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All Journal JURNAL IQRA´ Indonesian Community Journal
Suriyah Satar
Universitas Cenderawasih, Indonesia
Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Public Health Social Sciences Other

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Pelatihan Penggunaan Learning Management System (LMS) Bagi Dosen FKIP Universitas Cenderawasih Irwandi Yogo Suaka; Rio Wakhid Hujjatul Islam; Suriyah Satar; Nurbaya Satar; Hanida Listiani; Agnes Teresa Panjaitan
I-Com: Indonesian Community Journal Vol 3 No 4 (2023): I-Com: Indonesian Community Journal (Desember 2023)
Publisher : Fakultas Sains Dan Teknologi, Universitas Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33379/icom.v3i4.3423

Abstract

ABSTRACT The use of technology in education has become an unavoidable necessity in this digital era. This article discusses the implementation of training for lecturers at the Faculty of Teacher Training and Education (FKIP) Cenderawasih University in implementing the Learning Management System (LMS), an online platform that is able to increase the efficiency of teaching and learning at the tertiary level. This training aims to improve lecturers understanding and skills in using LMS as a means to manage learning material, present material interactively, and facilitate communication between lecturers and students. Training methods include practical training sessions, case studies, and group discussions. Training findings showed a significant increase in lecturers understanding and skills regarding LMS use. Lecturers are able to seamlessly manage their courses, present material more interactively, and take advantage of the collaborative features of the LMS. These resultas provide a positive picture of the potential of LMS in improving the quality of teaching at FKIP Cenderawasih University. Keywords: Learning Management System (LMS), Training, Lecturers
The Study of Constructivistic Learning Experience, Democratic Attitude, Learning Independence & Learning Motivation of Senior High School Students at Wajo Regency South Sulawesi Muhammad Arafah; Syamsu Rijal; Sumarni; Suriyah Satar; Besse Sulfiani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.4905

Abstract

This study employs a quantitative survey method with correlation analysis to investigate the influence of constructivist biology learning experiences, democratic attitudes, and learning independence on the learning motivation of high school students in Wajo Regency. The research utilizes Structural Equation Modeling (SEM) for path analysis to determine the direct and indirect effects among the studied variables. The population comprises all high school students in Wajo Regency, with a sample of 274 students selected through simple random sampling from three schools: SMAN 1 Wajo, SMAN 3 Wajo, and SMAN 7 Wajo. Data were collected using four validated instruments: a 35-item constructivist biology learning experience questionnaire, a 30-item democratic attitude questionnaire, a 49-item learning independence questionnaire, and a 30-item learning motivation questionnaire. Descriptive analysis reveals that the average scores for constructivist learning experience, democratic attitudes, learning independence, and learning motivation are 66.16%, 67.56%, 70.79%, and 72.35%, respectively. SEM results show that constructivist biology learning experiences positively influence learning motivation (path coefficient = 0.228), as does learning independence (path coefficient = 0.430). In contrast, democratic attitudes exhibit a significant negative influence on learning motivation (path coefficient = -0.645). These findings highlight the critical role of active, student-centered learning approaches and learner autonomy in enhancing motivation. Interestingly, the negative correlation between democratic attitudes and learning motivation suggests a complex relationship that may reflect contextual or cultural factors specific to the student population. This study contributes to the field of educational psychology by emphasizing the effectiveness of constructivist pedagogical strategies and the promotion of student independence in motivating learners. The results provide practical implications for educators and policymakers seeking to improve motivation and learning outcomes through the design of more effective instructional practices.
Digital Mind Mapping in Learning Journals (DMMILJ): A Pedagogical Innovation to Foster Self-Regulated Learning in Higher Education Suriyah Satar; Nurbaya Nurbaya; Hanida Listiani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6500

Abstract

This study aims to develop and test the effectiveness of the Digital Mind Mapping in Learning Journal (DMMILJ) learning technique to improve students' Self-Regulated Learning (SRL) abilities in the Plant Development Structure course. This technique integrates digital concept mapping using applications such as Canva and Mind Meister with individual and group reflective journal practices. The development was carried out using the ADDIE model, which includes the stages of needs analysis, format design, product development, implementation in the experimental class, and effectiveness evaluation. The trial was conducted in one class of Biology Education students at Cenderawasih University using a one-group pretest-posttest design. The research instruments included a learning outcome test and an SRL questionnaire validated by experts. The validation results showed that the DMMILJ learning technique was highly valid with an average score above 92%. Data analysis using N-Gain showed an increase in learning outcomes of 67.86% (medium-high category). In addition, there was an increase in SRL scores from 70% to 75% (good category). These findings indicate that the DMMILJ technique encourages active engagement, strengthens reflective skills, and enhances students' ability to independently manage their learning strategies and goals. This technique can be recommended as an innovative digital-based learning strategy in higher education contexts. By merging visual mapping and narrative reflection in a digital ecosystem, this study offers a scalable and innovative learning strategy that aligns with the demands of 21st-century education. The DMMILJ technique significantly contributes to improving learning quality in schools and universities by fostering digital competence, deeper cognitive engagement, and self-directed learning, making it a valuable model for transforming science education in digital classrooms.
Teachers’ Readiness in Integrating Technology through TPACK-ICT Framework: Evidence from Papua, Indonesia Tanta Tanta; Suriyah Satar; Nurbaya Nurbaya; Hanida Listiani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6676

Abstract

This study aims to analyze the level of Technological Pedagogical Content Knowledge in Information and Communication Technology (TPACK-ICT) skills among teachers in the Papua region, specifically in Keerom Regency, Jayapura Regency, and Jayapura City. A quantitative descriptive method was employed to examine teachers’ TPACK competencies. The research was conducted from May to August 2025 using an accidental sampling technique. The sample consisted of 31 elementary, junior high, and high school teachers from the three study areas who completed the questionnaire. The research instrument comprised 34 statements related to the TPACK framework, and the data were analyzed descriptively. The results reveal that teachers’ overall TPACK competence falls into the good category, with an average score of 3.63. The highest component score was found in Pedagogical Content Knowledge (PCK) at 3.93, followed by Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK), both at 3.88. These findings suggest that teachers are relatively proficient in designing learning strategies that align with the subject matter and effectively integrate pedagogical and technological aspects. Meanwhile, the Content Knowledge (CK) and Technological Knowledge (TK) components scored 3.79 and 3.77, respectively, indicating a satisfactory understanding of subject matter and basic technological skills. However, these aspects still require enhancement, particularly in mastering more advanced technology and deepening content understanding. The lowest scores were recorded in Technological Content Knowledge (TCK) and the overall TPACK components, both at 3.63, showing that teachers continue to face challenges in fully integrating technology into learning content and combining technology, pedagogy, and content holistically. Overall, while teachers demonstrate strong pedagogical competence, further development in technology integration is essential to achieve optimal TPACK implementation.
Co-Authors Abda Abda Agnes Teresa Panjaitan Besse Sulfiani Hanida Listiani Muhammad Arafah Nurbaya Nurbaya Nurbaya Rio Wakhid Hujjatul Islam Rusli, Tiffany Shahnaz Sumarni Syamsu Rijal Tanta Tanta