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All Journal Edukasia: Jurnal Pendidikan dan Pembelajaran Malaqbiq : Jurnal Pengabdian kepada Masyarakat.
Aan Setiawan
STAIN Majene
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pelatihan Instrumen Akreditasi Satuan Pendidikan 2020 pada Sekolah Menengah Kejuruan Negeri 5 Majene: IASP 2020 Muhammad Saddang; Suddin Bani; Hamzah S. Fathani; Usri Usri; Kamus Kamus; Muhammad Idris Hasanuddin; Bulqia Mas'ud; Aan Setiawan; Yusril Yusril; Nurul Hazirah Hamzah
MALAQBIQ Vol. 1 No. 2 (2022): Malaqbiq : Jurnal Pengabdian Kepada Masyarakat
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jam.v1i2.328

Abstract

Instrumen Akreditasi Satuan Pendidikan 2020 merupakan perangkat akreditasi baru yang disusun pemerintah melalui Badan Akreditasi Nasional Sekolah/ Madrasah. Penyusunan Instrumen akreditasi baru ini menjadi kebutuhan yang mendesak karena banyaknya perubahan yang terjadi dalam dinamika pendidikan. Perubahan instrumen ini diarahkan pada pemenuhan mutu pendidikan yang lebih substantif yang harus dipenuhi oleh sekolah dan madrasah pada setiap jenjangnya. Dalam hal ini, Program Studi Pendidikan Agama Islam STAIN Majene sebagai tim pengabdi melakukan pelatihan Instrumen Akreditasi Satuan Pendidikan 2020 sebagai salah satu upaya dalam meningkatkan mutu pendidikan. Dalam pelatihan ini, tim pengabdi menyajikan materi secara rinci tentang Instrumen Akreditasi Satuan Pendidikan 2020 terutama pada 4 komponen utama yaitu mutu lulusan, proses pembelajaran, mutu guru, dan manajemen sekolah. Tujuan pelatihan ini adalah agar pihak sekolah memiliki persiapan lebih maksimal saat mengajukan penilaian akreditasi sekolah sebagai upaya meningkatkan mutu pendidikan. Pelatihan ini dilaksanakan dalam 4 tahap yaitu observasi, persiapan, pelaksanaan dan pendampingan. Hasil yang diperoleh dari kegiatan ini adalah seluruh peserta yang terdiri dari kepala sekolah, para wakil kepala sekolah, dan guru dapat memahami secara rinci setiap komponen yang ada pada instrumen akreditasi yang baru.
Enhancing Students' Self-Regulated Learning through Differentiated Instruction Based on Prior Knowledge Muhammad Idris Hasanuddin; Zuhdiah Zuhdiah; Sukri Badaruddin; Aan Setiawan; Ummi Kalsum
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.1371

Abstract

Differentiated instruction, which tailors learning experiences based on students’ readiness, interests, and prior knowledge, has been identified as an effective approach to fostering self-regulated learning. This study aims to analyze the impact of differentiated instruction based on prior knowledge on students' self-regulated learning, focusing on its benefits, challenges, and potential solutions for effective implementation. A systematic literature review was conducted using major academic databases, applying PRISMA guidelines for article selection. Thematic analysis was employed to identify key themes related to prior knowledge, differentiated instruction, and self-regulated learning. The findings indicate that differentiated instruction based on prior knowledge positively contributes to the development of students' self-regulated learning, metacognitive skills, self-efficacy, and intrinsic motivation. However, challenges such as limited teacher training, time constraints, and lack of institutional support hinder its implementation. Various strategies, including professional learning communities (PLCs), dynamic assessment, and adaptive technology, have been proposed to address these issues. The study concludes that strengthening teacher training programs, fostering collaboration among educators, and leveraging technology are essential to optimizing the implementation of differentiated instruction based on prior knowledge. Future research should explore its application across different educational levels and subject areas to enhance its effectiveness in diverse learning contexts.
Co-Authors Badaruddin, Sukri Bulqia Mas'ud Hamzah S. Fathani Kamus Kamus Muhammad Idris Hasanuddin Muhammad Saddang Nurul Hazirah Hamzah Suddin Bani Ummi Kalsum Usri Usri Yusril Yusril Zuhdiah, Zuhdiah