending on what is to be measured, or what information will be collected

Transformasi Pembelajaran dengan Manajemen Kurikulum Merdeka di SMK Negeri 9 Makassar Yusril, Muh.; Syamsudduha, St.; Mardyawati, Mardyawati; Azisah, St.; Yuspiani, Yuspiani
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 1 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i1-16

Purpose - This research examines the implementation of the Merdeka Curriculum at SMK Negeri 9 Makassar, focusing on planning, organization, execution, and supervision. Using a qualitative approach, data was gathered through interviews, observations, and documentation. Method - The study employs a qualitative and phenomenological method, involving interviews with school leaders, curriculum coordinators, the head of the Fisheries Processing Agribusiness Department, and two teachers. Additionally, observations and document analysis were conducted, and data management followed three stages: data reduction, presentation, and conclusion drawing. Findings - The results indicate that the Merdeka Curriculum planning achieved independence within a year but requires improvement, particularly in school operational plans (KOSP), competency aspects, teaching modules, project-based learning (PJBL) implementation, and P5 projects. Organizing the Merdeka Curriculum using a block approach has been initiated, but subject allocation needs improvement due to a shortage of teaching staff. The implementation offers flexibility in inclusive learning by involving students in projects. Supervision through monitoring and evaluation requires further actions to align with learning objectives.Research Implications - This research discusses limitations in design or methodology influencing result interpretation, addressing constraints on generalizability, practical applications, and the utility of findings. The study emphasizes limitations directly related to research problems, highlighting the need for understanding P5 projects, KOSP development, widespread distribution of teaching modules across departments, and addressing teaching staff shortages. Recommendations include educators designing optimal learning programs and student projects.

Manusia Sebagai Makhluk Pedagogik Ana Fergina; Wahyuddin Naro; Yuspiani Yuspiani
Jurnal Ilmiah Edukatif Vol. 10 No. 2 (2024): Desember
Publisher : FAKULTAS TARBIYAH INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/jie.v10i2.3241

This article aims to better understand the role of humans as pedagogical creatures according to a review of the Qur'an and educational science. This conceptual paper uses various literature, such as articles, journals, and books, to explore concepts, ideas, and theories of a problem. The study results show that as pedagogical creatures, humans carry out their duties and functions on earth as 'abd Allah and caliph. To optimize their nature, efforts must be made. Education and a conducive environment are said to help develop the potential of humans to become human beings.

PRINSIP-PRINSIP BELAJAR DAN PEMBELAJARAN DALAM PERSPEKTIF TEORI PENDIDIKAN MODERN Sahrani, Ridwan; Muflih Naufal Irfan; Yuspiani
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

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

Modern education positions the learning process as an active and reflective activity centered on the learner. Learning is no longer understood as a one-way knowledge transfer process, but rather as a dynamic interaction between learners, teachers, and the learning environment. This paper discusses the concepts of learning and teaching in modern education, the theories that underlie them, and the implications of applying modern educational principles to contemporary learning practices. The study was conducted through a literature analysis of various relevant studies in the last five years that highlight the importance of constructivism, humanism, and connectivism as the foundation for developing a modern learning system. The results of the discussion indicate that modern education demands a paradigm shift from teacher-centered learning to student-centered learning that emphasizes independence, collaboration, creativity, and lifelong learning. The application of these principles has a significant impact on improving the quality of learning, teacher competence, and active student involvement in the learning process. The implications of this research indicate that the success of modern education is highly dependent on teachers' ability to facilitate a learning environment that is adaptive to technological developments and the needs of the times.

Analisis Komparatif Rencana Pelaksanaan Pembelajaran (RPP) pada KTSP, K13 dan RPP Satu Lembar serta Implementasinya. Hs, Fatimah; Damopolii, Muljono; -, Yuspiani
Jurnal Inovasi Pembelajaran Vol. 1 No. 3 (2025): Jurnal Inovasi Pembelajaran
Publisher : YAYASAN YASZOY CAYAHA NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71049/b4c5er66

Penelitian ini membandingkan Rencana Pelaksanaan Pembelajaran (RPP) dalam Kurikulum Tingkat Satuan Pendidikan (KTSP), Kurikulum 2013 (K13), dan RPP Satu Lembar untuk mengidentifikasi perbedaan dan persamaan serta untuk mengetahui implementasinya di sekolah. Penelitian ini diharapkan memberi pemahaman mendalam bagi guru, pembuat kebijakan, dan praktisi pendidikan mengenai perkembangan RPP di Indonesia. Data diperoleh melalui studi pustaka dengan menelusuribeberapa referensi berupa buku dan jurnal ilmiah. Hasil penelitian menunjukkan bahwa RPP KTSP cenderung berorientasi pada guru dengan komponen yang lengkap dan rinci. RPP K13 berfokus pada siswa dengan integrasi aspek pengetahuan, keterampilan, dan sikap. Adapun RPP Satu Lembar merupakan penyederhanaan K13 yang lebih menekankan efisiensi, dengan hanya memuat tujuan, kegiatan pembelajaran, dan penilaian. Secara keseluruhan, ketiga model RPP mencerminkan perubahan paradigma pendidikan dari pola yang formalistik menuju pendekatan yang lebih esensial dan fleksibel. Meski RPP Satu Lembar lebih praktis, penerapannya masih menghadapi tantangan berupa pemahaman guru yang belum merata. Penelitian merekomendasikan adanya pelatihan dan pendampingan berkelanjutan bagi guru agar penyusunan dan penerapan RPP Satu Lembar tetap efektif. Selain itu, sekolah dan dinas pendidikan perlu menyediakan panduan implementasi yang lebih jelas dan seragam untuk menghindari kebingungan di kalangan pendidik.

Prinsip-Prinsip Belajar dan Pembelajaran: Dasar Teoretis dan Implikasinya sri mulyani; Muljono Damopolii; Yuspiani Yuspiani
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.6150

Penelitian ini bertujuan untuk mengeksplorasi prinsip belajar dan pembelajaran. Penelitian ini menggunakanan library research atau studi kepustakaan. Adapun beberapa prinsip belajar dan pembelajaran yang ditemukan dalam penelitian ini adalah: (1) prinsip perhatian dan motivasi, (2) prinsip keaktifan, (3) prinsip keterlibatan langsung, (4) prinsip pengulangan, (5) prinsip tantangan, dan (6) prinsip perbedaan individu. Prinsip perhatian dan motivasi menekankan pentingnya menciptakan suasana belajar yang menarik dan relevan melalui penghargaan, tantangan, serta pengaitan materi dengan aplikasi nyata. Prinsip keaktifan mengharuskan peserta didik berperan aktif dalam proses pembelajaran melalui diskusi, proyek kolaboratif, dan simulasi yang mendorong keterlibatan langsung. Prinsip keterlibatan langsung memfasilitasi pemahaman mendalam dengan melibatkan peserta didik dalam eksperimen, praktik, dan presentasi materi. Pengulangan materi memperkuat ingatan melalui latihan berkala, ulasan rutin, dan diskusi kolaboratif. Prinsip tantangan mendorong peserta didik untuk mengembangkan kemampuan berpikir kritis dan kreatif melalui tugas-tugas analitis dan pemecahan masalah. Prinsip perbedaan individu menggarisbawahi pentingnya pembelajaran berdiferensiasi yang disesuaikan dengan gaya belajar, kemampuan, dan kebutuhan peserta didik. Penelitian ini terbatas pada kajian literatur sehingga tidak mengobservasi penerapan prinsip-prinsip belajar secara langsung di kelas. Selain itu, cakupan sumber literatur terbatas pada database tertentu, yang mungkin belum sepenuhnya mewakili semua penelitian terkait. Penelitian selanjutnya disarankan untuk melakukan studi empiris dengan pendekatan kualitatif atau kuantitatif guna mengeksplorasi implementasi prinsip-prinsip ini di kelas serta dampaknya terhadap hasil belajar peserta didik. Selain itu, memperluas cakupan sumber literatur akan memperkaya temuan.

Analisis Kebijakan Desentralisasi Sistem Pendidikan Nasional dan Dampaknya Terhadap Pendidikan Madrasah Eka Sulistiawati; Devi Riska Juliani D; Yuspiani Yuspiani; Musdalifah Musdalifah
JURNAL MAPPESONA Vol. 7 No. 3 (2024): Edisi Oktober 2024
Publisher : Institusi Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/mappesona.v7i3.5670

This article aims to analyze the decentralization policy of the national education system and its impact on madrasah education. This research employs a qualitative method with a literature review approach. Data sources are obtained through a literature study relevant to the impact of implementing the decentralization policy of the national education system. The study addresses several issues, including: 1) the decentralization of the national education system; and 2) the impact of decentralization on madrasah education. Data collection techniques involve a systematic literature search related to education decentralization policy based on systematic inclusion and exclusion criteria, as well as data organization based on themes. Data analysis is conducted through reading and marking, thematic analysis, and synthesis. This research shows that the decentralization of the national education system aims to grant local governments the authority to manage and develop an education system that aligns with the needs, characteristics, and challenges of the local community. However, in its implementation, decentralization faces various challenges, particularly in the context of madrasah education. Madrasahs often experience budget, infrastructure, and resource gaps compared to public schools, which affect the quality of education in madrasahs.

Hakikat Manusia (Anak Didik) Sebagai Makhluk Pedagogik: Tinjauan Filosofis dan Implikasi Dalam Pendidikan Islam A. Nurfadhil; Muljono Damopoli; Yuspiani
TEKNOS: Jurnal Pendidikan dan Teknologi Vol. 3 No. 2 (2025): Desember
Publisher : Program Studi Pendidikan Teknologi Informasi Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/teknos.v3i2.562

Pandangan Islam, manusia dipandang sebagai makhluk yang memiliki dimensi fisik, intelektual, emosional, dan spiritual. Memahami hakikat manusia sebagai makhluk pedagogik, pendidikan Islam dapat diarahkan untuk menghasilkan individu yang tidak hanya cerdas secara intelektual, tetapi juga memiliki karakter yang baik, berakhlak mulia, dan mampu berkontribusi positif bagi masyarakat. Tujuan dalam kajian ini adalah untuk menganalisis perspektif filosofis tentang hakikat manusia (anak didik) sebagai makhluk pedagogik dan mendeskripsiokan implikasi pemahaman hakikat manusia sebagai makhluk pedagogik terhadap pelaksanaan pendidikan Islam. Metode dalam penelitian ini menggunakan penelitian kualitatif dengan pendekatan deskriptif analitik. Hasil penelitian menunjukkan bahwa orang tua dan pendidik hendaknya menciptakan lingkungan belajar yang kondusif bagi peserta didik, yang memungkinkan pengembangan seluruh potensi yang dimilikinya, kemudian pemerintah atau pemangku kebijakan pendidikan harus mengintegrasikan konsep hakikat manusia ke dalam sistem pendidikan nasional, khususnya pendidikan Islam. Kajian penelitian ini diharapkan menambah wawasan masyarakat, terutama bagi yang membaca tulisan ini agar mengetahui apa saja yang harus dilakukan untuk menganalisis mengenai Manusia (anak didik) merupakan mahkluk pedagogik

Hakikat Manusia (Anak Didik) Sebagai Makhluk Pedagogik Sulkifli; Yuspiani
TEKNOS: Jurnal Pendidikan dan Teknologi Vol. 3 No. 2 (2025): Desember
Publisher : Program Studi Pendidikan Teknologi Informasi Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/teknos.v3i2.663

This research examines the nature of humans as pedagogical beings with a focus on students in the perspective of Islamic education. Humans are created with fitrah and basic potential that allows them to learn and develop. This research uses a literature review method with a philosophical-normative approach to analyze the concept of fitrah as basic potential, as well as the role of hearing, sight, and heart as the main learning instruments. The results show that humans have an inherent capacity to receive education through three main instruments bestowed by Allah swt. Human fitrah as pedagogical beings becomes the fundamental foundation in developing holistic education systems. The implications of this research contribute to understanding the basic concepts of Islamic education and developing learning methodologies that are in accordance with human nature.

Co-Authors A. Nurfadhil A. Nurhidayah Br A., Nurhidayah Br Abdi Goncing Abdul Rahman Latief Abdul Razzaq Abdullah, Subhan Ade Agusriani Ade Darmawan Basri Ahmad Farham Majid Ahmad Mudzakkir Ainullah, Mukrim Alias, Hamzah Alwan Suban Alwan Subhan Amiruddin, Idris Amrah Kasim Ana Fergina Andi Halimah Andi Nirmayanthi Andi Nirmayanthi Andi Rafiqah Rahmah Aspirah, Aspirah Assidiq, Ilham Awaliah Musgamy Ayu Rahyuni Ali Baharuddin Abbas Baharuddin Baharuddin Baharuddin Baharuddin Basir, Marni Basri B Basri Basri Basri, Syamsuriana Budihartono, Budihartono Darnanengsih Devi Riska Juliani D Eka Damayanti Eka Sulistiawati Ermi Sola Ernawati Erwin Hafid Fatimah Nurlala Iwani Fatimah Nurlala Iwani Firdaus Muhammad, Firdaus Hamsiah Djafar Hartinawanti H Hasan Basri Heni Winarsih Heni Winarsih Hermawansyah Hermawansyah HS, Fatimah Humairah, Andi Eliyah Inayatul Mutmainnah Irma Fatimah Jabri, Umiyati Jamaluddin Jamaluddin Jusniati. H Kamus Kartini Kartini Khatimah, Nur Husnul Kurniasi, A. Zulhijrah Kurniawan Kurniawan L, Ramli Lisa Nursita M. Hidayat M. Shabir U Maemunah Mahfudz, Muhsin MARDIANA Mardyawati Mardyawati Marjuni, H. Mega Fatimah Rosana MISYKAT MALIK IBRAHIM Muflih Naufal Irfan Muh. Darwis Muhammad Fajar Hidayat, Muhammad Fajar Muhammad Irfan Hasanuddin, Muhammad Irfan Muhammad Muslimin Muhammad Nuril Huda Muhammad Ramli Muhammad Shabir U Muhammad Shuhufi Muhammad Yaasiin Raya Muhsin Muhsin Muljono Damopolii Muljono Damopolii Muljono Muljono Musdalifah Mustabsyirah Mustabsyirah Mutakhir, Nur Said Naro , Wahyuddin Naro, Wahyudin nasir, muh Nur Apriyani Nur Hikmah Nur Intan Tri Rejeki Nurcholis Aziz Nurhasanah Nurhasanah Nursahwal P, MULIATI Rahmat Gusnadi Rai Bardi, Andi Muhammad Radi Ramli, Rahmawati Rosdiana Rosdiana Rusmiaty Rusmiaty Sahrani, Ridwan Sanniati Muddin Saprin Saprin Saprin Saprin, Saprin Sari, Yuni Purnama Shabir U, Muhammad Siti Azisah Sitti Mania, Sitti Sri Mulyani Sri Mulyani St Syamsudduha Suaebah Suarni Sudirman Sulasteri, Sri Sulkifli Taufiq Hidayat Trisnawaty U, Muhammad Shabir Umar Sulaiman Usman Usman Uswatun Hasanah Nur Aqila Wahyuddin Wahyuddin Naro Wahyuddin Naro Wahyuddin Naro, Wahyuddin Wahyuddin Wahyuddin Wahyuni Laila, Sri Wahyuni, Andi Eki Dwi Wayong, Mohammad Yusawinur Barella Yusril, Muh. Zuhdiah, Zuhdiah

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