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All Journal MERDEKA: Jurnal Ilmiah Multidisiplin Multidisciplinary Indonesian Center Journal
Zalia Sari
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PERBANDINGAN STRATEGI DIGITALISASI PENDIDIKAN DI INDONESIA DAN SINGAPURA: MENUJU TRANSFORMASI PENDIDIKAN ABAD 21 Ika Kurnia Sofiani; Dwi Rahma Fitri; Alfin Nurakoh; Zalia Sari
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 2 No. 6 (2025): Agustus
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v2i6.5182

Abstract

Penelitian ini membandingkan strategi digitalisasi pendidikan di Indonesia dan Singapura untuk mengidentifikasi perbedaan pendekatan, implementasi, dan dampaknya terhadap sistem pendidikan kedua negara.  Singapura, dengan investasi besar dalam pendidikan dan pelatihan, telah mengintegrasikan teknologi secara efektif melalui pendekatan STEM yang menekankan coding dan robotika sejak usia dini, menghasilkan sistem pendidikan yang inovatif dan berorientasi pada kreativitas.  Indonesia, melalui tiga pilar digitalisasi (pengembangan kapasitas digital pendidik, pengembangan platform dan konten digital, serta pengembangan infrastruktur digital), masih menghadapi tantangan dalam pemerataan akses teknologi, evaluasi pembelajaran daring, dan motivasi belajar siswa.  Studi ini menyoroti perlunya peningkatan kualitas implementasi program digitalisasi di Indonesia dan mengusulkan penerapan teori motivasi belajar Carl Rogers untuk mengatasi penurunan semangat belajar.  Penelitian ini menggunakan metode komparatif kualitatif, menganalisis data dari studi literatur dan dokumen pemerintah kedua negara untuk mengidentifikasi perbedaan strategi dan dampaknya terhadap sistem pendidikan.
CLASSROOM ACTION RESEARCH IN THE PERSPECTIVE OF TEACHER PROFESSIONALISM: A THEORETICAL STUDY AND ITS IMPLICATIONS Ervina, Ervina; Dwi Rahmah Fitri; Fitri Barokah; Zalia Sari
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.903

Abstract

Classroom Action Research (PTK) is a scientific approach that not only functions as a solution to learning problems in the classroom, but also as a strategic means in developing teacher professionalism. Through systematic reflection and continuous improvement, PTK encourages teachers to improve their pedagogical, professional, social, and personality competencies. Theoretically, PTK strengthens the foundations of constructivism and reflective learning practices, allowing teachers to dynamically connect theory and classroom reality. From a practical perspective, PTK has a direct impact on improving the quality of learning, student involvement, and changing teachers' professional attitudes. Although its implementation is faced with various challenges, both technical and psychological, solutions can be found through ongoing training, mentoring, and institutional support. Thus, PTK plays an important role in building an innovative work culture and improving the quality of education holistically.
Co-Authors Alfin Nurakoh Dwi Rahma Fitri Dwi Rahmah Fitri Ervina Ervina Fitri Barokah Ika Kurnia Sofiani