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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Suara Pengabdian 45 Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Jurnal Pendidikan Vokasi Indonesia Jurnal Sentra Pengabdian Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Utomo Utomo
Universitas Muhammadiyah Kendal Batang
Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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STRATEGI PENGUATAN PENDIDIKAN KARAKTER PADA TINGKAT SLTA MELALUI MODEL PEMBELAJARAN PROJECT BASED LEARNING Everhard Markiano Solissa; Utomo Utomo; Sri Kadarsih; Djuniawan Karna Djaja; Pahmi Pahmi; Joni Wilson Sitopu
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 6 No. 3 (2023): Volume 6 No. 3 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v6i3.19372

Abstract

Tantangan pendidikan pada tingkat SLTA pada abad 21 ini khususnya di Indonesia tidak hanya berfokus pada masalah konvensional yaitu pemerataan dan pemenuhan akses, sarana prasarana dan pembiayaan pendidikan, tetapi juga kualitas lulusan yang harus memiliki intelekual yang ahli dibidangnya sekaligus mempunyai moralitas tinggi. Melihat kondisi tersebut ketersediaan sumber daya manusia yang berkarakter merupakan kebutuhan yang sangat penting. Ini dilakukan untuk mempersiapkan tantangan global dan daya saing bangsa, Sekolah Menengah atas harus mampu menyiapkan generasi yang memiliki kompetensi dan karakter yang baik (good character), dengan demikian strategi penguatan pendidikan karakter pada pembelajaran dengan menggunakan model pembelajaran Project Based Learning membutuhkan suatu perencanaan yang terintegrasi. Implementasi pendidikan karakter beserta monitoring dan evaluasinya pun harus disiapkan dengan seoptimal mungkin. konsep pendidikan karakter secara terprogram dengan sebuah strategi yang baik seperti halnya strategi moral knowing, moral modelling, moral feeling ang loving, moral acting, punishment, habituasi. Hendaknya diterapkan di setiap sekolah tinggi hingga peserta didik memiliki satu kesatuan karakter baik yang tak terpisahkan (knowing, feeling, and acting) dalam kehidupan keseharianya.Top of Form
Fostering Student Engagement through Deep Learning in Vocational English Teaching Madya Giri Aditama; Suwarna Suwarna; Dwiyanto Djoko Pranowo; Bagiya Bagiya; Utomo Utomo
Jurnal Pendidikan Vokasi Indonesia Vol. 4 No. 01 (2025): ISSUE AGUSTUS
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v4i01.335

Abstract

This qualitative phenomenological study investigates how deep learning-based instructional strategies enhance teacher competence and student engagement in vocational English classrooms at SMK Muhammadiyah Batang. Four English teachers participated in in-depth interviews, classroom observations, and document analysis to explore their lived experiences in implementing Multimedia Teaching Modules (MTM) enriched with kearifan lokal (local wisdom). The modules integrated cultural elements such as traditional batik motifs, local tourism videos, and regional proverbs into vocabulary, speaking, and project-based learning activities. Findings reveal that teachers developed stronger pedagogical competence in designing contextually relevant and culturally responsive lessons. Students showed notable improvement in engagement indicators, including increased participation in discussions, higher on-time assignment submission rates, and enhanced language output in collaborative tasks. Comparative engagement data indicated a clear rise in active learning behaviors post-MTM integration. The cultural contextualization of materials fostered both a sense of identity and greater motivation among learners, making lessons more meaningful and relatable. The discussion situates these findings within the broader framework of deep learning pedagogy, emphasizing its capacity to connect cognitive skills with socio-cultural relevance in vocational education. The study concludes that combining deep learning principles with multimedia and local wisdom can bridge the gap between curriculum objectives and real-world communicative needs in vocational contexts. Recommendations include ongoing teacher training in culturally grounded digital pedagogy and fostering professional learning communities to sustain innovation in English language teaching.
Penerapan Pembelajaran Reflektif melalui Jurnal Belajar Matematika untuk Memperkuat Keterkaitan Antar Langkah dalam Pemecahan Masalah Rachmat Imam Muslim; Utomo Utomo; Meilan Tri Wuryani; Ade Bagus Primadoni; Muhamad Akrom
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 2 (2025): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i2.1429

Abstract

The problem of interrelationships between steps in solving mathematical problems is still a challenge in learning at the elementary school level. Many students have not been able to formulate solutions logically and completely due to a lack of reflective awareness of their thinking process. This study aims to describe the process of implementing reflective learning through mathematics learning journals and to analyze its impact on the interrelationships between students' thinking steps in problem solving. The study used the Classroom Action Research (CAR) method which was carried out in two cycles on fifth grade elementary school students with a total of 26 students as subjects. The instruments used included observation sheets, interview guidelines, problem-solving tests, and reflective journal assessment rubrics. The results showed that the implementation of reflective journals gradually increased the clarity of the sequence of steps (from 60% to 75%), the rationale for strategies (35% to 60%), and the identification of difficulties (25% to 55%). The average problem-solving test score also increased from 68 to 82. These findings indicate that reflective learning through learning journals is effective in strengthening logical understanding between steps and encouraging students' metacognitive awareness in solving mathematical problems.
Enhancing Learning Quality and Students’ Moral Character through In-House Training for School Educators Madya Giri Aditama; Utomo; Nurina Sawatuz Zuhro
Jurnal Sentra Pengabdian Vol 2 No 1 (2026): Jurnal Sentra Pengabdian
Publisher : Universitas 'Aisyiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33867/JSP.769

Abstract

Improving learning quality and strengthening students’ moral character have become critical priorities for schools in responding to contemporary educational challenges, including rapid technological advancement, changing student behavior, and increasing demands for holistic education. Teachers and educational staff play a strategic role in creating meaningful learning experiences while fostering positive values and character development among students. This community service programme aimed to enhance the capacity of school educators through an In-House Training programme focused on improving learning quality and strengthening students’ moral character. The programme was conducted at a senior high school in Central Java, Indonesia, involving 33 participants consisting of teachers and educational staff. A participatory training approach was employed through expert lectures, interactive discussions, reflective activities, collaborative problem-solving, and action-planning sessions. Data were collected through observations, evaluation questionnaires, and reflective feedback forms, and were analyzed using descriptive quantitative and qualitative techniques. The findings revealed substantial improvements in participants’ understanding of innovative learning strategies, student engagement practices, character education integration, and collaborative school culture development. Participants also reported high levels of satisfaction with the programme and demonstrated strong intentions to implement the knowledge and strategies acquired during the training. Furthermore, the programme fostered collective commitment among school personnel to support sustainable educational improvement. It can be concluded that the In-House Training approach was effective in addressing the professional development needs of educators and educational staff while promoting a holistic educational environment that integrates academic excellence with students’ moral character development.
Ngabuburit AI 2026: Pemberdayaan Pendidik melalui Pemanfaatan NotebookLM dalam Penyusunan Buku Ajar Sistematis - Interaktif Eko Nursanty; Rizka Khairunnisa; Utomo; Marlianti
Jurnal Suara Pengabdian 45 Vol. 5 No. 2 (2026): Juni: Jurnal Suara Pengabdian 45
Publisher : LPPM Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/pengabdian45.v5i2.3668

Abstract

This community service program addressed the limited capacity of educators to use artificial intelligence in a structured and pedagogically responsible way for textbook development. The program focused on empowering educators through NotebookLM in the Ngabuburit AI 2026 activity. Its objective was to improve participants’ understanding and practical skills in organizing sources, designing textbook structures, developing chapter content, and generating interactive learning media. The program used a participatory training approach consisting of presentation, demonstration, guided practice, discussion, and feedback-based evaluation. The results showed that participants gained a clearer understanding of AI-assisted academic writing workflows and recognized NotebookLM as a useful tool for integrating source analysis, textbook writing, and learning media preparation. The activity also fostered new awareness that artificial intelligence can strengthen, rather than replace, educators’ academic roles in producing more systematic and interactive teaching materials.
Analysis of Factors Causing Misconceptions in Plane Geometry among Fifth Grade Elementary School Students Rachmat Imam Muslim; Meilan Tri Wuryani; Utomo; Muiz Ghifari
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 34 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v34i22025p261-274

Abstract

Abstract: Misconceptions are often the cause of low student mathematics learning outcomes. In this study the authors seek to uncover the factors that cause students' misconceptions about plane shapes. This study uses a qualitative method with a case study approach. This research is based on the problem that there are still many students who are wrong in answering several questions in the form of stories. In this study two students were taken using a purposive sampling technique as research subjects. From the research results, it was found that the cause of students' misconceptions in answering non-routine questions was the low understanding of students' definitions. The low understanding of definitions occurs because learning only relies on one teaching material in which the teaching material has very little information. In addition, the lack of use of teaching media by teachers results in students not being able to recognize other forms of flat shapes according to the definition. Apart from that, the lack of examples of flat shapes given makes students' understanding of definitions shallow. When given a flat shape with a different shape, students experience confusion. Abstrak: Miskonsepsi sering menjadi penyebab rendahnya hasil belajar matematika siswa. Dalam penelitian ini penulis berusaha mengungkap faktor-faktor penyebab miskonsepsi siswa tentang bangun datar. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Penelitian ini didasari oleh permasalahan bahwa masih banyak siswa yang salah dalam menjawab beberapa soal berbentuk cerita. Dalam penelitian ini diambil dua orang siswa dengan menggunakan teknik purposive sampling sebagai subjek penelitian. Dari hasil penelitian ditemukan bahwa penyebab miskonsepsi siswa dalam menjawab soal nonrutin adalah rendahnya pemahaman siswa terhadap definisi. Rendahnya pemahaman definisi terjadi karena pembelajaran hanya bertumpu pada satu bahan ajar yang mana bahan ajar tersebut informasinya sangat sedikit. Selain itu, minimnya penggunaan media ajar oleh guru mengakibatkan siswa tidak mampu mengenali bentuk bangun datar lainnya sesuai definisi. Selain itu, minimnya contoh bangun datar yang diberikan membuat pemahaman siswa terhadap definisi menjadi dangkal. Ketika diberikan bangun datar dengan bentuk yang berbeda, siswa mengalami kebingungan.
Co-Authors Ade Bagus Primadoni Aditama, Madya Giri Bagiya Bagiya Djuniawan Karna Djaja Dwiyanto Djoko Pranowo Eko Nursanty Joni Wilson Sitopu Marlianti Meilan Tri Wuryani Muhamad Akrom Muiz Ghifari Nurina Sawatuz Zuhro Rachmat Imam Muslim Rizka Khairunnisa Solissa, Everhard Markiano Sri Kadarsih Suwarna Suwarna