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All Journal Jurnal Educatio FKIP UNMA Edu Cendikia: Jurnal Ilmiah Kependidikan
Sutikyanto Sutikyanto
Sekolah Tinggi Ilmu Agama Buddha Smaratungga
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Optimalisasi Praktik Pengalaman Lapangan dalam Meningkatkan Kompetensi Pedagogik Calon Guru Eka Wulanndari; Sutikyanto Sutikyanto; Mujiyanto Mujiyanto
Jurnal Educatio FKIP UNMA Vol. 10 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v10i1.6582

Abstract

Pendidikan berperan dalam pengembangan potensi peserta didik untuk mencapai spiritualitas, kepribadian, keterampilan, dan kecerdasan yang diperlukan. Fokus pada proses pembelajaran mempengaruhi sejauh mana tujuan pendidikan tercapai, dengan peran penting guru sebagai kunci dalam proses ini. Kompetensi pedagogik menjadi keterampilan krusial bagi guru, namun juga vital bagi mahasiswa sebagai calon guru saat melakukan Praktek Pengalaman Lapangan (PPL). Penelitian ini mengeksplorasi pemahaman mahasiswa tentang PPL dan kemampuan pedagogik mereka. Metode penelitian fenomenologis kualitatif digunakan dalam penelitian ini. Tiga mahasiswa dari Sekolah Tinggi Ilmu Agama Buddha Smaratungga, yang telah melakukan PPL selama 2 bulan di SMP dan SMA, menjadi subjek penelitian. Teknik wawancara, observasi, dan dokumentasi digunakan untuk mengumpulkan data. Hasilnya menunjukkan mahasiswa memiliki pemahaman yang baik tentang PPL dan kompetensi pedagogik. Mereka mengakui pentingnya keterampilan pedagogik dalam konteks PPL. Meskipun demikian, ada ruang untuk peningkatan dalam penerapan praktis kompetensi ini saat belajar mengajar. Kesimpulannya, mahasiswa calon guru menunjukkan pemahaman yang baik tentang PPL dan kompetensi pedagogik. Namun, terdapat potensi peningkatan dalam penerapan praktis kompetensi pedagogik saat melakukan kegiatan belajar mengajar. Penelitian ini menekankan pentingnya pemahaman PPL dan kompetensi pedagogik bagi pendidikan guru masa depan.
Persepsi Siswa terhadap Penggunaan Metode Role Playing dalam Pembelajaran Pendidikan Agama Buddha: Students' Perceptions of the Use of the Role-Playing Method in Buddhist Religious Education Visaka Damayanti; Sutikyanto Sutikyanto; Maria Fransisca Andanti
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9102

Abstract

Active learning methods, such as role-playing, serve as relevant strategies for creating meaningful learning experiences, particularly in Buddhist Religious Education, a subject rich in Dhamma values ??like *mett?* (loving-kindness), *karu??* (compassion), and *s?la* (virtuous conduct). This study aims to describe and gain an in-depth understanding of 8th-grade students' perceptions regarding the use of role-playing in Buddhist Religious Education, examining the cognitive, affective, and conative dimensions. A qualitative descriptive approach was employed, with three students serving as key informants selected through purposive sampling. Data were collected via observation, in-depth interviews, and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which encompasses data reduction, data display, and conclusion drawing/verification. The findings indicate that role-playing helps students internalize storylines and moral messages—especially when dealing with narrative material featuring specific characters—although abstract concepts still require additional explanation from the teacher. Emotionally, students experienced nervousness and anxiety before performing, which shifted to relief and happiness upon completion, with the intensity varying according to each individual's level of preparedness. Furthermore, role-playing fostered courage and self-confidence over time while cultivating teamwork and a sense of responsibility within student groups. Thus, student perceptions of role-playing are multidimensional and personal, shaped by the interaction between the teacher's instructional design and the students' individual characteristics; consequently, teachers must remain sensitive to the nature of the material and the students' psychological readiness when implementing this method.
Co-Authors Eka Wulanndari Maria Fransisca Andanti Mujiyanto Mujiyanto Visaka Damayanti