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All Journal Jurnal Inovasi Teknologi Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Kelola: Jurnal Manajemen Pendidikan
Paais, Reinhard Leonardo
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Decision Sciences, Operations Research & Management Education Mathematics Social Sciences Other

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Strategi Penerapan Multiple Intelligences pada Pembelajaran di Sekolah Rismawati, Rifka; Paais, Reinhard Leonardo
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i1.6293

Abstract

Teori multiple intelligences sangat penting diterapkan pada pembelajaran karena dapat memenuhi kebutuhan belajar peserta didik secara holistik. Oleh karena itu, penelitian ini dilakukan dengan tujuan untuk memberikan informasi terkait strategi penerapan multiple intelligences dalam pembelajaran di sekolah pada setiap jenjang pendidikan. Metode penelitian menggunakan Systematic Literature Review (SLR) dengan sumber kajian melalui artikel-artikel jurnal yang diperoleh dari Google Schoolar. Proses screening menghasilkan 5 artikel relevan untuk menjawab tujuan penelitian yang dikemudian dikaji dan dianalisis secara mendalam. Hasil penelitian menunjukkan bahwa ada beberapa strategi penerapan multiple intelligences yang dapat diterapkan oleh guru dalam pembelajaran, yaitu: 1) mengidentifikasi kecerdasan mereka melalui tes, observasi perilaku, dan data personal; 2) menyusun Rencana Pelaksanaan Pembelajaran (RPP); dan 3) menciptakan variasi dalam pembelajaran melalui penggunaan media, strategi, metode, model pembelajaran, serta pengembangan evaluasi autentik. Strategi penerapan multiple intelligences ini dapat menjadi referensi yang baik bagi guru untuk diterapkan pada pembelajaran di sekolah.
ICT-based social science learning management with Nearpod application in primary education Paais, Reinhard Leonardo; Satyawati, Sophia Tri; Iriani, Ade
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 1 (2025): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i1.70715

Abstract

The integration of technology into education enhances learning experiences, one of which is through the use of Nearpod. The objectives of this study are to (1) describe ICT-based social science learning management through the use of the Nearpod application in primary education and (2) describe the participation of primary education students in social science learning and their responses to the use of the Nearpod application. This qualitative research involved a social sciences teacher and seventh-grade students at YSKI Christian Middle School Semarang. Data were collected through observations, interviews, and documentation and validated using triangulation techniques. The findings reveal that Nearpod-based learning management includes careful planning with lesson plans and interactive activities, implementation through apperception, interactive videos, and PowerPoint slides, and evaluation using game features like Matching Pairs and Time to Climb. Students responded positively, highlighting Nearpod's ease of use, engaging activities, and real-time feedback, though some faced time constraints. This study contributes to the utilization of Nearpod in ICT-based social studies learning, increasing student engagement, and providing insight into the effectiveness of Learning Management Systems (LMS) in elementary education in Indonesia. Further research is recommended to explore Nearpod's effectiveness across subjects and educational levels to enhance teaching methods and student engagement.
Evaluasi Program Pelatihan Project-Based Learning bagi Guru dengan Model Kirkpatrick Paais, Reinhard Leonardo; Sabirin
Kelola: Jurnal Manajemen Pendidikan Vol. 12 No. 2 (2025)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2025.v12.i2.p184-195

Abstract

This studi aims to evaluate the effectiveness of Project-Based Learning (PjBL) training for teachers using two levels of the Kirkpatrick Model: Reaction and Learning. The training is essential to equip teachers in meeting the demands of 21st-century education, where teachers serve as facilitators who encourage active student participation in meaningful learning. The research subjects consisted of 25 junior and vocational high school teachers from the Islamic Development Network Boarding School Solo who participated in the Project-Based Learning (PjBL) training. Data were collected through evaluation questionnaires (Reaction level) and pretest-posttest assessments (Learning level). The data were analyzed quantitatively. The evaluation at the Reaction level indicated that the training was rated very positively by participants, with an overall average score of 4.21. Four aspect are material relevance, facilitators, training methods, and facilities and media were rated as “Very Good.” Meanwhile, the aspects of training duration and participant engagement were rated as “Good.” At the Learning level, the results of a paired sample t-test showed a significant increase in participants' knowledge scores after the training (pretest mean = 50.20; posttest mean = 84.80; sig. 0.000 < 0.05). These results indicate that the training successfully enhanced teachers’ understanding of the concepts and implementation of Project-Based Learning (PjBL). Therefore, the Project-Based Learning (PjBL) training proved to be effective in improving teachers’ knowledge and received a positive response from participants. This evaluation provides a valuable foundation for developing more impactful and contextual teacher training programs, and supports the improvement of learning quality in schools.
Co-Authors Ade Iriani Rismawati, Rifka Sabirin Sophia Tri Satyawati