cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Prananda Anugrah
Contact Email
jurnalbelantika@gmail.com
Phone
+6281555764640
Journal Mail Official
jurnalbelantika@gmail.com
Editorial Address
Jl. Jembawan 2, 4B/23 Sawojajar 2 Malang, Jawa Timur-65145, Indonesia
Location
Kab. malang,
Jawa timur
INDONESIA
Belantika Pendidikan
Published by Kayon Media
ISSN : -     EISSN : 27209601     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Research topics of interest include, but are not limited to: Educational Technology Educational Management Gudance and Counseling Non Formal Education Indonesian Language Education English Language Education Biology Education Mathematics Education Chemistry Education Geography Education Vocational Education Economics Education Primary Education Physics Education Business and Management Education Sport Education Language Teaching Arabic Language Teaching Fine Art Teaching Accounting Economics Sciences History Education Civic (law, constitution) Education Education in general
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol 8, No 2 (2025)" : 4 Documents clear
Pemanfaatan Teknologi Geospasial Untuk Meningkatkan Kompetensi Profesional Guru Geografi SMA Irawan, Listyo Yudha; Amatullah, Aulia; Farihah, Siti Nur; Putra, Alfyananda Kurnia; Ratnawati, Nurul; Auliafani, Yuni; Pure, Isha
Belantika Pendidikan Vol 8, No 2 (2025)
Publisher : Kayon Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47213/bp.v8i2.436

Abstract

Abstract: This study aims to determine the effect of geospatial technology-based Pedagogical Content Knowledge (PCK) training as an effort to improve the professional competence of high school geography teachers. This study uses an ex post facto method, with a qualitative descriptive approach and data collection techniques through field observation, documentation, and pre-test and post-test questionnaires. The results of this study indicate that training in the use of geospatial technology based on Pedagogical Content Knowledge (PCK) has a significant effect on improving teachers' professional competencies, including a comprehensive understanding of the integrative concepts of pedagogy, content, and technology, an increase in the use of geospatial platforms such as Google Earth, Inarisk, and Inageoportal, and the ability to link learning materials with the use of spatial data. This activity is a strategic step in encouraging teachers to become more professional and prepared to face the challenges of the 21st century.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan Pedagogical Content Knowledge (PCK) berbasis teknologi geospasial sebagai upaya peningkatan kompetensi profesionalitas kepada guru geografi tingkat sekolah menengah atas. Penelitian ini menggunakan metode ex post facto, dengan pendekatan deskriptif kualitatif serta teknik pengumpulan data melalui observasi lapangan, dokumentasi dan pemberian kuesioner pre-test dan post-test. Hasil penelitian ini menunjukkan pelatihan pemanfaatan teknologi geospasial berbasis Pedagogical Content Knowledge (PCK) berpengaruh signifikan dalam meningkatkan kompetensi profesional guru, meliputi memahami secara utuh konsep integratif antara pedagogi, konten, dan teknologi, menunjukkan peningkatan dalam penggunaan platform geospasial seperti Google Earth, Inarisk, dan Inageoportal, serta mampu mengaitkan materi pembelajaran dengan penggunaan data spasial. Kegiatan ini menjadi langkah strategis dalam mendorong guru menuju profesionalisme dan kesiapan menghadapi tantangan abad ke-21
Hubungan Self-Regulation Dan Kompetensi Mata Kuliah Profesi Kependidikan Terhadap Kesiapan Mengajar Mahasiswa Hikma, Nurul; Kusuma Ningrum, Gres Dyah
Belantika Pendidikan Vol 8, No 2 (2025)
Publisher : Kayon Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47213/bp.v8i2.374

Abstract

Abstract:This study aims to describe and analyze the relationship between self-regulation and competency in professional education courses on teaching readiness of Informatics Engineering Education students, class of 2021, at the State University of Malang. This study used a quantitative descriptive correlational approach with partial and simultaneous regression analysis techniques. The study population was 59 Teaching Assistant students selected through saturated sampling. The results showed a positive and significant relationship between self-regulation and teaching readiness (r = …, p 0.05), as well as between competency in professional education courses and teaching readiness (r = …, p 0.05). Simultaneously, both variables contributed significantly to teaching readiness. These findings indicate that both aspects are important indicators in shaping the professional readiness of prospective informatics teachers.Abstrak:Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis hubungan antara self-regulation dan kompetensi mata kuliah profesi kependidikan terhadap kesiapan mengajar mahasiswa Pendidikan Teknik Informatika angkatan 2021 di Universitas Negeri Malang. Penelitian ini menggunakan pendekatan kuantitatif deskriptif korelasional dengan teknik analisis regresi parsial dan simultan. Populasi penelitian adalah 59 mahasiswa Asistensi Mengajar yang diambil secara sampling jenuh. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara self-regulation dan kesiapan mengajar (r = …, p 0.05), serta antara kompetensi mata kuliah profesi kependidikan dan kesiapan mengajar (r = …, p 0.05). Secara simultan, kedua variabel tersebut berkontribusi signifikan terhadap kesiapan mengajar. Temuan ini menunjukkan bahwa kedua aspek tersebut merupakan indikator penting dalam membentuk kesiapan profesional calon guru informatika.
Development of Teaching Materials for Observation Report Texts in the Sekolahku Digital Platform Containing Local Wisdom from Surabaya Purnomo, Adi; Sodiq, Syamsul; Indarti, Titik
Belantika Pendidikan Vol 8, No 2 (2025)
Publisher : Kayon Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47213/bp.v8i2.443

Abstract

Abstract: This study addresses the limited implementation of contextual and culturally responsive learning in Indonesian language instruction, particularly in observation report texts. It aims to develop digital teaching materials integrated into the Sekolahku platform by incorporating local wisdom in line with the Merdeka Curriculum. Using the ADDIE model, data were collected through needs analysis, expert validation, and student trials. Results show high feasibility, with validation scores above 90% and student responses reaching 94.5% (very good). The findings indicate that integrating local culture and multimodal features enhances engagement, critical thinking, and contextual understanding, making the materials valid, practical, and effective for meaningful learning. Abstrak: Pembelajaran teks laporan hasil observasi masih cenderung tekstual dan kurang kontekstual sehingga belum mendukung pembelajaran bermakna sesuai Kurikulum Merdeka. Penelitian ini bertujuan mengembangkan materi ajar digital berbasis platform Sekolahku bermuatan kearifan lokal. Metode yang digunakan adalah model ADDIE melalui tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Data didapatkan melalui wawancara beberapa narasumber, validasi ahli, dan uji coba kelompok kecil. Hasil menunjukkan kelayakan sangat baik dengan validasi materi 98,01%, bahasa 95,03%, media 90%, dan respons siswa 94,5%. Integrasi kearifan lokal dan fitur multimodal terbukti meningkatkan keterlibatan, pemahaman kontekstual, dan berpikir kritis siswa secara signifikan.
Reimagining Early Childhood Education in Southern Africa: Transforming fragmented curriculum through cultural pedagogy Chikuvadze, Pinias; Kamil, Nurhusna; Makuvire, Claretah
Belantika Pendidikan Vol 8, No 2 (2025)
Publisher : Kayon Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47213/bp.v8i2.437

Abstract

This review scrutinises the transformation of the fragmented Early Childhood Education (ECE) curriculum in Southern Africa. A systematic review approach guided by the PRISMA framework was employed to cross-examine 48 sources purposively selected from targeted databases (Scopus, Web of Science, DOAJ, AJOL and Scielo, SA). Thematic analysis was employed to identify trends and gaps linked to cultural pedagogy and curriculum transformation in ECE across Southern Africa. Based on the results, it was drawn that Ubuntugogy and chat theory formed the theoretical underpinning of cultural pedagogy in the ECE space. It was also revealed that curriculum fragmentation and pedagogical marginalisation were influenced by the historical, structural, and institutional factors. The results acknowledged the significance of language, storytelling, music, and play in nurturing culturally grounded ECE. In addition, the reviewed sources argued for inclusive curriculum frameworks, integration of cultural pedagogy into ECE policies and a paradigm shift towards child-centred and community-based learning. Lastly, the selected sources emphasised the challenges and opportunities in redefining fragmented ECE curriculum across Southern Africa. Based on the results from the review, it was concluded that cultural pedagogy not only brings back pride to indigenous epistemologies but also transforms ECE as a space for social justice, equity, and identity formation. Hence, the need to reimagine ECE not only as an effective vehicle for sharing learning experiences, but also as a profound reflection of diverse cultural heritage across the region.

Page 1 of 1 | Total Record : 4

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Forthcoming Issue Vol. 9 Vol 8, No 2 (2025) Vol 8, No 1 (2025) Vol 7, No 2 (2024) Vol 7, No 1 (2024) Vol 6, No 2 (2023) Vol 6, No 1 (2023) Vol 5, No 2 (2022) Vol 5, No 1 (2022) Vol 4, No 2 (2021) Vol 4, No 1 (2021) Vol 3, No 2 (2020) Vol 3, No 1 (2020) Vol 2, No 2 (2019) Vol 2, No 1 (2019) Vol 1, No 2 (2018) Vol 1, No 1 (2018) More Issue