International Journal of Education and Digital Learning (IJEDL)
International Journal of Education and Digital Learning (IJEDL) | ISSN (e): 2962-052X is an international peer-reviewed Open Access journal that publishes original and relevant articles in all fields of education research. It publishes both theoretical as well as empirical and methodological contributions to education research. Its coverage encompasses all forms of teaching and learning at all levels, from early childhood development to lifelong learning. The journal provides the readers with free and permanent access to all content worldwide; and the authors with article promotion, long-time preservation, language assistance, no space constraints and immediate publication.
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<![CDATA[Improving Mathematics Learning Outcomes Through the Use of Animated Video Media in Learning to Build Flat Grouping for Mentally Impaired Students ]]>
<![CDATA[Jayadi, Usman]]>;
<![CDATA[Riinawati, Riinawati]]>;
<![CDATA[Sahreen, Kasim]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
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DOI: 10.47353/ijedl.v1i1.2
<![CDATA[The use of media can increase students' enthusiasm and interest in learning. This study shows that learning mathematics with the use of model media has a positive impact on improving student learning outcomes. Based on data analysis, the learning outcomes of students in the teaching and learning process using Animation Video Media in each cycle have increased. This has a positive impact on student learning outcomes, which can be shown by increasing the average value of students in each cycle which continues to increase. Thus, it can be concluded that the animated video media is suitable to be applied to learning to recognize the elements of flat shapes for mentally retarded students.]]>
<![CDATA[Teacher Personality Competence In Building The Character Of Students ]]>
<![CDATA[Arifudin, Opan]]>;
<![CDATA[Raza Ali, Hafiz]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
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DOI: 10.47353/ijedl.v1i1.3
<![CDATA[This study aims to determine and analyze the teacher's personality competence in fostering the character of students. This research is qualitative research with a case study method. The results of this study indicate that the teacher's personality competence at schools is good. Teachers already understand the competence of a teacher's personality. Mastery of personality competency indicators has been carried out in accordance with what is stipulated by the government in the Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers, that at least the personality competencies that must be possessed by a teacher include faith and piety, noble character, wisdom and wisdom, democratic, steady personality, stable and mature, authoritative, honest, sportsmanship, be a role model for students, evaluate themselves and develop themselves independently and sustainably. Most teachers already have these personality competencies, and then they try to continue to develop their personality competencies in order to become professional teachers in carrying out their duties and responsibilities.]]>
<![CDATA[Efforts to Improve Teacher Professional Competence in Preparing HOTS Questions Through Workshop Techniques at SDN 22 Mataram ]]>
<![CDATA[Liswati, Liswati]]>;
<![CDATA[Jayadi, Usman]]>;
<![CDATA[R, Riinawati]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
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DOI: 10.47353/ijedl.v1i1.4
<![CDATA[The background of this research is the lack of teacher ability in planning, compiling and presenting HOTS (High Order Thinking Skill) questions to students at Mataram 22 Public Elementary School. This certainly has an impact on the low ability of students in analyzing questions with high-level thinking skills or solving HOTS-level questions which results in low scores on student learning outcomes. Efforts to increase the ability to compose HOTS questions are carried out by completing 10 (ten) elements of HOTS item preparation including analyzing Basic Competencies and Indicators, making question level distributions, determining operational verbs, making question grids, creating questions, creating stimuli, determining variations of questions, make distribution of answer keys, make scoring guidelines, make a review of the questions and analyze the validity of the questions. The data collected is data in the form of planning documents for preparing HOTS questions as well as the activities of teachers and students in developing critical thinking skills. Based on the analysis of the data obtained into 77 HOTS questions preparation documents and HOTS-based teaching and learning activities that have been carried out, the result is that there has been an increase in the teacher's HOTS questions preparation ability from pre-cycle activities 63% to 72% in cycle I and increased again to 85 % in cycle II. In addition, the increase in teaching and learning activities according to the level of high-level thinking (HOTS) compiled by the teacher also increased from an average of 71.00 to 77.00 in cycle I and increased to 84.00 in cycle II. Based on the data obtained.]]>
<![CDATA[Educational Management of Darul Falah Pagutan Islamic Boarding School During the Covid-19 Pandemic ]]>
<![CDATA[Ali Fikri, H. M.]]>;
<![CDATA[Liswati, Liswati]]>;
<![CDATA[Riinawati, Riinawati]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
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DOI: 10.47353/ijedl.v1i1.5
<![CDATA[Currently, the discussion about Covid-19 is still heating up in the community. The Covid-19 pandemic that has hit since the beginning of 2020 has had an impact on various sectors of life. Various sectors are required to adapt to the arrival of the pandemic as an effort to survive. One of the affected sectors is Islamic boarding schools. Islamic boarding school is an educational bench which emphasizes the side of religious education in everyday life. Islamic boarding schools have their own peculiarities and characteristics in the education system used. During this pandemic, the Darul Falah Islamic boarding school, Pagutan, as a gathering place for students from various regions, was also required to adapt to the pandemic. Policies continue to be negotiated as a form of defense during this pandemic. Management at the Darul Falah Islamic boarding school, Pagutan, such as management and learning systems must also be changed with new innovations and creativity developed for safety and goodness at this time. The emergence of a pandemic certainly raises many problems such as limited space and weakening of effective learning activities. Islamic boarding schools also apply management that is quite different from before, such as switching the teaching and learning process to online or limiting activities that cause crowds. However, activities and activities in Islamic boarding schools must continue to run stably with various considerations for the common good. The emergence of a pandemic certainly raises many problems such as limited space and weakening of effective learning activities. Islamic boarding schools also apply management that is quite different from before, such as switching the teaching and learning process to online or limiting activities that cause crowds. However, activities and activities in Islamic boarding schools must continue to run stably with various considerations for the common good. The emergence of a pandemic certainly raises many problems such as limited space and weakening of effective learning activities. Islamic boarding schools also apply management that is quite different from before, such as switching the teaching and learning process to online or limiting activities that cause crowds. However, activities and activities in Islamic boarding schools must continue to run stably with various considerations for the common good.]]>
<![CDATA[Application of Workshop Techniques to Improve Teacher Pedagogic Competence in Making Power Point Projection Media at SLB PAB Payakumbuh ]]>
<![CDATA[Syaflinda, Syaflinda]]>;
<![CDATA[Nazri, Ismail]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
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DOI: 10.47353/ijedl.v1i1.6
<![CDATA[This research was conducted at SLB PAB Payakumbuh City in the odd semester of the 2022/2023 school year to describe the Application of Workshop Techniques to Improve Teacher Pedagogic Competence in Making Power Point Projection Media at SLB PAB Payakumbuh. Power point projection media is ICT-based learning media that can be used to motivate students in learning because it can be filled with media images, videos and animations. The findings in the study at Payakumbuh PAB SLB were that there was an increase in the pedagogic competence of individual teachers from 61.6% pre-cycle activities to 72.5% in cycle I and 82.5% in cycle II. In addition, mastery of the media component of power point projection was also experienced an increase from 61.6% in pre-cycle activities to 76.2% in cycle I and experienced a significant increase of 87]]>
<![CDATA[Improving Mathematics Learning Outcomes Through the Use of Animated Video Media in Learning to Build Flat Grouping for Mentally Impaired Students ]]>
<![CDATA[Usman Jayadi]]>;
<![CDATA[Riinawati Riinawati]]>;
<![CDATA[Kasim Sahreen]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.47353/ijedl.v1i1.2
<![CDATA[The use of media can increase students' enthusiasm and interest in learning. This study shows that learning mathematics with the use of model media has a positive impact on improving student learning outcomes. Based on data analysis, the learning outcomes of students in the teaching and learning process using Animation Video Media in each cycle have increased. This has a positive impact on student learning outcomes, which can be shown by increasing the average value of students in each cycle which continues to increase. Thus, it can be concluded that the animated video media is suitable to be applied to learning to recognize the elements of flat shapes for mentally retarded students.]]>
<![CDATA[Teacher Personality Competence In Building The Character Of Students ]]>
<![CDATA[Opan Arifudin]]>;
<![CDATA[Hafiz Raza Ali]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
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Original Source
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Check in Google Scholar
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DOI: 10.47353/ijedl.v1i1.3
<![CDATA[This study aims to determine and analyze the teacher's personality competence in fostering the character of students. This research is qualitative research with a case study method. The results of this study indicate that the teacher's personality competence at schools is good. Teachers already understand the competence of a teacher's personality. Mastery of personality competency indicators has been carried out in accordance with what is stipulated by the government in the Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers, that at least the personality competencies that must be possessed by a teacher include faith and piety, noble character, wisdom and wisdom, democratic, steady personality, stable and mature, authoritative, honest, sportsmanship, be a role model for students, evaluate themselves and develop themselves independently and sustainably. Most teachers already have these personality competencies, and then they try to continue to develop their personality competencies in order to become professional teachers in carrying out their duties and responsibilities.]]>
<![CDATA[Efforts to Improve Teacher Professional Competence in Preparing HOTS Questions Through Workshop Techniques at SDN 22 Mataram ]]>
<![CDATA[Liswati Liswati]]>;
<![CDATA[Usman Jayadi]]>;
<![CDATA[Riinawati R]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47353/ijedl.v1i1.4
<![CDATA[The background of this research is the lack of teacher ability in planning, compiling and presenting HOTS (High Order Thinking Skill) questions to students at Mataram 22 Public Elementary School. This certainly has an impact on the low ability of students in analyzing questions with high-level thinking skills or solving HOTS-level questions which results in low scores on student learning outcomes. Efforts to increase the ability to compose HOTS questions are carried out by completing 10 (ten) elements of HOTS item preparation including analyzing Basic Competencies and Indicators, making question level distributions, determining operational verbs, making question grids, creating questions, creating stimuli, determining variations of questions, make distribution of answer keys, make scoring guidelines, make a review of the questions and analyze the validity of the questions. The data collected is data in the form of planning documents for preparing HOTS questions as well as the activities of teachers and students in developing critical thinking skills. Based on the analysis of the data obtained into 77 HOTS questions preparation documents and HOTS-based teaching and learning activities that have been carried out, the result is that there has been an increase in the teacher's HOTS questions preparation ability from pre-cycle activities 63% to 72% in cycle I and increased again to 85 % in cycle II. In addition, the increase in teaching and learning activities according to the level of high-level thinking (HOTS) compiled by the teacher also increased from an average of 71.00 to 77.00 in cycle I and increased to 84.00 in cycle II. Based on the data obtained.]]>
<![CDATA[Educational Management of Darul Falah Pagutan Islamic Boarding School During the Covid-19 Pandemic ]]>
<![CDATA[H. M. Ali Fikri]]>;
<![CDATA[Liswati Liswati]]>;
<![CDATA[Riinawati Riinawati]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47353/ijedl.v1i1.5
<![CDATA[Currently, the discussion about Covid-19 is still heating up in the community. The Covid-19 pandemic that has hit since the beginning of 2020 has had an impact on various sectors of life. Various sectors are required to adapt to the arrival of the pandemic as an effort to survive. One of the affected sectors is Islamic boarding schools. Islamic boarding school is an educational bench which emphasizes the side of religious education in everyday life. Islamic boarding schools have their own peculiarities and characteristics in the education system used. During this pandemic, the Darul Falah Islamic boarding school, Pagutan, as a gathering place for students from various regions, was also required to adapt to the pandemic. Policies continue to be negotiated as a form of defense during this pandemic. Management at the Darul Falah Islamic boarding school, Pagutan, such as management and learning systems must also be changed with new innovations and creativity developed for safety and goodness at this time. The emergence of a pandemic certainly raises many problems such as limited space and weakening of effective learning activities. Islamic boarding schools also apply management that is quite different from before, such as switching the teaching and learning process to online or limiting activities that cause crowds. However, activities and activities in Islamic boarding schools must continue to run stably with various considerations for the common good. The emergence of a pandemic certainly raises many problems such as limited space and weakening of effective learning activities. Islamic boarding schools also apply management that is quite different from before, such as switching the teaching and learning process to online or limiting activities that cause crowds. However, activities and activities in Islamic boarding schools must continue to run stably with various considerations for the common good. The emergence of a pandemic certainly raises many problems such as limited space and weakening of effective learning activities. Islamic boarding schools also apply management that is quite different from before, such as switching the teaching and learning process to online or limiting activities that cause crowds. However, activities and activities in Islamic boarding schools must continue to run stably with various considerations for the common good.]]>
<![CDATA[Application of Workshop Techniques to Improve Teacher Pedagogic Competence in Making Power Point Projection Media at SLB PAB Payakumbuh ]]>
<![CDATA[Syaflinda Syaflinda]]>;
<![CDATA[Ismail Nazri]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 1 (2022) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47353/ijedl.v1i1.6
<![CDATA[This research was conducted at SLB PAB Payakumbuh City in the odd semester of the 2022/2023 school year to describe the Application of Workshop Techniques to Improve Teacher Pedagogic Competence in Making Power Point Projection Media at SLB PAB Payakumbuh. Power point projection media is ICT-based learning media that can be used to motivate students in learning because it can be filled with media images, videos and animations. The findings in the study at Payakumbuh PAB SLB were that there was an increase in the pedagogic competence of individual teachers from 61.6% pre-cycle activities to 72.5% in cycle I and 82.5% in cycle II. In addition, mastery of the media component of power point projection was also experienced an increase from 61.6% in pre-cycle activities to 76.2% in cycle I and experienced a significant increase of 87]]>
