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All Journal Jurnal Pendidikan Sosial dan Konseling Jurnal Pendidikan Sains dan Teknologi Terapan Journal Educational Research and Development Journal of Media and Communication CARONG: Jurnal Pendidikan, Sosial dan Humaniora Jurnal Ilmiah Literasi Indonesia Educational Journal Jurnal Pendidikan dan Keguruan Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Gusmaneli Gusmaneli
UIN Imam Bonjol Padang
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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MEDIA TEKNOLOGI UNTUK MEMOTIVASI DAN PRESTASI MAHASISWA Disa Devia; Fadhillah Khairunnisa; Gusmaneli Gusmaneli
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 2 No. 7 (2024): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Nowadays, with the rapid development of technology and information such as online media and the internet, everything can now be accessed through gadgets, including information that supports student learning activities. Even now with the development of technology, gadget users can now access a variety of information. Online media itself was born in 1990 because of the advantages of internet media. There are several factors that improve student learning achievement, not only gadget competition, but there is one important factor, namely the motivation factor. Psychological factors play a very important role for students where this motivation plays a role. Because of its important role in learning, namely as a motivator or stimulant for the soul of the person who carries out learning activities, learning motivation is one of the factors that exist in a person who motivates a person to carry out a learning activity. a motivator. Doing something optimally to achieve the maximum results you want to achieve.
PRESPEKTIF ISLAM DALAM STRATEGI PEMBELAJARAN Ika Permata Bunda; Annisa Rahmah; Gusmaneli Gusmaneli
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 2 No. 9 (2024): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Learning strategies as one of the most important components of education are also changing. The learning strategy that is currently required is a learning strategy that is centered on student activities (student centric) in an atmosphere that is more democratic, fair, humane, empowering, fun, exciting, encouraging, arouses interest in learning, stimulates inspiration, imagination, creation, innovation, work ethic, and zest for life. In this way, all human potential can be explored and actualized in life, which in turn can help him to face the various challenges of life in the modern era which is full of competition. This kind of learning strategy is what is needed now. Islamic perspective in learning strategies. Learning strategy is a systematic plan to achieve learning goals. In Islam, there are several principles that can be applied in developing learning strategies so that they are in line with Islamic values
Strategi Pembelajaran Quantum dalam Meningkatkan Motivasi Belajar Peserta Didik Rafika Hasanah; Reina Aulia Revi; Gusmaneli Gusmaneli
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 6 No. 1 (2024): Al Yazidiy : Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.v6i1.823

Abstract

In the world of modern education, concepts and principles will emphasize active interaction between teachers and students, the use of technology, and student freedom of exploration. The advantages of this strategy include the development of critical, creative thinking skills and the possibility of lifelong learning. However, challenges include complex assessments and managing dynamic learning environments. Writing this article provides in-depth insight into quantum learning strategies in education today.
Strategi Komunikasi Kepala Sekolah: Implementasi Teknik Umpan Balik Berbasis Digital di Era Pendidikan 4.0. Azizah Putriana; Welma Daswita; Gusmaneli Gusmaneli
Jurnal Ilmiah Literasi Indonesia Vol. 2 No. 1 (2026): JANUARI-JUNI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/psfsnb20

Abstract

The Education 4.0 era demands a comprehensive transformation in the education system, including communication patterns in school leadership. This study aims to analyze the communication strategies of school principals through the implementation of digital-based feedback techniques to improve management efficiency and the quality of learning. The method used is a qualitative approach with a literature study and document analysis related to technology integration in schools. The results of the study indicate that the use of digital platforms (such as Learning Management Systems and communication applications) enables school principals to provide timely, measurable, and effective feedback to both teachers and students. Effective communication strategies involve strengthening a digital vision, developing technological literacy competencies among educators, and fostering a collaborative culture of innovation. However, challenges such as limited infrastructure and gaps in digital literacy remain major obstacles in its implementation. This study concludes that strong digital leadership through technology-based feedback mechanisms is crucial to ensure sustainable, adaptive, and transparent educational administration in the Industry 4.0 era.
Peran Sekolah sebagai Agen Sosialisasi dalam Pembentukan Karakter Peserta Didik Shinta Alfira Ananta; Nurfatiha Nadira; Gusmaneli Gusmaneli
Jurnal Pendidikan Sosial Dan Konseling Vol. 3 No. 3 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v3i3.3728

Abstract

Schools play a strategic role as agents of socialization in shaping students' character through a planned and continuous educational process. In addition to serving as centers for imparting knowledge, schools also serve to instill moral, religious, disciplined, responsible, and social values ​​through teacher role models, school culture, and the integration of values ​​into the curriculum. However, the implementation of character education in schools still faces several obstacles, such as a lack of consistent application of values, uneven teacher competency in implementing character education, limited supporting facilities, and the negative influence of digital culture on student behavior. Furthermore, the lack of synergy between schools, families, and the community also hinders the reinforcement of values ​​instilled in schools. Therefore, optimizing the role of schools requires targeted strategies, including improving teacher professionalism, strengthening a positive school culture, integrating character education into all subjects, and measurable and ongoing character evaluation. With these steps, schools can be more effective in shaping the character of students with noble character, integrity, and the ability to adapt to an increasingly complex social life.
Kesenjangan Harapan antara Pendidik dan Peserta Didik: Analisis dan Solusi Imroatus Sangaddah; Halimah Halimah; Latifah Istiqomah; Gusmaneli Gusmaneli
Jurnal Pendidikan Sosial Dan Konseling Vol. 3 No. 3 (2025): Oktober - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v3i3.3793

Abstract

The expectation gap between educators and students is a challenge that impacts the quality of the learning process and outcomes. This expectation gap arises when the goals, perspectives, and learning needs of teachers and students are not aligned, whether in terms of learning methods, communication, learning styles, or the availability of supporting resources. Teachers tend to focus on achieving curriculum and competency targets, while students desire more engaging, relevant learning and support when facing difficulties. This mismatch can result in decreased motivation, low participation, academic stress, and decreased effectiveness of classroom interactions. This study examines the concept of the expectation gap, its causes, and its impact on the learning process. Furthermore, strategies that can be implemented to minimize this gap are discussed, such as two-way communication, learning differentiation, the use of interactive media, improving teacher pedagogical competence, and creating a supportive learning climate. Through a deeper understanding, expectations can be managed so that learning becomes more adaptive, harmonious, and optimally meets student needs.
Desain Pembelajaran Inovatif Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kritis peserta didik Luqyanah Khansa; Kayla Arifa; Gusmaneli Gusmaneli
Jurnal Pendidikan Sains dan Teknologi Terapan | E-ISSN : 3031-7983 Vol. 2 No. 4 (2025): Oktober - Desember
Publisher : CV.ITTC INDONESIA

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Abstract

This study aims to design an innovative problem-based learning (PBL) model to enhance students' critical thinking skills. The design process involves several stages, including needs analysis, design, development, implementation, and evaluation. The PBL model is designed to encourage students to actively engage in solving real-world problems, thereby stimulating their critical thinking abilities. Data were collected through observation, interviews, and tests to assess the effectiveness of the PBL model. The results showed that the innovative PBL design significantly improved students' critical thinking skills. This research implies that PBL can be an effective approach in fostering critical thinking skills, which are essential for students' academic and professional success.
Peran Guru dalam Meningkatkan Keaktifan dan Pemahaman Siswa Melalui Active Learning pada Mata Pelajaran PAI Reva Fadilla; Sariva Aulia Rabani; Gusmaneli Gusmaneli
Educational Journal Vol. 1 No. 3 (2026): FEBRUARI-APRIL
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/hbsrke60

Abstract

This study aims to describe the role of teachers in enhancing student engagement and understanding in Islamic Religious Education (IRE) through the application of the Active Learning model. The main issue addressed is the dominance of conventional teaching methods, which leads to low student participation and contextual understanding of religious material. Using a descriptive qualitative method, this study examines how teachers shift their roles from mere information providers to facilitators and motivators. The results indicate that the implementation of various active learning strategies fosters dynamic two-way interaction, making students more enthusiastic and enabling them to internalize PAI values deeply rather than merely memorizing them. In conclusion, teachers’ creativity in applying active learning is highly effective in transforming the classroom atmosphere into a more inclusive environment and significantly improving the quality of student learning outcomes
Pengembangan Desain Pembelajaran PAI untuk Meningkatkan Keterampilan Pengajaran Calon Guru Madrasah Rizki Amelia Siregar; Lannita Siregar; Gusmaneli Gusmaneli
Journal Educational Research and Development | E-ISSN : 3063-9158 Vol. 2 No. 2 (2025): Oktober - Desember
Publisher : GLOBAL SCIENTS PUBLISHER

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Abstract

This research examines the development of Islamic Religious Education (PAI) instructional design for prospective madrasah teachers through four main stages: needs analysis, design principles and models, implementation, and impact evaluation. The study results indicate a gap between mastery of religious theory and pedagogical skills, which requires contextual needs analysis based on local data. Effective instructional design principles include an integrative approach, student-centeredness, contextualization for the digital era, and adaptability to student diversity. Design models such as ADDIE, CTL, and differentiated learning are considered relevant for developing 21st-century competencies. Implementation is carried out through microteaching, project-based learning, and the use of digital technology to enhance the creativity and reflection of prospective teachers. Formative and summative evaluations are used to assess improvements in teaching skills, professionalism, and internalization of Islamic values. Overall, integrated and reflective PAI instructional design can produce prospective madrasah teachers who are adaptive, have character, and are competent in facing the challenges of modern education.
Meningkatkan Kemampuan Literasi Digital Siswa Melalui Pembelajaran Berbasis Teknologi Azizah Adzra; Halimatus Sa'diah; Gusmaneli Gusmaneli
Journal of Media and Communication | E-ISSN : 3063-9581 Vol. 2 No. 2 (2025): Oktober - Desember
Publisher : GLOBAL SCIENTS PUBLISHER

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Abstract

Digital literacy is a crucial competency for students to navigate technology-based learning. This capability encompasses the skills to access, evaluate, manage, and create digital information critically, creatively, and responsibly. However, many students still face obstacles, such as weak ability to assess the credibility of information, unequal access to digital devices, low ethical standards in online activities, and limited teacher competence in utilizing technology pedagogically. The impact of weak digital literacy is evident in the emergence of misconceptions, underdeveloped critical thinking skills, declining learning outcomes, and reduced motivation for technology-based learning. To improve students' digital literacy, targeted strategies are needed, including the systematic integration of technology into learning, strengthening teacher skills through digital training, implementing project-based learning models involving technology, providing equitable digital facilities, and developing digital literacy programs within the school environment. These steps have the potential to create a more effective, interactive learning experience that is relevant to the needs of 21st-century competencies.
Co-Authors Annisa Rahmah Azizah Adzra Azizah Putriana Disa Devia Fadhillah Khairunnisa Halimah Halimah Halimatus Sa'diah Ika Permata Bunda Imroatus Sangaddah Jelita Jelita Kayla Arifa Lannita Siregar Latifah Istiqomah Luqyanah Khansa Nurfatiha Nadira Rafika Hasanah Reina Aulia Revi Reva Fadilla Revi Aulia Putri Rizki Amelia Siregar Sariva Aulia Rabani Shinta Alfira Ananta Welma Daswita