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All Journal Cakrawala Pedagogik RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Jurnal Pengabdian Kepada Masyarakat Bangun Cipta, Rasa, & Karsa (Jurnal PKM BATASA)
Ufiya Putri Adhiyati
Universitas Indraprasta PGRI
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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KETERKAITAN GAYA BELAJAR VISUAL AUDITORI KINESTETIK (VAK) DENGAN MOTIVASI BELAJAR SISWA PADA MASA PANDEMI COVID 19 (SURVEI DI SMK KARYA BAHANA MANDIRI BEKASI) Irna Kumala; Ufiya Putri Adhiyati; Rosalina Dewi Heryani
Research and Development Journal of Education Vol 8, No 2 (2022)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v8i2.12861

Abstract

The Covid-19 period is a difficult time where the education is also one of many areas that got most impacted. The teaching and learning process now need to be changed drastically and affecting the motivation of learner. This research’s objective is to find out the effect of VAK’s (Visual Auditory Kinesthetic) learning style on students' motivation when learning in this Covid 19 pandemic. The research approach was quantitative with a survey method. The research was held at SMK Karya Bahana Mandiri, Bekasi, starting from October 2021 – January 2022, and collecting the data through observation, questionnaires, and documentation. The population was 67 students with simple random sampling technique. The outcome of simple linear regression analysis is Y = 44.48 + 0.46 X. Then, correlation of coefficient value is 0.44, it means a moderate relation between VAK learning styles and students' learning motivation happened. Value of the coefficient of determination is 19.36%, it means that Visual Auditory Kinesthetic (VAK) learning style variable contributes to learning motivation by 19.36%, while the influence of other factors is not examined. For results of the hypothesis shown that the value of tcount > ttable is 4.9497 > 1.9971, that means there is a direct effect VAK learning style on students' learning motivation in this pandemic (a survey at SMK Karya Bahana Mandiri, Bekasi). The conclusions with the test of simple regression line analysis, correlation of coefficient test, test of coefficient determination, and hypothetical test are showing same effect of VAK studying Style on Student’s Learning Motivation in this Covid 19 Pandemic
MENGENALI DAN MENGELOLA EMOSI SELAMA MENDAMPINGI ANAK BELAJAR DI RUMAH Rosalina Dewi Heryani; Ufiya Putri Adhiyati; Irna Kumala
Jurnal Pengabdian Kepada Masyarakat Bangun Cipta, Rasa, & Karsa Vol 2, No 2 (2023): Jurnal PKM Batasa
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/pkmbatasa.v2i2.1764

Abstract

Orangtua merupakan pendidik yang pertama dan utama bagi anak. Namun, menjadi orangtua bukanlah pekerjaan yang mudah. Banyak orang yang tidak siap menjadi orangtua yang baik dan hangat bagi anak dan keluarganya. Akhirnya, periode emas perkembangan tumbuh kembang anak seringkali tidak dimanfaatkan secara optimal. Apalagi tugas orangtua selama masa pandemi dinilai begitu berat terasa, selain harus mengurus keperluan rumah tangga, kini mereka dihadapkan untuk dapat mendampingi anak belajar di rumah. Pembelajaran yang biasanya dilakukan secara tatap muka di sekolah sekarang dilakukan dari rumah dengan mengunakan media dalam jaringan (daring). Peserta didik tetap bertemu dengan guru dan teman-temannya namun pertemuan itu hanya melalui visualisasi dilayar handphone atau laptop, begitu juga dengan proses belajar mengajarnya. Penggunaan metode baru dalam proses belajar mengajar ini pun memerlukan waktu adaptasi yang panjang. Berbagai kendala pun akhirnya terjadi antara lain keterbatasan pengetahuan akan penggunaan teknologi dan keterbatasan kemampuan orangtua dalam mendampingi anaknya. Adaptasi dalam pembelajaran  di rumah tidak hanya terjadi pada anak, orangtua pun sebagai guru pengganti di rumah juga mengalami hal yang sama. Keadaan ini membuat sebagian orangtua terpancing emosi negatifnya karena adanya tekanan situasi.
RECONSTRUCTING EDUCATIONAL INNOVATION A CONCEPTUAL REVIEW OF CRITICAL PHILOSOPHY PERSPECTIVE BASED ON SOCIAL ISSUE Ai Solihah; Ufiya Putri Adhiyati; Henny Suharyati
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.871

Abstract

The dominant discourse of educational innovation largely technocratic and market-oriented—tends to neglect emancipatory dimensions, social justice, and the humanization of learners. This condition calls for a more critical philosophical inquiry to reframe how educational innovation is understood. This study aims to reconstruct the concept of educational innovation from the perspective of critical philosophy so that innovation is not merely conceived as a technical improvement, but as a project of liberation and humanization of learners. Employing a qualitative approach, this research adopts a conceptual review design through an in-depth literature study of critical philosophy, philosophy of education, and educational innovation discourse. The primary data sources include books, journal articles, and policy documents that explicitly address critical theory and educational innovation. The analysis proceeded in three stages: identifying key concepts, critically examining the ideological assumptions underpinning mainstream innovation discourse, and reconstructing a conceptual framework of educational innovation grounded in emancipation, dialogue, and social justice. The findings indicate that mainstream educational innovation remains dominated by instrumental rationality and market logics; therefore, it must be reoriented toward innovation that affirms education as a space for forming critical and emancipatory subjects. This study concludes that reconstructing educational innovation within critical philosophy requires a paradigm shift from efficiency- and performativity-driven innovation toward innovation oriented to dialogue, equality, and human emancipation. Theoretically, this study contributes a critical-philosophy-based conceptual framework that may serve as a reference for policymakers, researchers, and educational practitioners in designing more humanistic and transformative innovations.
RESEARCH INSTRUMENT FOR VOCATIONAL HIGH SCHOOL (SMK) TEACHERS’ INSTRUCTIONAL INNOVATION: VALIDITY AND RELIABILITY ANALYSITITLE Ufiya Putri Adhiyati; Ai Solihah; Andi Hermawan
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.877

Abstract

Learning innovation is an important aspect of improving the quality of vocational education and strengthening teachers’ human resources. However, measuring teachers’ instructional innovation still requires an instrument that is practical, easy to use, and demonstrates adequate psychometric quality. This study aims to examine an instructional innovation instrument for Vocational High School (SMK) teachers by testing its validity and reliability using a quantitative survey approach. The instrument was developed based on a review of the literature on instructional innovation and educational human resource development, and then empirically tested through item–total correlation analysis and Cronbach’s Alpha coefficient using SPSS 26. Data were collected from 30 SMK teachers using a five-point Likert-scale questionnaire. The results showed that 19 out of 20 statement items met the validity criteria with correlation coefficients ? 0.361, while one item was eliminated. The reliability test produced a Cronbach’s Alpha value of 0.898, indicating excellent internal consistency. These findings confirm that the SMK teachers’ instructional innovation instrument is suitable for use as a measurement tool in vocational education contexts.
Co-Authors Ai Solihah Andi Hermawan Henny Suharyati Irna Kumala Rosalina Dewi Heryani