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All Journal Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Publikasi Pendidikan Edutech Journal of Education and Learning (EduLearn) Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Edulib JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Penelitian Pendidikan Al Ishlah Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Administrasi Pendidikan Indonesia PEDAGOGIA Jurnal Smart PAUD Learning Community : Jurnal Pendidikan Luar Sekolah Journal of Education Technology Jurnal EDUCATIO: Jurnal Pendidikan Indonesia PrimaryEdu - Journal of Primary Education Jurnal Pendidikan dan Kebudayaan Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Inovasi Kurikulum Journal Evaluation in Education (JEE) TARBAWY: Indonesian Journal of Islamic Education Jurnal Educative: Journal of Educational Studies Eduvest - Journal of Universal Studies Hipkin Journal of Educational Research Journal on Mathematics Education Jurnal Didaktik Matematika
Rudi Susilana, Rudi
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Social Sciences Other

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Pelatihan Pengembangan Desain Pembelajaran Mendalam (Deep Learning) untuk Guru Sekolah Dasar Susilana, Rudi; Ikanubun, Lucia Ekawati; Amelia, Della; Hadiapurwa, Angga; Dewi, Laksmi; Setiawan, Budi; Anisa, Desy; Sipayung, Amy Theresia
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i3.76539

Abstract

Digulirkannya kebijakan pendekatan Pembelajaran Mendalam (PM) untuk implementasi kurikulum nasional, menjadi tantangan tersendiri bagi guru-guru di lapangan. Kegiatan Pengabdian kepada Masyarakat ini dilaksanakan untuk menjawab permasalahan mitra berupa keterbatasan pemahaman guru sekolah dasar dalam mengimplementasikan konsep dan strategi Pembelajaran Mendalam (PM). Mitra kegiatan Pengabdian kepada Masyarakat ini adalah guru-guru sekolah dasar di Kecamatan Parongpong yang berjumlah 50 guru. Kegiatan yang dilaksanakan berupa intervensi terstruktur selama dua hari, meliputi: (i) pra-pelatihan dengan distribusi buku panduan PM yang memuat enam topik inti, (ii) pelatihan melalui penyampaian materi, diskusi, serta workshop praktik penyusunan desain pembelajaran, dan (iii) pascapelatihan berupa penguatan serta evaluasi tindak lanjut. Metode kegiatan mencakup asesmen awal dan akhir, praktik terbimbing, serta pendampingan langsung. Hasil pelaksanaan menunjukkan adanya peningkatan pemahaman guru dengan nilai normalized gain (N-gain) pada enam aspek PM berada pada kategori sedang (0,43–0,56); aspek prinsip PM memperoleh capaian tertinggi (0,56), sementara aspek pengembangan desain pembelajaran masih terendah (0,43) sehingga membutuhkan penguatan lanjutan. Evaluasi reaksi peserta juga memperlihatkan persepsi yang sangat positif (rata-rata ≥ 4,51/5) terhadap relevansi, kejelasan, manfaat praktis, kolaborasi, dan sikap reflektif. Secara keseluruhan, kegiatan ini berhasil meningkatkan kapasitas guru dalam merancang dan menerapkan Pembelajaran Mendalam, meskipun pendampingan berkelanjutan tetap diperlukan agar implementasi di kelas lebih optimal.
Investigation of the impact online single and multiple representation scaffolding on mathematical concept mastery and mathematical problem-solving skill Fitria, Wenny; Susilana, Rudi; Priatna, Nanang; Rusman
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp709-728

Abstract

Representation plays a central role in mathematical problem solving, serving as a cognitive bridge between abstract concepts and concrete understanding. However, while prior studies have examined the effects of scaffolding in mathematics learning, limited attention has been given to the comparative impact of single versus multiple online representations, particularly in relation to students’ cognitive processes such as eye movement behavior. This study addresses this gap by investigating the effectiveness of online single and multiple representation scaffolding in enhancing students’ mathematical concept mastery, problem-solving performance, and eye movement patterns during problem-solving tasks. A quasi-experimental design was employed involving 300 high school students, randomly assigned to either a multiple representation scaffolding group (n = 150) or a single representation scaffolding group (n = 150). Data were analyzed using one-way MANCOVA, ANCOVA, MANOVA, and ANOVA tests. The results revealed that students who received multiple representation scaffolding outperformed their peers in mastering mathematical concepts, solving complex problems—including advanced-level tasks—and demonstrating more efficient visual processing, indicated by shorter fixation durations and rereading times. Furthermore, these students exhibited more adaptive strategies across varying question types (basic, combination, and advanced). The findings highlight the pedagogical advantage of using multiple representation scaffolding in online mathematics instruction, suggesting that it offers more comprehensive cognitive support and promotes deeper conceptual understanding. This study contributes to the growing body of research on digital scaffolding by evidencing the cognitive and performance-related benefits of multimodal representation and underscores its potential to inform the design of technology-enhanced mathematics learning environments.
Implementasi kurikulum montessori bernafaskan islam pada pendidikan anak usia dini "rumah bermain padi" di kota Bandung Julita, Dina; Susilana, Rudi
Jurnal Penelitian Ilmu Pendidikan Vol. 11 No. 2 (2018): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.05 KB) | DOI: 10.21831/jpipfip.v11i2.24201

Abstract

Metode Montessori diyakini sebagai salah satu metode yang efektif dalam pendidikan anak usia dini (PAUD) karena menerapkan pembelajaran yang berpusat pada anak. Tujuan dari penelitian ini adalah untuk memperoleh gambaran implementasi kurikulum mencakup alasan atau rasional dari pengimplementasian kurikulum, proses perencanaan, strategi pembelajaran, penataan lingkungan siapan, penilaian, dan respon guru terhadap faktor-faktor pendukung dan penghambat. Penelitian menggunakan metode studi kasus dengan pendekatan kualitatif. Penggalian data dilakukan dengan teknik diskusi kelompok terarah, wawancara mendalam, observasi dan studi dokumen. Keabsahan data dilakukan menggunakan triangulasi sumber, metode, dan teori. Hasil penelitian menunjukkan a) Rumah Bermain Padi mengimplementasikan kurikulum berlandaskan asas filosofis, historis, sosiologis, dan psikologis: b) proses perencanaan melalui tahap observasi-penentuan tujuan belajar-perancangan-revisi-pengesahan; c) strategi pembelajaran merupakan representasi dari landasan kurikulum, strategi yang tidak direncanakan merupakan manifestasi dari kurikulum aktual maupun tersembunyi, dan strategi ditetapkan guru melalui proses adaptasi dan berdasarkan diagnosis; d) guru melakukan penataan lingkungan siapan pada semua tahap implementasi kurikulum, guru merupakan bagian dari lingkungan siapan, dan penataan lingkungan dilakukan antar guru dengan cara kerja sama, dan guru menata lingkungan siapan untuk memfasilitasi seluruh aspek perkembangan anak; e) Penilaian dilakukan guru berdasarkan pengamatan, penilaian dilakukan untuk mengevaluasi hasil belajar dan untuk mendapatkan dasar pertimbangan perencanaan pembelajaran selanjutnya, dan Kepala PAUD berperan sebagai pengawas pada proses penilaian; f) Respon guru dalam menghadapi faktor-faktor pendukung dan penghambat menunjukkan bahwa implementasi kurikulum merupakan interaksi sosial. Upaya guru dalam mengatasi hambatan dengan memanfaatkan faktor pendukung menghasilkan kolaborasi guru yang terjadi secara formal dan informal.The implementation of islamic montessori curriculum at "rumah bermain padi" preschool in BandungThe Montessori methods is widely believed to be one of the effective methods in early childhood and care education (ECCE) because it implements child-centered learning. The purpose of this study was to obtain an overview of the implementation of the curriculum including the reason or rationale of implementing the curriculum, planning process, learning strategies, prepared environment, assessment, as well as teachers' responses to supporting and inhibiting factors. The study used a case study method with qualitative approach. Data was gathered through focus group discussion, depth interviews, observation and document study techniques. Data validation was done using triangulation of sources, methods, and theories. The results of the study showed that a) Rumah Bermain Padi implemented the curriculum based on philosophical, historical, sociological, and psychological bases: b) the planning process was carried out through stages: observation "” determining of the learning objectives "” designing – revising - validating; c) learning strategies used were representations of the curriculum foundation, unplanned strategies were manifestations of actual and hidden curriculum, and the strategies were determined by the teachers through a process of adaptation and based on diagnosis; d) the teachers conducted environmental management at all stages of curriculum implementation, the teachers were part of the prepared environment, and the environmental arrangement was carried out among teachers, and the teachers arranged the prepared environment to facilitate all aspects of child development; e) The assessments were carried out by the teachers based on observations; they were undertaken to evaluate the learning outcomes and to get a basis for consideration of further learning planning; and the headmaster acted as a supervisor in the assessment process; f) The teachers' response in dealing with supporting and inhibiting factors showed that the implementation of the curriculum was a social interaction. Teachers' efforts in overcoming obstacles by utilizing supporting factors brought about teachers' collaboration formally and informally.
Comparative Analysis of Agriculture Curriculum with Agronomy Concentration in Vocational High Schools in Germany and Indonesia Widya Puji Astuti; Rudi Susilana; Riche Cynthia Johan
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.9086

Abstract

The German vocational education system has developed steadily over centuries and is recognized as a global reference in providing vocational education. This study compares the agricultural curriculum with agronomy concentration in vocational high schools in Indonesia with the vocational education system in Germany. The study is expected to be able to offer strategic recommendations for the development of agricultural vocational education in Indonesia, provide strategic insights for the development of a more relevant agricultural vocational high school curriculum, and be able to create promising career opportunities in agriculture. This study uses a qualitative approach with a content analysis design on the documents that are the primary analysis sources. The results show that Germany excels in integrating theory, practice, technology, and industry involvement through an intensive Duale Ausbildung system. The longer duration of education and the use of advanced technologies such as smart farming make Germany more prepared to face the industrial era 4.0. In contrast, Indonesia is starting to move towards innovation with a project-based learning approach, but industry involvement and recognition of competency certification are still limited. The study's conclusion shows that although the Indonesian agronomy curriculum has approached international standards, strengthening industrial partnerships, modern technology, and global certification recognition need to be improved to increase the competitiveness of graduates in the global market.
Curriculum evaluation in tourism education: Assessing the fulfillment of OBE principles Rosita, Rosita; Susilana, Rudi; Rusman, Rusman; Rosliana, Lina
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 2 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i2.91567

Abstract

The shift toward Outcome-Based Education (OBE) in higher education requires tourism programs to conduct systematic curriculum evaluations to ensure relevance to evolving societal needs. This study evaluates the fulfillment of OBE principles in the Resort and Leisure Management (MRL) Program using the Stufflebeam’s CIPP (Context, Input, Process, Product) model. The evaluation analyzed the program’s curriculum document, 30 lesson plans, observed 18 courses, and conducted interviews and FGDs with lecturers, students, and program leaders. Context evaluation findings indicate that 9 of 10 PLOs lack measurable performance demonstrations, with less than half of CLOs consistently aligned with PLOs. Input evaluation supports the feasibility of a redesigned backward curriculum structure, while process evaluation highlights implementation gaps, particularly the predominance of lecture-based teaching, underutilization of digital learning systems, and administrative challenges in applying criteria-based assessments. Product evaluation confirms that although the curriculum is structurally OBE-compliant, its practical enactment does not yet guarantee authentic demonstration of graduate competencies. The study contributes empirical evidence showing the gap between curriculum documentation and instructional reality in tourism education. It also demonstrates the utility of the CIPP model as a system-oriented approach for improving OBE implementation.
Towards Better Numeracy Outcomes: Analyzing Factors and Interventions for Indonesian Students Rudi Susilana; R. Nadia Hanoum; Della Amelia; Mohammad Ali; Norazrena Abu Samah
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.40802

Abstract

Numeracy is essential in many aspects of daily life, yet it remains a growing concern among Indonesian students. Numerous factors contribute to this issue, which must be addressed through pedagogical and psychological approaches. Correspondingly, this research had two main objectives: First, to describe students' performance in basic numeracy skills and the factors that hindered their development, and second, to analyze and map the learning activities students needed to improve their numeracy skills. To achieve these objectives, an ex post facto research design with a quantitative approach was employed. A total of 506 secondary school students from various regions in Indonesia (Female = 285; Male = 221) participated in this study. The sample was collected using a simple random sampling technique. Data was gathered via an online survey of 51 structured questions administered to the students. Multiple statistical tests were conducted to analyze the data, including descriptive statistics (mean scores) and inferential statistics (factor analysis). The findings indicated that the overall mean score for students' basic numeracy skills was moderate, with female students outperforming male students. Additionally, several factors hindered students' mastery of basic numeracy. The study also highlighted the need for more differentiated instruction, where students could receive personalized support based on their unique challenges and learning preferences.
Integrating Systematic and Adaptive Curriculum Implementation: A Comparative Model for Inclusive 21st-Century Education Eva Puspitasari; Ninik Wijiningsih; Rudi Susilana; Riche Cynthia Johan
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2254

Abstract

Purpose of the study: The purpose of this research is to compare various approaches in curriculum implementation and provide recommendations for further development. Methodology: Using qualitative method with a descriptive approach of field research. The subjects were secondary school teachers, while the informants were school principals. Subjects and informants were selected using purposive sampling, based on relevance and direct involvement in curriculum implementation. The research instruments included interview guidelines and observation sheets. Data were collected through in-depth interviews and direct observations at the school. The data were analyzed using thematic analysis to identify key themes and patterns from the interviews and observations. Main Findings: The findings of this study imply that curriculum development in the context of 21st-century education should not rely solely on rigid standardization or full flexibility, but rather on a strategic integration of systematic and adaptive approaches. Practically, schools are encouraged to strengthen curriculum management through structured planning, supervision, and the utilization of digital management systems such as MIS and LMS, while simultaneously providing pedagogical flexibility through differentiated and contextual learning that responds to students’ diverse needs and learning styles. For policymakers and school leaders, these results highlight the importance of developing curriculum policies that support both institutional accountability and instructional adaptability, particularly in promoting inclusive education for students with special needs. Novelty/Originality of this study: The novelty of this research lies in the comparison of two curriculum implementation approaches and the recommendation to integrate both to create a more effective, flexible, and contextual curriculum.
Co-Authors Aceng Muhtaram Mirfani Agustinus Tanggu Daga Alias, Norlidah Angga Hadiapurwa Anisa, Desy Annisa Fitri Ardiansah Ardiansah Arie Susanty Armandha Redo Pratama Asep Herry Hernawan Azizah Muis, Nurbiana Dhieni, Badru Zaman Budi Setiawan Budi Setiawan Della Amelia DeWitt, Dorothy Dinn Wahyudin, Dinn Effy Mulyasari Emilzoli, Mario Erry Sukriah, Erry Eva Puspitasari Fadhillah, Lola Faziastuti, Dwi Ary Firman Firman Fitria, Wenny Gatot Fatwanto Hertono Gema Rullyana Hafsah Nugraha Hazar, Siti Herlina Herlina Herlina Herlina I Made Sriundy M Ihsan, Helli Ikanubun, Lucia Ekawati Ikmal Redzuan Imam Syafi’i Johan, Riche Cynthia Julita, Dina Laksmi Dewi Laksmi dewi Laksmi Dewi, Laksmi Lien Halimah Lina Rosliana M. Ridwan Sutisna Mechwafanitiara Cantika, Varary Mohammad Ali Mohammad Faruk Muthia Alinawati, Muthia Nanang Priatna Nanda Khaerunnisa Nanda Khaerunnisa Syafitri Nandang Budiman Nandang Rusmana Nia Kurniawati Ninik Wijiningsih Norazrena Abu Samah Norlidah Alias Nur, Lutfi Nurwataniah, Nurwataniah Pannen, Paulina Pratama, Robin R. Nadia Hanoum R. Rusman Rahayu Dwi Riyanti Rahman, Fatih Aulia Rini Febrianti Rizal Kailani Rosita Rosita Rusman Rusman Rusman Rusman Rusman S, Nurhamzah C Said Hamid Hasan Sardin Sipayung, Amy Theresia Tersta, Friscilla Wulan Toto Fathoni Tuti Utami Veithzal Rivai Zainal Wenny Fitria Widya Puji Astuti Widya Puji Astuti, Widya Puji Yooke Tjuparmah S Komaruddin, Yooke Tjuparmah S Zulnaidi, Hutkemri