Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Tsaqofah: Jurnal Penelitian Guru Indonesia Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Larashati, Larashati
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pengaruh Emotional Focused Coping terhadap Stress Akademik pada Siswa Kelas XII SMA Muhammadiyah 3 Padang Larashati, Larashati; Mahbubah, Hanik Faizatul; Rizal, Salsabila Az-Zahra; Murti, Varadina Dwi
TSAQOFAH Vol 5 No 1 (2025): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i1.4586

Abstract

Stress that occurs in education is often known as academic stress. This academic stress can occur at all levels of education, including kindergarten, elementary school, junior high school, high school, and university. Academic stress occurs because of the pressure felt by students with the emergence of stressors related to academics. Students who are in class XII SMA are one of the most closely related to academic stress, they are faced with the choice to continue their education in college which will determine their future. Stress experienced by students can be overcome to help regulate emotions that arise when stress is experienced, emtional focused coping can be a way to relieve stress. This study aims to see the effect of emotional focused coping on academic stress in XII grade students of SMA Muhammadiyah 3 Padang. The type of research conducted is quantitative research with non-parametric statistical methods Normality test using Kolmogorov-Smirnov. The sample in this study were all XII grade students of SMA Muhammadiyah 3 Padang, where data collection used an academic stress scale and an emotional focused coping scale in the form of a questionnaire distributed via QR Code and WhatsApp groups of XII grade students. Significant results are at 0.056 which indicates that there is an influence between Emotional Focused Coping on Academic Stress in XII grade students of SMA Muhammadiyah 3 Padang. Based on the results of the analysis, it can be seen that XII grade students of SMA Muhammadiyah 3 Padang have the ability of emotionally focused coping strategies to resolve academic stress.
PENINGKATAN KEAKTIFAN BELAJAR MENGGUNAKAN MEDIA VIRTUAL LABOTATORIUM PhET SIMULATION DALAM PEMBELAJARAN FISIKA MATERI RANGKAIAN ARUS SEARAH PADA PESERTA DIDIK KELAS XII Larashati, Larashati; S, Supardi U.
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i2.5256

Abstract

ABSTRACT Advancements in educational technology have driven innovations in learning, including the use of virtual laboratories such as PhET simulation to overcome the limitations of physics laboratory equipment in schools. This media allows students to conduct interactive experiments to better understand electrical concepts, particularly the relationship between current and voltage, in a more concrete manner. This research is a Classroom Action Research (CAR) which aims to improve students' learning completeness in Direct Current Circuit material. This Classroom Action Research (CAR) was carried out in 3 cycles with stages of planning, action, observation and reflection. The subjects in this study were class XII MIPA 1 students at SMAN 1 Tenjo with a total of 36 students. Data collection through observation sheets and tests. Data were analyzed descriptively and presented in the form of tables and graphs. Quantitative data in the form of test results given at the end of learning, then an analysis was carried out on the percentage of learning activity achieved by students. The results of the data analysis showed an increase in completeness in cycle II. In cycle I, learning activity in class was 69% and cycle II obtained learning activity of 85% and cycle 3 was 92%. The results of the study show that the use of the PhET simulation virtual laboratory in the topic of Direct Current Circuits can enhance students' learning engagement. The application of the Discovery Learning model with the support of PhET simulation proved effective, as indicated by increased student engagement in each learning cycle. These findings suggest that virtual simulation media can serve as an appropriate alternative to support physics learning amid limited access to laboratory equipment. ABSTRAK Kemajuan teknologi pendidikan mendorong inovasi pembelajaran, salah satunya melalui penggunaan laboratorium virtual seperti PhET simulation untuk mengatasi keterbatasan alat praktikum fisika di sekolah. Media ini memungkinkan peserta didik melakukan eksperimen secara interaktif guna memahami konsep listrik, khususnya hubungan antara arus dan tegangan, dengan lebih konkret. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk meningkatan ketuntasan belajar peserta didik pada materi Rangkaian Arus Searah. Penelitian Tindakan Kelas (PTK) ini dilaksanakan dalam 3 siklus dengan tahapan perencanaan, tindakan, observasi dan refleksi. Subjek dalam penelitian ini adalah peserta didik kelas XII MIPA 1 di SMA Negeri 1 Tenjo dengan jumlah 36 orang peserta didik. Pengumpulan data melalui lembar observasi dan tes. Data dianalisis secara deskriptif dan disajikan dalam bentuk table dan grafik. Data kuantitatif berupa hasil tes yang diberikan di akhir pembelajaran, kemudian dilakukan analisis terhadap persentase keaktifan belajar yang dicapai peserta didik. Adapun hasil analisis data terdapat peningkatan ketuntasan pada siklus II. Pada siklus I keaktifan belajar di kelas sebesar 69 % dan Siklus II diperoleh keaktifan belajar 85% serta siklus 3 adalah 92%. Hasil  penelitian menunjukkan bahwa penggunaan media virtual laboratorium PhET simulation pada materi Rangkaian Arus Searah dapat meningkatkan keaktifan belajar peserta didik. Penerapan model Discovery Learning dengan bantuan PhET simulation terbukti efektif, ditandai dengan peningkatan keaktifan pada setiap siklus pembelajaran. Temuan ini menunjukkan bahwa media simulasi virtual dapat menjadi alternatif yang tepat untuk mendukung pembelajaran fisika di tengah keterbatasan alat praktikum.
Implementasi Asesmen Autentik Berbasis Kompetensi dalam Pembelajaran Abad Ke-21: Penelitian Kalyana, Dyani; Hayatunnufus, Gina; Fauziah, Farrah Hany; Wijaya, Hari Rachmat; Haryani, Rini; Sudarmaji, Sudarmaji; Sumarmia, Sumarmia; Larashati, Larashati; Damayanti, Fitri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3665

Abstract

Authentic assessment based on competency has become an essential component of 21st-century learning, as it enables comprehensive evaluation of students’ cognitive, affective, and psychomotor competencies. This study aims to analyze the implementation of authentic assessment through a literature review of 24 published articles examining its practices, effectiveness, and challenges across various educational levels. The analysis shows that authentic assessment positively contributes to student engagement, higher-order thinking skills (HOTS), and the development of collaboration, communication, creativity, and character. The assessment instruments developed in these studies are reported to be valid and reliable for measuring holistic competencies. However, several challenges persist, particularly regarding teachers’ ability to design rubrics, formulate performance indicators, and assess affective and psycho motor domains objectively. Limited time, administrative workload, and adaptation to online learning further hinder its implementation. This review highlights the need for strengthening teacher capacity, providing standardized assessment instruments, and ensuring policy support to optimize the sustainable application of authentic assessment in 21st-century learning.
Co-Authors Fauziah, Farrah Hany Fitri Damayanti Haryani, Rini Hayatunnufus, Gina Kalyana, Dyani Mahbubah, Hanik Faizatul Murti, Varadina Dwi Rizal, Salsabila Az-Zahra S, Supardi U. SUDARMAJI SUDARMAJI Sumarmia, Sumarmia Wijaya, Hari Rachmat