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All Journal JOIV : International Journal on Informatics Visualization Jurnal Psikoedukasi dan Konseling Pendas : Jurnah Ilmiah Pendidikan Dasar JURTEKSI JOURNAL OF SCIENCE AND SOCIAL RESEARCH Media Manajemen Pendidikan Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Indo-MathEdu Intellectuals Journal Journal of Mathematics Instruction, Social Research and Opinion JRFES Jurnal Pengabdian Pada Masyarakat Journal of Islamic Education Students Al-Bidayah : jurnal pendidikan dasar Islam U-Teach: Journal of Young Physics Education Teacher Compass: Journal of Education and Counselling
Uliya Khoirun Nisa
Universitas Terbuka
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Efektivitas DAK Fisik Pendidikan dalam Meningkatkan Kualitas Pendidikan di Sekolah Dasar Setyawan, Danang Budi; Fahturahman; Nisa, Uliya Khoirun; Putra, Zikalta
Media Manajemen Pendidikan Vol 7 No 3 (2025): Februari 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/mmp.v7i3.19527

Abstract

The Special Allocation Fund for Physical Education (DAK Fisik Pendidikan) is used to develop and finance educational facilities and infrastructure in the regions to improve the quality of education. However, there is currently no relevant evidence to show that DAK Fisik Pendidikan can enhance the quality of education. Therefore, this study aims to determine the effectiveness of DAK Fisik Pendidikan on the quality of education with the parameters of learning quality, literacy, and numeracy. The study uses secondary data from the Ministry of Education, Culture, Research and Technology in 2022 related to data on DAK Fisik Pendidikan, the condition of facilities and infrastructure, and education quality parameters. The data was then analyzed statistically. The results showed that the data did not have a normal distribution so non-parametric tests were conducted. DAK Physical Education has a weak correlation to improving the quality of educational facilities and infrastructure, in this case, the quality of classrooms and library space with a correlation value of r = 0.214. Both the quality of classrooms and library space show a weak correlation with the quality of student learning, literacy and numeracy. The quality of learning has a positive correlation with literacy and numeracy with coefficient values of 0.46 and 0.50 respectively. These findings show that the DAK fisik Pendidikan has little effect on improving the quality of education. This suggests that other factors have a greater influence than the provision of quality educational facilities and infrastructure.
Determinants of Early Childhood Teachers' Subjective Well-being in Indonesian Archipelagic Regions: A Demographic and Social Factors Analysis Sagita, Dony Darma; Simarmata, Sari Wardani; Nisa, Uliya Khoirun; Santos, Luis
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.15052

Abstract

This study aims to analyze demographic and social factors that influence Subjective Wellbeing (SWB) of PAUD teachers in the archipelago. The research method uses a quantitative approach with a cross-sectional design, the research sample is 223 teachers. The sampling technique uses convenience sampling. The instrument used is the Teacher Subjective Wellbeing Questionnaire (TSWQ). The results showed that all demographic variables, namely age, gender, education level, and teaching experience, have a positive and significant relationship to SWB, with education level being the strongest predictor among demographic factors (r = 0.352**). Meanwhile, in social factors, the principal's leadership showed the highest correlation (r = 0.441**) to SWB, followed by co-worker support, community involvement, and relationships with students' parents. These findings indicate that teacher SWB is not only influenced by individual characteristics, but also by the quality of social interactions in the work environment and community. This study recommends the importance of strategies to improve teacher SWB through strengthening professional capacity and a supportive work environment.  
COGNITIVE PRESENCE DALAM PEMBELAJARAN BERBASIS MOOCS: STUDI KOMPARATIF ANTARA DOSEN DAN MAHASISWA DI ICE INSTITUTE Titi Chandrawati; Fajar Arwadi; Afriani; Heni Safitri; Nur Hikmah; Laksmi Dewi; Andayani; Siti Julaeha; Monika Handayani; Uliya Khoirun Nisa; Mudayat; Dian Novita; Sri Tatminingsih; Muktia Pramitasari; Mukti Amini; Erna Risnawati; Isti Rokhiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49079

Abstract

This study aims to analyze the level of cognitive presence among lecturers and students in MOOCs-based online learning at ICE Institute using the Community of Inquiry (CoI) framework. The study employed a quantitative descriptive approach. The instrument was adapted from the CoI Survey and validated through expert judgment. The respondents consisted of 38 students and 10 lecturers who actively participated in courses at ICE Institute during the odd semester of 2024. The sampling technique used purposive sampling with the criterion that respondents had completed at least four weeks of lectures. Data were analyzed using descriptive percentage statistics and proportion difference tests. The results showed that 80% of lecturers were categorized as having a high level of cognitive presence, while only 50% of students reached a similar level. Furthermore, 47.3% of students were categorized at a moderate level and 2.7% at a low level. This 30% gap indicates differences in perception and cognitive capacity between lecturers and students. Lecturers were considered highly competent in designing learning activities based on critical reflection; however, students had not fully utilized these opportunities. The study recommends the need for pedagogical interventions such as cognitive scaffolding, collaborative project-based learning, and self-regulated learning training for MOOCs students.
Enhancing Elementary Students' Mathematical Reasoning through Realistic Mathematics Education: A Quasi-Experimental Study on 3D Geometry Uliya Khoirun Nisa; Eko Kuswanti; Khoirotun Nadiyyah; Muhamad Nurulhayah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1220

Abstract

This study addresses the limited empirical evidence on the effectiveness of the Realistic Mathematics Education approach in improving elementary students' mathematical reasoning skills, particularly in three-dimensional geometry. The objective of this research is to examine whether the Realistic Mathematics Education approach significantly enhances fifth-grade students' mathematical reasoning abilities in learning three-dimensional geometry. The study employed an applied quasi-experimental design with a Non-Equivalent Control Group. Two fifth-grade classes at SD Muhammadiyah Ngijon 1 were selected as the experimental and control groups. Data were collected through pretest and posttest using a validated and reliable five-item essay test that measured students' mathematical reasoning skills. Data analysis was conducted using the Shapiro-Wilk normality test, Levene homogeneity test, Independent Samples t test, and normalized gain analysis. The findings revealed a statistically significant difference between the posttest scores of the two groups (p = 0.031), which is lower than the 0.05 threshold. The experimental group achieved an N-Gain score of 79.75 percent, categorized as effective, while the control group achieved 75.20 percent, categorized as quite effective. These results demonstrate that the Realistic Mathematics Education approach is more effective, both statistically and pedagogically, in improving students' mathematical reasoning skills in three-dimensional geometry through meaningful, real-life contextual learning.
FROM SURFACE TO DEEP: FOSTERING DEEP LEARNING COMPETENCIES (6CS) THROUGH CULTURALLY-GROUNDED STEM BIG BOOKS IN INDONESIAN EARLY CHILDHOOD EDUCATION Titi Chandrawati; Sri Tatminingsih; Dian Novita; Uliya Khoirun Nisa; Monika Handayani; Susy Puspitasari; Andayani
COMPASS: Journal of Education and Counselling Vol. 3 No. 3 (2026): Compass: Journal of Education and Counselling, February 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v3i3.1498

Abstract

Early childhood STEM education often remains focused on surface learning, limiting children’s ability to transfer knowledge into meaningful behavior and long-term understanding. This study aimed to investigate how culturally grounded STEM Big Books foster deep learning competencies among children aged 4–6 years in Indonesian early childhood education settings. The study employed a Research and Development design involving 32 teachers and approximately 150 children across several ECE institutions in Indonesia, using pre-post assessment, teacher evaluation, classroom observation, and qualitative reflection data. The findings demonstrated significant improvements across multiple dimensions of the 6Cs framework, particularly character, citizenship, collaboration, communication, and critical thinking. Children showed stronger conceptual understanding, spontaneous environmental behavior, collaborative problem-solving, and transfer of learning into home contexts. The study also identified four key mechanisms supporting deep learning: cultural anchoring, narrative embedding, multimodal exposure, and social co-construction. These findings suggest that culturally responsive STEM pedagogy can support transformative learning experiences in early childhood education.
Dinamika Interaksi Teman Sebaya: Memahami Dampaknya terhadap Perilaku Bullying Sagita, Dony Darma; Simarmata, Sari Wardani; Nisa, uliya Khoirun; Kasman, Apri
Jurnal Psikoedukasi dan Konseling Vol 9, No 1 (2025): Jurnal Psikoedukasi dan Konseling
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpk.v9i1.99732

Abstract

This study examines the relationship between peer interaction and bullying behavior in adolescents, aiming to identify effective strategies to mitigate bullying. Using a quantitative approach, the study employs simple regression analysis to analyze data collected through a Likert scale. The sample comprised 232 adolescents selected through random sampling. Results indicate that peer interaction exerts a significant negative effect on bullying behavior, as evidenced by a regression coefficient of -0.412. This finding suggests that enhancing positive peer interactions may reduce bullying behavior by 0.412 units. The study recommends that schools implement intervention programs fostering cooperation and communication among students and reinforce guidance and counseling services to support adolescents' social and emotional development. In summary, promoting positive peer interactions appears to be an effective approach to reducing bullying behavior among adolescents.
Co-Authors Afriani Andayani ANDAYANI ANDAYANI Andy Sapta Apri Kasman Aprianti, Rika Danang Budi Setyawan Dedy Juliandri Panjaitan Dian Novita Dian Novita Dony Darma Sagita Egi Ryan Aldino Eka Saputri, Novi Eko Kuswanti Fahturahman Fajar Arwadi Gusti, Valeria Yekti Kwasaning Hadi, Sukirno Heni Safitri HERMAINI, Budi Isti Rokhiyah Laksmi Dewi Marisa, - Monika Handayani Monika Handayani, Monika Mudayat, Mudayat Muhamad Nurulhayah Mukti Amini Muktia Pramitasari Nadiyyah, Khoirotun Nur Hikmah Pakpahan, Sondang Purnama Sari Putra, Zikalta Rika Aprianti Risnawati, Erna Santos, Luis Sapta, Andy Simarmata, Sari Wardani Siti Julaeha Sri Tatminingsih Sri Tatminingsih Susy Puspitasari Titi Chandrawati Titi Chandrawati Valeria Yekti Kwasaning Gusti Wardani Simarmata, Sari Wiwik Handayani