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All Journal Jurnal Sisfotek Global Jurnal Pendidikan Islam Global Educational Research Review
Gatot Prasetyo, Gatot
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Religion Computer Science & IT Education Social Sciences Other

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Sistem Penunjang Keputusan Dalam Pemilihan Siswa Berprestasi Menggunakan Metode Promethee Agusli, Rachmat; Gustomi, Leo Fajar; Prasetyo, Gatot
JURNAL SISFOTEK GLOBAL Vol 9, No 1 (2019): JURNAL SISFOTEK GLOBAL
Publisher : STMIK Bina Sarana Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38101/sisfotek.v9i1.218

Abstract

Pemilihan siswa berprestasi  disetiap sekolah pada umumnya dinilai berdasarkan nilai raport. Siswa yang nilai raportnya menduduki peringkat 1 sampai 3 tingkat sekolah akan dianggap sebagai siswa berprestasi dan berhak mendapatkan beasiswa. Sistem pemilihan siswa berprestasi yang hanya berdasarkan aspek akademik dan non akademik membutuhkan suatu perhitungan yang tepat,cepat dan akurat. Seiring dengan perkembangan ilmu pengetahuan dan teknologi, maka sudah saatnya dimanfaatkan untuk membuat suatu sistem pendukung keputusan penilaian siswa berprestasi yang dapat melakukan perhitungan dengan cepat, tepat dan akurat serta menyediakan informasi nilai raport untuk berpartisipasi aktif mengawasi kegiatan belajar akademik. Pemilihan siswa berprestasi dengan metode Preference Ranking Organization Method for Enrichment Evaluation (Promethee) merupakan suatu model yang digunakan untuk mencari alternatif yang ada berdasarkan multi kriteria. Kriteria yang digunakan terdiri dari 4 kriteria yaitu nilai absensi, akademik, ekstrakulikuler, dan kepribadian.Pemrosesan model ini memerlukan matrik keputusan yang kemudian dilanjutkan dengan proses normalisasi matrik keputusan yang menghasilkan nilai Leaving Flow, Entering Flow dan Net Flow yang digunakan untuk proses perankingan.
Impact of Distance Learning on Early Childhood Development: A Meta-Analysis Syafii, Ahmad; Purnama, Sigit; Prasetyo, Gatot
Global Educational Research Review Vol. 1 No. 1 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-04-2024-16

Abstract

Purpose – This study evaluates the impact of distance learning on early childhood development through a meta-analysis, focusing on the effect size of various practices, identifying potential publication biases, and conducting subgroup analyses based on electronic devices, intervention duration, and specific skills taught. Methods/Design/Approach – A meta-analysis was conducted on 87 studies published between 2010 and 2021, selected from databases including Science Direct, Scopus, and PubMed. Comprehensive Meta-Analysis 3.0 software was employed for effect size calculations, variance analyses, and subgroup analyses, alongside publication bias tests using Funnel Scatter Plot, Clip and Fill, Rosenthal, and Orwin’s Fail-Safe N methods. Findings – The overall effect size of distance learning on early childhood development was small (0.186) with significant heterogeneity (I² = 87.358%). Subgroup analysis revealed that mobile-based learning had a larger effect size (0.888) compared to desktop-based learning (0.028). The duration of intervention did not significantly affect outcomes, although longer interventions showed slightly better results. Cognitive and language skills benefited most from distance learning, while other skills like self-efficacy and music showed minimal or negative effects. Originality/Value – This study offers a comprehensive analysis of distance learning's effectiveness in early childhood education, addressing gaps in the literature regarding the impact of device types and intervention durations. The findings contribute valuable insights for the development of more effective distance learning platforms for young children. Practical Implications – The findings suggest that mobile-based distance learning is more effective for early childhood education than desktop-based approaches. Educators and policymakers should prioritize mobile-friendly platforms and focus on cognitive and language development for early learners. Further improvements in distance learning strategies are needed, particularly for non-cognitive skills, to enhance early childhood learning outcomes. Keywords Distance learning, early childhood development, meta-analysis, mobile learning, cognitive skills. Paper type Research paper
From Policy to Pedagogy: Religious Moderation as a Counter-Radicalization Strategy in Islamic Education — A Systematic Literature Review Prasetyo, Gatot; Fauziah, Yanuar Rizki; Syafii, Ahmad
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): JURNAL PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.142.233-251

Abstract

Purpose – This study maps current evidence on religious moderation in Islamic Education in Indonesia to assess the effectiveness of policy, curriculum, pedagogy, and the institutional ecosystem—framed by Pancasila—as a counter-radicalization strategy and a shaper of inclusive character. Design/methods/approach – Systematic Literature Review (SLR) grounded in Kitchenham & Charters. Scopus search (February 12, 2025) using TITLE-ABS-KEY("religious" AND "moderation"), period 2018–2025, document type article. 754 articles found; 127 filtered as relevant; 72 fully reviewed; 2 excluded (review-based); 70 analyzed through qualitative content analysis (mechanical and interpretive stages) following the PRISMA scheme. Findings – Implementation of moderation is effective when wasathiyah values are integrated across subjects and practiced through dialogic methods (problem solving, inquiry, discussion), an integrative curriculum, and educator involvement. As a counter-radicalization strategy, effectiveness is supported by firm campus policies framed by Pancasila, the strengthening of national values (tawassuth, tawazun, i‘tidal, al-wathaniyah), and the role of madrasahs and universities as agents of social change. Key factors include school leadership, an inclusive curriculum, interfaith dialogue, and directed use of technology (Technological Pedagogical Content Knowledge [TPACK]). These findings sequentially answer RQ1–RQ4 (curriculum implementation; counter-radicalization strategies; contributions of empirical approaches; the role of higher education). Research implications – Recommendations include the standardization of moderation competencies in the Islamic Religious Education (PAI)/higher-education curriculum; the design of dialogic pedagogy grounded in experiential learning and inclusive social projects; capacity building for educators and digital literacy (TPACK); and institutional policies that synergize mentoring, intra/extracurricular activities, anti-radicalization governance, and curation of the educational digital ecosystem.
Co-Authors Agusli, Rachmat Ahmad Syafii Fauziah, Yanuar Rizki Gustomi, Leo Fajar Purnama, Sigit