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Agus Tinus
Program Studi Magister Pedagogi, Universitas Muhammadiyah Malang
Medicine & Pharmacology Public Health

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Strengthening Link and Match 8+i Program in Vocational Education: Penguatan Program Link and Match 8+i dalam Pendidikan Vokasi Nur Lina Khomsah; Moh. Syahri; Agus Tinus
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11076

Abstract

General background: The alignment of vocational education with industry needs is vital for producing competent graduates. Specific background: In Indonesia, the Link and Match program serves as a national strategy to bridge the gap between Vocational High Schools (SMKs) and business and industry (DUDI). Knowledge gap: However, limited empirical evidence exists on how this program is operationalized in the context of creative industries, particularly film production. Aim: This study explores the implementation of the Link and Match program at SMK Muhammadiyah 5 Kepanjen, focusing on the film expertise concentration. Results: Through qualitative analysis involving interviews, observations, and document reviews, the study finds that collaboration with three industry partners—PT Mixpro Sinema Utama, Equator Cinema, and Paradise Picture—has been realized via curriculum alignment, project-based learning, guest teaching, internships, certification, and technology adaptation. Novelty: The study highlights the comprehensive adoption of the 8+I concept, emphasizing the integration of real industry practices into school-based learning, yet reveals a lack of scholarship support post-graduation. Implications: These findings inform policymakers and educators about effective practices and critical gaps in vocational-industry synergy, especially in creative sectors. Highlights: Strengthens vocational relevance through real industry collaboration. Implements the 8+I concept across film-focused education. Reveals scholarship support as a missing program element. Keywords: Link and Match, Vocational Education, Industry Partnership, Film Production
The Contextual Teaching and Learning Using Media for Student Character Formation: Pengajaran dan Pembelajaran Kontekstual Menggunakan Media untuk Pembentukan Karakter Siswa Miko Fitri Ana; Moh Syahri; Agus Tinus
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11077

Abstract

General Background: Character education has become a crucial agenda in Indonesian education policy, aiming to develop a generation embodying the noble values of Pancasila. Specific Background: Despite this emphasis, current classroom practices often prioritize cognitive knowledge over character development. Knowledge Gap: There is limited empirical evidence on the effectiveness of contextual learning models, particularly when mediated through concrete teaching tools, in shaping student character at the elementary level. Aims: This study investigates the implementation of the Contextual Teaching and Learning (CTL) approach using media to foster character development among 5th-grade students at SD Muhammadiyah 18 Plus Surabaya. Results: Findings demonstrate that media-based CTL effectively cultivates critical thinking, independence, cooperation, and creativity. Data revealed that over 50% of students reached the “Very Developed” level in character indicators aligned with the six dimensions of the Pancasila Student Profile. Novelty: This study introduces a contextual, media-supported character education model grounded in real-life student experiences, integrated with formative assessment and teacher facilitation strategies. Implications: The results suggest that sustained implementation of CTL can bridge academic learning and value transfer, supporting national character-building goals in primary education.Highlight : Integration with Real Life – CTL connects academic content to students' daily experiences, enhancing character development. Character Formation Focus – CTL strengthens traits like critical thinking, creativity, and cooperation through contextual strategies. Teacher as Facilitator – Teachers play a key role in designing meaningful, media-assisted, and character-oriented learning. Keywords : CTL, Media-Based Learning, Character Building, Elementary Education, Pancasila Profile
Challenges and Success Factors in Digital Classroom Implementation: Tantangan dan Faktor Keberhasilan dalam Implementasi Kelas Digital Fairus Ad Dailamay Wartindya Pradana Saputra; Erna Yayuk; Agus Tinus
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11144

Abstract

Digital transformation in education has gained momentum, prompting schools to adopt innovative strategies to enhance learning. Specifically, the Digital Classroom program has emerged as a strategic initiative to integrate technology into teaching at the junior high school level. However, limited empirical studies address the comprehensive implementation framework of such programs, including planning, execution, and evaluation phases, along with influencing factors. This study aims to analyze the implementation of the Digital Classroom program by focusing on four dimensions: planning, implementation, evaluation, and the identification of supporting and inhibiting factors. The results reveal that structured planning, including curriculum design and staff training, enables a smoother transition, while challenges persist in infrastructure readiness and teacher digital literacy. The novelty lies in its detailed mapping of multistakeholder evaluation mechanisms and the interplay between technical readiness and human adaptability. These findings imply that sustained professional development, infrastructure investment, and collaborative governance are critical to optimizing digital learning environments in secondary education. Highlights: Structured Implementation: The program was carefully planned through needs analysis, digital curriculum design, and staff training. Monitoring and Evaluation: Regular assessments by schools, foundations, and local offices help measure the program’s impact on learning outcomes. Key Challenges & Support: While leadership and device availability support success, internet limitations and teacher resistance remain barriers. Keywords: Digital Classroom, Program Implementation, Educational Innovation, School Digitalization, Technology in Education.
Co-Authors Erna Yayuk Fairus Ad Dailamay Wartindya Pradana Saputra Miko Fitri Ana Moh Syahri Moh. Syahri Nur Lina Khomsah