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All Journal Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Intellektika: Jurnal Ilmiah Mahasiswa Jurnal Motivasi Pendidikan Dan Bahasa
Ikmawati Ikmawati
Unknown Affiliation
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Kesesuaian Implementasi Pembelajaran MIPA dengan Tahap Perkembangan Kognitif Piaget Rayimas Priti Aisyapuri; Hafizhah Khairana; Dela Amelia Damayanti; Reni Reni; Ikmawati Ikmawati; Kurniawan Kurniawan
Intellektika : Jurnal Ilmiah Mahasiswa Vol. 3 No. 5 (2025): Intellektika : Jurnal Ilmiah Mahasiswa
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/intellektika.v3i5.3340

Abstract

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.
Beban Kerja dan Kesejahteraan Guru dalam Perspektif Sosial-Ekonomi Ardati Ardati; Fania Ramadhani; Ikmawati Ikmawati; Achmad Muhtadin
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 4 No. 3 (2026): Juni: Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v4i3.2716

Abstract

This study aims to analyze the relationship between workload and teacher well-being in a socio-economic context through a literature review approach. Teachers play a crucial role in the success of the education system, but increasing work demands, changes in education policies, and advances in digital learning have increased the complexity of their tasks. Teachers' workload extends beyond the teaching process to include administrative aspects, assessment, student guidance, and other professional responsibilities that can impact their well-being. The methodology used was a literature review, reviewing various academic sources, including journal articles, scientific books, and research reports published between 2021 and 2026. The data were analyzed using content analysis techniques to identify patterns of association between workload and teacher well-being from a social and economic perspective. The study findings indicate that high workload contributes to increased stress, emotional exhaustion, and decreased job satisfaction, particularly when job demands are not supported by adequate resources. Teacher well-being has been shown to be complex, encompassing interrelated economic, psychological, and social factors. Elements such as income, a supportive work environment, and professional recognition are crucial in improving teacher well-being and work motivation. This study emphasizes that managing a proportional workload and improving teacher welfare are strategic steps to support teacher professionalism and the overall quality of education. These findings are expected to serve as a reference for policymakers in formulating strategies to improve teachers' quality of work life.
Kompetensi Kepribadian Guru dalam Pembentukan Karakter Peserta Didik di Era Digital Sinar Arisa Putri; Zahratul Munawarah; Ikmawati Ikmawati; Achmad Muhtadin
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 4 No. 2 (2026): April: Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v4i2.2717

Abstract

The digital technology revolution has significantly influenced and transformed the education sector, particularly in how students access information and interact within learning environments. Easy access to various sources of information offers great opportunities for the learning process, but it also presents challenges related to students’ attitudes, ethics, and their ability to use technology wisely. In this context, the teacher’s role becomes increasingly essential not only as a provider of instructional material, but also as a figure who models character development. This study aims to analyze the contribution of teachers’ personality competencies in shaping students’ character in the digital era. A qualitative approach was employed using a literature review method. Various scientific articles relevant to teacher personality competencies and character education served as the primary data sources. The findings were examined through descriptive qualitative analysis to identify concepts, theories, and previous research related to the role of teachers in character building. The results of the review indicate that teacher personality aspects, such as integrity, discipline, responsibility, empathy, and moral exemplarity, significantly contribute to students’ character development. Teachers with positive personality traits can create a supportive learning environment, model appropriate behavior, and guide students in using technology wisely. Therefore, strengthening teachers’ personality competencies is an essential step in supporting the success of character education in the digital era.
Tinjauan Literatur tentang Kompetensi Profesional Guru Matematika Aurelia Az Zahra; Nur Harun Ismail; Ikmawati Ikmawati; Achmad Muhtadin
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 4 No. 3 (2026): Juni: Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v4i3.2794

Abstract

This study aims to examine in depth the professional competence of mathematics teachers through a literature review approach. The method used in this research is a literature review by analyzing ten relevant scientific articles obtained from various credible national and international sources. The study was conducted to identify the factors influencing the professional competence of mathematics teachers and its implications for the quality of learning and students’ learning outcomes. The findings reveal that mathematics teachers’ professional competence plays a significant role in improving the effectiveness of the learning process, students’ critical thinking skills, and mathematics learning achievement. Factors influencing professional competence include continuous training, academic supervision, teacher certification, teaching experience, intrinsic motivation, and the integration of digital technology in learning activities. In addition, professional competence is closely related to pedagogical competence in supporting students’ mathematical skills. The findings of this study emphasize that the development of mathematics teachers’ professionalism should be carried out systematically, continuously, and adaptively to technological advancements in order to improve the quality of mathematics education in the digital era.
Transformasi Strategi Disiplin Guru: Dari Hukuman ke Pendekatan Edukatif dalam Membentuk Kedisiplinan Nabila Ayu Mulyadi; Amanda Mardillah; Ikmawati Ikmawati; Achmad Muhtadin
Jurnal Motivasi Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Jurnal Motivasi Pendidikan dan Bahasa
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jmpb-widyakarya.v4i2.6180

Abstract

This study aims to examine the transformation of teachers’ discipline strategies from a punishment-based approach to an educational approach in fostering student discipline. The persistent issues of student discipline, such as low compliance with rules and lack of learning responsibility, indicate the need for more effective disciplinary strategies. This study employs a literature review method by analyzing various relevant scientific articles related to discipline strategies, the implementation of rewards and punishments, and positive discipline approaches in the school environment. The findings reveal a shift in discipline strategies from those emphasizing control through punishment to more educational and humanistic approaches. This approach focuses on the habituation of positive behavior, empathetic communication, and the provision of rewards to strengthen students’ motivation. However, punishment still plays a role as a learning tool when applied fairly, consistently, and proportionally. In addition, the success of fostering student discipline is influenced by teachers’ role modeling, firmness in enforcing rules, and a supportive school environment. This transformation indicates that teachers act not only as rule enforcers but also as facilitators who encourage the development of students’ internal awareness and responsibility. Therefore, the implementation of balanced and sustainable discipline strategies is essential to support an effective learning process.
Studi Literatur: Fungsi dan Kualifikasi Guru sebagai Penopang Keberhasilan Pendidikan Rezkiyanto Taruq Allo; Evelin Azura Soisong; Achmad Muhtadin; Ikmawati Ikmawati
Jurnal Motivasi Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Jurnal Motivasi Pendidikan dan Bahasa
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jmpb-widyakarya.v4i2.6213

Abstract

Education has a crucial role in improving the quality of human resources and shaping national character. The success of the education system depends greatly on the effectiveness of the teacher's role as the main implementer of learning who functions as an educator, guide, motivator and facilitator. This research aims to examine the functions and qualifications of teachers as support for educational success through the literature study method (library research) by analyzing various sources of scientific journals, books and relevant official documents. The analysis technique used is qualitative descriptive analysis to interpret the data systematically. The results of the study show that the teacher's function includes integrated professional, humanitarian and societal dimensions. Professionally, teachers are responsible for designing, implementing and evaluating learning. Academic qualifications and mastery of four main competencies—pedagogical, professional, social, and personality—are vital indicators in determining the quality of education. However, implementation in the field still faces challenges such as gaps in mastery of information technology (ICT) and bureaucratic obstacles in the certification process. This research concludes that improving teacher quality through continuous education and effective policies is very necessary to create adaptive and competitive learning in the digital era
Co-Authors Achmad Muhtadin Amanda Mardillah Annisa Wulandari Ardati Ardati Aurelia Az Zahra Dela Amelia Damayanti Dhiyaa Aulia Muttaqin Evelin Azura Soisong Fania Ramadhani Hafizhah Khairana Kurniawan Kurniawan Nabila Ayu Mulyadi Nur Harun Ismail Nurul Hasanah Rayimas Priti Aisyapuri Reni Reni Rezkiyanto Taruq Allo Sinar Arisa Putri Titis Dyah Dewi Narendradhuhita Untu, Zainuddin Untu Zahratul Munawarah