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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Pedagogia: Jurnal Pendidikan EDUHUMANIORA: Jurnal Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Jurnal Basicedu PrimaryEdu - Journal of Primary Education These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Basicedu Mamangan Social Science Journal Conference Proceedings International Conference on Education Innovation and Social Science
Udin Syaefudin Saud, Udin Syaefudin
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Technology Integration Strategies for Teaching the Water Cycle: A Case Study in Fifth-Grade Science Learning Rahayu, Ai Hayati; Widodo, Ari; Saud, Udin Syaefudin; Muslim, Muslim
PrimaryEdu : Journal of Primary Education Vol. 9 No. 1 (2025): Vol. 9 No. 1 (2025): Volume 9, Number 1, February 2025
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v9i1.5831

Abstract

This study aims to analyze teachers' strategies in integrating technology into the teaching of the water cycle material to enhance students' understanding and support 21st-century competencies, such as critical thinking, creativity, and collaboration. Using a qualitative case study approach, the research involved four teachers teaching 5th-grade elementary school students in Sumedang Regency. The teachers had previously received TPACK training using a collaborative, practical, and reflective approach. Data were collected through observations, in-depth interviews with teachers, and analysis of instructional documents.The findings reveal that teachers utilized various technological media, such as animated videos, digital simulations, and interactive PowerPoint presentations, to explain the water cycle concepts in a more engaging and comprehensible manner. Additionally, online learning platforms were employed to facilitate group discussions and student collaboration. These strategies not only improved students' understanding of the water cycle but also fostered 21st-century skills, such as collaboration, problem-solving, and creativity. However, challenges such as limited access to technology and students' digital literacy need to be addressed. This study recommends the principles of collaboration, practice, and reflection in conducting intensive training for teachers to enhance their ability to effectively utilize technology in the learning process.
INTEGRATION OF TECHNOLOGY IN THE PRE-SERVICE TEACHERS FOR EDUCATIONAL MANAGEMENT; THROUGH CURRICULUM IN GHANA Gorni, Richard Lionel; Saud, Udin Syaefudin; Sumarto, Sumarto; Nurdin, Diding
JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL Vol. 16 No. 1 (2024): JUPIIS (JURNAL PENDIDIKAN ILMU-ILMU SOSIAL) JUNE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jupiis.v16i1.55682

Abstract

This study aims to investigate the integration of technology in the preparation of prospective teachers for educational management through the curriculum in Ghana. Utilizing a qualitative approach, the study analyzes how technology is embedded in learning and how prospective teachers respond to it in the context of education management. The main focus of this research is on the concept and use of technology in the educational process to enhance the understanding and skills of prospective teachers.  However, the study found that the curriculum policies, structure, and guidelines for pre-service teachers lack a clear vision for effectively integrating technology. Interviews with policymakers indicated their recognition of the importance of technology integration but also revealed the lack of investment hindered its progress. Drawing on the study's findings and existing research, context-specific recommendations are proposed, focusing on promoting innovative technology-based pedagogical models and developing effective leadership. The study involved participants from a teacher preparation program in Ghana, with data collection conducted through in-depth interviews, classroom observations, and curriculum document analysis. Data were analyzed using an inductive approach to identify common patterns in technology integration and prospective teachers' responses to it. The results of this study are expected to provide insights into the extent to which technology is integrated in the teacher preparation curriculum in Ghana, as well as its impact on teacher candidates' readiness to manage education. The practical implications of this study can provide recommendations for improving the teacher education curriculum, adapting teaching strategies to technological developments, and increasing the effectiveness of teacher preparation in the digital era. The findings can provide valuable guidance for policy makers, educational institutions and educators to ensure that prospective teachers have the relevant and necessary skills to face future educational demands.
The Effectiveness of the Ider-Ider Learning Model Based on Javanese Local Wisdom on Humanistic Literacy of Elementary School Students: Efektivitas Model Pembelajaran Ider-Ider Berbasis Kearifan Lokal Jawa Terhadap Literasi Humanistik Siswa Sekolah Dasar Puspita, Ari Metalin Ika; Saud, Udin Syaefudin; Damaianti, Vismaia S; Mulyati, Yeti
Pedagogia : Jurnal Pendidikan Vol. 10 No. 1 (2021): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v10i1.855

Abstract

The purpose of this study is to determine the effectiveness of the ider-ider learning model based on Javanese local wisdom on humanistic literacy. The research method in this research is quantitative method, while the research design uses Quasi Experimental Design. The data collection technique in this study is to use a questionnaire sheet. Data analysis in this study used a comparative test. the results of the comparison test with the Wilcoxon formula obtained a significance value of 0.001 (<0.05). These results indicate that there is a difference between humanistic literacy before and after the application of the Ider-Ider Learning Model Based on Local Wisdom. This model will be able to provide understanding to students about the value of togetherness or humanism. Based on the results of the study showed that the ider-ider learning model based on Javanese local wisdom was effective in improving the humanistic literacy of elementary school students.
The analysis of teacher’s perception of the integration of Kasepuhan local wisdom into school curriculum Khusyairin; Saud, Udin Syaefudin; Sururi; Hartini, Nani
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.38483

Abstract

The purpose of this study is to analyze teachers' perceptions of the integration of the Kasepuhan local wisdom into school curricula. Using a survey method, data were collected through questionnaires distributed to schoolteachers to evaluate their knowledge of the Kasepuhan cultural values, the extent of integrating these values into teaching practices, and the challenges encountered in implementing local wisdom-based education. The study also examined curriculum development, assessments, teacher competence, teaching materials, learning media, and community involvement. The results revealed that while 35% of teachers know Kasepuhan values, only 13.33% believe these values are applied in schools. A significant number (40%) indicated the need for curriculum adjustments to reflect local culture better, while 70% reported that local wisdom-based assessment criteria had not been optimally implemented. Furthermore, the study concludes that although teachers recognize the importance of integrating Kasepuhan wisdom, challenges such as insufficient resources, lack of training, and limited school facilities hinder its implementation.
TPACK – based professional development: A model for strengthening English teachers’ competence Indarti, Lili; Saud, Udin Syaefudin; Yuniarsih, Tjujtju; Suryana, Asep
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.44603

Abstract

The advancement of English teachers' competencies is a crucial role in ensuring high-quality education. This research explores the development of a TPACK-based training model aimed at enhancing teachers' knowledge, skills, and attitudes, enabling them to perform their professional duties effectively. Employing the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Develop, Implement, and Evaluate), this research adopts a qualitative descriptive approach to process and interpret the data. The findings from the Training Needs Analysis were used to design a TPACK-based training program tailored for high school English teachers in Bandung Regency. The pilot implementation involving 10 participants evaluated participants’ reactions, participants’ learning, organizational support, use of knowledge, and impact on colleagues. Following this, the training was conducted with 15 participants, maintaining a similar evaluation framework to assess its effectiveness, outputs, and outcomes. Results indicate a significant achievement of training objectives, contributing positively to schools, fellow teachers, and students. The model demonstrates its potential as a practical training approach, fostering professional growth among educators and enhancing the overall teaching and learning process.
Tamansiswa and The Ethics of Non-Punitive Discipline: Reframing Punishment in Progressive Education Miftakhuddin, M; Saud, Udin Syaefudin; Riyadi, Arie Rakhmat
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article reconceptualizes Tamansiswa's among system as a theory-bearing model of non-punitive discipline that contributes to global progressive education. Drawing on a qualitative multiple-case study of two Tamansiswa primary schools, the article reanalyses empirical data from the author's master's thesis using ethics of care and critical pedagogy as complementary lenses. Findings demonstrate that Tamansiswa's rejection of punishment is philosophically grounded in respect for the child's kodrat alam and the cultivation of budi pekerti; that teachers as pamong exercise ethical authority through sustained relational presence, moral exemplarity, and individualized guidance; that discipline is reframed from obedience to moral autonomy and self-regulation via dialogical reflection and communal norms; and that among operates as a Southern Theory, offering a decolonial alternative to punitive, Eurocentric disciplinary paradigms. The analysis shows how care-based practices and anti-oppressive pedagogies cohere to produce agency and communal responsibility without coercion, and how indigenous ethical vocabularies can inform restorative and autonomy-supportive frameworks. Practical implications include reorienting teacher education toward relational competencies, embedding ethical frameworks within restorative policies, and recognizing local wisdom as a curricular resource. The study's bounded case design and reliance on secondary analysis limit claims of generalisability; future research should pursue comparative, longitudinal, and mixed-methods studies to evaluate scalability and outcomes. By foregrounding Tamansiswa as both a historical praxis and a contemporary, normative resource, the article advances an ethical and ideological reframing of punishment with theoretical and practical relevance for educators and policymakers globally. The findings invite policymakers to integrate culturally grounded ethics into national disciplinary frameworks urgently.
Co-Authors Aan Komariah Ari Widodo Arie Rakhmat Riyadi Asep Suryana Diding Nurdin, Diding Fuadah, Ulfah Samrotul Gorni, Richard Lionel Hadiyanti, Yeni Handayani, Hany Hartini, Nani Indarti, Lili Indra Suhendra Johar Permana Khusyairin MARIA BINTANG Miftakhuddin, M Moch Helmi, Moch Mubiar Agustin Muslim Muslim Nabella Alani Nugraha Suharto Nugraha, Lukman Nurihsan, Achmad Juntika Puspita, Ari Metalin Ika Rahayu , Yuni Sri Rahayu, Ai Hayati RATNASARI, DINE TRIO Sumarto Sumarto Sururi Tatat Hartati Tetrasari, Lusi Trisna Nugraha Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wahyudin Wiliiam, Nanda Yuniarsih, Tjujtju Yusup Maulana