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The Implementation of Merdeka Belajar Policy in East Java Ahid, Nur; Sufirmansyah, Sufirmansyah
Didaktika Religia Vol. 10 No. 1 (2022): June
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

This article aims to reveal the planning, implementation, constraints, and solutions of Merdeka Belajar policy in East Java. This article was written based on field research using a qualitative case study approach. Data were collected through interviews, observation, and documentation. Furthermore, the data were analyzed using the Miles-Huberman version of the interactive qualitative data analysis technique. This article concludes that the planning for the implementation of Merdeka Belajar policy in East Java is carried out through two activities. The first activity was the socialization of the four pillars of Merdeka Belajar from the Indonesian Ministry of Education and Culture. The second activity is to prepare infrastructure such as Dapodik and e-learning systems to support the implementation of the Merdeka Belajar policy. Then, Merdeka Belajar in East Java was implemented through three concrete steps. The first is to carry out the instructions of the Ministry of Education and Culture as optimally as possible under the capabilities of each institution. The second is to join the Motivating School program. The third is optimizing the implementation of student-centered online learning. The implementation of Merdeka Belajar in East Java encountered two main obstacles. The first is the uneven understanding and readiness of teachers in applying the concept of Merdeka Belajar. The second is the delay in the implementation of online learning due to the varied economic backgrounds of the parents of students and the uneven readiness of institutions in conducting online learning. Two solutions are carried out to overcome the obstacles faced in the implementation of Merdeka Belajar in East Java. The first is to strengthen teachers' understanding of the concept and implementation of Merdeka Belajar through outreach activities and workshops. The second is conducting limited face-to-face learning while working on the implementation of blended learning.

Pengaruh Efikasi Diri terhadap Prestasi Belajar Mahasiswa Pascasarjana Prodi PAI STAIN Kediri dengan Motivasi sebagai Variabel Intervening Sufirmansyah, Sufirmansyah
Didaktika Religia Vol. 3 No. 2 (2015): December
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

This study intends to examine the effect of self efficacy towards the achievementof postgraduate students with motivation as an intervening variable. This studyuses a quantitative approach with path analysis as the study design. The researchdata were collected through questionnaires and documentation. Respondentsconsisted of 53 postgraduate students: 25 people of 4th semester and 28 peopleof 2th semester. Data analysis begins with the test of validity and reliabilityof the instrument. The assumption test was conducted of multicollinearity,autocorrelation, heteroscedasticity and normality, then proceed with pathanalysis. Results of the study revealed that: Self Efficacy influenced the motivationof Postgraduate STAIN Kediri students by 50.2%; Motivation had an effect onachievement of Postgraduate STAIN Kediri students by 29.9%; Self efficacyaffected on Postgraduate STAIN Kediri studentâ€™s achievement by 67.4%; andSelf efficacy influenced the achievement of Postgraduate STAIN Kediri studentsthrough motivation as an intervening variable by 82.4%, and the remaining17.6% influenced by other factors outside the model.

Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era Sufirmansyah, Sufirmansyah
Didaktika Religia Vol. 6 No. 2 (2018): December
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies.

The Implementation of Merdeka Belajar Policy in East Java Ahid, Nur; Sufirmansyah, Sufirmansyah
Didaktika Religia Vol. 10 No. 1 (2022): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v10i1.8

This article presents an investigation into the planning, implementation, challenges and solutions of the Merdeka belajar policy in East Java. The research is based on fieldwork conducted using a qualitative case study approach. The data were collected through interviews, observations, and document analysis, and subsequently analysed using the interactive technique proposed by Miles and Huberman. The planning process comprised two distinct activities: firstly, the socialisation of the four pillars of the Merdeka Belajar policy by the Ministry of Education and Culture, and secondly, the preparation of the necessary infrastructure, including the Dapodik database and e-learning systems. The implementation process was conducted in three phases: firstly, the optimisation of Ministry guidelines; secondly, participation in the Motivating School programme; and thirdly, enhancement of student-centred online learning. The implementation of the Merdeka Belajar policy encountered several challenges, including discrepancies in the understanding of the policy among teachers and delays in the introduction of online learning due to the diverse socio-economic backgrounds of students and the varying levels of readiness of educational institutions. In order to address these issues, two solutions were implemented. The first of these was to strengthen teachers' comprehension through workshops and outreach, while the second was to incorporate limited face-to-face learning while progressing towards blended learning.

Pengaruh Efikasi Diri terhadap Prestasi Belajar Mahasiswa Pascasarjana Prodi PAI STAIN Kediri dengan Motivasi sebagai Variabel Intervening Sufirmansyah, Sufirmansyah
Didaktika Religia Vol. 3 No. 2 (2015): December
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v3i2.166

This study intends to examine the effect of self efficacy towards the achievementof postgraduate students with motivation as an intervening variable. This studyuses a quantitative approach with path analysis as the study design. The researchdata were collected through questionnaires and documentation. Respondentsconsisted of 53 postgraduate students: 25 people of 4th semester and 28 peopleof 2th semester. Data analysis begins with the test of validity and reliabilityof the instrument. The assumption test was conducted of multicollinearity,autocorrelation, heteroscedasticity and normality, then proceed with pathanalysis. Results of the study revealed that: Self Efficacy influenced the motivationof Postgraduate STAIN Kediri students by 50.2%; Motivation had an effect onachievement of Postgraduate STAIN Kediri students by 29.9%; Self efficacyaffected on Postgraduate STAIN Kediri studentâ€™s achievement by 67.4%; andSelf efficacy influenced the achievement of Postgraduate STAIN Kediri studentsthrough motivation as an intervening variable by 82.4%, and the remaining17.6% influenced by other factors outside the model.

Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era Sufirmansyah, Sufirmansyah
Didaktika Religia Vol. 6 No. 2 (2018): December
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v6i2.1111

This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies.

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