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Implementasi Project Based Learning dalam Meningkatkan Pemahaman Siswa pada Konsep Ekonomi Berkelanjutan Nendi, Ikhsan; Lestari, Anisa Ayu Dwi; Saona, Saona; Alifah, Nur; Hidayat , Agus Rohmat
JPEK: Jurnal Pendidikan Ekonomi dan Kewirausahaan Vol 9 No 1 (2025): JPEK (Jurnal Pendidikan Ekonomi dan Kewirausahaan)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jpek.v9i1.29446

This study aims to examine the effectiveness of project-based learning in improving students' understanding of the concept of sustainable economy. The study used a quantitative approach with a cross-sectional design, involving 200 high school students in Cirebon Regency who were selected through random sampling techniques. The research instrument was a Likert scale questionnaire, with validity and reliability tested using Pearson Product Moment and Cronbach Alpha coefficients. The results showed that project-based learning significantly improved students' understanding of the concept of sustainable economy. The t-test analysis revealed significant differences based on gender, where female students had a higher level of understanding than male students. The ANOVA results showed significant differences in students from public and private high schools (F = 5.678, p < 0.05), while Pearson's correlation indicated a positive relationship between age and student understanding (r = 0.453, p < 0.01). This study provides practical and theoretical contributions in integrating project-based learning into the curriculum, while supporting constructivist theory in education. Limitations of the study include limited geographic coverage and cross-sectional design. Further research is recommended to use a longitudinal design and expand the scope of the area.

Reinterpretation of Prophetic Stories in Shaping Modern Business Ethics in the Islamic World Saona, Saona
Islamic Civilization and History Vol. 1 No. 1 (2024): Islamic Civilization and History
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/qishoh.v1i1.1

The ethical landscape of modern business practices is increasingly influenced by historical narratives, particularly those derived from religious texts. This study examines the reinterpretation of prophetic stories in shaping contemporary business ethics within the Islamic world. The primary aim is to explore how these narratives can inspire ethical decision-making among Muslim entrepreneurs in the 21st century. A qualitative research approach was employed, utilizing semi-structured interviews with Islamic scholars and business leaders and document analysis of prophetic teachings and relevant literature. The findings reveal that key ethical principles such as honesty, justice, and accountability, exemplified in prophetic stories, are highly applicable in today’s business environment. Participants emphasized the importance of these values in navigating modern ethical dilemmas and fostering a culture of integrity within their organizations. This research highlights the potential of prophetic teachings to guide ethical business practices and instill a sense of responsibility among the youth. By integrating these historical narratives into contemporary education and training, this study aims to contribute to the development of a framework for ethical business conduct rooted in Islamic values.

Menelaah Jihad Bagi Penuntut Ilmu: Kajian Tafsir Surat At-Taubah Ayat 122 Dan Analisis Pendidikan Pesantren Abdurohman, Mohammad; Nurjaman, Dadan; Saona, Saona; Mulyati, Mumung; Muchtarom, Muchtarom
Jurnal Pendidikan Indonesia Vol. 5 No. 1 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i1.2655

Pendidikan pesantren merupakan salah satu model pendidikan Islam yang telah lama berkembang di Indonesia. Pesantren memiliki peran penting dalam mencetak generasi Muslim yang cerdas, beriman, dan berilmu. Dalam Surat At-Taubah ayat 122, Allah SWT menegaskan bahwa menuntut ilmu memiliki derajat yang sama dengan jihad fisabilillah. Ayat ini menjadi landasan bagi pesantren dalam menjalankan fungsinya sebagai lembaga pendidikan Islam. Penelitian ini bertujuan untuk mengkaji makna jihad penuntut ilmu dalam Surat At-Taubah ayat 122 dan relevansinya dengan pendidikan pesantren. Kajian ini menggunakan metode tafsir tahlili dan analisis pendidikan pesantren. Hasil penelitian menunjukkan bahwa jihad penuntut ilmu memiliki makna yang luas, tidak hanya terbatas pada kegiatan belajar mengajar di pesantren. Jihad penuntut ilmu juga mencakup kegiatan-kegiatan yang bertujuan untuk mengembangkan ilmu pengetahuan dan menyebarkannya kepada masyarakat. Pendidikan pesantren memiliki relevansi yang tinggi dengan jihad penuntut ilmu. Pesantren telah lama menjadi pusat pengembangan ilmu pengetahuan dan dakwah Islam. Pesantren juga memiliki peran penting dalam pemberdayaan masyarakat dan transformasi sosial.

Phenomenological Insights into the Integration of Media and Technology in Early Childhood Learning: Perspectives of Teachers and Parents Saona, Saona
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.299

Background: The integration of media and technology in early childhood education has grown rapidly, particularly after the COVID-19 pandemic. Despite this increased use, there is limited understanding of how educators and parents experience and perceive this integration in early childhood learning environments.Objective: This phenomenological study investigates the lived experiences of 52 participants (28 early childhood teachers and 24 parents) on technology integration for children aged 3-6 years, focusing on their perspectives and challenges.Method: Over 10 months, data were gathered via semi-structured interviews, focus groups, and reflective journals. Analysis followed van Manen’s phenomenological approach to capture participants' experiences.Findings and Implications: Four themes emerged: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Stakeholders highlighted diverse views on technology's pros and cons. Effective integration demands educator-family partnerships, professional development, age-appropriate digital citizenship education, and supportive policies for developmentally appropriate practices.Conclusion: Successful technology integration hinges on teacher-parent collaboration, targeted training, and balanced policies. Future research should assess impacts on learning outcomes.

Implementation of Living Values Education (LVE) With Islamic Integration: Building Honesty and Responsibility in Preschool Children please make an introduction that contains Saridah, Siti; Saona, Saona
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.305

Background: The integration of media and technology in early childhood education has rapidly increased, particularly after the COVID-19 pandemic. However, understanding how educators and parents experience and perceive this integration remains limited. This phenomenological study explores the lived experiences of 52 participants, including 28 early childhood teachers and 24 parents, regarding technology integration in learning environments for children aged 3-6 years. Objective: The study aims to explore the experiences of teachers and parents regarding the integration of technology in early childhood education and the challenges they face. Method: Data were collected through semi-structured interviews, focus groups, and reflective journals over a 10-month period, analyzed using van Manen’s phenomenological methodology. Findings and Implications: Findings reveal four major themes: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Teachers reported technology enhanced engagement and creativity, while parents expressed concerns about screen time and social development impacts. Conclusion: The study suggests that successful technology integration requires collaborative partnerships between educators and families, robust professional development, age-appropriate digital citizenship education, and policies supporting balanced, developmentally appropriate practices.

Balanced Scorecard-Based Quality Management Strategy in Improving the Quality of Educational Services in Accredited Early Childhood Education Institutions Saona, Saona
Generasi Vol. 3 No. 2 (2025): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v3i2.322

Backround: Quality management in Grade A accredited PAUD institutions requires comprehensive strategic frameworks that balance multiple performance dimensions while maintaining educational excellence. The Balanced Scorecard (BSC) offers a systematic approach integrating financial, customer, internal process, and learning and growth perspectives to enhance service quality and organizational effectiveness.Objective: This research aims to analyze BSC-based quality management strategy implementation in Grade A accredited PAUD institutions and evaluate their effectiveness in enhancing educational service quality across multiple performance dimensions.Method: Employing qualitative descriptive-analytical approach, this study examined six Grade A accredited PAUD institutions in Jakarta, Bandung, and Surabaya through semi-structured interviews with 25-30 key informants, observations of educational and administrative processes, focus group discussions with teachers and parents, and document analysis of strategic plans and performance records. Data were analyzed using thematic analysis procedures.Findings and Implications: Comprehensive BSC implementation correlates with superior service quality outcomes including higher parent satisfaction (4.54 vs 4.25), improved teacher retention (91% vs 81%), enhanced operational efficiency (88.7% vs 81.3%), and greater innovation capacity. Strategic integration across BSC perspectives, systematic performance monitoring, and balanced investment in organizational capabilities emerge as critical success factors.Conclusion: Findings inform institutional strategic management practices and policy development supporting PAUD quality enhancement. BSC-based quality management strategies effectively enhance PAUD service quality when implemented comprehensively with strategic integration, leadership commitment, stakeholder engagement, and sustained organizational development.

Integration of Character Education in the Independent Curriculum: A Case Study of Elementary Schools in Plered District Saona, Saona; Luthfiah, Luthfiah; Alifah, Nur; Zuhriyah, Nabilaa Faizatuz; Fitriyanti, Elvira
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1135

The integration of character education in elementary schools remains inconsistent despite the implementation of the Merdeka Curriculum, particularly in semi-rural areas such as the Plered District. This study aims to analyze the effect of project-based Merdeka Curriculum implementation on the integration of character education among elementary school students. A quantitative research design with a survey approach was employed, involving 100 teachers selected through purposive sampling. Data were collected using structured questionnaires and analyzed using simple linear regression to examine the relationship between curriculum implementation and the integration of character education. The results reveal a positive and significant effect of project-based Merdeka Curriculum implementation on character education integration (β = 0.625; p < 0.05), with R² = 0.422, indicating that 42.2% of the variance in character education integration is explained by curriculum implementation. These findings suggest that effective project-based learning enhances students’ internalization of responsibility, discipline, cooperation, and tolerance. The study highlights the strategic role of the Merdeka Curriculum in strengthening character education at the elementary level and provides empirical evidence from a semi-rural educational context.

The Effect of User Experience (UX) Design on Learning Management Systems on Student Motivation, Collaboration, and Learning Outcomes: A Quasi-Experimental Saona, Saona; Alifah, Nur; Zuhriyah, Nabilaa Faizatuz
Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i2.9661

Online learning in higher education increasingly relies on Learning Management Systems (LMS), but the quality of the user experience (UX) often determines the level of student engagement and learning outcomes. This study aims to: (1) analyze the effect of improved LMS UX on student learning motivation, (2) evaluate the effect of improved LMS UX on the quality and intensity of student collaboration, and (3) examine the effect of improved LMS UX on learning outcomes by controlling for prior ability (pretest). The research method used a quasi-experimental design with a nonequivalent control group pretest–posttest. The sample consisted of two classes: the experimental group used an LMS with improved UX, while the control group used a standard LMS. Data were collected through motivation and collaboration questionnaires, learning outcome tests (pretest–posttest), and LMS activity logs, then analyzed using ANCOVA with the pretest as a covariate. The results showed that: (1) the learning motivation of the experimental group increased more than that of the control group, (2) student collaboration in the experimental group was more intense and of higher quality, and (3) the learning outcomes of the experimental group were higher after controlling for initial abilities. In conclusion, improving the UX of LMS contributes positively to student motivation, collaboration, and learning outcomes in online learning.

The Application of Differentiated Learning to Accommodate Differences in Student Learning Styles and Speeds Saona, Saona
Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i4.9664

Differentiated instruction is an important approach in responding to differences in learning styles and speeds among students in heterogeneous classrooms. Uniform teaching practices often lead to disparities in engagement and learning outcomes. This study aims to: (1) identify the forms of differentiation strategies used by teachers, (2) analyze the impact of differentiation on student learning engagement, (3) measure changes in learning outcomes between ability groups, and (4) describe students' perceptions of differentiated learning. The research used a qualitative approach with a case study design in the eighth grade of SMPIT Ibnu Khaldun with 40 students. Data were collected through observation, semi-structured interviews, and document analysis, then analyzed with an interactive model through data reduction, presentation, and verification. The results showed that: (1) differentiation strategies were implemented through variations in content, process, product, and learning time; (2) student engagement increased, especially in the low and medium ability groups; (3) there was an increase in learning outcomes in all groups, with the largest increase in the low group; (4) students had positive perceptions because the learning was considered more appropriate to their needs and increased their self-confidence. It was concluded that differentiated learning effectively accommodates differences in learning styles and speeds and strengthens student engagement and achievement.

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