Article Per Year (5 Year)
p-Index From 2021 - 2026
10.161
P-Index
This Author published in this journals
All Journal Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Infinity Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan JURNAL MANAJEMEN MUTU PENDIDIKAN (JMMP) AlphaMath: Journal of Mathematics Education Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pelita PAUD PARAMUROBI Jurnal Kreativitas PKM Voices of English Language Education Society IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan International Journal of Financial, Accounting, and Management JAMP : Jurnal Administrasi dan Manajemen Pendidikan International Journal of Educational Management and Innovation (IJEMI) Journal of Social, Humanity, and Education Center of Knowledge Social Science Studies Journal of Social Research International Journal of Multidisciplinary Research and Literature (IJOMRAL) International Journal of Educational Studies in Social Sciences Jurnal Humaniora dan Ilmu Pendidikan Online Learning in Educational Research Journal of Pedagogy and Education Science Eduvest - Journal of Universal Studies Kelola: Jurnal Manajemen Pendidikan BAHASTRA JURNAL ILMIAH EKONOMI, MANAJEMEN, BISNIS DAN AKUNTANSI Indonesian Science Education Journal (ISEJ) Language, Technology, and Social Media Jurnal Infinity Jurnal Pelita PAUD Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum (PAKEHUM) Women, Education, and Social Welfare Edumaspul: Jurnal Pendidikan Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK)
Hariri, Hasan
Universitas Lampung, Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

Published : 69 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 69 Documents
Search

 3   4   5   6   7 
Integrating Guided Inquiry Learning, Metacognitive Strategies, and LMS Support to Enhance Academic Writing in Higher Education Uswatun Hasanah; Rangga Firdaus; Hasan Hariri; Handoko Handoko; Rabiyatul Adawiyah Siregar
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1067

Abstract

Academic writing is a core competency in higher education, yet many university students continue to struggle with constructing coherent arguments, synthesizing evidence, and regulating the writing process. Although Guided Inquiry Learning (GIL), metacognitive strategies, and Learning Management Systems (LMSs) have each demonstrated educational benefits, limited research has examined their integrated use to support academic writing. This study investigated the effectiveness of integrating GIL, metacognitive strategies, and LMS support to enhance students’ academic writing skills. A quasi-experimental pretest–posttest control group design was conducted with 120 sixth-semester undergraduate students from two Indonesian universities. Students’ academic writing performance was assessed before and after the intervention using a standardized writing assessment. The findings showed that both groups had comparable initial writing abilities. After the intervention, students who experienced the integrated instructional approach demonstrated substantially greater improvement in academic writing than those receiving conventional instruction. The integration of inquiry-based learning, metacognitive regulation, and LMS-supported learning promoted more structured writing, reflective learning processes, and stronger academic argumentation. These findings highlight the value of an integrated pedagogical framework for strengthening academic writing instruction in higher education.
Enhance well-being through social emotional learning at school: Study literature review Rona Romadhianti; Sunyono Sunyono; Hasan Hariri; Ag. Bambang Setiyadi
BAHASTRA Vol. 44 No. 2 (2024): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the industrial era 4.0, students as an important part of the education system, face various conflicts and problems that they bring to school. This implies that students need to overcome challenges that are not only limited to academic matters, but also pay attention to psychological aspects that are equally important. In such situations, social-emotional learning is the right solution. With this approach, students are not only proficient in skills, but also able to deal with psychological problems such as communication skills and emotional management. This research utilizes the Systematic Literature Review (SLR) method to investigate various research results and sources related to Social-Emotional Learning (PSE) activities. through language teaching. Of the 130 research journals there are 69 relevant research journals. Sixty-nine of these articles identified knowledge gaps in previous research, some of which have not touched on the school level and are still very minimal at the learning level. Therefore it is worth digging deeper.This article discusses the scope of Social-Emotional Learning (PSE).
A character education model based on deep learning in the teaching of Pancasila Hermi Yanzi; Hasan Hariri; Faizah Mohd Fakhruddin; Elisa Seftriyana; Ana Mentari; Fitra Endi Fernanda
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i2.94534

Abstract

This study developed and tested a Deep Learning-Based Character-Strengthening Education Model for Pancasila Education at the junior high school level in Bandar Lampung City, Indonesia. Using a mixed-methods design integrated with Research and Development (R&D), the study proceeded through six stages, from preliminary participatory observation and prototype development to expert and teacher validation, quasi-experimental testing, multilevel statistical analysis, and final model refinement. Participants comprised teachers and students from junior high schools across Bandar Lampung City, selected through random sampling. The results showed that understanding of Pancasila concepts increased by 25% in the experimental group, compared with 10% in the control group, with character-strengthening indicators – tolerance, integrity, responsibility and cooperation – also registering significantly greater gains (p < 0.05). Teacher implementation quality, school environmental support and student engagement emerged as key mediators of the model’s effectiveness. The findings indicate that embedding mindful, meaningful and joyful learning principles within Pancasila Education strengthens both conceptual understanding and student character more effectively than conventional, teacher-centred approaches. The model offers a practical, empirically validated framework for character-based citizenship education in Indonesian schools and contributes to broader debates on deep-learning pedagogies in civic and moral education.
Digital Guidance and Psychological Resilience: The Mediating Role of Self-Efficacy Mega Aria Monica; Sunyono Sunyono; Mujiyati Mujiyati; Hasan Hariri; Herpratiwi Herpratiwi
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1287

Abstract

Digital learning environments require students to manage academic demands alongside psychological and technological challenges, making psychological resilience increasingly important. However, the mechanism linking perceived digital guidance to students’ psychological resilience remains insufficiently understood, particularly the role of self-efficacy as a potential explanatory pathway. This study examined the relationships among perceived digital guidance, self-efficacy, and psychological resilience among secondary school students engaged in digital learning. A cross-sectional quantitative design was employed with students from secondary schools across Lampung Province, Indonesia, selected through multistage stratified random sampling. Data were collected using validated online self-report measures and analyzed using mediation analysis with Hayes’ PROCESS Model 4. The findings showed that perceived digital guidance was positively associated with both self-efficacy and psychological resilience. Self-efficacy was also positively associated with psychological resilience and accounted for a significant indirect association between perceived digital guidance and resilience, while the direct association remained significant. These findings suggest that students who perceive digital guidance as accessible, responsive, and useful tend to report greater confidence in managing learning challenges, which is associated with stronger psychological adaptation. This study extends research on digitally supported learning by identifying self-efficacy as an important psychological pathway linking perceived digital guidance and resilience, highlighting the value of supportive digital guidance in fostering psychologically responsive learning environments
PENGARUH KEPAMIMPINAN VISIONER KEPALA SEKOLAH DAN KOMITMEN ORGANISASI TERHADAP KOMPETENSI PROFESIONAL GURU SMP NEGERI Apri Wahyuni; Hasan Hariri; Riswanti Rini
PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 6 No 2 (2023): PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/paramurobi.v6i2.5939

Abstract

This study employed an ex post facto quantitative approach to investigate the individual and combined effects of visionary leadership and organizational commitment of school principals on the professional competence of 144 randomly selected State Middle School teachers in Pesawaran Regency, out of a population of 225. Data was collected through questionnaires and analyzed using simple and multiple regression techniques after conducting prerequisite regression tests. The findings indicate that both the principal's visionary leadership and organizational commitment have a significant positive influence on enhancing teacher professional competence when examined individually. Moreover, when considered together, these factors collectively contribute significantly to the improvement of teacher professional competence.
PENGARUH KEPAMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP DISIPLIN KERJA GURU SD NEGERI Yuliawati Yuliawati; Riswanti Rini; Hasan Hariri; Handoko Handoko
PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 6 No 2 (2023): PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/paramurobi.v6i2.5940

Abstract

This research investigates how the leadership style of school principals, teacher commitment, and the organizational culture affect teacher discipline in Public Elementary Schools in the Banyumas District, Pringsewu Regency. The study uses a quantitative approach and includes 122 public elementary school teachers as participants. Data was collected through questionnaires, and analysis involved regression tests to assess normality, heteroskedasticity, multicollinearity, and data linearity. The findings show that both transformational leadership of the school principal and organizational culture have a positive and significant impact on teacher discipline. Moreover, when combined, these factors also positively and significantly influence teacher discipline.
PENGARUH KEPEMIMPINAN TRANSFORMASIONAL DAN BUDAYA ORGANISASI TERHADAP KINERJA GURU Ilmi Aini; Hasan Hariri; Riswanti Rini
PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 7 No 1 (2024): PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/paramurobi.v7i1.6728

Abstract

The aim of this article is to examine the influence of the transformational leadership style of school principals and organizational culture on teacher performance in schools. The articles used in this literature review were obtained through Google Scholar by using keywords such as "transformational leadership," "organizational culture," and "teacher performance." Based on the literature review findings, the researchers discovered that transformational leadership style and organizational culture have a positive and significant impact on teacher performance.
Identifying Students' Difficulties in GeoGebra-Assisted Analytic Geometry Learning: Symbolic Abstraction and Visual Conceptual Gaps Rina Agustina; Sugeng Sutiarso; Rangga Firdaus; Rabiyatul Adawiyah Siregar; Caswita Caswita; Sunyono Sunyono; Hasan Hariri
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 2, November 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i2.30316

Abstract

This study investigates the use of GeoGebra in learning analytical geometry in college, focusing on conceptual and cognitive barriers. Urgency: The main gaps identified were students' difficulty constructing symbolic abstractions before Visualization, as well as gaps between visual representation and symbolic reasoning. Objective: This study aims to identify these barriers and propose a pedagogical framework to optimize GeoGebra integration in learning. Method: The research used a qualitative case study design involving 199 respondents from seven universities in Lampung. Data were collected through an open-ended questionnaire (Google Form) and analyzed using the Miles and Huberman approach, triangulating sources to ensure data validity. All 199 participants' responses were included in the initial analysis. In the reduction phase, responses were systematically screened, categorized, and grouped into emerging themes aligned with the research questions, ensuring that only relevant data reflecting the conceptual and cognitive aspects of GeoGebra use were retained. Conclusions: The results of the data analysis showed that: (1) students had difficulty constructing symbolic abstractions before Visualization and (2) there was a gap between visual representation and symbolic reasoning, where students could draw graphs but could not relate them to the underlying mathematical concepts. Novelty: A four-stage pedagogical model was proposed: conceptual clarification, guided symbolic structuring, dynamic visual mapping, and reintegrative reflection. Contribution: This study suggests a learning design that explicitly integrates symbolic and visual representations, using GeoGebra as a cognitive tool to improve conceptual understanding in analytical geometry.
Conceptualizing Deep-Inquiry Through Mindful, Meaningful, and Joyful Learning: An Exploratory Study of Elementary School Teachers’ Perceptions Rabiyatul Adawiyah Siregar; Hasan Hariri; Alif Luthvi Azizah; Eva Faliyanti; Asep Hardiyanto; Rina Agustina; Didi Sudarmansyah
Women, Education, and Social Welfare Vol. 3 No. 4 (2026): October- December 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i4.796

Abstract

Deep Inquiry requires more than investigative and collaborative activities. Its depth also depends on learners’ ability to construct meaning, reflect on their thinking processes, and sustain engagement throughout learning. However, the relationship between Mindful, Meaningful, and Joyful (MMJ) Learning and the dimensions of Deep Inquiry as a basis for developing a conceptual framework in elementary education has received limited empirical attention. This study aimed to conceptualize Deep Inquiry through the lens of MMJ Learning based on elementary school teachers’ perceptions. An exploratory quantitative design was employed with 200 elementary school teachers. Data were collected using a 21-item Deep Inquiry instrument and a 42-item MMJ Learning instrument. Data were analyzed using descriptive statistics and Pearson’s correlation to examine perceived implementation levels and relationships among dimensions. The results indicated that the perceived implementation of Deep Inquiry was high (, ), although it varied across dimensions. Investigation and Digital Literacy () and Collaboration and Open Discussion () recorded the highest scores, whereas Connection and Categorization () and Initiation and Curiosity () received relatively lower scores. MMJ Learning was also perceived as highly implemented (, ), with Joyful Learning achieving the highest score (). Deep Inquiry and MMJ Learning were positively and significantly correlated (, ). These findings support a conceptual framework integrating cognitive depth, metacognitive regulation, and affective-social engagement.
Co-Authors Abdul Halim Abdurahman Abdurrahman Abdurrahman Abdurrahman Ag. Bambang Setiyadi Agus Suyatna Ahmad Rama Ainur Rosidah Ais Nurbanati Alif Luthvi Azizah Alina Nur Fauziyyah Andina Wijayanti Andita Novaliana Anis Sri Wijayanti Anistia Rizki Khoirun Nisa Anitia Fadhila Bumay Annisa Dwi Lestari Annisa Tasya Marsakha Apri Wahyuni Asep Hardiyanto Asep Hardiyanto Atik Rusdiani Atikah Ramadhani Ayu Nur Safitri Ayu Oktarina Bujang Rahman Bujang Rahman Caswita Caswita Danu Andiyanto Dayu Rika Perdana Dea Azzahra Deddy Hermanto Dedy H Karwan Dedy H Karwan Dedy H. Karwan Dedy Hermanto Karwan Dedy Hermanto Karwan Dedy Hermanto Karwan Desy Nitalinda Dewi Lengkana Diah Ayu Sucitra Didi Sudarmansyah Djoa, Dominikus Djago Dwi Khusnatun Nisa Dwi Yoswita Fertika Dwi Yulianti Een Yayah Haenilah Eis Nurbanati Eka Setiawan Elisa Seftriyana Ellza Wijaya Tanjung Enggy Yose Erlan Heryanto Eva Faliyanti Faizah Mohd Fakhruddin Fajar Ahmad Ginanjar Femas Erlangga Dwi Saputra Fina Septi Aristya Fitra Endi Fernanda Fransiska Pangestuti Fredi Ganda Putra Handoko Handoko Handoko Handoko Handoko Hasanudin Hasanudin Herdian Herdian Hermi Yanzi Heru Siswanto Ichwan Karunia Ilmi Aini Jusniar Jusniar Malikah Alya Azzahra Marsasanda Andarin May, Lourena Fitri Mega Aria Monica Mega Aria Monica Mentari, Ana Mohamad Thobi Mohammad Fikri Nugraha Kholid Muhammad Mujtaba Asad Muhammad Rizky Al-Farizi Muhtasor Muhtasor Muhtasor Mujiyati Mujiyati Mujiyati Mujiyati Nadya Mahamida Naela Faiza Khaerani Nanang Supriadi Nurhanurawati Nurhanurawati Nurwahidin, Muhammad Qitallya Adinda Zahrani Rabiyatul Adawiyah Rabiyatul Adawiyah Siregar Rabiyatul Adawiyah Siregar Raden Muhammad Setiawan Rangga Firdaus Rangga Firdaus Ratri Pramudita Reni Azhari Rezky Tania Rhaina Rifka Nefindia Ridwan Ridwan Ridwan Ridwan Rina Agustina Rina Agustina Riswandi, Riswandi Riswanti Rini Riswanti Rini Riswanti Rini Riswanti Rini Rizka Nurlita rizki wahyu yunian Rizki Wahyu Yunian Putra Rizky Wahyudi Rohimin Rohimin Rohmatillah Rona Romadhianti Ryzal Perdana Sabrina Birri Sintia Sari Indrayani Septa Putri Nugraha Sifah Maharani Singgih Hari Pangestu Siti Rahma Sari Siti Rahma Sari Sowiyah Sowiyah Sowiyah Sowiyah Sowiyah Sowiyah Sugeng Sutiarso Sumarti Sumarti Sunyono Sunyono - - Sunyono Sunyono Sunyono Sunyono Supriyadhi Supriyadhi Surya Purnama Putra Syafrudin, Ulwan Syahla Athia Farha Syahroni Syahroni Taufik Rahman Tri Wahyuni Ujang Efendi Undang Rosidin Usnul Umi Miftahurrohmah Uswatun Hasanah Yashinta Zahra Alfitri Yuliawati Yuliawati Zulaikha Fitriyanti Zulaikha