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All Journal Edukasi Islami: Jurnal Pendidikan Islam Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Journal of Multidisciplinary Science: MIKAILALSYS
Mardi Widodo
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Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Education Environmental Science Physics Social Sciences Other

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Lecturers’ Individual Factors of Knowledge-Sharing Behavior: A Study in Islamic Higher Education Institutions in Indonesia Wardi, Suhra; Widodo, Mardi; Bakri, Asri Ady
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 001 (2023): Edukasi Islami: Jurnal Pendidikan Islam (Special Issue 2023)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i001.5484

Abstract

This study aims to analyze lecturers' knowledge-sharing behavior at Indonesian Islamic universities. Knowledge-sharing behavior is reviewed based on individual attitude factors and individual expectations, which are developed into six question items that have been qualitatively validated by experts. This research was conducted on lecturers at Islamic-based tertiary institutions in Indonesia. Data were collected using survey techniques with the help of Google Forms. The data were analyzed using the frequency and percentage tabulation approaches. The results of the data analysis show that lecturers have an individual attitude factor of 86.1% and a personal expectation factor of 78.2%. As an implication, knowledge-sharing behavior can be increased through individual attitude factors such as awareness of increasing and developing knowledge and as a contribution to the institution.
Pengaruh media interaktif terhadap hasil belajar dan pemahaman pendidikan Pancasila wulan, putri; widodo, mardi; agustina, ina
Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 2 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/n6n4p818

Abstract

Studi ini meneliti bagaimana penggunaan video interaktif memengaruhi seberapa baik peserta didik kelas IV di UPT SD Negeri Gedongombo V Tuban belajar dan memahami Pendidikan Pancasila. Studi ini menggunakan metode yang mengukur angka dengan pengaturan yang mencakup kelompok yang diuji sebelum dan sesudah percobaan, membandingkan satu kelompok yang menerima perlakuan dengan kelompok yang tidak. Studi ini melibatkan 31 peserta didik yang dibagi menjadi dua kelompok: satu kelompok yang melakukan percobaan dan kelompok lain yang tidak. Kami mengumpulkan informasi dengan memberikan tes sebelum dan sesudah pembelajaran. Kemudian, kami menggunakan statistik sederhana dan uji-t untuk menganalisis hasilnya. Studi ini menemukan bahwa skor rata-rata sebelum tes untuk kelompok eksperimen adalah 65 dan meningkat menjadi 85 setelahnya. Sementara itu, skor kelompok kontrol meningkat dari 66 menjadi 72. peserta didik dalam kelompok eksperimen meningkatkan skor mereka sebesar 20 poin, sedangkan kelompok kontrol hanya meningkat sebesar 6 poin. Hasil tes menunjukkan nilai 0,000. Ini berarti bahwa penggunaan video interaktif memiliki dampak besar pada seberapa baik peserta didik belajar dan memahami materi. Singkatnya, media video interaktif membantu peserta didik memahami lebih baik, lebih aktif, dan mencapai hasil yang lebih baik dalam Pendidikan Pancasila di sekolah dasar.
Application of the Gallery Walk Method on Caring for the Integrity of the Nation and State in Improving the Learning Outcomes of Pancasila Education for Grade VIII Students at UPT SMP Negeri 3 Semanding Dinda Meilenia; Mardi Widodo; Ismiati
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12080

Abstract

Although critical thinking and learning outcomes have received considerable attention, research on the Gallery Walk method as a means of facilitating social-constructivist interaction in civic and cultural education remains limited. This study evaluated the method’s potential to improve learning outcomes and critical thinking in lessons on preserving national culture and maintaining national integrity. A two-cycle classroom action research design involved 23 eighth-grade students. Data were collected using learning activity observation sheets, diagnostic assessments, and cycle-based achievement tests and analyzed through descriptive quantitative comparisons. Before the intervention, one student (4%) achieved learning mastery, and the class mean score was 52. In Cycle I, mastery increased to 22 students (95.7%), with a mean score of 80. Cycle II, which incorporated higher-order thinking skills (HOTS) test items, recorded mastery among 18 students (78.3%), with a mean score of 64. Although scores were lower in Cycle II, both cycles met the target of at least 75% class mastery and showed higher attainment than the pre-action assessment. These findings support Gallery Walk as a promising strategy for improving learning mastery within the studied classroom, while differences in assessment demands warrant caution when comparing cycle scores. The study provides contextual insights into applying Vygotsky’s social constructivist perspective to collaborative civic and cultural learning and offers practical guidance for designing interactive, HOTS-oriented instruction through structured social interaction and collaborative reflection. Further research could examine the long-term retention of critical thinking skills across broader social science topics.
Implementation of the Structured Debate Learning Model to Improve Learning Outcomes in Pancasila Education on the Topic of "the Territory of the Unitary State of the Republic of Indonesia" at UPT SMP Negeri 3 Semanding Erfa Meiliyah; Mardi Widodo; Ismiati
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 3 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i3.12081

Abstract

Low initial learning mastery highlighted the need for more active instruction in Pancasila Education at UPT SMP Negeri 3 Semanding. This study examined changes in learning outcomes following the implementation of structured debate on the territory of the Unitary State of the Republic of Indonesia (NKRI), with students divided into affirmative and opposing groups. A mixed-methods classroom action research design was conducted over two cycles involving 26 seventh-grade students in Class VII-C. Data were collected through observations, questionnaires/tests, and interviews and analyzed descriptively using quantitative and qualitative techniques. At baseline, two students (8%) met the minimum mastery criterion (KKM = 70), and the class mean score was 55. In Cycle I, mastery increased to 16 students (62%), with a mean score of 71. In Cycle II, mastery remained at 16 students (62%), while the mean score was 69. Qualitative findings indicated a progression from basic conceptual understanding toward analysis involving higher-order thinking skills, accompanied by greater self-confidence and stronger argumentation skills. These findings indicate that mastery gains relative to baseline were maintained across the two cycles, alongside qualitative improvements in students’ thinking and participation. The study provides contextual evidence for constructivist, debate-based civic pedagogy and practical insights for teachers seeking to strengthen analytical thinking, confidence, and argumentation through structured classroom debate.
Co-Authors Bakri, Asri Ady Dinda Meilenia Erfa Meiliyah Ignatius Septo Pramesworo Ina Agustina Ismiati Khasanah Muhammad Nurhisyam Ali Setiawan Novianty Djafri Wardi, Suhra Wulan, Putri