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All Journal Edutech: Jurnal Teknologi Pendidikan Journal of Education Technology Jurnal Pengabdian Pada Masyarakat Indonesian Journal on Learning and Advanced Education (IJOLAE)
Priandani, Ai Pemi
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TREN PENELITIAN HEUTAGOGI DI PENDIDIKAN TINGGI: SEBUAH ANALISIS BIBLIOMETRIK Hedar, Yusran; Tryono, F.X. Yudi; Ramadhon, Syafril; Priandani, Ai Pemi; Emilzoli, Mario
EDUTECH Vol 23, No 3 (2024)
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/e.v23i3.74885

Abstract

Higher education has undergone a significant transformation in recent decades due to technological developments, changing job market needs, and increased educational accessibility. Heutagogy, proposed by Stewart Hase and Chris Kenyon in 2000, emerged as an approach that prioritizes the independence and responsibility of learners in directing their learning process. This concept emphasizes learners as the main agent responsible for setting learning objectives, selecting resources, and evaluating learning outcomes. The main principles of heutagogy include independent learning, self-reflection, contextualization, and collaboration. In the digital era, heutagogy is increasingly relevant by utilizing online learning platforms, digital resources, and online collaboration tools. Research shows that heutagogy can improve learning motivation, student engagement, and the ability to apply knowledge in different contexts. This study uses bibliometric analysis to identify trends, key topics, and significant contributions to heutagogy literature in higher education and uncover existing research gaps.Dalam beberapa dekade terakhir, pendidikan tinggi mengalami transformasi signifikan akibat perkembangan teknologi, perubahan kebutuhan pasar kerja, dan peningkatan aksesibilitas pendidikan. Heutagogi, yang diusulkan oleh Stewart Hase dan Chris Kenyon pada tahun 2000, muncul sebagai pendekatan yang mengutamakan kemandirian dan tanggung jawab peserta didik dalam mengarahkan proses belajarnya sendiri. Konsep ini menekankan peserta didik sebagai agen utama yang bertanggung jawab untuk menetapkan tujuan pembelajaran, memilih sumber daya, dan mengevaluasi hasil belajar. Prinsip utama heutagogi mencakup belajar mandiri, refleksi diri, kontekstualisasi, dan kolaborasi. Dalam era digital, heutagogi semakin relevan dengan memanfaatkan platform pembelajaran daring, sumber daya digital, dan alat kolaborasi online. Penelitian ini menggunakan analisis bibliometrik untuk mengidentifikasi tren, topik utama, dan kontribusi signifikan dalam literatur heutagogi di pendidikan tinggi, serta mengungkap kesenjangan penelitian yang ada. Berdasarkan analisis yang dilakukan, penelitian ini menunjukkan bahwa heutagogi dapat meningkatkan motivasi belajar, keterlibatan mahasiswa, dan kemampuan untuk mengaplikasikan pengetahuan dalam konteks yang berbeda.
Menjembatani Kesenjangan Digital: Pentingnya Pelatihan Guru dalam Mengembangkan Konten Pembelajaran Digital Dewi, Laksmi; Emilzoli, Mario; Hernawan, Asep Herry; Rullyana, Gema; Hanoum, R. Nadia; Priandani, Ai Pemi; Gumelar, Muhammad Raffy Maulana; Suwandi, Metsa Fajrianti Kusumah
Jurnal Pengabdian Pada Masyarakat Vol 10 No 1 (2025): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v10i1.1122

Abstract

Program pengabdian masyarakat ini dilaksanakan di SMK Bina Cendekia Cirebon dengan tujuan utama meningkatkan kompetensi guru dalam pengembangan konten digital microlearning sebagai solusi untuk menjembatani kesenjangan digital di sektor pendidikan. Program ini melibatkan 42 guru yang mengikuti serangkaian pelatihan, dimulai dengan identifikasi kebutuhan melalui Focus Group Discussion (FGD), diikuti dengan pelatihan teknis, dan diakhiri dengan evaluasi hasil. Hasil FGD menunjukkan bahwa banyak guru masih kesulitan dalam mengintegrasikan teknologi digital ke dalam pembelajaran. Oleh karena itu, pelatihan difokuskan pada pengembangan keterampilan teknis dan desain instruksional yang diperlukan untuk menciptakan materi digital berkualitas tinggi. Evaluasi pasca-pelatihan menunjukkan bahwa guru dengan pengalaman mengajar 0-5 tahun memiliki tingkat pemahaman tertinggi terhadap materi pelatihan. Sementara itu, guru dengan pengalaman lebih dari lima tahun menunjukkan tingkat pemahaman yang lebih bervariasi, dengan sebagian memperoleh pemahaman yang tinggi, tetapi sebagian lainnya mengalami kesulitan dalam menyerap materi secara optimal. Selain itu, Guru Produktif Tata Busana menunjukkan pemahaman tertinggi berdasarkan jabatan, yang mengindikasikan bahwa spesialisasi tertentu lebih responsif terhadap pelatihan ini. Meskipun hasilnya positif, tantangan seperti perbedaan tingkat literasi digital dan keterbatasan infrastruktur tetap menjadi kendala. Secara keseluruhan, program ini berhasil meningkatkan kompetensi guru dalam pengembangan konten microlearning dan memberikan kontribusi signifikan dalam mengurangi kesenjangan digital di bidang pendidikan. This community service program is carried out at SMK Bina Cendekia Cirebon to improve teacher competence in developing digital micro-learning content, a solution to bridge the digital divide in the education sector. The program involved 42 teachers who participated in a series of trainings, starting with identifying needs through FGD, then technical training, and ending with evaluating the results. The results of the FGD show that many teachers still have difficulties integrating digital technology into learning. Therefore, the training is focused on developing the technical and instructional design skills necessary to create high-quality digital materials. ost- training evaluation revealed that teachers with 0-5 years of teaching experience demonstrated the highest level of comprehension of the training materials. Meanwhile, teachers with more than 5 years teaching experience exhibited more varied levels of understanding, with some achieving high comprehension while others faced challenges in fully grasping the material. In addition, Productive Teachers of Fashion showed the highest understanding based on position, which indicates that certain specialties are more responsive to this training. Despite the positive results, challenges such as differences in digital literacy levels and limited infrastructure remain obstacles. Overall, this program has succeeded in improving teachers' competence in microlearning content development and significantly contributing to reducing the digital divide in education.
The Role of Google Workspace in Facilitating Collaborative and Participatory Learning Higher Education Emilzoli, Mario; Hernawan, Asep Herry; Rullyana, Gema; Priandani, Ai Pemi
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.84112

Abstract

Digital era of education at all levels is required to adapt and utilize technology to improve the quality of learning. This study investigates the role of Google Workspace in facilitating collaborative and participatory learning among higher education students. The research is driven by the need to address challenges in traditional learning environments, which often lack opportunities for collaboration and active participation. Using a quantitative approach, data were collected from 88 students in Educational Technology program through a survey based on the Technology Acceptance Model (TAM). The study analyzed four key dimensions: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Using, and Behavioral Intention to Use. Results indicated that Google Workspace significantly enhances student collaboration and productivity, with high scores across all dimensions. The findings highlight the platform's potential to improve digital learning strategies and equip students with essential 21st-century skills. Future research should explore the long-term impact of Google Workspace on diverse educational settings and address potential implementation challenges.
Mapping the Evolution of Constructivist Pedagogy: VOSviewer Visualization of Inter-disciplinary Applications, E-Learning Shifts, and Geographic Research Dominance Priandani, Ai Pemi; Riyana, Cepi; Emilzoli, Mario; Alharir, Gamal Adam; Aruan, Juwintar Febriani
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8096

Abstract

10 year research trend of constructivism in modern education is the main goal of this research. Scientific publication data taken from the Scopus database is analyzed using VOSviewer software to visualize networks, overlays, and density visualizations. The results of the study show that constructivism remains an important cornerstone in the development of modern education, shown by a significant increase in the number of publications. The United States dominated research production, followed by China showing increased attention to constructivism. Social Sciences is the field that applies constructivism the most, but other fields such as Arts and Humanities, Engineering, and Computer Science also show significant contributions. The analysis of keyword co-occurrence revealed several important trends, including an increased focus on technology integration (e-learning, modern technologies), the development of a learning environment that supports constructivism, and attention to student learning strategies. Overlay visualization shows the shift in research focus over time, while density view shows the intensity of research on specific topics. The conclusion of this study is that constructivism remains a relevant and dynamic approach in modern education. This research provides a comprehensive overview of the development of constructivism research and can be the foundation for further research that is more in-depth and specific.
Co-Authors Alharir, Gamal Adam Aruan, Juwintar Febriani Asep Herry Hernawan Cepi Riyana, Cepi Emilzoli, Mario Gema Rullyana Gumelar, Muhammad Raffy Maulana Hedar, Yusran Laksmi Dewi, Laksmi R. Nadia Hanoum, R. Nadia Ramadhon, Syafril Rullyana, Gema Suwandi, Metsa Fajrianti Kusumah Tryono, F.X. Yudi