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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Pendidikan Generasi Nusantara (JPGENUS)
Sri Sulis Kurniawati
UNIVERSITAS MUHAMMADIYAH SURAKARTA
Education Languange, Linguistic, Communication & Media Other

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Curriculum Merdeka Concept Based on The Perspectives of John Dewey’s Progressivism Philosophy Sri Sulis Kurniawati
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 2 No. 2 (2024): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Juli-Desember 2024
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/dgvx4a17

Abstract

Education can create the creative and innovative knowledge because it is always updated. Education also aims to improve skills, build character, educate people's lives, and improve the quality of life and human dignity in Indonesia. One way to perfect the concept of the national education system is through a progressive approach. The purpose of this study is to review the literature review of several research findings that have been published in a journal related to the philosophical view of John Dewey's progressivism which was carried out on the independent learning curriculum of the independent campus. Based on the literature review, it was found that the role of independent learning in universities is very important in the development of the Indonesian educational community. This is because independent learning on an independent campus is one form of accelerating the response to educational and globalization problems. This is also in line with the very influential tendency of progressivism, which requires rapid change.
SOCIAL EMOTIONAL LEARNING ON STUDENTS’ LEARNING MOTIVATION TO YOUNG LEARNERS Sri Sulis Kurniawati
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/gyzbhw61

Abstract

This study investigates the impact of Social Emotional Learning (SEL) on the learning motivation of young learners. SEL, a framework that integrates social and emotional development into the learning process, plays a crucial role in shaping students' attitudes and behaviors toward education. By utilizing a Systematic Literature Review (SLR) method, this research synthesizes findings from various academic sources to understand how SEL programs enhance motivation among young learners. The study identifies key strategies within SEL, such as fostering self-awareness, empathy, and effective communication, that contribute to creating a positive and engaging learning environment. Findings from the review suggest that SEL implementation not only improves students’ motivation but also supports their overall academic and emotional development. This research provides valuable insights for educators and policymakers seeking to incorporate SEL into early education systems, aiming to foster more motivated and emotionally resilient learners.
Exploring Students’ Perspectives on the Integration of TikTok Storytelling in Project-Based Learning Classroom Junior High School Sri Sulis Kurniawati; Yeny Prastiwi; Endang Fauziati
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4125

Abstract

This study explores students’ perspectives on the integration of TikTok storytelling in Project-Based Learning (PjBL) classrooms. The purpose of the research is to investigate how the use of TikTok as a digital storytelling platform influences students’ engagement, learning experiences, and perceived learning outcomes. A qualitative descriptive approach was employed, involving students who participated in project-based activities that required them to create and share storytelling videos using TikTok. Data were collected through questionnaires, classroom observations, and interviews, and were analyzed thematically. The findings indicate that the integration of TikTok storytelling in PBL promotes positive student engagement, enhances creativity, and increases motivation in the learning process. Students perceived improvements in their communication skills, particularly in speaking and storytelling abilities, as well as greater confidence in expressing ideas. Additionally, the platform’s accessibility and multimedia features supported collaborative learning and learning autonomy. However, some challenges were identified, including technical limitations and the need for clear instructional guidance. Overall, the study concludes that TikTok storytelling can serve as an effective and innovative learning medium when integrated thoughtfully into Project-Based Learning classrooms, contributing to meaningful and student-centered learning experiences.
Co-Authors Endang Fauziati Yeny Prastiwi