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All Journal STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran PANDITA: Interdisciplinary Journal of Public Affairs
Kinanti, Afra Diar
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Education Energy Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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PELAKSANAAN PROYEK INDIVIDU UNTUK MENGUKUR KEMAMPUAN BELAJAR SISWA KELAS VI SDIT Kinanti, Afra Diar
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v5i2.5792

Abstract

Teachers serve as facilitators in developing students' abilities. Therefore, it is essential for teachers to design meaningful learning experiences. The meaningfulness of learning depends greatly on the learning methods used. Learning that involves doing and communicating can achieve up to 90% effectiveness. One approach that emphasizes both character development and active student participation in the learning process is Project-Based Learning (PBL). Project-based learning can be implemented either in groups or individually. Projects carried out individually are referred to as individual projects. Individual projects offer a learning strategy that provides students the opportunity to independently explore their areas of interest in greater depth. This study aims to examine the management of individual project implementation among sixth-grade students at SDIT Bening as a means to assess their learning abilities. The research employed a qualitative method. The findings reveal that: (1) individual projects can be implemented to enhance students’ learning abilities, and (2) individual projects can serve as a tool to assess students’ learning abilities. ABSTRAKGuru adalah fasilitator dalam mengembangkan kemampuan peserta didik. Maka dari itu, guru perlu menyusun pembelajaran yang bermakna. Kebermaknaan belajar tergantung dari cara belajar. Kebermaknaan belajar dengan melakukan dan mengomunikasikan bisa mencapai 90%. Salah satu pendekatan yang menekankan pada karakter juga peran aktif peserta didik dalam proses belajar yaitu Project Based Learing (PBL) atau pembelajaran berbasis proyek. Pembelajaran proyek dapat dilakukan secara kelompok maupun individu. Proyek yang dilakukan oleh individu disebut proyek individu. Proyek individu menjadi salah satu strategi pembelajaran yang memberikan kesempatan kepada setiap peserta didik untuk mengeksplorasi bidang yang diminati lebih mendalam secara mandiri. Penelitian ini dilakukan untuk mengetahui manajemen pelaksanaan proyek individu siswa kelas VI SDIT Bening untuk mengukur kemampuan belajar siswa. Penelitian menggunakan metode kualitatif. Hasil penilitian yang ditemukan yaitu: 1) proyek individu dapat dilaksanakan untuk meningkatkan kemampuan belajar siswa, 2) proyek individu dapat dilaksanakan untuk mengukur kemampuan belajar siswa.
Peran Gamification dalam Meningkatkan Keterlibatan Mahasiswa pada Pembelajaran Jarak Jauh: Suatu Studi Literatur Kinanti, Afra Diar; Nurhayati; Sani, Naufal Hajid; Wicaksono, Dirgantara
PANDITA: Interdisciplinary Journal of Public Affairs Vol. 9 No. 1 (2026): Januari - Juni
Publisher : Fakultas Ilmu Administrasi Universitas Krisnadwipayana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61332/ijpa.v9i1.430

Abstract

Distance learning faces major challenges related to low levels of student engagement, which are reflected in limited participation, decreased motivation, and a weakened sense of connectedness in online learning environments. Gamification has emerged as a pedagogical approach with the potential to enhance student engagement; however, previous studies report mixed findings, largely depending on how gamification is designed and implemented. This article aims to theoretically examine the role of gamification in enhancing student engagement in distance learning through an integrative literature review. The analysis focuses on the three dimensions of student engagement; behavioral, emotional, and cognitive and relates them to the Community of Inquiry framework, which includes teaching presence, social presence, and cognitive presence. The synthesis of the literature indicates that instructionally designed gamification aligned with learning objectives can reduce students’ sense of isolation, increase learning interactivity, and strengthen the sense of progress that is often diminished in conventional online learning. In contrast, superficial gamification tends to produce limited and unsustainable motivational effects. This article argues that the effectiveness of gamification in distance learning is largely determined by the quality of pedagogical design, the fulfillment of students’ psychological needs, and its integration within the online learning ecosystem. The findings of this review are expected to provide a conceptual foundation for developing more meaningful and student-centered distance learning designs
Co-Authors DIRGANTARA WICAKSONO Nurhayati Sani, Naufal Hajid