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All Journal Indonesian Journal of Educational Science (IJES) Indonesian Journal of Educational Development (IJED) Proceeding International Conference on Digital Education and Social Science Dharma Pendidikan
Umi Hidayati
Universitas PGRI Mpu Sindok
Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Predıctıve Model of Learnıng Independence: Integratıon of Socıal Platform and Self-Regulatıon in College Students Vera Septi Andrini; Erdyna Dwi Etika; Umi Hidayati
Proceeding International Conference on Digital Education and Social Science Vol. 2 No. 1 (2024): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v2i1.58

Abstract

In modern research in education, learning independence plays a very important role, especially in the digital era where flexibility implies alignment of endurance. Although most universities in Indonesia use online learning, the consequences of this in the form of academic independence are still unknown. This study intended to model learning independence built with online learning and self-regulation in University of PGRI Mpu Sindok students. The study was conducted among 120 students divided into high and low groups using a quasi-experimental design with group randomization. The multiple linear regression analysis result was the model Y = 0.4923 + 0.6745X1 + 0.2289X2, where Y signifies learning independence, X1 signifies the Intuitiveness of using social learning platforms, and X2 signifies self-regulation. Overall, the model provided significant results p < 0.0001 and explained 50.27% of students' learning independence variation. There is an absence in the impact of using X2 self-regulation simultaneously as using X1 self-regulation. This empiricism concentrates on creating experimental strategies that use self-regulation with technological and educational tools in order to increase students' academic independence-validated in line with the digital era.
MENINGKATKAN SEMANGAT KEWIRAUSAHAAN MAHASISWA MELALUI MODEL PEMBELAJARAN INOVATIF DI PENDIDIKAN EKONOMI Hariyono Hariyono; Suharto; Umi Hidayati
Dharma Pendidikan Vol 20 No 1 (2025): Dharma Pendidikan
Publisher : STKIP PGRI Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69866/dp.v20i1.566

Abstract

Penelitian ini mengkaji efektivitas model Project-Based Learning (PjBL) dan Problem-Based Learning (PBL) dalam meningkatkan semangat kewirausahaan mahasiswa Program Studi Pendidikan Ekonomi. Dengan desain kuasi-eksperimental, penelitian melibatkan dua kelompok: kelompok eksperimen yang mendapatkan pembelajaran inovatif, dan kelompok kontrol yang mengikuti pembelajaran konvensional. Instrumen berupa kuesioner kewirausahaan mencakup lima dimensi: kreativitas, keberanian mengambil risiko, inisiatif, ketekunan, dan orientasi sosial. Hasil menunjukkan peningkatan skor lebih tinggi pada kelompok eksperimen (dari 65,47 menjadi 82,93) dibanding kelompok kontrol (dari 64,85 menjadi 70,44). Uji-t independen menunjukkan perbedaan signifikan (t(58) = 7,894; p < 0,001). Temuan menunjukkan bahwa pendekatan pembelajaran inovatif memperkuat karakter kewirausahaan mahasiswa, khususnya pada aspek kreativitas dan orientasi sosial. Penelitian ini merekomendasikan integrasi pembelajaran berbasis nilai dan kontekstual dalam pendidikan ekonomi guna membentuk lulusan yang tidak hanya unggul secara akademis, tetapi juga memiliki semangat kewirausahaan yang humanistik dan berorientasi pada keberlanjutan.
THE The Influence of Using The Randall’s ESL Cyber Listening Lab To The Student Listening Skill Dhini Arum Fatikhoh; Puput Zuli Ekorini; Umi Hidayati
Dharma Pendidikan Vol 21 No 1 (2026): Dharma Pendidikan
Publisher : STKIP PGRI Nganjuk

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

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan Randall’s ESL Cyber Listening Lab terhadap keterampilan menyimak siswa kelas X-4 SMAN 1 Loceret pada tahun ajaran 2024/2025. Metode penelitian yang digunakan adalah metode kuantitatif dengan desain pre-experimental, yang melibatkan satu kelompok tanpa kelompok kontrol. Instrumen penelitian berupa tes menyimak yang diberikan sebelum (pre-test) dan sesudah (post-test) perlakuan. Hasil uji-t menghasilkan nilai Sig. (2-tailed) 0.000 < 0.5, yang berarti terdapat perbedaan yang signifikan antara hasil pre-test dan post-test siswa. Hasil analisis data menunjukkan bahwa terdapat pengaruh yang signifikan pada kemampuan menyimak siswa setelah menggunakan Randall’s ESL Cyber Listening Lab dibandingkan dengan sebelum menggunakan Randall’s ESL Cyber Listening Lab. Dengan demikian, dapat disimpulkan bahwa penggunaan media pembelajaran digital seperti Randall’s Lab dapat meningkatkan keterampilan menyimak siswa dalam pembelajaran bahasa Inggris. Disarankan agar guru bahasa Inggris memanfaatkan media digital untuk meningkatkan kualitas pembelajaran, khususnya dalam keterampilan menyimak.
Implementation of Artificial Intelligence–Integrated Project-Based Learning to Enhance Digital Entrepreneurship Literacy and Student Engagement in Economics Education Hariyono; Umi Hidayati; Suharto
Indonesian Journal of Educational Science (IJES) Vol 8 No 1 (2026): Indonesian Journal of Educational Science (IJES) : In Progress
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.6047

Abstract

The rapid advancement of digital technology and artificial intelligence (AI) has significantly influenced higher education practices, demanding innovative pedagogical models that foster students’ digital competence, creativity, and engagement. This study aimed to analyze the effectiveness of an artificial intelligence (AI)-integrated project-based learning (PjBL) model in improving digital entrepreneurship literacy (DEL) and learning engagement (LE) among students in economics education. This study employed a two-cycle classroom action research design involving 28 third-semester students enrolled in the Microeconomics course at Universitas Nusantara PGRI Kediri. Data were collected using six instruments: the Digital Entrepreneurship Literacy Scale, the Learning Engagement Scale, the project rubric, the observation sheet, the digital activity log, and reflective interviews. Quantitative analyses included paired-samples t-tests, N-gain, and Pearson correlations, while qualitative data were analyzed thematically. The results showed a significant improvement in both DEL and LE following implementation of the AI-integrated PjBL model. The mean DEL score increased from 76.04 to 102.96 (n-gain = 0.623; p < 0.001), and the mean LE score increased from 60.75 to 79.75 (n-gain = 0.661; p < 0.001). Observations and digital activity logs revealed higher behavioral and cognitive engagement during the learning process. Qualitative findings indicated that students utilized AI tools such as ChatGPT, Google Sheets AI, Gemini, and Canva AI for market research, price elasticity simulations, and digital content design in creative and ethical ways. The study concludes that integrating AI into the PjBL framework effectively enhances students’ digital entrepreneurship literacy, fosters reflective engagement, and supports the development of adaptive, ethical, and innovative learners in economic education.
The effect of AI-Optimized project-based learning on digital pedagogical readiness Hariyono Hariyono; Umi Hidayati; Suharto Suharto
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6145

Abstract

The integration of artificial intelligence (AI) in higher education has increased the demand for students' digital pedagogical readiness, particularly in economics education. This study examines the effect of AI-Optimized Project-Based Learning (AI-PjBL) on Digital Pedagogical Readiness (DPR) among undergraduate students. A quantitative approach was employed, involving 102 undergraduate students from the Economics Education and Management programs at Universitas Nusantara PGRI Kediri, using a purposive sampling technique. Data were collected using validated instruments and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The measurement model demonstrated strong reliability and validity, with factor loadings ranging from 0.77 to 0.90, Composite reliability values above 0.96, and Average Variance Extracted exceeding 0.67. Structural model analysis revealed that AI-PjBL had a strong and significant effect on DPR, indicated by a path coefficient of β = 0.79. The coefficient of determination (R² = 0.63) indicates that 63% of the variance in digital pedagogical readiness is explained by AI-PjBL, while the effect size (f² = 1.52) indicates a very large effect. These findings indicate that AI-PjBL effectively enhances students' technological readiness, pedagogical design ability, and reflective digital competence. The study highlights AI-PjBL as a promising instructional approach for strengthening digital pedagogy in economics education.
Co-Authors Dhini Arum Fatikhoh Erdyna Dwi Etika Hariyono Hariyono Puput Zuli Ekorini Suharto Suharto Suharto Vera Septi Andrini