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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Ilmu Sosial Jurnal Pajak Indonesia (Indonesian Tax Review) Jurnal Bisnis dan Manajemen Jurnal Pendidikan Ekonomi & Bisnis Cetta: Jurnal Ilmu Pendidikan JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN Lectura : Jurnal Pendidikan PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat The International Journal of Business Review (The Jobs Review) RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Parameter International Journal of STEM Education for Sustainability Journal of Educational Sciences Electronic Journal of Education, Social Economics and Technology Jurnal Pendidikan Ekonomi Indonesia Dinamika Pendidikan
Susanti Kurniawati, Susanti
Universitas Pendidikan Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Pengaplikasian Problem-Based Learning Terhadap Critical Thinking Skills Pada Mata Pelajaran Ekonomi (SMA Negeri 4 Bandung) Hanifah, Fitri; Kurniawati, Susanti; Maulana, Cepri
Jurnal Pendidikan Ekonomi Indonesia Vol 6, No 1 (2024): Jurnal Pendidikan Ekonomi Mei 2024
Publisher : Pendidikan Ekonomi FPEB Universitas Pendidikan Indonesia

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

Abstract

Penelitian ini dasari oleh rendahnya critical thinking skilss yang dimiliki oleh siswa kelas X-2 dan X-3 di SMA Negeri 4 Bandung. Penelitian bertujuasn untuk mengetahui apakah terdapat perbedaan perolehan pretest dan posttest critical thinking skills kelas kontrol, perbedaan perolehan pretest dan posttest critical thinking skills kelas eksperimen yang mengaplikasikan problem-based learning, dan perbedaan N-gain critical thinking skills dari kedua kelas tersebut. Penelitian dilakukan dengan memanfaatkan pendekatan kuantitatif metode kuasi eksperimen. Pengumpulan data yang dilakukan menggunakan tes, observasi, dan dokumentasi dengan instrumen pretest dan posttest sebagai alatnya. Perolehan penelitian yang dilakukan memperlihatkan bahwa (1) terdapat perbedaan perolehan pretest dan posttest kelas kontrol terhadap critical thinking skills, (2) pengaplikasian problem-based learning memberikan perbedaan perolehan pretest dan posttest terhadap critical thinking skills kelas eksperimen, dan (3) secara keseluruhan penelitian memperlihatkan bahwa terdapat perbedaan yang signifikan antara perolehan N-gain critical thinking skills kelas kontrol dengan kelas eksperimen yang mengaplikasikan problem-based learning.
TPACK Based on PjBL Preservice Teachers’s Skill in Developing Digital Economics Teaching Material Kurniawati, Susanti; Ardiansyah , Hamdan; Sulaeman , Ardika
Jurnal Pendidikan dan Pengajaran Vol 57 No 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i3.76508

Abstract

This research is motivated by the low skills of teachers in developing digital learning tools, as well as the need for teachers to prepare learning materials that suit the needs of students. In addition, current trainings are still conducted separately and need to be more comprehensive in integrating technology, pedagogy, and content. This study aims to examine the effectiveness of the project-based learning method in improving the skills of developing digital learning tools. This research was conducted using a quantitative and experimental method with a quasi-experiment nonequivalent control group design. With a simple random sampling technique, 90 in-service teachers were obtained. Data collection by observation and test. Instruments are tests and non-tests. Data analysis techniques used one-way anova using the F test and Tukey's Post Hoc. The results of this study state that with the project learning method, there is an increase, especially in the skills of developing learning syntax in teaching modules, producing digital media, compiling digital teaching materials, and developing assessments. The conclusion states that project-based learning can improve the skills of creating digital learning tools in learning economics. This research implies that project-based learning is good for learning aimed at product development and continuous improvement of learning quality.
Langkah Strategis Meningkatkan Pemahaman Siswa tentang Pendidikan untuk Pembangunan Berkelanjutan Melalui Pembelajaran Berbasis Masalah Bawadi, Titik Handayani; Ahman, Eeng; Kurniawati, Susanti; Sutarni, Nani; Prasetio, Bayu
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 1 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i1.3750

Abstract

Education in Indonesia faces major challenges in the 21st century, particularly regarding the gap in education quality between urban and rural areas and the low adaptability to new technologies and learning methods. Education for Sustainable Development (ESD) and Problem-Based Learning (PBL) are considered potential approaches to address these challenges. This research aims to explore the effectiveness of PBL in improving students' understanding of ESD concepts. The method used is a literature study by analyzing various relevant previous studies. The results showed that PBL is effective in improving students' understanding of sustainability issues through active and collaborative learning. PBL applied to science subjects, such as Biology and Chemistry, as well as social, such as Economics, has been shown to improve critical thinking, creative, and problem-solving skills. In the context of ESD, students who learn through PBL are better able to integrate sustainability principles in practicum activities and group discussions. Several studies have also shown that the use of ESD-based modules in PBL helps improve student learning outcomes, both in theoretical understanding and applicative skills. However, these studies also identified challenges in implementation, such as students' low science literacy, limited integration of sustainability principles, and the lack of knowledge of sustainability.
The Use of Board Games in Teaching Biodiversity for Sustainable Development: A Quasi-Experimental Method Wijoyo, Satrio; Ahman, Eeng; Kurniawati, Susanti; Supardi, Endang; Firdaus, Mutiah Mutiara
International Journal of STEM Education for Sustainability Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v5i1.491

Abstract

This research aimed to develop and evaluate learning media for sustainable development, specifically through a board game entitled “Board Game Maju Indonesiaku”. The game is designed around the dilemma between biodiversity conservation and economic development, covering four core systems concepts: economics, policy, society, and ecology. The study involved 61 middle school students who played the game for 360 minutes (180 minutes per week). Data was collected through post-test assessments and game performance. An independent t-test was used to analyze the post-test scores. The results showed a significant improvement in students' understanding, with a moderate effect size overall. Notably, there were large effects on the biodiversity concept dimension and moderate effects on the biological conservation concept dimension. The game performance analysis indicated that secondary school students faced challenges in achieving the four sustainable economic development goals. This research highlights the potential of game-based learning as an effective strategy for teaching complex concepts related to sustainable development. It also underscores the need for further refinement of educational tools better to support student understanding and application of these concepts.
Analysis of Social Support on the Decision to Continue Higher Education: A Literature Review Liubana, Alfred; Kurjono, Kurjono; Ahman, Eeng; Kurniawati, Susanti
Lectura : Jurnal Pendidikan Vol. 16 No. 1 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v16i1.24065

Abstract

Education is important in human life because it helps people build strong character and morality, helping them to distinguish between what is right and wrong. This research aims to determine what forms of social support exist, what the role of social support is, and what the causes of low decision-making are in continuing higher education in Indonesia. This type of research used a systematic analysis of literature review. In refining the data that has been collected, the researcher identified, filtered, feasibility and clarified the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method. The data in this study were secondary data from 2020-2024 obtained from data Dimensions and Google Scholar. The results showed that 1) Forms of social support in the findings come from peers, parental motivation, parental support, family economic status, parental education, social environment, counselling guidance and homeroom teacher, facilities and infrastructure; 2) with the existence of social support for the decision to continue higher education, each individual received a more decent education, promising work, continued to exist in society, extended family assistance, and shaped the character and morals of the person, parental economic support was not one of the obstacles in continuing higher education due to the availability of scholarships; 3) The causes of the low decision to continue higher education were from internal and external factors. It can be concluded that understanding the many forms of social support and tackling the barriers to educational advancement are critical for increasing access to higher education.
PENGEMBANGAN KEMAMPUAN BERPIKIR KRITIS SISWA MELALUI MODEL PROBLEM BASED LEARNING (PBL) DI MODERASI OLEH KEMAMPUAN METAKOGNITIF Dewi, Mutiara Rahma; Kurniawati, Susanti; Nofriansyah, Nofriansyah
Research and Development Journal of Education Vol 11, No 2 (2025)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v11i2.23934

Abstract

Studi ini bertujuan untuk menguji penerapan model PBL dalam mengembangkan kemampuan berpikir kritis siswa dengan mempertimbangkan metakognisi sebagai variabel moderasi. Penelitian ini menganalisis data dengan metode kuantitatif dan pendekatan kuasi eksperimen dengan pre-test dan post-test. Sampel studi ini adalah siswa kelas X jurusan Ekonomi di SMA Edu Global School yang terbagi dalam kelompok eksperimen 28 siswa dan kelompok kontrol 25 siswa. Pengumpulan data melalui tes esai terbuka untuk mengukur kemampuan berpikir kritis siswa dan penyebaran kuesioner untuk metakognisi. Temuan studi menunjukkan bahwa model PBL mampu untuk mengembangkan kemampuan berpikir kritis siswa. Namun kemampuan metakognisi siswa tidak cukup untuk menjadi variabel moderator yang menguatkan pengaruh dalam menguji efek PBL terhadap kemampuan berpikir kritis. Studi ini berkontribusi terhadap pengembangan model pembelajaran aktif dalam pembelajaran Ekonomi dan sebagai alternatif bagi guru dalam pembelajaran yang mementingkan keaktifan dengan analisis tingkat tinggi terhadap permasalahan yang kompleks.
STRATEGY OF TEACHER’S TPACK COMPETENCIES IN ECONOMICS EDUCATION Kurniawati, Susanti; Maulana, Cepri; Ardiansyah, Hamdan
JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN Vol. 13 No. 1 (2025)
Publisher : UNIVERSITAS NEGERI SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jepk.v13n1.p207-226

Abstract

The urgency of this research is motivated by the urgent need for teachers' Technological Pedagogical Content Knowledge competency related to the rapid advancement of information technology, which affects the efficiency and effectiveness of the learning process and the development of student characteristics holistically. Therefore, this study aims to develop the TPACK-IDD IRR method to improve teachers' TPACK competency and evaluate the contribution of this method in improving each TPACK domain. The research method is design based research, focusing on the design, development, and evaluation of educational interventions. The stages of model development are applied to the ADDIE development model. The implementation of TPACK IDD IRR consists of the stages of Introduction, Demonstration, Development, Implementation, Reflection, and Revision. The sample size consists of 120 pre-service teachers in the field of economics. Data collection techniques by observation and survey with observation guide instruments and questionnaires. The collected data were analyzed with descriptive statistics. The effectiveness of the model uses a one-sample t-test to identify differences in TPACK domain scores before and after the implementation of the IDD IRR strategy. The results of the study indicate that the IDD IRR model, which integrates discussion, simulation, and project-based learning methods, positively influences the TPACK competency of economics teachers. Ultimately, this study concludes that the IDD IRR strategy effectively enhances the TPACK competency of prospective economics educators, preparing them to face the challenges of modern teaching.
THE MODERATING ROLE OF PEER SUPPORT ON LEARNING INTEREST AND LEARNING DISCIPLINE ON STUDENT LEARNING MOTIVATION IN ECONOMICS SUBJECTS IN 3T AREAS Liubana, Alfred; Ahman, Eeng; Supardi, Endang; Kurniawati, Susanti; Kurjono, Kurjono; Majid, Mohamad Zuber Abd
JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN Vol. 13 No. 2 (2025)
Publisher : UNIVERSITAS NEGERI SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jepk.v13n2.p321-336

Abstract

This study investigates the moderating role of peer support on the relationship between learning interest, learning discipline, and student motivation in a 3T (frontier, outermost, and disadvantaged) region Batuputih sub-district. While previous studies have explored these variables individually, limited research has examined how peer support interacts with interest and discipline to influence learning motivation in underdeveloped regions. Employing a quantitative approach with a survey method, data were collected from 201 grade XI students at SMAN Tupan and SMAN Benlutu using purposive sampling. A 5-point Likert scale questionnaire was administered, and sample adequacy was determined using G*Power analysis (effect size = 0.15, power = 0.95, α = 0.05), resulting in a minimum requirement of 107 participants. Data were analyzed using PLS-SEM via SmartPLS. The findings indicate that both learning interest (p = 0.027) and learning discipline (p = 0.000) significantly influence student motivation. However, peer support does not moderate these relationships, as shown by p-values of 0.744 and 0.861, respectively. These results suggest that while interest and discipline are critical drivers of motivation, peer support may not play a significant moderating role in this context. This study contributes to the understanding of motivational factors in disadvantaged educational settings and provides insights for educators in designing targeted interventions.
Exploring Teachers' Digital Competencies in Secondary Schools: A Systematic Literature Review Amilusholihah, Amilusholihah; Ahman, Eeng; Kurniawati, Susanti; Sutarni, Nani; Sari, Rafita
Electronic Journal of Education, Social Economics and Technology Vol 5, No 2 (2024)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v5i2.198

Abstract

Teacher Digital Competence (TDC) is crucial for secondary school teachers who facilitate interactive, adaptive learning environments to achieve Sustainable Development Goal (SDG) 4 on Quality Education. This research aims to systematically elucidate TDC at the secondary school level. In order to address the research questions, guidelines from PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) were employed to systematically identify 30 out of 450 articles, spanning the period from 2020 to 2024, and retrieved from three databases, namely Scopus, WoS, and ERIC, in accordance with the established exclusion and inclusion criteria. The results show that (1) Interest in teachers' digital competence surged in 2024, reflecting the educational sector's post-pandemic priorities. Key studies from Australia, Spain, and Switzerland have led influential contributions to educational technology, highlighting the global importance of this field. (2) Essential strategies for improving digital competence include targeted professional development, effective integration of technology in classrooms, and adherence to international standards. (3) Teachers face challenges such as limited training and institutional support, underscoring the need for structured programs to enhance digital skills. (4) Frameworks like DigCompEdu, TPACK, TAM and ISTE have proven effective for assessing and strengthening digital competence to teaching practices and (5) TDC is effective in improving student learning outcomes. Future research should delve deeper into the factors that influence teachers' digital competence and explore frameworks that can be adapted to different educational contexts.
A Critical Thinking Research Trends: A Bibliometric Analysis (2020–2025) Afifah, Sri Nur; Dahlan, Dadang; Kurniawati, Susanti
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5102-5115

Abstract

This study aims to analyze publication trends related to critical thinking over the past five years (2020–2025) using a bibliometric approach. Data were collected from the Scopus database and processed using R  Studio with the Bibliometrix package. The results reveal a significant increase in the number of publications each year, indicating growing scholarly attention to the topic of critical thinking. Leading publication sources include Thinking Skills and Creativity and Educational Sciences: Theory and Practice. Frequently appearing keywords such as “critical thinking,” “education,” and “higher education” highlight the strong connection between critical thinking and the educational domain. Citation network and keyword co-occurrence analyses demonstrate the existence of dominant research clusters, particularly within the context of 21st-century learning. These findings offer insight into the current development trajectory of critical thinking research and provide a foundation for future studies to explore underexamined areas in the field.  
Co-Authors Ade Wahyu Firmansyah Afifah, Sri Nur Akram, Fathin Mufid Amilusholihah, Amilusholihah Ardiansyah , Hamdan Ardiansyah, Hamdan Ardika Sulaeman Ardika Sulaeman Azis, Sultan Bawadi, Titik Handayani Dadang Dahlan Dahlan, Dadang - Damayanti, Elsera Windarizki Dewi, Mutiara Rahma Disman Disman Disman Disman Disman, Disman Eeng Ahman, Eeng Endang Supardi, Endang Firdaus, Mutiah Mutiara Fuadi, Siti Sarah Hamdan Ardiansyah Hanifah, Fitri Hilmiatussadiah, Kinanti Geminastiti Kurjono, Kurjono Lazuardi Imani Hakam Liubana, Alfred Majid, Mohamad Zuber Abd Maulana, Cepri Nani Sutarni Neti Budiwati Nofriansyah, Nofriansyah Parhah, Siti Prasetio, Bayu Puspo Dewi Dirgantari Rafita Sari, Rafita Rosa Ariani Sukamto Salim, Dhea Ramadhani sumartini sumartini Uma Kusumawati Mutmainah Wijoyo, Satrio