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All Journal Edutech: Jurnal Teknologi Pendidikan Journal of Education and Learning (EduLearn) NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika PEDAGOGIA JMM (Jurnal Masyarakat Mandiri) Journal of Education Technology Budimas : Jurnal Pengabdian Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal for Lesson and Learning Studies Journal Evaluation in Education (JEE) Jurnal Ilmiah Administrasi Pemerintahan Daerah JURNAL MUARA PENDIDIKAN Eduvest - Journal of Universal Studies Jurnal Pengabdian Pada Masyarakat IJOEM: Indonesian Journal of Elearning and Multimedia Indonesian Journal on Learning and Advanced Education (IJOLAE) Curricula: Journal of Curriculum Development Inovasi Kurikulum
Emilzoli, Mario
Universitas Pendidikan Indonesia
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Micro-credentials in higher education: a review and bibliometric Johan, Riche Cynthia; Rullyana, Gema; Susilana, Rudi; Emilzoli, Mario
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21281

Abstract

The objective of this study is to conduct a comprehensive review of research on “Micro-credentials in higher education” by doing a bibliometric analysis of 85 journal articles published between 2015 and 2023, obtained from the Scopus database. This study focuses on quantifying the number of publications and citations, as well as examining subject areas, connections, universities, countries, and identifying the most productive and prominent researchers. Apart from that, this research also identifies research topics that researchers have been working on in recent years. The findings show that publications and citations have increased in the last three years. The United States, Australia, and Canada are the most productive countries on this topic. T. J. Newby is the most productive researcher, while the most influential writer is D. -K. Mah. TechTrends and The International Journal of Information and Learning Technology are the journals that publish the most research. The university that made the top contribution was Purdue University (United States). The results of data analysis show that collaboration between authors researching “Micro-credentials in higher education” still needs improvement. This research contributes as a basis for further research in enriching and developing knowledge about micro-credentials, especially in higher education.
Readiness of ICE Institute Courses Based on ICE-I QAT with Quality Assurance Criteria Afriani, Afriani; Dewi, Laksmi; Hariwibawanto, Hariwibawanto; Purbojo, Rijanto; Emilzoli, Mario; Asih, Irsanti Widuri; Arwan, Juwintar Febriani
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12845

Abstract

This study aims to evaluate the readiness of online courses offered by the ICE Institute based on seven quality assurance dimensions developed through ICE-I QAT. These seven dimensions include course information, instructor information, technology and learning tools, learning materials, interaction, assessment, and evaluation. The method used was descriptive quantitative by using instrument quality assurance criteria was developed by ICE-I. Sample of this research were 77 courses and were curated by the partner universities collaborating with the ICE Institute in 2024. The results show variability in the readiness levels of the courses across each dimension. For example, in the course information dimension, only 45 out of 77 courses met the minimum standards, while in the assessment dimension, only 23 courses met the standards. These findings indicate that many courses still need quality improvement, particularly in learning materials, interaction, and assessment. The discussion highlights the importance of providing clear information, effective use of learning technology, and comprehensive instructional materials to enhance student engagement and course completion. The study concludes that improving the quality of online courses is essential to support effective and meaningful distance learning at the ICE Institute.
Exploring Teachers' Awareness of Transformative Learning and Its Impact on Teaching Practices Mulyadi, Dadi; Amelia, Della; Emilzoli, Mario; Nurrohman, Mohammad Nazwan; Firly, Shabran Ghazi Nabil
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.84149

Abstract

The lack of teachers' understanding of transformative learning principles poses a major challenge in fostering innovative, student-centered learning. This study aims to compare teachers' levels of understanding of transformative learning principles across specific categories and examine the correlation between their understanding and teaching practices. The study employs a quantitative approach with exploratory descriptive and correlational methods. The sample consisted of 103 junior and senior high school teachers, randomly selected, comprising 50 females and 53 males. Data were collected through an online survey using a structured questionnaire with 46 questions. Data analysis was conducted using descriptive and inferential statistical techniques. The results revealed that the majority of teachers demonstrated low to moderate levels of understanding of transformative learning principles. Teachers with greater understanding tended to implement transformative approaches more frequently in their teaching practices. However, no significant differences were found based on gender, age group, or teaching experience. The study concludes that intensive and continuous professional development programs are needed to enhance teachers' understanding and skills in applying transformative learning. These programs should include conceptual training, reflective practices, and collaborative support to facilitate classroom implementation.
Menjembatani Kesenjangan Digital: Pentingnya Pelatihan Guru dalam Mengembangkan Konten Pembelajaran Digital Dewi, Laksmi; Emilzoli, Mario; Hernawan, Asep Herry; Rullyana, Gema; Hanoum, R. Nadia; Priandani, Ai Pemi; Gumelar, Muhammad Raffy Maulana; Suwandi, Metsa Fajrianti Kusumah
Jurnal Pengabdian Pada Masyarakat Vol 10 No 1 (2025): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v10i1.1122

Abstract

Program pengabdian masyarakat ini dilaksanakan di SMK Bina Cendekia Cirebon dengan tujuan utama meningkatkan kompetensi guru dalam pengembangan konten digital microlearning sebagai solusi untuk menjembatani kesenjangan digital di sektor pendidikan. Program ini melibatkan 42 guru yang mengikuti serangkaian pelatihan, dimulai dengan identifikasi kebutuhan melalui Focus Group Discussion (FGD), diikuti dengan pelatihan teknis, dan diakhiri dengan evaluasi hasil. Hasil FGD menunjukkan bahwa banyak guru masih kesulitan dalam mengintegrasikan teknologi digital ke dalam pembelajaran. Oleh karena itu, pelatihan difokuskan pada pengembangan keterampilan teknis dan desain instruksional yang diperlukan untuk menciptakan materi digital berkualitas tinggi. Evaluasi pasca-pelatihan menunjukkan bahwa guru dengan pengalaman mengajar 0-5 tahun memiliki tingkat pemahaman tertinggi terhadap materi pelatihan. Sementara itu, guru dengan pengalaman lebih dari lima tahun menunjukkan tingkat pemahaman yang lebih bervariasi, dengan sebagian memperoleh pemahaman yang tinggi, tetapi sebagian lainnya mengalami kesulitan dalam menyerap materi secara optimal. Selain itu, Guru Produktif Tata Busana menunjukkan pemahaman tertinggi berdasarkan jabatan, yang mengindikasikan bahwa spesialisasi tertentu lebih responsif terhadap pelatihan ini. Meskipun hasilnya positif, tantangan seperti perbedaan tingkat literasi digital dan keterbatasan infrastruktur tetap menjadi kendala. Secara keseluruhan, program ini berhasil meningkatkan kompetensi guru dalam pengembangan konten microlearning dan memberikan kontribusi signifikan dalam mengurangi kesenjangan digital di bidang pendidikan. This community service program is carried out at SMK Bina Cendekia Cirebon to improve teacher competence in developing digital micro-learning content, a solution to bridge the digital divide in the education sector. The program involved 42 teachers who participated in a series of trainings, starting with identifying needs through FGD, then technical training, and ending with evaluating the results. The results of the FGD show that many teachers still have difficulties integrating digital technology into learning. Therefore, the training is focused on developing the technical and instructional design skills necessary to create high-quality digital materials. ost- training evaluation revealed that teachers with 0-5 years of teaching experience demonstrated the highest level of comprehension of the training materials. Meanwhile, teachers with more than 5 years teaching experience exhibited more varied levels of understanding, with some achieving high comprehension while others faced challenges in fully grasping the material. In addition, Productive Teachers of Fashion showed the highest understanding based on position, which indicates that certain specialties are more responsive to this training. Despite the positive results, challenges such as differences in digital literacy levels and limited infrastructure remain obstacles. Overall, this program has succeeded in improving teachers' competence in microlearning content development and significantly contributing to reducing the digital divide in education.
The Role of Google Workspace in Facilitating Collaborative and Participatory Learning Higher Education Emilzoli, Mario; Hernawan, Asep Herry; Rullyana, Gema; Priandani, Ai Pemi
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.84112

Abstract

Digital era of education at all levels is required to adapt and utilize technology to improve the quality of learning. This study investigates the role of Google Workspace in facilitating collaborative and participatory learning among higher education students. The research is driven by the need to address challenges in traditional learning environments, which often lack opportunities for collaboration and active participation. Using a quantitative approach, data were collected from 88 students in Educational Technology program through a survey based on the Technology Acceptance Model (TAM). The study analyzed four key dimensions: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Using, and Behavioral Intention to Use. Results indicated that Google Workspace significantly enhances student collaboration and productivity, with high scores across all dimensions. The findings highlight the platform's potential to improve digital learning strategies and equip students with essential 21st-century skills. Future research should explore the long-term impact of Google Workspace on diverse educational settings and address potential implementation challenges.
Pembelajaran Berbasis Gamifikasi : Pemanfaatan Platform Gimkit untuk Meningkatkan Hasil Belajar Siswa Agustina, Tresna Hamidah; Rienovita, Ellina; Emilzoli, Mario
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 4 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i4.766

Abstract

Di tengah cepatnya perkembangan teknologi di masa kini, di bidang pendidikan sebaiknya memanfaatkan teknologi untuk meningkatkan kualitas pembelajaran. Terlebih pada mata pelajaran Sejarah Indonesia yang memiliki asumsi sebagai pelajaran yang memiliki banyak materi dan membosankan. Penelitian ini dilakukan untuk mengetahui keefektivan media gamifikasi Gimkit untuk meningkatkan hasil belajar siswa pada mata pelajaran Sejarah Indonesia. Hasil belajar yang dimaksud adalah kemampuan memahami (C2), mengaplikasikan (C3), dan menganalisis (C4). Pendekatan yang digunakan adalah kuantitaif dengan metode eskperimen jenis kuasi eksperimen desain time series. Instrumen penelitian berbentuk tes berupa soal pilihan ganda dengan lima alternatif jawaban untuk mengukur hasil belajar siswa sebagai pretest dan posttest selama empat kali. Hasil penelitian ini membuktikan bahwa adanya peningkatan hasil belajar yang signifikan pada mata pelajaran Sejarah Indonesia setelah menggunakan media gamifikasi Gimkit pada kemampuan memahami (C2), mengaplikasikan (C3), dan menganalisis (C4) di setiap serinya. Hasil penelitian tersebut diperoleh dari hasil pretest serta posttest yang dilakukan menunjukkan rata-rata posttest di setiap seri lebih tinggi dibanding rata-rata pretest di setiap serinya serta pengujian hipotesis menggunakan Wilcoxon Test. Artinya penggunaan media gamifikasi Gimkit efektif dalam meningkatkan hasil belajar siswa.
Readiness of ICE Institute Courses Based on ICE-I QAT with Quality Assurance Criteria Afriani, Afriani; Dewi, Laksmi; Hariwibawanto, Hariwibawanto; Purbojo, Rijanto; Emilzoli, Mario; Asih, Irsanti Widuri; Arwan, Juwintar Febriani
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12845

Abstract

This study aims to evaluate the readiness of online courses offered by the ICE Institute based on seven quality assurance dimensions developed through ICE-I QAT. These seven dimensions include course information, instructor information, technology and learning tools, learning materials, interaction, assessment, and evaluation. The method used was descriptive quantitative by using instrument quality assurance criteria was developed by ICE-I. Sample of this research were 77 courses and were curated by the partner universities collaborating with the ICE Institute in 2024. The results show variability in the readiness levels of the courses across each dimension. For example, in the course information dimension, only 45 out of 77 courses met the minimum standards, while in the assessment dimension, only 23 courses met the standards. These findings indicate that many courses still need quality improvement, particularly in learning materials, interaction, and assessment. The discussion highlights the importance of providing clear information, effective use of learning technology, and comprehensive instructional materials to enhance student engagement and course completion. The study concludes that improving the quality of online courses is essential to support effective and meaningful distance learning at the ICE Institute.
Mapping the Evolution of Constructivist Pedagogy: VOSviewer Visualization of Inter-disciplinary Applications, E-Learning Shifts, and Geographic Research Dominance Priandani, Ai Pemi; Riyana, Cepi; Emilzoli, Mario; Alharir, Gamal Adam; Aruan, Juwintar Febriani
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8096

Abstract

10 year research trend of constructivism in modern education is the main goal of this research. Scientific publication data taken from the Scopus database is analyzed using VOSviewer software to visualize networks, overlays, and density visualizations. The results of the study show that constructivism remains an important cornerstone in the development of modern education, shown by a significant increase in the number of publications. The United States dominated research production, followed by China showing increased attention to constructivism. Social Sciences is the field that applies constructivism the most, but other fields such as Arts and Humanities, Engineering, and Computer Science also show significant contributions. The analysis of keyword co-occurrence revealed several important trends, including an increased focus on technology integration (e-learning, modern technologies), the development of a learning environment that supports constructivism, and attention to student learning strategies. Overlay visualization shows the shift in research focus over time, while density view shows the intensity of research on specific topics. The conclusion of this study is that constructivism remains a relevant and dynamic approach in modern education. This research provides a comprehensive overview of the development of constructivism research and can be the foundation for further research that is more in-depth and specific.
Developing Holistic Gasing Evaluation Model to Balance Cognitive Efficiency and Affective Resilience Wijiningsih, Ninik; Puspitasari, Eva; Setiawan, Budi; Emilzoli, Mario
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2825

Abstract

Purpose of the study: The Gasing method (Gampang, Asyik, Menyenangkan) emphasizes ease and enjoyment, yet evaluations frequently neglect the core pillar of enjoyment. This research aims to construct and validate the Holistic Gasing Evaluation Model (HGEM) to balance cognitive speed with affective resilience, making instructional claims of joy empirically verifiable. Methodology: This study utilizes a Type 2 Design and Development Research approach. The procedure involves a systematic analysis of eighty-three empirical papers via Publish or Perish software. A conceptual design phase synthesizes identified theoretical references to establish thirty-six specific model sub-indicators. The final development phase employs the Aiken method with three doctoral experts to validate the model content and structural integrity. Main Findings: The Holistic Gasing Evaluation Model establishes five core dimensions supported by thirty-six psychometric sub-indicators, replacing anecdotal observations with validated instruments like the Mathematics Anxiety Rating Scale. Results show a mean Aiken’s V of 0.86. Discussion indicates that standardizing these metrics identifies instructional risks when rapid speed gains correlate with elevated anxiety, ensuring sustainable numerical performance. The primary limitation of this developmental phase is the focus on internal content validation without immediate large-scale longitudinal field data. Novelty/Originality of this study: This research introduces the first psychometrically validated Affective-Safety guardrail for Gasing evaluation, directly resolving the "Joy Paradox" where anecdotal claims of enjoyment lack empirical verification. By transitioning from qualitative narratives to rigorous standardized benchmarks, this study advances knowledge by ensuring that rapid computational gains do not compromise student affective well-being through replicable assessment protocols.
PGMI STUDENTS' ABILITY TO DEVELOP SCIENCE LEARNING VIDEOS BASED ON PROBLEM BASED LEARNING MODELS Pipih Nurhayati; Dzikra Fu’adiah; Mario Emilzoli
Jurnal Muara Pendidikan Vol. 7 No. 1 (2022): Jurnal Muara Pendidikan Vol 7 No 1, Juni 2022
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v7i1.758

Abstract

This study aims to determine the ability of PGMI students to integrate and develop MI science learning videos based on the PBL model. This study uses a quantitative descriptive method where the subject of this research is 30 students of the PGMI Study Program. Data were obtained through observation sheets, product assessment sheets and interview guidelines. The results showed that PGMI students had been able to integrate well (82.14) the PBL learning model in scenarios and the development of science learning videos in MI. PBL-based video learning is considered to be able to support students to learn independently (85,14). Technically, the assessment of sound and picture clarity still needs to be improved (67.86).
Co-Authors Adi Septian Jaenudin Afriani Afriani Agustina, Tresna Hamidah Ahmad Fajar Fadlillah Ai Pemi Priandani Ai Pemi Priandani Ai Pemi Priandani Alharir, Gamal Adam Ambarwati Ambarwati Amir Fiqih Aruan, Juwintar Febriani Arwan, Juwintar Febriani Asep Herry Hernawan Asih, Irsanti Widuri Budi Setiawan Cendy Chaterine Manopo Cepi Riyana Cepi Riyana Cepi Riyana, Cepi Dadi Mulyadi Della Amelia Dzikra Fu'adiah Dzikra Fu'adiah Dzikra Fu’adiah Dzikra Fu’adiah Ellina Rienovita Fadlillah, Ahmad Fajar Firly, Shabran Ghazi Nabil Fu'adiah, Dzikra Gema Rullyana Gumelar, Muhammad Raffy Maulana Hariwibawanto, Hariwibawanto Hedar, Yusran Isra Al Aqsha Johan, Riche Cynthia Laksmi dewi Laksmi Dewi, Laksmi Mulyadi, Dadi Nurhayati, Pipih Nurrohman, Mohammad Nazwan Pipih Nurhayati Pipih Nurhayati Pipih Nurhayati Priandani, Ai Pemi Puspitasari, Eva R. Nadia Hanoum, R. Nadia Ramadhon, Syafril Rijanto Purbojo Rudi Susilana, Rudi Rullyana, Gema Silmi Indah Fakhira Suwandi, Metsa Fajrianti Kusumah Syafril Ramadhon Syafril Ramadhon Toto Fathoni Toto Fathoni Tryono, F.X. Yudi Wijiningsih, Ninik Yori Andes Saputra Yusran Hedar Zainal Arifin