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Dinno Mulyono
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Publikasi Kopertis IV Jawa Barat dan Banten Jl. P. H. H. Mustafa No. 38 Cikutra, Cibeunying Kidul, Bandung City, West Java 40124 - Indonesia
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Journal of Educational Experts (JEE)
Published by IKIP Siliwangi
ISSN : 26143526     EISSN : 26143518     DOI : https://doi.org/10.30740/jee
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Educational Experts (JEE) published research papers or study theories on education, teaching and learning globally on current teaching and learning issues, Teaching and learning at elementary, junior, high or university levels; Practitioners, Observers and researchers in the field of education; The content of the substance of the text in the form of classroom action research, qualitative, descriptive, or quantitative. We publish research on teaching methods, instructional media and the effectiveness of learning models. The manuscript we received came from his educational, teaching and learning studies. The manuscript will not be processed from the school management research.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 137 Documents
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The IMPLEMENTING THE ARCS MOTIVATIONAL MODEL IN ECONOMICS EDUCATION: A CASE STUDY OF STUDENT ENGAGEMENT IN AN INDONESIAN ISLAMIC SECONDARY SCHOOL Nuril Mashuda; Noviana Mariatul Ulfa; Neviyani
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the implementation of the ARCS (Attention, Relevance, Confidence, Satisfaction) learning model in Economics instruction at MA As-Surur Silo Jember, with particular emphasis on student engagement, learning motivation, and classroom participation. The study was conducted using a qualitative case study design to explore instructional practices within the context of Islamic secondary education. Data were obtained through classroom observations, semi-structured interviews, and document analysis involving one Economics teacher and eleven students who actively participated in the learning process. The collected data were analyzed through thematic interpretation and source triangulation to ensure the credibility and depth of the findings. The findings reveal that the ARCS model contributed positively to creating a more engaging and meaningful learning environment. The attention component enhanced students’ focus by introducing contextual economic issues related to daily life, while relevance strengthened conceptual understanding through connections between learning materials and students’ real experiences. In addition, confidence encouraged students to participate more actively in discussions and express their ideas academically, whereas satisfaction promoted sustained learning motivation through positive reinforcement. Nevertheless, the implementation process was still constrained by limited instructional time, differences in students’ academic abilities, and unequal levels of self-confidence. The study concludes that the ARCS model can function as an effective contextual pedagogical approach for fostering active and student-centered Economics learning in Islamic secondary schools.
RELEVANSI TEORI KECERDASAN MAJEMUK HOWARD GARDNER TERHADAP IMPLEMENTASI PEMBELAJARAN MENDALAM DALAM PENDIDIKAN MATEMATIKA Febby Fajar Nugraha; Nadia Alayda Qutratuain
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i2.381

Abstract

Abstract Mathematics education faces persistent challenges in the form of learning approaches that do not adequately accommodate the diverse cognitive profiles of students. Howard Gardner's Multiple Intelligences (MI) theory asserts that human cognitive capacity extends far beyond the linguistic-logical axis that has dominated mathematics learning in schools. At the same time, Deep Learning (DL), as a contemporary pedagogical paradigm, emphasizes the development of transferable, meaningful, and reflective understanding, rather than merely memorizing superficial procedures. This theoretical study systematically examines the conceptual intersections between MI theory and DL principles in the context of mathematics learning. The findings demonstrate that the alignment between MI and DL is structurally coherent: MI provides an individualized entry point, while DL sets the target for cognitive depth. The integration of the two frameworks results in a differentiated mathematics learning ecosystem capable of fostering critical thinking, problem-solving, metacognitive awareness, and creativity across diverse learner profiles. Keywords: Multiple Intelligences; Deep Learning; Mathematics Education
MAPPING THE CHARACTERISTICS OF GRADE III ELEMENTARY SCHOOL STUDENTS TO SUPPORT STUDENT-CENTERED LEARNING: A CASE STUDY IN GRADE III A AT SDN 3 ANCARAN Nadia Alayda Qutratuain; Ragittia Ragittia; Novitasari Novitasari; Ilah Nurlaelah; Desy Sundari Chitaresmi
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i2.382

Abstract

This study aims to comprehensively map the characteristics of Grade III A students at SDN 3 Ancaran as a foundation for implementing student-centered learning. The study is motivated by the high heterogeneity of students within one classroom, including differences in learning styles, academic abilities, learning readiness, interests, and socio-emotional development, which require adaptive and differentiated learning approaches in accordance with the Merdeka Curriculum. The findings revealed that audio-visual learning styles dominated at 70%, followed by kinesthetic at 20% and combination styles at 10%. Students’ academic abilities were categorized as excellent (35%), good (45%), and requiring intensive assistance (20%). In addition, 45% of students demonstrated low self-confidence, while 25% were easily distracted during learning activities. Most students (85%) received strong family support, which positively affected their learning readiness. These findings emphasize the importance of data-driven differentiated learning that includes differentiation in content, process, product, and learning environment. Keywords: student characteristics mapping; student-centered learning; differentiated learning;
Implementasi Prinsip Pendidikan Masyarakat dalam Pelatihan Keterampilan Profesional untuk Penguatan Kinerja Karyawan Restoran Sugu Collective Saktika Rohmah Fajarwati; Revita Yanuarsari; Fikry Fauzi Ramadhan
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i2.397

Abstract

This study was motivated by the importance of improving the performance of employees in the service sector through a community education approach that emphasizes participation, learning needs, and relevance to the work context. Sugu Collective Restaurant, as a culinary business unit, needs to strengthen the professional competencies of its employees in order to improve service quality and business competitiveness. This study aims to analyze the implementation of community education principles in professional skills training and its impact on employee performance. The research method used a qualitative descriptive approach with observation, interview, and documentation techniques. The research subjects were management and employees who participated in the training. The results showed that the application of participatory, needs-based, contextual, and empowerment-oriented principles was able to improve employees' communication skills, customer service, teamwork, and job responsibility. Additionally, there was an increase in discipline and service quality, which impacted customer satisfaction. The conclusion of this study affirms that the implementation of community education principles in professional training is effective in strengthening employee performance and supporting sustainable organizational development.
USING AUGMENTED REALITY BASED WORKSHEET IN LEARNING WRITING DESCRIPTIVE TEXT: VOCATIONAL HIGH SCHOOL STUDENTS’ VOICES Andina Fitri Irawan; Yanuarti Apsari; Aseptiana Parmawati
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i2.398

Abstract

Conventional worksheets often do not provide engaging visual support. To address this issue, AR technology was integrated into the worksheet to help students visualize objects in 3D and interact with them during the learning process. This research explores students’ perspectives in using Augmented Reality (AR)-based worksheets to support descriptive writing. The study used a qualitative research method with interviews, observations, and questionnaires to understand students’ responses and learning experiences. Tenth-grade students from a vocational high school in Cimahi were involeved in this study. The findings reveal that AR-based worksheets made learning more interesting, motivated students to write, and helped them generate ideas more easily. Students reported that AR visuals allowed them to describe objects more accurately and confidently because they could see clear details such as colors, shapes, and dimensions. Despite some technical issues related to unstable internet access and scanning delays, the overall response was positive. Students also expressed interest in using AR for other English lessons in the future. In conclusion, AR-based worksheets offer meaningful support for descriptive writing, increase engagement, and serve as an innovative tool to improve learning quality in language classrooms.
DEVELOPMENT OF PREZI-BASED TEACHING MATERIALS FOR THEME 6, SUBTHEME TEMPERATURE AND HEAT, LEARNING 1 Nuri Silviana; Lina Novita; Ade Wijaya
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i2.401

Abstract

This research and development study aimed to develop Prezi-based teaching materials and determine their feasibility for Grade V elementary school learning. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The product was validated by a media expert, a language expert, and a subject-matter expert, and was subsequently tested with 40 Grade V students at SDN 1 Benteng. The media expert validation obtained a score of 90.67%, the language expert validation reached 94.67%, and the subject-matter expert validation reached 93.33%; all three results were categorized as highly feasible. After revision based on expert feedback, the developed teaching materials were implemented in the classroom. Student responses to the use of the Prezi-based teaching materials reached 87.34%, which was categorized as very good. These findings indicate that the Prezi-based teaching materials developed for Theme 6, Subtheme Temperature and Heat, Learning 1 are highly feasible and received very positive responses from students, making them suitable for use as digital teaching materials in Grade V elementary school learning.
A PARENTING PROGRAM TO OPTIMIZE PARENTAL PARTICIPATION IN THE EARLY CHILDHOOD EDUCATION PROCESS Nanan Herlinawati; Revita Yanuarsari; Fadila Rahma Ghoer
Journal Of Educational Experts (JEE) Vol. 9 No. 2 (2026): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v9i2.402

Abstract

Parental participation is one of the key factors in supporting the success of early childhood education. However, in practice, there are still parents who do not participate optimally in their children’s educational process, both at school and at home. Parenting programs are one of the efforts undertaken to strengthen the synergy between families and educational institutions. This study aims to describe the implementation of a parenting program in optimizing parental participation in the early childhood education process at Tri Sukses Kindergarten in Bandung. This study employed a qualitative descriptive method, with the research subjects being the school principal, teachers, and parents. Data collection techniques included observation, interviews, and documentation, while data analysis involved data reduction, data presentation, and drawing conclusions. The results of the study indicate that the parenting program implemented at Tri Sukses Kindergarten in Bandung City has been effective in enhancing parents’ understanding of child-rearing and education, strengthening communication between teachers and parents, and increasing parental involvement in their children’s learning and development activities. Thus, the parenting program plays a crucial role in building an effective partnership between the school and families so that the early childhood education process can proceed optimally.

Page 14 of 14 | Total Record : 137

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