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All Journal Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal of Educational Technology Studies and Applied Research
Firdaus, Kevin Herdinata Cahyadi
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Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengaruh Model 7E Learning Cycle Dan Keterampilan Berpikir Kreatif Terhadap Hasil Belajar Mahasiswa Adi, Eka Pramono; Wedi, Agus; Soepriyanto, Yerry; Arifiansyah, Muhammad Daffa; Firdaus, Kevin Herdinata Cahyadi
Journal of Educational Technology Studies and Applied Research Vol 1 No 2 (2024): [2] - 2024 December
Publisher : Teknologi Pendidikan ID

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70125/jetsar.v1i2y2024a25

Abstract

Integrasi pembelajaran yang interaktif dan mendalam merupakan hal penting pada pengembangan kemampuan abad-21. Mengintegrasikan siklus pembelajaran 7E, pebelajar diberdayakan untuk terlibat, mengeksplorasi, menjelaskan, menguraikan, mengevaluasi, dan memperluas pemahaman mereka, sehingga mendorong tingkat retensi pengetahuan yang lebih dalam. Selain itu, pengembangan keterampilan berpikir kreatif dalam portofolio ini memperkuat pemikiran kreatif dan kemampuan pemecahan masalah, mempersiapkan pebelajar menghadapi tantangan dunia nyata. Saat kita menggali manfaat dan hasil dari kerangka pembelajaran transformatif ini, menjadi jelas bahwa kursus media pembelajaran audio dan video dapat benar-benar berkembang jika dilengkapi dengan siklus pembelajaran 7E dan keterampilan berpikir kreatif. Penelitian menggunakan desain eksperimen semu. Subjek penelitian melibatkan dua kelas yakni kelas A sebagai kelompok eksperimen sejumlah 40 mahasiswa dengan pembelajaran siklus 7E dan kelas B sebagai kelompok kontrol sejumlah 40 mahasiswa dengan pembelajaran konvensional. Data yang telah terkumpul kemudian di Analisa untuk mendapatkan hasil menyeluruh tentang pengaruh antara siklus pembelajaran 7E dan keterampilan berpikir kreatif terhadap hasil portofolio mahasiswa serta interaksi dari kedua faktor tersebut yang diujikan dengan tes ANOVA dua jalur. Hasil penelitian ditemukan : (1) Terdapat perbedaan hasil belajar antara mahasiswa yang menggunakan 7E Learning Cycle dan konvensional. (2)Terdapat perbedaan hasil portofolio mahasiswa yang memiliki keterampilan berpikir kreatif tinggi dan rendah. (3) Terdapat interaksi antara 7E learning cycle dengan keterampilan berpikir kreatif terhadap hasil portofolio.
Assessing Teacher Readiness for AI Utilization: Between Innovation Opportunities and Ethical Challenges in 21st-Century Learning Nindigraha, Nunung; Firdaus, Kevin Herdinata Cahyadi; Prihatmoko, Yulias; Oktaviani, Herlina Ike
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.18047

Abstract

This study aims to analyze teachers’ readiness and ethical awareness in utilizing Artificial Intelligence (AI) for learning innovation in Indonesia, examining their perceptions of AI’s benefits and challenges, exploring its pedagogical applications, and developing a conceptual AI literacy framework for educators. Employing a quantitative descriptive design, the research involved 107 teachers across educational levels who completed an online survey using a 7-point Likert scale. Data were analyzed descriptively and comparatively, guided by the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), and Diffusion of Innovation Theory. The findings indicate moderate technological readiness (M = 3.66; SD = 1.16) and positive perceptions of AI’s potential to enhance productivity and creativity in teaching (M = 3.8). AI is predominantly used for lesson planning (75.7%) and content development (64.5%), while its application in assessment remains limited (46.7%). Teachers demonstrate relatively high ethical awareness (M = 4.20; SD = 1.24) regarding data privacy, plagiarism, and algorithmic fairness, although a gap persists between ethical understanding and classroom practice. Major barriers include limited AI-specific training (68%), inadequate infrastructure (54%), and concerns about reliability and validity (49%). The study proposes an “AI Literacy Framework for Teachers” integrating technical, pedagogical, and ethical competencies, emphasizing the alignment of technological proficiency with moral reflection and humanistic values to support innovative and responsible learning.
Instructional Design Based on Social Media: Developing Facebook Learning Content to Facilitate Online Student Engagement in Islamic Primary School Prihatmoko, Yulias; Firdaus, Kevin Herdinata Cahyadi; Wedi, Agus; Aysiyah, Husna Qotrunnada
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 18, No 2 (2026): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v18i2.41569

Abstract

This study aims to develop Facebook-based learning content on human and animal locomotor systems to enhance student engagement among fifth-grade students at MIN 1 Kediri. The development process employed the Sadiman model, which consists of nine stages: needs analysis, objective formulation, content development, assessment design, scriptwriting, production, testing, revision, and final product implementation. The resulting product consists of learning content uploaded to a Facebook Group, including short instructional videos and visual materials designed to support interaction and discussion. The validation results indicate that the content is highly feasible, with a score of 89% from material experts and 100% from media experts. Product trials conducted at the individual, small group, and field levels yielded scores of 85.7%, 86%, and 83%, respectively, indicating that the product is practical and suitable for online learning. Furthermore, the field trial results show that student engagement reached 83%, placing it in the high category. Therefore, Facebook-based learning content has strong potential to facilitate students’ behavioral, emotional, and cognitive engagement in the learning process.
Co-Authors Agus Wedi Arifiansyah, Muhammad Daffa Aysiyah, Husna Qotrunnada Eka Pramono Adi Herlina Ike Oktaviani Nindigraha, Nunung Yerry Soepriyanto Yulias Prihatmoko