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Musyadad, Faridl
IKIP PGRI Wates, Yogyakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Analisis Penggunaan Media Sosial TikTok terhadap Pola Interaksi Sosial Peserta didik SD Negeri Giripeni Shintya Maimunah; Faridl Musyadad; Siwi Utaminingtyas
LEARNTECH: Jurnal Teknologi Pendidikan Vol. 1 No. 03 (2025): ISSUE OKTOBER
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis dampak penggunaan media sosial TikTok terhadap interaksi sosial peserta didik SD Negeri Giripeni, baik di lingkungan sekolah maupun masyarakat, serta mengetahui peran guru dalam membimbing peserta didik agar mampu memanfaatkan media sosial secara bijak. Meningkatnya penggunaan TikTok di kalangan peserta didik sekolah dasar menimbulkan kekhawatiran terhadap perubahan pola interaksi sosial karena peserta didik lebih tertarik pada aktivitas dunia maya dibandingkan interaksi langsung dengan teman sebaya, guru, maupun masyarakat. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi dengan subjek penelitian peserta didik SD Negeri Giripeni yang aktif menggunakan TikTok, guru, serta warga sekitar. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan dengan triangulasi sumber dan teknik untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa intensitas penggunaan TikTok di kalangan peserta didik tergolong tinggi dan berdampak secara dualistik. Dampak positifnya meliputi peningkatan kreativitas, perluasan wawasan, serta penguatan hubungan pertemanan. Sementara itu, dampak negatifnya mencakup penurunan kualitas interaksi sosial langsung, munculnya perilaku dan bahasa yang kurang sopan, serta paparan konten yang tidak sesuai dengan usia. Temuan ini menegaskan pentingnya peran guru, sekolah dan orang tua dalam mengawasi penggunan Media Sosial TikTok.
Cognitive navigation: A phenomenological study of prospective elementary school teachers’ experiences in managing cognitive overload in blended learning Faridl Musyadad; Kassymova Gulzhaina Kuralbayevna; Atika Dwi Evitasari; Garib Firman Buaga
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p149-158

Abstract

The digital transformation in higher education has established blended learning as a permanent pedagogical paradigm, yet it has created a paradox in which instructional flexibility often leads to increased cognitive complexity for students. This study aims to explore the lived experiences of Elementary School Teacher Education students in navigating cognitive overload and to identify adaptive strategies employed to maintain learning effectiveness in a blended learning environment. Using a qualitative-phenomenological design, this study involved active students at IKIP PGRI Wates who had completed at least one semester of blended learning. Data were collected through semi-structured in-depth interviews and reflective learning journals, which were then analyzed using an inductive thematic approach. The findings reveal that cognitive overload is primarily triggered by fragmented instructional design, technical friction between platforms, and unmanaged dual task demands. These factors led to a degradation in the quality of cognitive processing, shifting students’ orientation from deep conceptual understanding toward a pragmatic, administrative focus. However, these findings also highlight the crucial role of Self-Regulated Learning as a metacognitive resilience mechanism that mitigates the impacts of mental fatigue and academic stress. This study concludes that cognitive overload in blended learning is a multidimensional phenomenon that requires coherent instructional synchronization and systematic support for students’ self-regulation. The practical implications of this study emphasize the need for platform standardization and the integration of metacognitive training as crucial navigational tools for prospective elementary school teachers to ensure their cognitive resilience in implementing learning technologies in the future.
PELATIHAN PEMBUATAN ECOPRINT SEBAGAI UPAYA PENINGKATAN KREATIVITAS SISWA SMA MUHAMMADIYAH WATES KULON PROGO Rahmi; Devi Anugrah; Siwi Utaminingtyas; Faridl Musyadad
ALAINA: Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2026): ALAINA : JURNAL PENGABDIAN MASYARAKAT
Publisher : Cendekia Citra Gemilang Scholar Foundation, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/alaina.v3i2.789

Abstract

Pendidikan abad ke-21 menuntut pengembangan kreativitas sebagai salah satu kompetensi penting yang mendukung kemampuan peserta didik dalam menghadapi perubahan sosial, ekonomi, dan teknologi, sehingga diperlukan kegiatan pembelajaran yang kontekstual, aplikatif, dan berbasis pengalaman. Salah satu upaya yang dapat dilakukan adalah melalui pelatihan pembuatan ecoprint yang memanfaatkan bahan-bahan alami sebagai media pembelajaran kreatif sekaligus sarana edukasi lingkungan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kreativitas, keterampilan praktis, kesadaran lingkungan, dan wawasan kewirausahaan siswa SMA Muhammadiyah Wates Kulon Progo melalui pelatihan pembuatan ecoprint. Metode yang digunakan adalah pelatihan partisipatif yang meliputi tahapan penyuluhan, demonstrasi, praktik langsung, pendampingan, dan evaluasi. Hasil kegiatan menunjukkan bahwa siswa memperoleh peningkatan pengetahuan dan keterampilan dalam memahami konsep, manfaat, serta teknik pembuatan ecoprint, mulai dari pemilihan bahan alami, penyusunan motif, proses pengukusan, hingga menghasilkan produk akhir yang memiliki nilai estetika. Selain itu, pelatihan mampu meningkatkan kreativitas siswa yang ditunjukkan melalui kemampuan mengeksplorasi ide, mengombinasikan bentuk dan warna alami, serta menghasilkan karya yang beragam dan unik.
METODE GASING DALAM MENINGKATKAN KEMAMPUAN BERHITUNG MATEMATIKA DI SD Dina Romadona Dina Romadona; Atika Dwi Evitasari; Faridl Musyadad
JRPD (Jurnal Riset Pendidikan Dasar) Vol. 8 No. 2: OKTOBER (2025)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/zcc4f471

Abstract

Penelitian ini dilatarbelakangi oleh pemikiran peserta didik yang menganggap bahwa matematika adalah pelajaran yang sulit dan membosankan karena cara mengajar guru yang masih monoton, sehingga berdampak pada kemampuan berhitung yang rendah. Penelitian ini bertujuan untuk meningkatkan kemampuan berhitung peserta didik melalui metode gasing pada pembelajaran matematika di kelas V SD Negeri Kranggan tahun ajaran 2025/2026. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan menggunakan model penelitian Kemmis & Mc. Taggart dengan subjek penelitian peserta didik kelas V SD Negeri Kranggan tahun ajaran 2025/2026 yang berjumlah 8 peserta didik. Metode pengumpulan data menggunakan tes, observasi aktivitas guru dan aktivitas peserta didik, wawancara dan dokumentasi. Adapun indikator keberhasilan yang dicapai adalah adanya peningkatan kemampuan berhitung peserta didik berdasarkan hasil tes ≥ 85% dari seluruh jumlah peserta didik mencapai nilai KKTP ≥ 75. Analisis data penelitian ini menggunakan analisis data kualitatif dan analisis data kuantitatif. Hasil penelitian membuktikan bahwa metode gasing dapat meningkatkan  kemampuan berhitung peserta didik pada pembelajaran Matematika materi keliling bangun datar di kelas V SD Negeri Kranggan tahun ajaran 2025/2026.
Development of a psychosocial diagnostic assessment instrument for elementary school students Faridl Musyadad; Miftahuddin
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1179600

Abstract

Despite the growing emphasis on adaptive and inclusive learning in basic education, diagnostic assessments used in elementary schools remain predominantly academic and cognitive in orientation, providing limited insight into students’ psychosocial readiness for learning. This gap is particularly evident in the absence of validated instruments capable of diagnosing students’ sense of safety, learning comfort, enjoyment, and learning preferences as foundational conditions for differentiated and responsive instruction. Addressing this conceptual and methodological gap, this study aims to develop and psychometrically validate a psychosocial diagnostic assessment instrument for elementary school students to support adaptive learning practices. Using a quantitative Research and Development (R&D) design, the study was conducted through stages of needs analysis, construct formulation, content validation, and field testing. The instrument was administered in seven elementary schools in Kapanewon Pengasih, Kulon Progo Regency, Indonesia, involving 7 principals, 16 teachers, and 255 fourth- and fifth-grade students. Data were analyzed using Aiken’s V to examine content validity, exploratory factor analysis (EFA) to confirm construct structure, and Cronbach’s Alpha to assess internal consistency reliability. The results indicate that the developed instrument comprises four coherent psychosocial dimensions—sense of safety, learning comfort, learning enjoyment, and learning preferences—with high content validity (V = 0.89) and excellent reliability (α = 0.87). These findings demonstrate that the instrument meets key psychometric criteria and is suitable for use as an early diagnostic tool to inform formative and differentiated learning strategies. In conclusion, this study contributes to the advancement of holistic assessment theory by extending diagnostic assessment beyond academic domains and offers a validated methodological framework for psychosocial diagnostics in primary education. Practically, the instrument provides educators with an evidence-based tool to design adaptive, inclusive, and student-centered learning aligned with contemporary curriculum demands.
Pedagogical Content Knowledge as a Moderator of Teaching Readiness: The Role of Content Mastery, Technological Competence, and Professional Attitude Novy Trisnani; Dhesta Youlandi Rahayu Sulistiyawati; Siwi Utaminingtyas; Faridl Musyadad
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.111520

Abstract

The problem in this research lies in the suboptimal teaching readiness of prospective elementary school teachers in the digital era. This condition results from a lack of integration among material mastery, educational technology competency, and professional attitudes in pedagogical practice. This research aims to analyze, evaluate, and test. The influence of material mastery, educational technology competency, and professional attitude on teaching readiness and the moderating role of Pedagogical Content Knowledge (PCK). This study is quantitative and employs a causal-correlational design. The subjects were 355 elementary school student teachers, who also served as trial subjects through saturated sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis used multiple linear regression and Moderated Regression Analysis (MRA). The results showed that all three variables simultaneously had a significant effect on teaching readiness, while they partially varied in their influence. PCK was shown to significantly moderate and strengthen the relationships among variables and to increase the model's predictive power. The conclusion of this study confirms that teaching readiness is not only determined by competency mastery, but by the integration of competencies through PCK. The implications of this study emphasize the importance of strengthening PCK in the education of prospective teachers.
Co-Authors Ahmad Muzanni Anita Dewi Astuti Aryani, Menik Atika Dwi Evitasari Atika Dwi Evitasari Atika Dwi Evitasari Atika Dwi Evitasari Atika Dwi Evitasari Baiq Siti Hajar Devi Anugrah Dhesta Youlandi Rahayu Sulistiyawati Dina Romadona Dina Romadona Endah Rahmawati Endah Rahmawati Evitasari, Atika Dwi Fitri Sholihah Gamar Al Haddar Garib Firman Buaga Ingrum, Santi Ambar Kassymova Gulzhaina Kuralbayevna Ledjar Nur Ageng Prasetyo Lukman Affandi Miftahuddin Munarti Munizu Nur Sya'ban Ratri Dwi Mulyani Rahmi Rantiyem, Deti Ratri Shinta Wardani Risky Setiawan Shintya Maimunah Siwi Utaminingtyas Sutarto Sutarto Syukrul Hamdi Trisnani, Novy Utaminingtyas, Siwi Wardhani, Ratri Shinta