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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Gupi Rohman Nurmansyah
Universitas Pendidikan Indonesia
Humanities Education Mathematics Social Sciences Other

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The Effect of Kahoot-Assisted Games Based Learning Model on Students’ Computational Thinking in Science Learning Fauzatul Ma’rufah Rohmanurmeta; Ivayuni Listiani; Gupi Rohman Nurmansyah
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39173

Abstract

The low level of students' Computational Thinking often stems from a lack of interest, inadequate conceptual understanding, or ineffective teaching methods. This study aims to examine the effect of the Games Based Learning (GBL) model assisted by Kahoot media on the Computational Thinking of elementary school students. This study uses a quantitative approach with a Pre-Experimental design of the One Group Pretest-Posttest type. The data collection technique used is a written test consisting of 5 essay questions. Data analysis uses descriptive tests, normality tests, and hypothesis tests. The results of the paired t-test data analysis show a significance value (p-value) <0.05 which results in the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (H1) clearly indicating a positive and significant effect of this intervention. The average Post-test score (76.93) increased drastically compared to the Pre-test (52.43) which proves that GBL supported by Kahoot is effective in improving students' Computational Thinking abilities in science learning. Based on the findings of this study, it can be concluded that the implementation of the GBL learning model supported by Kahoot media has a positive and significant influence on improving students' Computational Thinking in science learning. Therefore, this model is recommended as a prospective pedagogical strategy. For further studies, it is recommended to use a more robust experimental design with a control group and consider a longer intervention duration, as well as complement it with qualitative evaluation for a deeper understanding.
“Don’t judge, listen to their story”: A narrative study on an elementary school teacher’s experiences in supporting children with special attention needs Gupi Rohman Nurmansyah; Effy Mulyasari; Ikmal Redzuan; Dinn Wahyudin
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.103368

Abstract

This study interpreted and navigated the experiences of a teacher providing an inclusive approach to children in elementary school who required special attention. The study was motivated by the increasing cases of mental health issues among elementary school-aged children, which adversely affect various aspects of their lives. The gap between teachers' knowledge related to children's psychological problems is an important substance that deserves to be explored, because research like this is still rarely carried out. This research did not judge the rightness or wrongness of a teacher’s actions but prioritized the value of care in this exploration. Through a narrative inquiry, the study explored how a elementary school teacher’s care and experience manifested in attending to children exhibiting psychological symptoms influencing their behavior at school. The findings focused on the interpretation of narratives constructed by the teacher. Behaviors perceived as ‘naughty,’ hyperactive, anxious, or attention-seeking were understood as accumulations of family background factors. Hence, what was needed was not judgment but the teacher’s ability to dedicate time to listen to the child’s story and provide an inclusive approach. Psychological competence was not the foremost concern; rather, it was the teacher’s willingness and high level of care, demonstrated through actions aimed at helping students reach their optimal performance in life. Due to the research limitations, the findings recommend long-term studies involving multiple participants from diverse backgrounds for further exploration.
Innovation Curriculum on Coffee Barista Education Adi Prehanto; Asep Herry Hernawan; Gupi Rohman Nurmansyah; Asep Nuryadin; Ana Ratnasari
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 7, No 1 (2023): April 2023
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v7i1.69362

Abstract

Pendidikan kurikulum kopi barista merupakan bagian dari inovasi kurikulum untuk pendidikan dan pelatihan. Penelitian ini bertujuan untuk  memahami inovasi kurikulum Pendidikan Barista sebagai bentuk pemecahan masalah pendidikan dan pelatihan barista profesional. Penelitian ini menerapkan pendekatan deskriptif kualitatif. Sumber data berasal dari studi literatur yang relevan terkait pengembangan kurikulum barista dan wawancara kepada para praktisi, seperti kopi barista, pemerintah, dan mahasiswa. Hasil penelitian ini adalah tentang inovasi kurikulum pendidikan barista yang terdiri dari ide dan produk. Ide kurikulum barista memfasilitasi kandidat atau barista junior menjadi profesional dalam pekerjaan mereka, melalui tujuan, konten, strategi, dan evaluasi. Inovasi produk dilengkapi dengan dokumen kurikulum, disertai dengan rencana pembelajaran dan buku pegangan. Inovasi kurikulum pendidikan barista merupakan bagian dari implementasi kurikulum dan evaluasi untuk meningkatkan tujuan kurikulum barista.
Co-Authors Adi Prehanto Ana Ratnasari Asep Herry Hernawan Asep Nuryadin Dinn Wahyudin, Dinn Effy Mulyasari Fauzatul Ma’rufah Rohmanurmeta Ikmal Redzuan Ivayuni Listiani