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Refleksi Pembelajaran Inovatif
Published by Universitas Islam Indonesia
ISSN : 26546086     EISSN : 26563991     DOI : https://doi.org/10.20885/rpi
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Refleksi Pembelajaran Inovatif (RPI) adalah jurnal yang ditebitkan oleh Direktorat Pengembangan Akademik (DPA), Universitas Islam Indonesia Yogyakarta, yang terbit dua kali dalam setahun. RPI menerima dan mempublikasikan artikel ilmiah, baik berbahasa Indonesia maupun berbahasa Inggris, yang berhubungan dengan konsep, proses, teknologi, dan segala hal yang berkaitan dengan praktek Dan inovasi pembelajaran di Perguruan Tinggi. Artikel dapat berupa artikel konseptual, studi kasus, maupun hasil penelitian empiris dari keseluruhan interaksi yang tercipta dalam lingkungan Pembelajaran di Perguruan Tinggi.
Arjuna Subject : Umum - Umum
Articles 59 Documents
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Stand-up Commedy sebagai Metode Pembelajaran Metode Penelitian Komunikasi Kualitatif Rianto, Puji; Sulkhan, Khumaid Akhyat
Refleksi Pembelajaran Inovatif Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss1.art2

Abstract

This study investigated the use of the project-based learning (PBL) method for teaching qualitative communication research methods. This study employed a quasi-experimental design without a control group or pre-treatment measurements. The researcher did not use a pre-test or post-test. Evaluation was conducted using a survey (distributing g-forms) to the experimental class, supplemented by focus group discussions (FGDs). The study showed that the PjBL method contributed to providing students with cognitive knowledge and experience regarding qualitative communication research methods. Furthermore, the PBL method also positively contributed to improving students' collaborative work skills in completing group assignments or projects. The quasi-experimental design does not provide a complete picture of the effectiveness of the PjBL method. Furthermore, this study design did not use a pre-test or post-test. The PBL method can be used as a learning method for qualitative research methods that require research experience. Developing a more detailed project guide and using a control group in the study are highly recommended to explain the effectiveness of this method better.
Penerapan Project-Based Learning dalam Pembuatan Materi Pembelajaran Bahasa Inggris oleh Calon Guru Prasetya, Willy
Refleksi Pembelajaran Inovatif Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss1.art1

Abstract

Artikel ini bertujuan untuk mendeskripsikan penerapan project-based learning dalam proses pembuatan materi pembelajaran Bahasa Inggris yang dilakukan oleh calon guru Bahasa Inggris yang mengikuti pendidikan guru di suatu universitas di Indonesia. Menggunakan integrasi konsep Culturally Relevant Pedagogy (CRP) dan Multimodality, model ini diterapkan dengan mahasiswa yang mengembangkan materi pembelajaran bahasa Inggris secara berkelompok melalui kolaborasi dengan guru bahasa Inggris di sekolah formal. Prosesnya mencakup pencarian kolaborator, identifikasi kebutuhan, serta pengembangan dan evaluasi materi pembelajaran yang sesuai dengan konteks kelas. Hasil menunjukkan bahwa implementasi PjBL membantu mahasiswa dalam menghubungkan teori dengan praktik dalam pengembangan materi pembelajaran. Mahasiswa memperoleh pemahaman lebih dalam mengenai keberagaman siswa dan pentingnya integrasi budaya dalam pembelajaran. Selain itu, pendekatan ini meningkatkan keterampilan kolaborasi, komunikasi, serta kemampuan analisis dalam mengembangkan materi yang relevan dan kontekstual. Beberapa tantangan muncul dalam pelaksanaan program ini, seperti pergeseran jadwal presentasi, perubahan guru kolaborator, serta keterbatasan waktu dalam penyusunan materi. Meskipun demikian, mahasiswa menunjukkan peningkatan pemahaman dalam mengembangkan materi pembelajaran berbasis konteks. Program ini juga memberikan pengalaman langsung dalam menyusun materi yang dapat diterapkan di kelas dan mendukung penguatan keterampilan yang relevan dengan dunia kerja.
PENDIDIKAN MULTIKULTURALISME BERBASIS PEMBELAJARAN BERPUSAT PADA MAHASISWA: PERSEPSI MAHASISWA CALON GURU TENTANG EKSIBISI KELAS PROJECT-BASED LEARNING Sadiq, Nizamuddin
Refleksi Pembelajaran Inovatif Vol. 5 No. 1 (2025): Volume 5 Nomor 1 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss1.art5

Abstract

This paper investigates English pre-service teachers' perceptions of a project-based learning (PjBL) class exhibition as the output of a Multiculturalism in Language Learning (MLL) course. Employing a qualitative approach, this study analysed student reflections written specifically those related to the PjBL class exhibition. The data analysis was conducted using thematic analysis. The findings are categorized into three main themes: Valuable Experiences and Educational Benefits, Skill Development, and Engagement, Innovation, and Improvement. A limitation of this study is its reliance solely on student written reflections, without supplementary data from interviews. Therefore, for future research, it is recommended that interview sessions be incorporated to further elaborate on students' narratives. The findings of this study implies that reflection is an essential and integral component of the learning assessment process through project-based learning. Accordingly, the implementation of effective reflection mechanisms should be a key focus for teachers.
Kolaborasi praktisi dan akademik untuk pengajaran statistika berbasis kompetensi associate data scientist Primandari, M.Sc., Arum Handini
Refleksi Pembelajaran Inovatif Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss2.art2

Abstract

Perkembangan dunia industri menuntut inovasi dalam proses pembelajaran melalui kolaborasi antara akademisi dan praktisi. Penelitian ini bertujuan mengimplementasikan model pembelajaran kolaboratif berbasis kompetensi SKKNI okupansi Associate Data Scientist pada mata kuliah Trending Topics on Statistics yang diselaraskan dengan Capaian Pembelajaran Lulusan (CPL) dan Capaian Pembelajaran Mata Kuliah (CPMK). Proses pembelajaran dirancang secara kolaboratif oleh dosen dan praktisi melalui penyusunan materi, asesmen, dan penilaian dengan pendekatan Problem-Based Learning (PBL) berbasis studi kasus industri. Efektivitas pembelajaran dievaluasi menggunakan desain pretest–posttest dan dianalisis dengan uji t berpasangan. Hasil analisis menunjukkan nilai p-value yang signifikan sehingga terdapat perbedaan rata-rata antara nilai pretest dan posttest. Refleksi pembelajaran diukur melalui survei motivasi mahasiswa dengan hasil uji reliabilitas dan validitas yang menunjukkan bahwa instrumen yang digunakan reliabel (Cronbach’s Alpha > 0,8) dan valid (koefisien validitas > 0,5). Hasil survei mengindikasikan bahwa motivasi diri mahasiswa berada pada kategori baik selama proses pembelajaran. Penggunaan dua platform Learning Management System (LMS), yaitu Google Classroom dan Moodle, memberikan keunggulan komplementer dalam mendukung pembelajaran. Namun, penelitian ini terbatas pada implementasi dalam satu kelas tanpa kelompok kontrol sehingga membatasi generalisasi hasil dan kekuatan inferensi kausal. Penelitian selanjutnya disarankan melibatkan lebih dari satu kelas, menggunakan kelompok kontrol, serta menerapkan desain eksperimen yang lebih kuat untuk meningkatkan validitas dan keberlakuan hasil penelitian.
Pengembangan model pembelajaran berbasis proyek dengan kecerdasan buatan pada mata kuliah pengendalian dan penjaminan mutu Rochman, Yuli Agusti
Refleksi Pembelajaran Inovatif Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss2.art1

Abstract

Penelitian ini bertujuan mengevaluasi efektivitas model pembelajaran inovatif, yaitu Computerized Adaptive Testing (CAT) berbasis kecerdasan buatan dengan pendekatan Taksonomi Bloom, Problem-Based Learning (PBL) melalui kunjungan industri, dan Project-Based Learning (PBL) dengan metode Failure Mode and Effects Analysis (FMEA), dalam meningkatkan capaian pembelajaran mata kuliah Pengendalian dan Penjaminan Mutu di Program Studi Teknik Industri. Metode yang digunakan adalah classroom action research dengan instrumen berupa pre-test dan post-test berbasis CAT-AI, observasi pada kegiatan kunjungan industri, serta evaluasi proyek FMEA. Data dikumpulkan dari hasil tes, laporan proyek, presentasi, refleksi mahasiswa, dan kuesioner kepuasan, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif untuk menilai ketercapaian CPMK, kepuasan mahasiswa, dan efektivitas metode pembelajaran. Hasil penelitian menunjukkan adanya peningkatan signifikan pada pemahaman mahasiswa. Pada CAT-AI, persentase jawaban benar meningkat dari 53,8% menjadi 100% pada CPMK 1, serta dari 66,7% menjadi 94,3% pada CPMK 2. Melalui kunjungan industri, mahasiswa mampu mengidentifikasi masalah mutu, menganalisis penerapan TQM, ISO 9001, dan QC tools, serta merumuskan solusi praktis sesuai konteks lapangan. Pada proyek berbasis FMEA, mahasiswa berhasil menyusun analisis risiko, laporan, presentasi, dan video publikasi yang memperluas dampak pembelajaran, sekaligus mengasah keterampilan abad 21 seperti kolaborasi, komunikasi, kreativitas, dan pemecahan masalah. Evaluasi capaian CPMK menunjukkan ketercapaian 100% untuk CPMK 1 dan 2, serta peningkatan dari baseline 96% menjadi 100% pada CPMK 3. Tingkat kepuasan mahasiswa mencapai 90,5%, sedikit di bawah target yang ditetapkan. Penelitian ini memiliki keterbatasan karena hanya diterapkan pada satu mata kuliah dan satu periode akademik sehingga hasilnya belum dapat digeneralisasikan secara luas. Oleh karena itu, penelitian lanjutan dengan cakupan lebih besar, integrasi lintas mata kuliah, dan pemanfaatan platform digital interaktif direkomendasikan untuk meningkatkan pengalaman belajar mahasiswa. Secara praktis, integrasi CAT-AI, PBL-Industrial Visit, dan PBL-FMEA terbukti mampu meningkatkan penguasaan konsep, keterampilan teknis, serta kemampuan analitis mahasiswa, sehingga dapat menjadi model pembelajaran inovatif yang relevan dengan kebutuhan dunia industri.
Scaling design cognition: A project-based approach to teaching AI in architecture Gunagama, M. Galieh; Suprahman, Faiz Hamdi; Nasrullah; Sumarno, Ade
Refleksi Pembelajaran Inovatif Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026 (in press)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol6.iss1.art1

Abstract

This study investigates the effectiveness of a project-based learning framework in scaling the design cognition of architecture students through structured integration of generative AI tools, examining whether a tiered pedagogical approach helps students transition from passive tool users to active directors of machine intelligence. The research employed a project-based strategy merging the Stanford Design Thinking model with the Educational Design Ladder. Seventy-three architecture students from Universitas Islam Indonesia participated in the Computational Design Thinking course during 2025/2026. Students progressed through manual nature observation, prompt engineering with language models, generative image creation, 3D model conversion, parametric refinement, and physical fabrication. Data were collected through surveys, grading rubrics measuring higher order thinking skills, student reflections, and comparative analysis with non-AI cohorts. Results showed measurable improvement, with average grades rising from 75.3 to 77.9 compared to previous non-AI cohorts. Significant gains occurred in translating ideas into computational logic (+6.8 points) and design report quality (+6.9 points). Students reached Synthesis and Evaluation levels of the Educational Design Ladder (79.2). Self-reported cognitive habits improved from 3.60 to 3.71, while prompt writing proficiency increased from 3.48 to 3.63. Students generated over ten design alternatives per concept, demonstrating expanded creative output. Physical 3D print quality showed slight decline, and students reported cognitive load during transitions to node-based interfaces and hardware installation barriers. Single institution study over one semester limits generalizability. Technical barriers affected some participants. Focus on early-stage design cognition may not capture long term skill retention. Future implementations should introduce computational tools earlier in the curriculum, provide robust hardware infrastructure and technical support, and conduct longitudinal studies on professional application. This research provides a replicable pedagogical roadmap for integrating AI while maintaining human creative authority. Institutions should embed AI throughout the curriculum, establish ethical guidelines, and provide structured technical scaffolding to help students achieve higher order thinking skills in human AI collaboration.
From the field to the classroom: ESP practitioners’ contributions to ESP teacher education Murtafi'ah, Banatul
Refleksi Pembelajaran Inovatif Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss2.art3

Abstract

The involvement of practitioners in academia is currently trending in Indonesian Higher Education (HE), including in the English Language Education Department (ELED). English for Specific Purposes (ESP) is a field in English language teaching that is closely related to industry. Some studies have discussed the role of practitioners at HE, but few of them discuss the involvement of professional ESP practitioners in ESP teacher education at universities. To fill this gap, this study aims to investigate the contributions of ESP practitioners to ESP teacher education at the ELED. This present study was a case study based on a 14-week onsite ESP course involving 19 students from the English Language Education Department and one experienced English for Cruise Ship practitioner. This is a qualitative study in which the data were collected from students’ reflective essays. The collected data were then analyzed thematically. This study has revealed four contributions that the practitioner has to academia, i.e., 1) bringing real-world experiences to the classroom, 2) bridging the gap between theory and practice in ESP assessment, 3) creating an engaging learning environment, and 4) helping students prepare for their future careers. This study not only explains how practitioners contribute to ESP teacher education but also recommends a pedagogical implication that could enhance the contribution of practitioners to ESP teacher education.
Problem-based learning dalam pembelajaran sastra anak untuk mengembangkan divergent thinking skills dalam penyusunan rancangan bahan ajar pada mahasiswa calon guru Ardini, Anandayu Suri
Refleksi Pembelajaran Inovatif Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss2.art4

Abstract

Problem-Based Learning (PBL) in enhancing students’ divergent thinking skills in the Children’s Literature course at the English Language Education Department, Universitas Islam Indonesia. Thirty-three students enrolled in the course participated in the study using a convenience sampling technique. A quantitative design with a one-group pretest-posttest model was employed. The instrument used was the Divergent Thinking Self-Assessment Scale developed by Sternberg (1997), adapted from 25 to 21 items. Students attended 14 class meetings consisting of four PBL cycles, each focusing on different children’s literature texts (The Book with No Pictures, Angryman, Cinderella, and I Like Your Way). Descriptive analysis revealed an increase in mean scores from the pretest (M = 2.71, SD = 0.31) to the posttest (M = 2.96, SD = 0.21). A paired sample t-test indicated a statistically significant difference (t(65) = 23.42, p < .001), with a mean difference of 1.37 (SD = 0.46). These findings demonstrate that PBL significantly improved students’ divergent thinking skills. Pedagogically, the results highlight the importance of integrating children’s literature and problem-based approaches to foster creativity, critical thinking, and prospective teachers’ ability to design contextual and inclusive teaching materials. Future studies are recommended to involve control groups and more diverse participants to explore the impact of PBL more comprehensively.
Intelegensia Kalkulus : Integrasi AI dalam Pembelajaran Kalkulus Kesumawati, Ayundyah
Refleksi Pembelajaran Inovatif Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss2.art5

Abstract

The purpose of this study was to examine the interaction between students and an Artificial Intelligence tutor, specifically through the use of ChatGPT in Calculus learning. The implementation of Artificial Intelligence (AI) in calculus learning has the potential to enhance students’ learning experiences both inside and outside the classroom. In this context, AI can be utilized to support better problem-solving skills and strengthen students’ understanding of fundamental mathematical concepts. The use of ChatGPT in learning was intended to maximize the knowledge transfer process beyond regular classroom hours. The learning process was conducted through the integration of AI as a virtual tutor in Integral Calculus courses. Students used AI collaboratively and independently to solve problems through structured prompts designed in accordance with the course learning outcomes. The evaluation was conducted qualitatively through observations and student satisfaction questionnaires, and quantitatively through the measurement of Course Learning Outcome (CPMK) achievement. Based on the observations and assessments, the findings indicate that the implementation of ChatGPT can effectively support the knowledge transfer process outside classroom sessions, with a course completion rate of 88%. Furthermore, sentiment analysis of student comments revealed that 50% of students expressed positive responses, and five main topics were identified from the comments related to the implementation of the learning process.

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