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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Cakrawala Pendas QOSIM: Jurnal Pendidikan, Sosial & Humaniora WIDYANTARA Educational Management Eduma : Mathematics Education Learning and Teaching
Haryadi
Universitas Negeri Semarang
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics 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/eduma.v14i2.24024

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.
The Implementation of Reading Literacy Strategies in Merdeka Curriculum Instruction for Fourth-Grade Students at SD Negeri Buniwah 01 Indra Apriyanto; Bernadus Wahyu Joko Santoso; Haryadi; Tri Joko Raharjo
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.37223

Abstract

This study aims to describe the implementation of reading literacy strategies in Merdeka Curriculum instruction for fourth-grade students at SD Negeri Buniwah 01, covering planning, implementation, evaluation, and the supporting and inhibiting factors faced by the teacher. A qualitative approach with a case study design was employed. The participants consisted of one fourth-grade teacher, one principal, and 25 students. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using Miles, Huberman, and Saldaña’s interactive model, which includes data reduction, data display, and conclusion drawing and verification. Data trustworthiness was ensured through source and technique triangulation, member checking, and the use of adequate theoretical references. The results show that the teacher planned literacy activities by integrating reading materials into teaching modules aligned with themes and learning outcomes in the Merdeka Curriculum. The main strategies used were guided reading, paired reading, and reading aloud. These strategies increased student engagement, facilitated text comprehension, and enriched vocabulary. Supporting factors included the availability of a reading corner, the principal’s commitment, and the teacher’s creativity in designing literacy activities. Inhibiting factors included limited thematic reading collections, diverse reading abilities among students, time constraints, and an uneven home reading culture. Efforts to address these obstacles involved utilizing digital reading resources, developing simplified teacher-made texts, implementing differentiated instruction, and involving parents through home reading assignments. Overall, the implementation of reading literacy strategies in Merdeka Curriculum instruction had a positive impact on students’ motivation and reading comprehension and contributed to the development of adaptive and sustainable reading literacy programs in primary schools.
INTEGRATING LOCAL WISDOM INTO DIGITAL STORYBOOKS: AN INNOVATIVE LITERACY APPROACH TO ENHANCING ELEMENTARY STUDENTS' READING INTEREST: English Jepri Yansyah; Bernadus Wahyudi Joko Santoso; Haryadi
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18450

Abstract

The low level of reading interest among elementary school students in the digital era has become a significant challenge in literacy development, particularly due to the dominant use of gadgets for entertainment rather than educational purposes. This study aims to analyze the effectiveness of digital storybooks based on local wisdom in improving students’ reading interest. The research employed a quantitative approach using a quasi-experimental design with a one-group pretest-posttest model. The participants were fourth-grade elementary school students, and the instrument used was a reading interest questionnaire covering indicators of interest, frequency, and motivation to read. Data were analyzed using descriptive statistics and a paired sample t-test. The results revealed a significant improvement in students’ reading interest after the implementation of local wisdom-based digital storybooks, as indicated by the increase in mean scores and the shift in reading interest categories from low to high. Statistically, the significance value obtained was less than 0.05, confirming that the intervention had a significant effect. This improvement is attributed to the interactive, visual, and contextual nature of the media, as well as the integration of local cultural values that make learning more meaningful. Therefore, local wisdom-based digital storybooks are recommended as an effective and relevant innovation for literacy learning in elementary schools in the digital era.
Co-Authors B. Wahyudi Joko Santoso Bernadius Wahyudi Joko Susanto Bernadus Wahyu Joko Santoso Chandra Ali Ma'sum Dimas Kurniawan Budi Elen Inderasari Evika Widya Puspita Faridhatun Nikmah Indra Apriyanto Isfaidah Nur Anjani Jepri Yansyah 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 Tri Joko Raharjo