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All Journal Jurnal Pedagogi dan Pembelajaran Epistema
Pangestu, Rama Faiz
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Survei Perangkat Digital: Personal Information Management Pembelajaran Pangestu, Rama Faiz; Akbar, Rauuf Anugrah; Mukarromah, Niswi
Epistema Vol. 5 No. 1 (2024)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v5i1.66702

Abstract

Perkembangan teknologi dan informasi yang sangat cepat sekaligus saling keterkaitan memberikan kemudahan dalam penyebaran informasi. Informasi saat ini benar-benar hadir sangat digital karena adanya teknologi. Disisi lain informasi yang melimpah tanpa dapat dibendung mengisi ruang-ruang penyimpanan teknologi yang menjadi problem semua kalangan salah satunya mahasiswa. Mahasiswa tidak dapat dilepaskan dari adanya teknologi informasi sebagai pengakses informasi pembelajaran perkuliahan. Oleh karena itu, perlu adanya pengelolaan informasi pembelajaran melalui perangkat yang mereka gunakan. Tujuan penelitan ini yaitu untuk mengukur tingkat perbandingan penggunaan teknologi antara smartphone dengan laptop/komputer. Metode penelitian kuantitatif dengan pendekatan survey cross sectional digunakan dalam penelitian ini. Sampel survei berjumlah 114 Mahasiswa Magister dan Doktor UNY tahun akademik 2020/2021 dan 2021/2022. Prosedur pengambilan data dimulai dengan menyebarkan kuesioner pada sampel, kemudian data dihitungdan selanjutnya disajikan dalam bentuk diagram. Hasil penelitian menunjukan bahwa penggunaan smartphone untuk pengelolaan informasi pembelajaran sebesar 61% dibandingkan laptop/komputer dengan persentase 39%. Berdasarkan hasil penelitian persentase penggunaan perangkat digital yang paling banyak digunakan adalah smartphone. 
Exploring Obstacles to Differentiated Curriculum Implementation: Insights from Curriculum Developers Muhtadi, Ali; Hakim, Mukhammad Luqman; Fathoni, Muhammad Ihsaan; Pangestu, Rama Faiz
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i3.86195

Abstract

The main issue is the lack of adequate resources and training for teachers, which affects the ability of curriculum developers to design effective strategies for both teachers and students. This study aims to examine the perspectives of curriculum developers on the obstacles encountered in the implementation of differentiated learning curriculum. The research uses a phenomenological method to explore information based on the direct experiences of curriculum developers. Data collection was conducted through in-depth interviews with 6 primary school teachers from the Penggerak School program. The collected data were analyzed using thematic analysis to identify key patterns emerging from their experiences. The results show that the integration of differentiated learning curriculum can be achieved through diagnostic assessment, teaching modules, or adjustments in teaching techniques by the teachers. The study also finds that differentiated learning is currently understood as a hidden curriculum, referring to elements not included in the official curriculum but still applied in teaching practices. Changes in the curriculum include simplification and more practical approaches, as well as a shift from a teacher-centered to a student-centered approach. The conclusion of this study highlights the importance of a comprehensive evaluation of differentiated learning implementation at all education levels to improve its effectiveness.
Co-Authors Akbar, Rauuf Anugrah Ali Muhtadi Muhammad Ihsaan Fathoni Mukarromah, Niswi Mukhammad Luqman Hakim