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Penerapan Model Value Clarification Technique (VCT) untuk Meningkatkan Pemahaman Siswa pada Pembelajaran IPS Sriyanto Sriyanto; Sarkuji Waluya; Nurma Indah Oktaviani; Ning Breni Astuti; Komaru Zaman; Agung Sustiyawan
JURNAL ILMIAH RESEARCH STUDENT Vol. 2 No. 2 (2025): September
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v2i2.5561

Abstract

The understanding acquired by students during the learning process significantly contributes to building a strong academic foundation and supports the development of essential life skills for the future. This research uses a qualitative approach. The informants in this study were Social Studies teachers. Data collection techniques included interviews, observations, and documentation. The results of this study are as follows: 1) The steps of the VCT model include: developing a complete instructional plan (scenario) outlined in the Lesson Plan (RPP) by clearly defining the targeted values; during the lesson opening, the teacher explains the learning objectives, content scope, methods, tools, and general overview; the teacher presents a stimulus and issues relevant to the learning material; students are asked to classify the material and problems, then analyze case by case, and determine their own stance along with arguments and reasoning—students are encouraged to relate the case to their own experiences; the teacher and students provide comments and engage in discussion to reinforce the students’ values; the teacher and students conclude the lesson together; 2) The advantages of the VCT include: helping students identify personal values; increasing self-awareness; encouraging responsible decision-making; developing social skills and empathy; being flexible and adaptable to various learning materials; 3) The disadvantages of the VCT are: it is not sufficient to build strong character alone; it tends to focus more on cognitive aspects and less on the affective domain; and it requires highly trained teachers. The conclusion of this study is that the VCT model can be applied in the learning process as an effort to enhance student understanding during the learning process at the Madrasah or school level.
Penyusunan Assessment For Learning dengan Menerapkan DeepSeek Mahmuddiyah, Mahmuddiyah; Muthmainni Syarifah; Etika Zakiyah; R.A. Nurnaningsih; Ary Prasetyawati; Nurma Indah Oktaviani
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 2 (2026): JURNAL MULTIDISIPLIN ILMU AKADEMIK (JMIA)  April 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i2.9132

Abstract

This study aims to describe the process of developing Assessment for Learning by applying DeepSeek in the context of 21st-century learning. The application of DeepSeek aims to increase the effectiveness of formative assessment through faster, more accurate, and adaptive learning data analysis to students' needs. The purpose of this study is to describe the steps of implementing DeepSeek and developing Assessment for Learning in learning at Madrasah Tsanawiyah Negeri 6 Boyolali and Madrasah Tsanawiyah Negeri 1 Klaten. This research method uses a qualitative approach. The subjects of the study were teachers at Madrasah Tsanawiyah Negeri 6 Boyolali and Madrasah Tsanawiyah Negeri 1 Klaten. The informants of this study were teachers. Data collection techniques were interviews, observation, and documentation. The results of this study are: 1) Steps for developing Assessment for Learning by utilizing DeepSeek, namely: a) determining the objectives of Assessment For Learning; b) developing assessment instruments; c) designing assessment rubrics; d) analyzing student learning outcomes; e) providing feedback; f) teacher and student reflection; 2) The stages in developing Assessment for Learning are as follows: a) Determining learning objectives, focusing on in-depth understanding and critical thinking skills; b) Analyzing learning needs with DeepSeek, using DeepSeek to identify students' difficulties and potential; c) Designing digital assessment instruments by creating questions, reflections, or assignments based on data from DeepSeek analysis; d) Implementing assessments by providing automated and personalized feedback; e) Analyzing assessment results, using DeepSeek to see patterns of learning outcomes; f) Reflecting and improving learning, using the analysis results to adjust strategies and deepen students' understanding. The conclusion of this study is that DeepSeek is able to help teachers identify students' difficulties and potential, provide real-time formative feedback, and facilitate more personalized and in-depth learning. Thus, developing Assessment for Learning based on DeepSeek not only improves the quality of evaluation but also strengthens the assessment's function as a learning tool that encourages in-depth understanding, critical thinking, and reflective learning.