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All Journal Jurnal Inovasi Teknologi Pendidikan PAEDAGOGIA
Pansri, Omthajit
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Education

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Developing an optimal design of the Sekolah Perempuan website to empower women's financial independence Kurniawan, Fauzi; Machmud, Muhammad Takwin; Bangun, Melly; Sudirman, Sudirman; Anifah, Anifah; Pansri, Omthajit
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 3 (2025): September
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i3.85692

Abstract

Women are often associated with a lack of economic independence, which hinders their ability to make autonomous financial decisions. The development of the Sekolah Perempuan website aims to address the significant challenge of women's financial independence, exacerbated by limited access to education and persistent social stigma. This study focuses on creating an optimal design framework that empowers women through the effective use of digital resources. By employing a mixed-methods approach, including both quantitative and qualitative methods, the research utilizes the ADDIE model to guide the website's development. A sample of 35 women participants was surveyed to assess their financial independence before and after engaging with the Sekolah Perempuan website. The data collection instruments included structured surveys, which revealed a significant improvement in financial autonomy, indicated by a mean difference (p < 0.001). The design framework consists of three key components: (1) Promoting Women Empowerment through educational initiatives that enhance self-confidence, financial literacy, and digital skills; (2) Enhancing Digital Marketing Skills by developing competencies in digital knowledge and marketing strategies; and (3) Supporting Financial Independence through integrated marketing tools and educational resources. The findings demonstrate a positive impact, with participants reporting new income sources and increased financial confidence. This study underscores the potential of digital platforms to foster women's financial independence and offers sustainable solutions for long-term empowerment. Future research should explore the application of this framework across various digital platforms to further enhance women's empowerment initiatives.
Designing an Authentic Assessment-Based Non-Test Evaluation Model for Assessing Cognitive and Social Growth of Children with Special Needs Machmud, Muhammad Takwin; Manjani, Nurhudayah; Setiawan, Anugrah; Mukhlisa, Nurul; Zulfitrah, Zulfitrah; Pansri, Omthajit; Afifah, Fadjaryah; Sitepu, Jenneri Arbinto Toraja
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.109764

Abstract

Children with special needs face unique challenges in learning and assessment, and traditional test-based methods often fail to capture their full cognitive and social abilities. This research aims to design and validate a non-test evaluation model based on authentic assessment principles to measure the cognitive and social development of children with special needs. Using a Research and Development (R&D) approach guided by Richey and Klein’s model, the study proceeded through three phases: model development, expert validation, and implementation. Data were collected through expert validation sheets and perception questionnaires involving teachers, therapists, and parents, analyzed both qualitatively and quantitatively. The validation results showed that the developed model achieved a “very valid” category across all indicators, demonstrating strong theoretical grounding, practical relevance, and contextual suitability. Respondent perceptions were predominantly positive, with 80% agreeing on the model’s clarity, usefulness, and applicability in inclusive educational settings. The model effectively integrates real-life contexts and interdisciplinary collaboration, providing a holistic framework for assessing both cognitive and social growth. In conclusion, this authentic, non-test-based model offers a practical and inclusive alternative for evaluating children with special needs, bridging the gap between assessment theory and classroom practice.
Co-Authors Afifah, Fadjaryah Anifah Anifah Bangun, Melly Fauzi Kurniawan Nurhudayah Manjani Nurul Mukhlisa Setiawan, Anugrah Sitepu, Jenneri Arbinto Toraja Sudirman Sudirman Zulfitrah, Zulfitrah