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All Journal Cetta: Jurnal Ilmu Pendidikan JURNAL ILMIAH GLOBAL EDUCATION Indonesian Journal of Innovation Studies
Arina, Ida
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Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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Teachers' Pedagogical Understanding in the Implementation of Independent Curriculum in the Context of Deep Learning Arina, Ida; Isyanto, Puji
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.3778

Abstract

The implementation of the Independent Curriculum is a government effort to improve the quality of education in Indonesia. Developing teachers' pedagogical understanding is very important to improve the quality of learning in the classroom. One approach that can be used is Deep Learning, which focuses on developing critical thinking and problem-solving skills to improve the quality of learning. This article discusses the importance of teachers' pedagogical understanding in the implementation of the Independent Curriculum with the Deep Learning approach, as well as the challenges and opportunities faced by teachers. This study uses a descriptive qualitative method with a case study to describe teachers' teaching competence in independent learning. Researchers collected data through interviews and observations, and analyzed information obtained from participants. The results of the analysis are presented in a descriptive form that is in accordance with the topic of discussion. This study involved interviews with teachers and principals at SDN Kota Karawang and was supported by library research. Based on the analysis of pedagogical understanding in the implementation of the Independent Curriculum in the context of Deep Learning, it can be concluded that a deep pedagogical understanding of teachers is very important to improve the quality of education. Teachers who have a good pedagogical understanding can develop a curriculum that is in accordance with the needs of students and the community, and can improve the quality of teaching in the classroom.
Character Education in Schools: A Comparison of Indonesian and Japanese Policies Arina, Ida; Deni Darmawan, Deni; Buriyeva, Kibrio; Ximmataliyev, Dostnazar
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.3779

Abstract

Character education in schools is an important concern in improving the quality of education in Indonesia. By comparing policies with Japan, we can understand the differences in approaches and strategies in developing student character. Indonesia and Japan implement character education in the education system to form a generation with good character and preserve important cultural and traditional values ​​in society. Character education plays an important role in maintaining and continuing cultural heritage, as well as strengthening traditional values ​​in society. Thus, character education becomes an effective means to maintain and preserve unique cultural identities and traditions. Character education in Indonesia and Japan has different backgrounds. In Indonesia, character education was introduced as an effort to improve the quality of education and form students with good character. The Indonesian government has issued various policies to support the implementation of character education in schools. Meanwhile, Japan has had a strong tradition of character education for a long time, with an emphasis on values ​​such as discipline, hard work, and responsibility. Character education is an important aspect of the education system that aims to shape students into individuals with noble character, integrity, and positive contributions to society. In recent years, character education has become a focus of attention in various countries, including Indonesia and Japan. The two countries have different approaches in implementing character education in schools. This article will compare character education policies in Indonesia and Japan, and analyze the advantages and disadvantages of each approach
Management Capabilities in Facing Digital Literacy Challenges: A Review Arina, Ida; Mardiana, Eneng; Sitimariam, Timtim; Widaningsih, Wida; Iskandar, Sofyan
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 3 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i3.4380

Abstract

In the digital era, school management skills in digital literacy are very important to improve efficiency, productivity, and security. However, many schools still do not have effective management skills in facing digital literacy challenges, such as lack of technology, information, and communication skills. Therefore, efforts need to be made to improve management competencies in digital literacy. The aim of this research is to establish the management skills in facing digital literacy challenges and effective strategies in improving digital literacy skills. This research employs a literature review approach. This study shows that school management skills in digital literacy still need to be improved. The findings of the research show that, Lack of technology, data, and correspondence skills are the main obstacles in improving school management skills in digital literacy, School management needs to improve their skills in using digital technology effectively and efficiently, The need for training and development of school management skills in digital literacy to improve efficiency, productivity, and security. This article contributes to filling the gap in previous studies by providing a systematic review of management skills in facing digital literacy challenges. Thus, can provide practical recommendations for management to enhance digital literacy abilities and elevate education quality in the digital age.
Implementation of Deep Learning in Independent Curriculum: Literature Study and Implications for Future Education Arina, Ida; Tri Herlambang, Yusuf
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4486

Abstract

In today's digital era, various significant new challenges and opportunities are faced by the world of education. The Independent Curriculum implemented in Indonesia is designed to provide freedom and comfort to students in developing their potential. In this context, the application of the Deep Learning concept is considered increasingly important. This study aims to discuss the application of Deep Learning in the Independent Curriculum and its application to future education. The literature study method with a qualitative descriptive approach is used to describe and analyze the application of Deep Learning in the Independent Curriculum. The main focus of the study is the collection and analysis of information from relevant literature sources. Based on the literature study that has been conducted, a significant impact on future education can be provided by the application of Deep Learning in the Independent Curriculum. Some important aspects include personalization of learning, data analysis, interactive content, improving the quality of teaching, the potential of artificial intelligence (AI), and preparation for the future.
Teachers’ Acceptance of Google Sites for Ecosystem Learning: Keberterimaan Guru terhadap Google Sites untuk Pembelajaran Ekosistem Arina, Ida; Abidin, Yunus; Kurniawan, Dede Trie
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1435

Abstract

Background (General): Digital platforms are increasingly adopted in elementary education to address challenges in student engagement. Background (Specific): In ecosystem learning within science education, conventional methods often fail to sustain motivation and active participation. Google Sites offers an alternative as an interactive and accessible tool for teaching. Knowledge Gap: Few studies in Indonesia have examined teachers’ acceptance of Google Sites for elementary-level ecosystem learning using a structured theoretical framework. Aim: This study analyzes teachers’ acceptance of Google Sites by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Results: Findings show that all measurement indicators met validity and reliability criteria, with factor loadings above 0.7, composite reliability exceeding 0.7, and AVE values above 0.5. Teachers reported Google Sites as useful, easy to use, supported socially, and adequately facilitated by resources. Novelty: This study provides the first structured UTAUT-based evaluation of Google Sites in Indonesian elementary science education. Implications: Results suggest that Google Sites can support teachers in designing more meaningful and interactive ecosystem learning, offering practical insights for integrating digital media in schools. Highlight Teachers accepted Google Sites positively in ecosystem learning. All validity and reliability indicators met recommended standards. Google Sites supports engaging and meaningful classroom experiences. Keyword UTAUT, Google Sites, Ecosystem Learning, Elementary Education, Teacher Acceptance
Co-Authors Buriyeva, Kibrio Dede Trie Kurniawan Deni Darmawan, Deni Isyanto, H. Puji Mardiana, Eneng Sitimariam, Timtim Sofyan Iskandar, Sofyan Tri Herlambang, Yusuf Widaningsih, Wida Ximmataliyev, Dostnazar Yunus Abidin