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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) JTP - Jurnal Teknologi Pendidikan JPEK (Jurnal Pendidikan Ekonomi dan Kewirausahaan) Didaktika: Jurnal Kependidikan Jurnal Pendidikan Vokasi Otomotif Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran International journal of education and learning Formosa Journal of Sustainable Research (FJSR) Jurnal Pendidikan Siber Nusantara Journal of Citizen Research and Development Jurnal Inovasi dan Teknologi Pembelajaran
Deni Hardianto
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Transportation Other

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Model pembelajaran blended partisipatif kemitraan sekolah dan orangtua Deni Hardianto; Yi Ying Chang; Unik Ambar Wati
Jurnal Penelitian Ilmu Pendidikan Vol. 16 No. 1 (2023): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v16i1.54619

Abstract

Partisipasi orangtua dalam menyusun program kemitraan dengan sekolah masih belum optimal, sehingga seringkali orangtua hanya menjadi objek dalam program pendidikan di sekolah. Untuk mengatasi hal ini, dilakukan penelitian untuk mengembangkan model pembelajaran blended partisipatif kemitraan sekolah dan orangtua siswa. Penelitian ini menggunakan metode penelitian pengembangan dengan model ADDIE, dan teknik pengumpulan data meliputi observasi, wawancara, dan angket. Analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukkan terciptanya model pembelajaran blended partisipatif kemitraan sekolah dan orangtua siswa dengan tahapan (1) Analisis, meliputi analisis kebutuhan dan situasi, analisis tujuan umum dan materi, analisis karakteristik orangtua siswa, analisis lingkungan/perangkat teknologi, dan analisis waktu pembelajaran blended. (2) Desain dengan dua mode yaitu face to face (synchronous) dan online (asynchronous). (3) Pengembangan yaitu mengembangkan tujuan dan materi pembelajaran, merancang strategi pembelajaran blended, mengembangkan learning resource dan validasi ahli. (4) Implementasi pembelajaran blended meliputi tahap uji coba satu-satu dan uji lapangan terbatas. (5) Evaluasi meliputi pengembangan evaluasi formatif dan sumatif serta revisi model. Model ini dinilai layak oleh ahli, yang dinyatakan layak dengan skor 3.58, dan praktis untuk digunakan dengan skor 3,65. Penilaian ahli materi kemitraan sekolah dan orangtua yaitu 3,76 (layak), sementara penilaian ahli pembelajaran terhadap desain model pembelajaran blended dengan skor 3.76 (layak). Implikasi dari hasil kelayakan dan kepraktisan model ini dapat digunakan dalam lingkup yang lebih luas. Blended participatory learning model with school-parent partnership for studentParents' participation in compiling and developing partnership programs is still not optimal; parents tend to become objects in educational programs at schools This research aimed to develop a participatory blended learning model for school partnerships and parents. The research method used was development research with the ADDIE model. Data collection techniques at the model development stage used observation, interviews, and questionnaires, additionally, for data analysis using descriptive analysis. The results of the study have compiled a participatory blended learning model for school partnerships and parents of students with stages (1) Analysis which includes analysis of needs and situations, analysis of general objectives and materials, analysis of parents' characteristics, analysis of the environment/technological devices, and analysis of blended learning time. (2) Design with two modes, namely face-to-face (synchronous) and online (asynchronous). (3) Development by developing learning objectives and materials, designing blended learning strategies, developing learning resources, and expert validation. (4) Implementing blended learning includes one-on-one trials and limited field trials. (5) Evaluation includes the development of formative and summative evaluations and model revisions. Expert validation on the participatory blended learning model was generally stated to be feasible with a score of 3.58 (decent). The expert's assessment of school partnerships and parents was 3.76 (appropriate), while the learning expert's assessment of the blended learning model design scored 3.76 (decent). Ultimately, the results of the practicality test obtained a score of 3.65 (practical). The implications of the results of the feasibility and practicality of this model can be used in a wider scope
Pengembangan Model Pembelajaran Environmental Learning dalam Pembelajaran IPA untuk Meningkatkan Kemampuan Self Regulated Learning Peserta Didik Kelas VI Syukeyath Da Trus Pandong; Deni Hardianto
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 2 (2026): Jurnal Pendidikan Siber Nusantara (April - Juni 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i2.645

Abstract

Abstrak: Tujuan penelitian ini adalah untuk menghasilkan model pembelajaran Environmental Learning yang layak dalam meningkatkan kemampuan Self Regulated Learning  peserta didik kelas VI pada pembelajaran IPA di SD Negeri Osiloa serta mengetahui kepraktisan dan keefektifannya. Model yang dihasilkan ini diharapkan dapat membantu peserta didik mengelola pembelajaran secara mandiri melalui pengalaman belajar berbasis lingkungan. Penelitian ini menggunakan metode Research and Development dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Penelitian dilaksanakan di SD Negeri Osiloa dengan subjek penelitian peserta didik kelas VI. Sumber data diperoleh dari peserta didik, guru,kajian pustaka dan ahli (validator). Teknik pengumpulan data meliputi observasi, wawancara, angket, dan dokumentasi. Instrumen penelitian berupa lembar validasi model, angket respons guru dan peserta didik, serta lembar observasi kemampuan SRL peserta didik. Validitas instrumen diuji melalui validasi ahli model, sedangkan kepraktisan model menggunakan angket yang diisi oleh guru dan peserta didik. Selanjutnya, keefektifan model dalam meningkatkan kemampuan  Self Regulated Learning (SRL) diukur dengan penilaian hasil belajar dan kuesioner SRL. Analisis data penelitian menggunakan uji Wilcoxon Signed-Rank Test dan uji Mann-Whitney. Hasil penelitian menunjukkan bahwa model pembelajaran Environmental Learning yang dikembangkan memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan kemampuan Self Regulated Learning peserta didik. Hal ini ditunjukkan oleh hasil validasi ahli yang berada pada kategori sangat valid, respons positif dari guru dan peserta didik, serta adanya peningkatan pada aspek metakognitif, motivasi, perilaku, dan hasil belajar. Dengan demikian, dapat disimpulkan bahwa model Environmental Learning layak digunakan dalam pembelajaran IPA di sekolah dasar, khususnya di SD Negeri Osiloa. Disarankan kepada guru untuk mengimplementasikan model ini secara berkelanjutan dengan memanfaatkan lingkungan sebagai sumber belajar, serta bagi peneliti selanjutnya untuk menguji model ini pada konteks yang lebih luas.
Implementation of the online teacher competency improvement training program in the diklat.co semarang learning community Haris Pribadi; Deni Hardianto
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 12 No. 3 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v12i32025p129

Abstract

This study aimed to describe the process and impact of online teacher competency improvement training through the Diklat.co platform in supporting the implementation of the Kurikulum Merdeka (Freedom Curriculum). This research employed a qualitative approach with a case study method. The data were collected through observations, interviews, and documentation of the training implementation. The findings indicate that online-based training effectively enhances teachers’ pedagogical and professional competencies. This occurs through reflective discussions, sharing of best practices, and the use of technology in the learning process. The participants reported increased confidence in applying differentiated instruction and diagnostic assessments following the training. However, challenges remain, including limited infrastructure, varying levels of digital literacy, and scheduling constraints that overlap with teachers’ existing workloads. This study recommends the online-based training model as a flexible, collaborative, and relevant alternative to support teacher professionalism development in the digital era.
Development of m-learning in flipped classroom learning model to increase interest and understanding of mathematics concepts Isti Qama Damayanti; Deni Hardianto
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 12 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v12i22025p115

Abstract

Mathematics education in Indonesia faces challenges of low learning interest and limited conceptual understanding among students, reflected in Indonesia's 2022 PISA score of 366 points. This research aims to develop M-learning based on flipped classroom model to enhance students' interest and understanding of mathematical concepts. The research method employed the ADDIE model, with SDLC approach specifically applied in the development phase. Research subjects involved 69 eleventh-grade students from SMA Negeri 1 Cawas. Data collection instruments included expert validation questionnaires, user response questionnaires, learning interest questionnaires, and mathematical concept understanding tests. Results showed M-learning was highly feasible according to media expert validation (average 3.84) and material expert validation (average 3.9), rated as very practical by teachers (average 3.96) and practical by students (average 3.36). M-learning implementation increased learning interest by 20.2% and mathematical concept understanding by 72.70%. M-learning flipped classroom proved effective in enhancing interest and mathematical concept understanding.
Co-Authors Ahmad Yusuf Andri Yanto Ariyawan Agung Nugroho Ayu Sandra Dewi Dharma Satria Wijaya Estu Miyarso Haris Pribadi Haryanto Haryanto Herman Dwi Surjono Herminarto Sofyan Ibnu Siswanto Isfian, Arief Oky Isti Qama Damayanti Laila Fatmawati Lasiyo Lasiyo, Lasiyo Maman Suryaman Mashrul, Nenden Nadya Rizky Meriani, Gesti Muhammad Isna Rosyada Muhammad Khairil Asrori nawai, nawawi Nofianti Nofianti Pratama, Dhimas Wahyu Pujiriyanto . R.A Murti Kusuma Wirasti Ratmono, Barito Mulyo Sari, Ayu Perwita Setyabudi Indartono Sugeng Bayu Wahyono Supriadi, Asim Syahrir Syukeyath Da Trus Pandong Unik Ambarwati Wahyuti Yi Ying Chang Zainal Arifin