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All Journal Jurnal Pendidikan dan Pembelajaran Green Philosophy: International Journal of Religious Education and Philosophy Educational Dynamics: International Journal of Education and Social Sciences
Wiwik Hidayati
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Penggunaan Teknologi pada Proses Pembelajaran di TK Aisyiyah Bustanul Athfal Jatibarang Sisca Septiani; Wiwik Hidayati
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2025): April 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i2.4274

Abstract

Technology has become an important component in transforming education in the digital era, including at the early childhood education level, such as at Aisyiyah Bustanul Athfal Jatibarang Kindergarten. This study analyzes the application of technology in the learning process by focusing on the use of hardware (laptops/computers, LCDs, smartphones, speakers) and software (Canva, YouTube) in three stages of learning: planning, implementation, and evaluation. Using a qualitative narrative approach, data were collected through in-depth interviews and observations of the principal, teachers, and direct observation of student activities during the learning process. The study results indicate that integrating technology significantly improves the quality of learning by facilitating teachers in preparing materials, presenting educational content, and conducting learning evaluations. Although it positively impacts children's motivation and understanding, there are challenges in the risk of dependence on technology and suboptimal infrastructure, particularly limited WiFi access. Implications: The development of educational technology in kindergartens requires a balanced approach between technology and conventional learning methods, supported by improving teachers' digital competencies and infrastructure.
Assessing the Effectiveness of Peer-Mentoring Programs on Academic Persistence and Dropout Rates in Vocational High Schools Sisca Septiani; Wiwik Hidayati; Ibrahim Youssef Farahat Ismail
Educational Dynamics: International Journal of Education and Social Sciences Vol. 1 No. 2 (2024): April: Educational Dynamics: International Journal of Education and Social Scie
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i2.270

Abstract

This study explores the impact of peer-mentoring programs on vocational high school (SMK) students, focusing on academic resilience, dropout rates, and overall academic performance. The research compares the outcomes of students in schools with and without peer-mentoring programs. The findings indicate that students participating in peer mentoring exhibited significantly lower dropout rates (12%) compared to those in the control group (22%). Additionally, the continuation rate for students in the experimental group was higher (88%) than in the control group (78%). Academic performance was also positively affected, with an average score of 75 for the experimental group, compared to 65 for the control group. Statistical analysis confirmed the significance of these differences, highlighting the positive effects of peer-mentoring programs. The study suggests that peer mentoring not only enhances academic performance but also contributes to improved student retention by providing emotional and social support. The results underscore the importance of well-structured mentoring programs, including effective mentor training and proper matching between mentors and mentees, to maximize the benefits for vocational students.
Environmental Moral Education in Multifaith Schools: Developing an Interreligious Pedagogical Model to Cultivate Ecological Responsibility Wiwik Hidayati; Sisca Septiani; Jimmy Malintang; Reza Noprial Lubis
Green Philosophy: International Journal of Religious Education and Philosophy Vol. 2 No. 3 (2025): July : Green Philosophy: International Journal of Religious Education and Philo
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/greenphilosophy.v2i3.259

Abstract

The growing environmental crisis underscores the need for education systems to foster ecological responsibility among students. This study explores the potential for multifaith schools to cultivate environmental moral education through an interreligious pedagogical model. By integrating diverse religious teachings on ecology, the proposed model aims to promote shared moral values for environmental protection and sustainability. The research addresses the gap in existing environmental education, which often lacks an integrated approach that incorporates various religious perspectives. Through a qualitative research design, the study analyzes curricula, observes classroom practices, conducts interviews with educators, and evaluates existing environmental education frameworks in multifaith schools. The study identifies key strategies, including the incorporation of eco-ethics from different religious traditions, project-based learning, and interfaith dialogues, as effective means of fostering ecological responsibility. However, challenges such as balancing doctrinal differences, overcoming biases, and developing inclusive pedagogy remain. The study emphasizes the importance of designing educational content that respects all faiths and promotes intercultural dialogue, thereby encouraging a collective commitment to sustainability. The findings suggest that multifaith schools can serve as powerful platforms for environmental moral education, highlighting the value of integrating religious perspectives into sustainability education. The study concludes with recommendations for incorporating interreligious eco-ethics into curricula and teacher training programs and suggests future research on the long-term impact of interreligious environmental education and its applicability in diverse cultural contexts.
Co-Authors Ibrahim Youssef Farahat Ismail Jimmy Malintang Reza Noprial Lubis Sisca Septiani