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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Momentum: Physics Education Journal JTP - Jurnal Teknologi Pendidikan Indonesian Journal of Instructional Media and Model FASHLUNA Jurnal Pengabdian Teknologi Tepat Guna Journal of Environment and Sustainability Education Indonesian Journal of Learning and Instructional Innovation Jurnal Penelitian Kebijakan Pendidikan
Ridhani, Jovita
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Religion Chemistry Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Integrating Web-Based IoT Learning Media to Enhance Critical Thinking and Problem-Solving Skills in Vocational Education Sukmawati, Fatma; Santosa, Eka Budhi; Trisnaningsih, Sari; Ridhani, Jovita; Prihatin, Relly
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.61132

Abstract

The integration of Internet of Things (IoT) technology in vocational education is essential for preparing graduates to meet Industry 4.0 demands. Although digital learning technologies have been widely studied, empirical evidence on the effectiveness of web-based IoT learning media integrated with problem-based learning (PBL) in vocational contexts remains limited. This study examines the instructional impact of web-based IoT learning media on vocational students’ critical thinking and problem-solving skills. A quasi-experimental non-equivalent control group pretest–posttest design was employed involving 60 eleventh-grade Mechanical Engineering students (30 experimental, 30 control). The experimental group participated in PBL activities supported by a web-based IoT platform for eight weeks, while the control group received conventional instruction. Data were analyzed using Analysis of Covariance (ANCOVA) to compare posttest outcomes while controlling for initial differences in pretest scores. The results indicate statistically significant improvements in critical thinking and problem-solving skills among students in the experimental group compared to the control group (p < 0.05). The effect sizes indicate a strong instructional impact within the studied context, though findings should be interpreted cautiously given the sample size. Overall, this study provides empirical support for the pedagogical potential of web-based IoT learning media in fostering 21st-century competencies in vocational education.
Effectiveness of Student Learning Outcomes Through Numbered Head Together Method Theme of Changes in The Appearance of The Earth and Sky Fitriani, Ika Nur; Ridhani, Jovita
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 02 (2025): Indonesian Journal of Learning and Instructional Innovation: December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i2.1797

Abstract

This research was motivated by the lack of understanding of students in the natural science material in grade IV Cluster II Ahmad Yani, Surakarta City. Out of 150 students, only 32% of students exceeded the minimum completeness criteria; on the other hand, 68% of students still had results that were still less than the minimum completeness criteria. The causative factor is the way teachers teach, which is not varied and tends to be boring. Teachers teach more in conventional ways, so students become fixated and less active during learning. The purpose of the research is to increase student learning outcomes on the numbered head together practice model directly with globe and flashlight media and to find out the process of day and night and to find out whether this model can run well. This research is classified as classroom action research that uses 2 cycles. Cycle 1 will be held on May 6, 2024, and cycle 2 will be held the following month, on June 3, 2024. Based on the results of the research on the numbered head together learning model, the results of the students' study can increase students' understanding of the lesson of changes in the appearance of the earth and sky. This is evidenced by the development of the percentage of student learning completeness starting from the first cycle, where only 32% increased to 79%. So, in cycle 2 completeness has been classically achieved. It can be concluded that the numbered head together learning model and using media can increase students' understanding and improve student learning outcomes on the lesson of changes in the appearance of the earth and sky.
How to Differentiate Instruction for Deeper Learning Using Cognitive Task Analysis Juwita, Ratna; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly; Suparmi, Suparmi; Ridhani, Jovita; Trisnaningsih, Sari
Jurnal Penelitian Kebijakan Pendidikan Vol 18 No 2 (2025)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v18i2.1312

Abstract

This study aims to explore the requisite skills for Differentiated instruction (DI) implementation and to identify best practices across school levels. Differentiated instruction (DI) for deeper learning is essential for responding to students’ diverse needs. Using 112 self-reported essays, interviews, videotaped practices, and experts meeting, this study employed Cognitive Task Analysis (CTA) to capture the knowledge experts use to carry out differentiation. The results revealed a 4:9:2 skill formula across the preparation, implementation, and evaluation phases. Notable differences across school levels emerged. In the preparation phase, primary and secondary school teachers prepared varied materials (34%) and grouping strategies (44%), whereas only a few kindergarten teachers (3%) employed these strategies. In the implementation phase, most primary (68%) and secondary (79%) teachers tailored materials to students' learning styles by offering content in multiple formats; however, only a small proportion of kindergarten teachers (26%) differentiated content, focusing instead on process differentiation and additional learning support. Despite the differing contexts, the study also identified cross-level similarities. Future research should investigate the long-term impacts of DI on student achievement and engagement, as well as examine DI practices in diverse educational settings.
Capturing Teacher Readiness for Adapting Playful Virtual Reality in The Learning Process Sukmawati, Fatma; Ridhani, Jovita; Trisnaningsih, Sari
Teknodika Vol 23, No 2 (2025): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v23i2.106523

Abstract

Technological Content Knowledge (TCK) is a concept that describes the three main components of knowledge that a teacher must possess such as content, pedagogy, and technology. TCK is a concept of how technology and content affect each other. Teachers need to use technology and explain lesson concepts in the form of learning content with the help of certain technologies. However, the problem is that some teachers are not proficient in creating learning content using technology, even though they are already proficient in using technology in everyday life. So it is necessary to map the teacher's ability to use technology and create content so that training activities can be planned to complement their teaching needs. In response to these problems, we conducted mixed method research (qualitative and quantitative method) that aims to capture the level of technology and content-creating skills of teachers in Indonesia. We involved 20 Motivating Teachers from several elementary schools in Surakarta. This study is preliminary research as part of our ongoing Virtual Reality development project. Data were collected from questionnaires and documentation. Based on data analysis, 80.75% of teachers can use ICT, 79.67% teachers can apply ICT in learning, and only 30% can manage content. The next stage of this research will train these teachers to create subject matter content using playful technology, creating content about care for animals using virtual reality technology. This study provides recommendations to teachers and local governments that efforts to improve the quality of classroom learning can be started by improving teacher literacy technology first and then training them to create interesting technology-assisted learning content for students
Co-Authors Adimudra, Dyah Ayu Saraswati Ali, Wazir Anton Subarno Berdha Krismona, Elwas Bramastia, Bramastia Budhi Santosa, Eka Budi Utami Cahyono, Budi Tri Dyah Sulistyaningrum Indrawati, Cicilia Fatma Sukmawati, Fatma Gunawan, Kadek Dwi Hendratma Ika Nur Fitriani Jaya, Anak Agung Ngurah Adhi Khan, Nauroz Muhammad Nur Hudha Prabandari, Luh Putu Cintya Qodr, Taufiq Subhanul Ratna Juwita Relly Prihatin Risanti Langgi, Novedi Santosa, Eka Budhi Suciati Suciati Suparmi Suparmi Trisnaningsih, Sari