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Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Published by Universitas Nias Raya
ISSN : 26150832     EISSN : 28284097     DOI : 10.57094
Core Subject : Economy, Education, Agriculture, Art,
Agriculture, Biological Sciences & Forestry Arts Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics
Jurnal Ilmu Pendidikan dan Humaniora merupakan wadah publikasi pada bidang pendidikan dan humaniora yang diterbitkan oleh UNIRAYA berupa hasil penelitian, kajian teori, metode, dan gagasan ilmiah yang sesuai dengan kepakaran ilmu pengetahuan. Jurnal NDRUMI menerima artikel ilmiah dari berbagai kalangan akademisi dan peneliti baik nasional maupun internasional. Jurnal NDRUMI merupakan peer-reviewed journal yang mempublikasikan artikel ilmiah berkualitas dalam Bahasa Indonesia atau Bahasa Inggris berupa hasil penelitian (prioritas utama) dan atau kajian ilmiah bidang kependidikan dan keguruan, baik dari sisi kebijakan pendidikan, metode/strategi/pendekatan pengajaran, yang implementasinya terhadap pencapaian tujuan pendidikan nasional.
Arjuna Subject : Umum - Umum
Articles 53 Documents
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STRATEGI PEMBELAJARAN BERBASIS KESADARAN DIRI (SELF-AWARENESS LEARNING) PADA PESERTA DIDIK ERA DIGITAL Salwa Muin; Bambang Triawan Pamungkas; Fatikhatun Nur; Malikhah Nur Laili; Elok Widiana Sukmawati
Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Vol 9 No 1 (2026): Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Publisher : LPPM Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/ndrumi.v9i1.4591

Abstract

Digital transformation poses challenges to students’ self-regulation, metacognition, and emotional stability within distraction-rich learning environments. This study aims to formulate an integrative and contextual Self-Awareness Learning strategy for the digital era. A qualitative approach with a systematic literature review (SLR) design was employed, guided by the PRISMA 2020 framework. Data sources included peer-reviewed journal articles, academic books, and educational policy documents addressing self-regulated learning, metacognition, social-emotional learning, and digital learning. Data were analyzed using thematic analysis, and trustworthiness was ensured through credibility, dependability, and confirmability procedures. The synthesis produced a five-component conceptual model: Cognitive Awareness, Metacognitive Regulation, Emotional Awareness, Reflective Integration, and Digital Adaptation Layer. The findings emphasize that effective learning requires the systemic integration of reflective epistemic processes and digital adaptability. The study recommends implementing structured reflective cycles in formal instructional design.
IMPLEMENTASI PENDEKATAN DEEP LEARNING DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SD NEGERI JOMBOR 01 Diah Ayu Oktavia
Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Vol 9 No 1 (2026): Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Publisher : LPPM Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/ndrumi.v9i1.4590

Abstract

This study aims to describe the implementation of the Deep Learning approach in developing critical thinking skills in mathematics at Jombor 01 Public Elementary School. The study used a descriptive qualitative approach. Data were obtained through observation, interviews, and documentation, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. Data validity was carried out through technical triangulation. The results showed that the implementation of Deep Learning was carried out through the stages of understanding, applying, and reflecting. Learning assisted by multiplication domino cards encouraged active student involvement in discussions, problem solving, and learning reflection. Students' critical thinking skills developed through activities analyzing information, determining solution strategies, providing logical reasons, and evaluating results. Supporting factors included teacher competence, the use of concrete media, and student participation, while inhibiting factors included time constraints and differences in student abilities. These findings indicate that the Deep Learning approach is effective in improving the quality of mathematics learning in elementary schools.
STRATEGI PEMBELAJARAN DALAM MENGATASI KRISIS ATENSI PESERTA DIDIK DI ERA DIGITAL Luana Sasabone; Anggun Wida Prawira; Vindi Tyastutik; Arini Zulfaida
Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Vol 9 No 1 (2026): Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Publisher : LPPM Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/ndrumi.v9i1.4592

Abstract

This study was motivated by the growing concern over students’ attention deficits in the digital era, which have been exacerbated by the pervasive presence of technological distractions during learning activities. Devices such as smartphones, tablets, and constant access to social media platforms create competing stimuli that fragment students’ focus, reduce engagement, and limit their capacity to process and retain information effectively. In response to this issue, the study aimed to identify and synthesize effective learning strategies that can mitigate attention crises and enhance the quality of learning in digitally saturated environments. To achieve this objective, the research employed a Systematic Literature Review (SLR) method. Journal articles were systematically retrieved from reputable databases, including Google Scholar, ERIC, and Garuda, ensuring a comprehensive and credible selection of literature. The research instrument consisted of article documentation sheets, which facilitated consistent data extraction and comparison. Articles were carefully screened and selected based on predetermined inclusion and exclusion criteria to maintain relevance and reliability. The collected data were then subjected to thematic analysis, allowing the classification of learning strategies according to their effectiveness in promoting students’ attention and engagement. The findings indicate that active learning strategies, structured management of digital distractions, and activity-based learning models are particularly effective in enhancing students’ focus during learning sessions. These approaches encourage meaningful participation, sustain engagement, and promote self-regulation among learners. Accordingly, teachers are advised to design interactive, technology-mediated learning experiences that are structured and intentional, enabling students to overcome attention challenges while fostering deeper understanding and long-term retention of knowledge.

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