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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Prima Magistra: Jurnal Ilmiah Kependidikan
Yustiadi, Fani
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PERSEPSI SISWA TERHADAP IMPLEMENTASI MATA PELAJARAN KODING DAN KECERDASAN ARTIFISIAL (KKA) DI SMKS MUHAMMADIYAH 4 GLENMORE Yustiadi, Fani; Mujianto; Erna Yayuk
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34555

Abstract

Perkembangan teknologi digital yang pesat mendorong dunia pendidikan untuk menyesuaikan kurikulum dengan kebutuhan keterampilan abad ke-21, termasuk kemampuan berpikir komputasional, koding, dan kecerdasan artifisial (AI). Mulai tahun pelajaran 2025/2026, pemerintah Indonesia mengimplementasikan mata pelajaran Koding dan Kecerdasan Artifisial (KKA) di satuan pendidikan menengah, termasuk Sekolah Menengah Kejuruan (SMK). Penelitian ini bertujuan untuk menganalisis persepsi dan pengalaman siswa terhadap implementasi mata pelajaran KKA di SMKS Muhammadiyah 4 Glenmore, serta memahami makna pembelajaran tersebut dari perspektif siswa. Metode yang digunakan adalah mixed method dengan model sequential explanatory, diawali dengan pengumpulan data kuantitatif melalui angket terhadap 61 siswa, kemudian dilanjutkan dengan wawancara semi-terstruktur pada 10 siswa terpilih untuk pendalaman kualitatif. Analisis data kuantitatif dilakukan secara deskriptif, sedangkan data kualitatif dianalisis menggunakan model interaktif Miles & Huberman. Hasil penelitian menunjukkan bahwa persepsi siswa terhadap pembelajaran KKA tergolong positif dengan rata-rata skor 3,12–3,23 dan persentase respon positif mencapai 93%. Siswa menilai pembelajaran KKA menarik, relevan dengan karier masa depan, serta mendorong rasa ingin tahu dan motivasi belajar terhadap teknologi. Secara kualitatif, siswa memaknai KKA sebagai pengalaman belajar baru yang menantang dan bermakna, meskipun masih menghadapi keterbatasan fasilitas dan waktu praktik. Temuan ini menegaskan bahwa implementasi KKA berpotensi membangun kompetensi digital, karakter teknologi, dan kesiapan karier siswa vokasi menuju era transformasi digital
THE INFLUENCE OF TEACHER PERFORMANCE APPRAISAL ON LEARNING INNOVATION IN THE DIGITAL ERA Yustiadi, Fani; Syaifuddin, Moh; Wurianto, Arif Budi
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 4 (2025): Volume 6 Number 4 (October 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i4.5741

Abstract

Teacher Performance Appraisal plays an important role in enhancing the quality of learning, especially in vocational hingh schools where innovation is crucial to meet the challenges of the digital era. However, empirical evidence on the relationship between Teacher Performance Appraisal and teachers’ learning innovation is still limited. This study employed a quantitative approach with a survey method. Data were collected from 75 Private Vocational High Schools that are members of the Head Teacher's Working Group Banyuwangi Region 3 (Genteng, Glenmore, and Sempu) using an online Likert-scale questionnaire. Data were analyzed using descriptive statistics and simple linear regression with SPSS 25.0. The results indicate that both Teacher Performance Appraisal and learning innovation levels are in the “Good” category. Regression analysis shows a positive and significant relationship between Teacher Performance Appraisal and learning innovation, with a significance value of 0.000 (<0.05) and a coefficient of determination (R²) of 0.521. This implies that 52.1% of the variance in learning innovation is explained by Teacher Performance Appraisal. The findings suggest that Teacher Performance Appraisal contributes significantly to motivating teachers to adopt innovative teaching practices. This highlights the importance of optimizing Teacher Performance Appraisal implementation not only as an evaluative tool but also as a strategic instrument for continuous professional development in vocational education.
Co-Authors Arif Budi Wurianto, Arif Budi Erna Yayuk Mujianto Syaifuddin, Moh