Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Didaktika: Jurnal Kependidikan Berkala Ilmiah Pendidikan
Ali Muhtadi
Universitas Negeri Yogyakarta, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Evaluasi Program Kursus Daring pada Lembaga Kursus dan Pelatihan di Kemendikdasmen Olga Septeani; Ali Muhtadi; Estu Miyarso
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2517

Abstract

Direktorat Kursus dan Pelatihan, Kemendikdasmen mengembangkan program Kursus Daring untuk menghadapi tuntutan revitalisasi pendidikan dan pelatihan vokasi, serta kebutuhan kompetensi tenaga kerja. Namun, implementasinya masih menghadapi berbagai kendala, seperti rendahnya partisipasi, keterbatasan teknis, dan belum adanya evaluasi menyeluruh. Penelitian ini bertujuan untuk mengevaluasi program Kursus Daring di LKP. Evaluasi ini ditinjau dari empat aspek model CIPP: (1) konteks, dinilai dari analisis kebutuhan, sasaran, dan kebijakan program; (2) masukan, dinilai dari kualitas sistem teknis, kualitas desain instruksional, kompetensi instruktur, kualitas manajemen, kesiapan peserta, serta sarana dan prasarana; (3) proses, dinilai dari kualitas pelaksanaan, penyelesaian masalah, dan sistem pemantauan; (4) hasil, dinilai dari kebermanfaatan program, dan ketercapaian kompetensi peserta. Penelitian ini melibatkan 378 responden yang terdiri dari 74 orang instruktur, 115 orang pengelola, dan 189 peserta kursus dan pelatihan. Pengumpulan data dilakukan melalui penyebaran angket, studi dokumentasi, dan wawancara. Instrumen angket divalidasi melalui expert judgement dan validasi konstruk dengan Pearson’s Product Moment, serta diuji dengan teknik Cronbach’s Alpha dengan tingkat reliabilitas sangat baik. Data dianalisis secara kuantitatif dengan menggunakan statistik deskriptif. Hasil penelitian menunjukkan aspek konteks memperoleh persentase rata-rata sebesar 93,51% yang termasuk dalam kategori baik, aspek masukan memperoleh nilai persentase rata-rata sebesar 87,77% yang termasuk dalam kategori baik, aspek proses memperoleh persentase rata rata sebesar 81,41% yang termasuk dalam kategori baik, dan aspek hasil memperoleh persentase rata rata sebesar 78,05% yang termasuk dalam kategori baik. Berdasarkan hasil tersebut, direkomendasikan agar program Kursus Daring dilanjutkan dengan sejumlah perbaikan terutama dalam aspek sarana dan prasarana, sistem pemantauan, dan ketercapaian kompetensi peserta yang memperoleh nilai rendah. Perbaikan dapat dilakukan dengan penyusunan regulasi dan kebijakan yang komprehensif, serta pemantauan program yang sistematis. Selain itu, perlu bermitra dengan industri untuk penyediaan akses internet dan alat praktik mandiri, serta sertifikasi kompetensi sebagai penjamin mutu lulusan yang terstandar.
Exploring Vocabulary Learning Through Paper flashcards in a Rural Indonesian Junior High School Ida Farida; Ali Muhtadi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1425

Abstract

This study aimed to explore the effectiveness of using paper flashcards in English vocabulary learning among seventh-grade junior high school students in rural areas. Vocabulary mastery is an essential aspect of English learning; however, limited learning media and low student engagement remain major challenges. The study employed a descriptive method using a mixed-method approach involving 32 students. Qualitative data were collected through classroom observations, while quantitative data were obtained from questionnaires and vocabulary tests. Data were analyzed using descriptive statistics and qualitative analysis, then integrated to provide a comprehensive understanding of the findings. The results revealed that the use of paper flashcards encouraged active student engagement in individual, pair, and group activities. The media also received positive responses regarding ease of use, visual attractiveness, and usefulness in learning. The normalized gain (N-gain) score of 0.71 was categorized as high, indicating a substantial improvement in students’ vocabulary mastery. The consistency among observation, questionnaire, and test results demonstrated that paper flashcards support active, interactive, and meaningful vocabulary learning, particularly in resource-limited school contexts. These findings suggest that simple paper-based media can serve as an effective alternative for improving student engagement and learning outcomes in English language learning.
The Transformation of Educators’ Roles in the Implementation of Deep Learning in Vocational Education: A Systematic Literature Review Yurnida Yurnida; Putu Sudira; Ali Muhtadi; Anik Ghufron
Berkala Ilmiah Pendidikan Vol. 6 No. 3 (2026): In Press Issue
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i3.2323

Abstract

The transformation of vocational education requires educators to move beyond their traditional role as knowledge transmitters toward becoming designers, facilitators, mentors, and reflective practitioners capable of creating deep, contextual, and workplace-relevant learning experiences. This study aims to analyze the transformation of educators’ roles in the implementation of deep learning in vocational education. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Articles were retrieved from the Scopus database within the 2020–2026 publication period. Following the identification, screening, and eligibility assessment processes, 15 articles met the inclusion criteria and were analyzed using descriptive quantitative analysis and narrative synthesis. The analysis focused on research trends and contexts, transformations in educators’ roles, learning models or strategies, the use of technology and professional development, as well as supporting factors, barriers, and research gaps. The findings indicate that educators’ roles have shifted from knowledge transmitters toward learning designers, facilitators, mentors/coaches, reflective practitioners, and industry and technology collaborators. This transformation is supported by project-based learning, problem-based learning, lesson study, continuing professional development, professional learning communities, digital technology, and reflective practice. Key supporting factors include institutional support, training, technology availability, professional collaboration, and industry partnerships, while major barriers involve limited time, inadequate facilities, insufficient digital competence, and weak organizational support. The review confirms that effective deep learning implementation in vocational education requires continuous, adaptive, collaborative, and technology-integrated transformation of educators’ roles aligned with learners’ needs and changing workplace demands.
Co-Authors Anik Ghufron Estu Miyarso Ida Farida Olga Septeani Putu Sudira Yurnida Yurnida