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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of General Education and Humanities
Wawan Setiawardani
Universitas Darul Ma'arif
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGARUH MODEL PEMBELAJARAN ROLE PLAYING TERHADAP KEPERCAYAAN DIRI DAN HASIL BELAJAR MATA PELAJARAN MATEMATIKA KELAS III SD Dhenok Agustin; Dadang Suhada; Wawan Setiawardani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10536

Abstract

This study aims to the determine the significance of the influence of the role playing learning model on self confidence and learning outcomes of mathematics subjects in grade III of elementary school. This study uses a quasi experimental method with a nonequivalent control group design. This study used an experimental class and a control class with a total of 44 student. The experimental class uses a role playing learning model and the control class uses a lecture learning model. The instruments used in this study were questionnaires and tests. The data obtained were analyzed using SPSS version 22. The results of this study showed that the experimental class had an average (mean) of 67.63 while the control class had an average (mean) of 59.35, based on the results of the t-test obtained student self confidence showed a Sig. 0.000 < 0.05 furthermore, on the learning outcomes of students in the experimental class had an average (mean) of 84.00 while the control class had an average (mean) 0f 75.00, based on the results of the t-test obtained student learning outcomes showed a Sig. 0.000 < 0.05 this proves that the role playing learning model significantly influences the self confidence and learning outcomes of third grade student a public elementary school 1 Panunggul.
Factors Influencing the Pedagogical Competence of Elementary School Teachers in the Digital Era: A Survey Study Babang Robandi; Wawan Setiawardani; Ade Apriyanto
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.421

Abstract

This study aims to explore the factors influencing the pedagogical competence of elementary school teachers in the digital era. The integration of digital technology into education faces challenges due to gaps in teachers’ pedagogical competence, which are shaped by disparities in infrastructure, digital literacy, access to professional development, policy support, and teacher attitudes and motivation. Employing a survey research design, this study involved 270 elementary school teachers from West Java Province as participants. Data were collected through a validated online questionnaire, with an Aiken’s validity index above 0.8 and a Cronbach’s Alpha reliability estimate of 0.867. Descriptive statistics and qualitative analysis using the Miles and Huberman model were utilized to examine the factors affecting teachers’ pedagogical competence. The results reveal significant disparities in ICT device availability, low digital literacy, limited access to training, weak school policy support, and psychological barriers that hinder ICT integration. Although 73% of teachers believe ICT improves learning outcomes, 54.07% remain hesitant to experiment due to fear of failure. These findings underscore the need for holistic training programs, infrastructure improvements, inclusive policies, and peer learning-based mentoring to strengthen teachers’ pedagogical competence in the digital era.
Management of Teacher Discipline Development Through a Web-Based QR Code Attendance System with WhatsApp E-Notifications at SMK (Vocational School) Nahdlatul Ulama (NU) Kaplongan Indramayu Ade Apriyanto; Muhammad Sholeh; Wawan Setiawardani
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.761

Abstract

Teacher attendance recording in SMK NU Kaplongan was still manual before using the digital attendance system for years ago. More than half of the teachers did not fill out the attendance list, creating a potential for fraud and negatively impacting learning. This study aims to analyse how teacher discipline development is managed through a web-based QR code attendance system with WhatsApp e-notifications at SMK NU Kaplongan Indramayu, and to evaluate the impact of this management on teacher discipline development through the attendance system technology. This study uses a qualitative method with an exploratory case study approach. Primary data sources for this study include 1 person—the school principal, 1 person—the curriculum manager, 1 person—the head of IT, and 5 people—teachers. The selection of informants is not random but is based on purposive criteria and specific considerations. Data collection was conducted from December 2024 to January 2025. The data collection techniques used in this study are observation, interviews, documentation, and a combination of these methods. Data analysis techniques involve categorising data, breaking it down into units, synthesising it, organising it into patterns, selecting it for discussion, and finally drawing conclusions. The results of the study show that the development of teacher attendance discipline through a web-based QR code attendance system with WhatsApp e-notifications is managed effectively, including planning, organising, implementing, and supervising. However, the impact of this system on teachers' disciplinary awareness of barcode card use at arrival and departure remains low, with arrival at 53-63% and departure at 11-13%. Monitoring teacher attendance through this system does not guarantee that teachers consistently utilise a web-based QR code attendance system with WhatsApp e-notifications.
Co-Authors Ade Apriyanto Babang Robandi Dadang Suhada Dhenok Agustin Muhammad Sholeh