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All Journal Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Jurnal Administrasi Negara Indonesian Journal of Education (INJOE) Journal International Journal of Teaching and Learning (INJOTEL)
Sufia Widi Kasetyaningsih
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Education Law, Crime, Criminology & Criminal Justice Mathematics Other

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THE INFLUENCE OF HYBRID LEARNING ON STUDENT MOTIVATION AND ACHIEVEMENT IN THE DIGITAL ERA Shinta Dzauharoh; Silvia Ekasari; Sufia Widi Kasetyaningsih
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 4 No. 3 (2024): JUNI
Publisher : CV. ADIBA ASIHA AMIRA

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This research focuses on a comprehensive literature analysis on the effect of hybrid learning on students' motivation and learning achievement. Through the literature research method, this study collects, reviews and analyses relevant scholarly works from journals, books, conferences and other academic sources. The results show that hybrid learning, when designed by effectively blending face-to-face and online elements, can increase students' motivation by giving them more control over their learning process. This not only helps in meeting students' individual needs but also in encouraging a sense of responsibility for their own learning. In the context of learning achievement, hybrid learning is proven to deliver positive results, especially when accompanied by strong pedagogical support and active participation from students. Conclusions from the literature analysis emphasise the importance of the teacher's role in designing and implementing hybrid learning to maximise its benefits on students' motivation and academic achievement. This research provides important insights for educational practitioners and policy makers on how hybrid learning can be optimised to support successful educational attainment.
TEACHER STRATEGIES IN DEALING WITH STUDENTS WITH SPECIAL NEEDS IN ELEMENTARY SCHOOL CLASSROOMS Romadhon; Sinta Aprianti; Sufia Widi Kasetyaningsih; Al-Amin
Indonesian Journal of Education (INJOE) Vol. 4 No. 2 (2024): AUGUST
Publisher : CV. ADIBA AISHA AMIRA

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Inclusive education is an approach to learning that provides inclusion to all learners, regardless of their achievements, disabilities or backgrounds, in the same environment. It involves adjusting the curriculum, teaching methods and additional support to ensure that every student has a fair and equal opportunity to receive a quality education. The research method used in this study is literature review. The results show that first, an inclusive classroom environment requires teachers to implement learning approaches that can effectively meet the individual needs of each student. Through an initial evaluation of learners' abilities and needs, teachers can design an adaptive curriculum tailored to their limitations. Secondly, teachers also need to implement student excellence-based learning strategies, such as multisensory, modeling and tiered assignments. The success of these strategies relies heavily on collaboration between teachers, parents, and various experts such as educational psychologists and therapists. Open and continuous communication between all parties is essential to ensure the strategies implemented remain appropriate and effective. Thus, the implementation of appropriate strategies and strong cooperation can provide equal opportunities for learners with disabilities to succeed in their learning.
Dinamika Kebijakan Pendidikan di Indonesia: Sebuah Analisis Administratif Jackson Yumame; Loso Judijanto; Sufia Widi Kasetyaningsih
ADMIN: Jurnal Administrasi Negara Vol. 2 No. 6 (2024): November
Publisher : CV. ADIBA AISHA AMIRA

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The dynamics of Education Policy in Indonesia are experiencing changes and challenges in Indonesia. The study in this research uses the literature method. The results showed that; first, Consistent Policy Change: Education policy in Indonesia has gone through various phases of change in response to social, economic and political developments. These policies include increasing access to education, equalising quality and integrating technology in the teaching and learning process. Secondly, the education gap: Despite efforts to equalise access to education, this study found that there are still significant gaps between urban and rural areas and between different socio-economic groups. These gaps result in disparities in the quality of education received by students. Thirdly, resource management: One of the major challenges identified is the limitations in resource management, both human and financial. The lack of qualified teaching staff and adequate education infrastructure are major obstacles to effective education policy implementation. Fourth, Policy Implementation: The study found that although education policies are formulated comprehensively, their implementation is often inconsistent due to a lack of coordination between levels of government and weak supervision. This results in policies that are good on paper not always producing the expected results in the field.
INTERNET OF THINGS (IOT) IN SCHOOLS: IMPROVING THE EFFICIENCY AND QUALITY OF EDUCATION Alim Hardiansyah; Rita Hayati; Sufia Widi Kasetyaningsih
International Journal of Teaching and Learning Vol. 3 No. 1 (2025): JANUARY
Publisher : Adisam Publisher

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The implementation of the Internet of Things (IoT) in the school environment promises a significant transformation in improving the efficiency and quality of education. IoT technology enables the creation of a more interactive and personalised teaching-learning process, providing an educational experience that is better suited to the needs of individual students. In addition, IoT helps teachers monitor student progress in real-time, enabling more effective intervention and assistance. In terms of school management, IoT makes it easier to automate various operational tasks such as inventory control, energy management, and facilities maintenance, all of which contribute to cost savings and improved learning environments. However, successful implementation of IoT requires adequate technological infrastructure as well as special attention to privacy and data security issues. Therefore, cooperation between various stakeholders is necessary to overcome these challenges and maximise the potential of IoT in education.
Co-Authors Al-Amin Alim Hardiansyah Jackson Yumame Loso Judijanto Rita Hayati Romadhon Shinta Dzauharoh SILVIA EKASARI Sinta Aprianti