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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar QOSIM: Jurnal Pendidikan, Sosial & Humaniora WIDYANTARA Eduma : Mathematics Education Learning and Teaching
Haryadi
Universitas Negeri Semarang
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Dominant Factor in Educational Digitalization Sustainability: Structural Equation Modeling of Technology Acceptance Versus Digital Literacy on Student Learning Outcomes Nur Indah Septia Ningsih; Haryadi; Bernadus Wahyudi Joko Santoso
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/qsmrd386

Abstract

This study examines the dominant factors influencing student learning outcomes in digital mathematics learning, focusing on Technology Acceptance and Digital Literacy. A unified model combining the Technology Acceptance Model (TAM) and Digital Literacy framework was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The participants were 125 fifth-grade students from three public elementary schools in Cirebon. Data were collected through validated questionnaires measuring Perceived Ease of Use, Perceived Usefulness, Attitude, Digital Literacy, and mathematics learning outcomes. The findings showed that all hypothesized relationships were significant (p < 0.001). Digital Literacy had a stronger effect on learning outcomes (β = 0.415) than Technology Acceptance (β = 0.311), with the cognitive dimension contributing the most (β = 0.521). The results also indicated that Digital Literacy fully mediates its dimensions, while Technology Acceptance influences learning outcomes through sequential pathways involving perceived usefulness and attitude. The study concludes that Digital Literacy is the main predictor of learning outcomes in digital mathematics learning. Therefore, sustainable educational digitalization should prioritize strengthening students’ digital literacy competencies alongside technology adoption.
Membangun Karakter Bullying di Sekolah Dasar (2019-2025) Khusnul Kotimah; Haryadi
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.5921

Abstract

Bullying adalah pelaku negatif yang sering dijumpai dengan pembawaan agresif, yang mana perilaku ini dilakukan tanpa ada jeda, secara fisik atau verbal. Bullying mempunyai dampak yang buruk dan negatif yang akan menyerang tubuh dan mental bagi siapapun yang mengalaminya, sehingga perlunya upaya dalam pencegahan perilaku bullying. Penelitian ini bertujuan untuk mendeskripsikan bagaimana membangun karakter anti bullying di sekolah dasar. Penelitian ini menggunakan metode Systematic Literature Review (SLR) untuk menilai, merangkum dan mengkaji data dari studi yang ditinjau. Hasil penelitian menunjukkan, untuk membangun karakter anti bullying di sekolah diperlukannya berbagai macam pendekatan dan metode. Salah satu caranya dengan melakukan pembiasaan baik, sosialisasi, metode role playing dan cerita moral. Maka dari itu, penting adanya pendidikan karakter di sekolah agar siswa tidak menjadi pelaku dan korban dari perundungan. Untuk memdapatkan tujuan secara berkelanjutan, sangat diperlukan adanya komitmen dari sekolah untuk terus membangun karakter baik bagi siswa, agar dapat menerapkan karakter tersebut baik di lingkungan sekolah maupun sekitarnya.
Co-Authors B. Wahyudi Joko Santoso Bernadius Wahyudi Joko Susanto Chandra Ali Ma'sum Dimas Kurniawan Budi Elen Inderasari Evika Widya Puspita Faridhatun Nikmah Isfaidah Nur Anjani Khusnul Kotimah Nas Haryati Setyaningsih Nur Indah Septia Ningsih Putri Darma Zahra Putri Yanuarita Sutikno Ramiyati Ramiyati Ruth Silvia Sinaga Teni Okty Handayani Thessa Dyah Kusumaningrum