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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Perspektif Pendidikan dan Keguruan
Andrie Wijaya, Shendy
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Education Other

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Efektivitas Media Pembelajaran Video Animasi Untuk Meningkatkan Hasil Belajar Ditinjau Dari Minat Belajar Siswa Di SMP Al Qodiriyah Srono Rahayu, Novilita Dwi; Gerhani, Febrina; Andrie Wijaya, Shendy
Perspektif Pendidikan dan Keguruan Vol 15 No 2 (2024): Perspektif Pendidikan dan Keguruan Vol 15 No 2 Oktober 2024
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/perspektif.2024.vol15(2).19167

Abstract

This study was motivated by the limited variety of learning media used, which resulted in low student interest and ultimately affected their learning outcomes. There were 40 people who participated in the two sample groups of this study, the experimental group and the control group. The sampling technique applied was purposive sampling. The data obtained was through questionnaires and tests given directly through print outs to seventh grade students at Al-Qodiriyah Junior High School in Srono. The information collected was dissected using a two-way anova test. In this study, the hypothesis test used the N Gain Score test to compare the learning outcomes between the experimental group and the control group. The results of this study show that there is a significant difference between students who have high and low interest, both experimental and control groups. The results also showed the interaction of students' learning outcomes on learning media and learning interest.
Efektivitas Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Hasil Belajar Siswa Yang Dikontrol Dengan Kemampuan Berpikir Kritis Masruroh, Elok Zakia Ainun; Andrie Wijaya, Shendy; Gerhani, Febrina
Perspektif Pendidikan dan Keguruan Vol 16 No 1 (2025): Perspektif Pendidikan dan Keguruan Vol 16 No 1 April 2025
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/perspektif.2025.vol16(1).20511

Abstract

This study aims to analyze the effectiveness of guided inquiry model compared to conventional model in improving learning outcomes of students who have high and low critical thinking ability and analyze the interaction between guided inquiry model and students' critical thinking ability. This research design uses quasai experiment with factorial design 2 x 2. The population of this research is all students of class XI MAN 2 Jember. The sample of this study was 4 classes taken randomly, namely 2 classes as experimental classes and 2 classes as control classes. The results showed that guided inquiry learning is more effective than conventional learning. Based on the above findings, students can develop their intellectual abilities freely in terms of solving problems. Then the teacher needs to approach, recognize, explore and develop students' learning potentials through cognition of knowledge and experience so far.
DIFFERENTIATED LEARNING AS A PEDAGOGICAL PROCESS: EVIDENCE FROM ECONOMICS LEARNING UNDER THE MERDEKA CURRICULUM Dani, Ahmad; Andrie Wijaya, Shendy; Neviyani, Neviyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59617

Abstract

Differentiated instruction has become a key pedagogical approach within Indonesia's Merdeka Curriculum. However, empirical evidence explaining how it is systematically implemented in vocational Economics classrooms remains limited. This study aims to analyze the planning, implementation, and evaluation of differentiated instruction in Grade X Economics learning at SMK Raudlatul Ulum Ledokombo Jember. Unlike previous studies that primarily emphasize instructional effectiveness or teachers' readiness, this study proposes a process-oriented perspective by conceptualizing differentiated instruction as an integrated pedagogical framework linking diagnostic assessment, adaptive instruction, and authentic assessment. The findings identify three interconnected dimensions that shape effective differentiated learning implementation. This study employed a descriptive qualitative approach using a single-case study design. The research involved 14 purposively selected informants, comprising one principal, one vice principal for curriculum, one Economics teacher, and eleven Grade X students. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive model of data condensation, data display, and conclusion drawing supported by source triangulation to ensure credibility. The findings reveal that differentiated instruction was implemented through three integrated stages: (1) diagnostic assessment-informed instructional planning, (2) adaptive classroom implementation involving differentiated content, process, and product, and (3) continuous formative assessment supported by authentic feedback and flexible learning products. These findings demonstrate that the effectiveness of differentiated instruction depends on the coherence between planning, instructional adaptation, and assessment rather than on isolated teaching strategies. The study contributes to strengthening the conceptual understanding of differentiated instruction as a holistic pedagogical process within vocational Economics education.
Co-Authors Ahmad Dani Gerhani, Febrina Masruroh, Elok Zakia Ainun Neviyani Neviyani, Neviyani Rahayu, Novilita Dwi