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All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Masyarakat Madani Indonesia Open Access DRIVERset
Hasya Febrianty
Universitas Tanjungpura
Humanities Computer Science & IT Education Public Health Social Sciences

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Penguatan Kapasitas Kompetensi Pelaku UKM HW Trans Rasau Jaya Berbasis Startup Learning Path Nuraini Asriati; Junaidi H. Maksum; Achmadi Achmadi; Husni Syahrudin; Syamsuri Syamsuri; Miriyani Miriyani; Ellisius Dwi Haryanto; Hasya Febrianty
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/xky4tx65

Abstract

Pelaku UKM di Kawasan Industri Terpadu Mandiri HW Trans Rasau Jaya masih menghadapi berbagai permasalahan, terutama rendahnya literasi digital, keterbatasan kompetensi manajerial, belum optimalnya pemanfaatan teknologi, serta lemahnya inovasi dalam pengembangan produk. Untuk mengatasi persoalan tersebut, tim PKM Program Studi Pendidikan Ekonomi FKIP Universitas Tanjungpura melaksanakan kegiatan penguatan kapasitas usaha melalui pendekatan Startup Learning Path. Kegiatan ini bertujuan meningkatkan pengetahuan dan keterampilan pelaku UKM agar mampu menerapkan strategi bisnis modern dan meningkatkan daya saing. Metode pelaksanaan meliputi pendidikan masyarakat, pendekatan ABCD, ceramah interaktif, diskusi, serta evaluasi melalui pretest dan posttest. Jumlah peserta pada kegiatan ini yaitu 20 orang. Hasil kegiatan menunjukkan adanya peningkatan pengetahuan peserta secara signifikan, ditandai perubahan pemahaman dari “tidak tahu” menjadi “tahu” pada sebagian besar materi pelatihan, serta tingginya antusiasme peserta selama sesi pelatihan. Kesimpulannya, penerapan Startup Learning Path terbukti efektif dalam memperkuat kompetensi UKM dan mendorong kesiapan mereka menghadapi tuntutan digitalisasi usaha.
The Relationship between TikTok and YouTube Use and Teaching Creativity of Economics Teachers in Pontianak City, Indonesia Hasya Febrianty; Mashudi Mashudi; Husni Syahrudin; Maria Ulfah; Syamsuri Syamsuri; Hasya Febrianty; Mashudi; Husni Syahrudin; Maria Ulfah; Syamsuri
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.14

Abstract

The rise of video-based social media, particularly TikTok and YouTube, has opened new avenues for teachers to enhance their instructional creativity, yet empirical evidence within secondary-level economics education remains limited. This study examined the effect of TikTok application use and YouTube learning media on the teaching creativity of economics teachers in senior high schools across Pontianak City, both partially and simultaneously. A quantitative correlational survey design was employed. Data were collected through an online five-point Likert questionnaire from 423 students (214 female, 209 male) across seven senior high schools in Pontianak, capturing their perceptions of teachers' TikTok and YouTube use and teaching creativity. Data were analyzed using item validity and Cronbach's Alpha reliability testing, classical assumption tests, and multiple linear regression with heteroscedasticity-consistent (HC3) robust standard errors. Results indicated that TikTok use significantly and positively predicted teacher creativity (B = 0.332, p < .001), as did YouTube media use (B = 0.291, p < .001). Jointly, both variables explained 31.6% of the variance in teacher creativity (R2 = .316; F(2,420) = 30.33, p < .001). However, a pronounced ceiling effect in perception scores resulted in reliability coefficients below conventional thresholds (alpha = .49-.59), warranting cautious interpretation. This study contributes empirically to the Technological Pedagogical Content Knowledge (TPACK) literature by demonstrating that short-form and long-form video platforms complement, rather than substitute, one another in fostering teachers' pedagogical creativity in the digital era.
The Relationship between TikTok and YouTube Use and Teaching Creativity of Economics Teachers in Pontianak City, Indonesia Hasya Febrianty; Mashudi Mashudi; Husni Syahrudin; Maria Ulfah; Syamsuri Syamsuri; Hasya Febrianty; Mashudi; Husni Syahrudin; Maria Ulfah; Syamsuri
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.14

Abstract

The rise of video-based social media, particularly TikTok and YouTube, has opened new avenues for teachers to enhance their instructional creativity, yet empirical evidence within secondary-level economics education remains limited. This study examined the effect of TikTok application use and YouTube learning media on the teaching creativity of economics teachers in senior high schools across Pontianak City, both partially and simultaneously. A quantitative correlational survey design was employed. Data were collected through an online five-point Likert questionnaire from 423 students (214 female, 209 male) across seven senior high schools in Pontianak, capturing their perceptions of teachers' TikTok and YouTube use and teaching creativity. Data were analyzed using item validity and Cronbach's Alpha reliability testing, classical assumption tests, and multiple linear regression with heteroscedasticity-consistent (HC3) robust standard errors. Results indicated that TikTok use significantly and positively predicted teacher creativity (B = 0.332, p < .001), as did YouTube media use (B = 0.291, p < .001). Jointly, both variables explained 31.6% of the variance in teacher creativity (R2 = .316; F(2,420) = 30.33, p < .001). However, a pronounced ceiling effect in perception scores resulted in reliability coefficients below conventional thresholds (alpha = .49-.59), warranting cautious interpretation. This study contributes empirically to the Technological Pedagogical Content Knowledge (TPACK) literature by demonstrating that short-form and long-form video platforms complement, rather than substitute, one another in fostering teachers' pedagogical creativity in the digital era.
Co-Authors Achmadi Achmadi Ellisius Dwi Haryanto Hasya Febrianty Husni Syahrudin Husni Syahrudin Junaidi H. Maksum Maria Ulfah MARIA ULFAH Mashudi Mashudi Mashudi Miriyani Miriyani Nuraini Asriati Syamsuri Syamsuri