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Edukasi
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 27464016     DOI : https://doi.org/10.15294/edukasi
Core Subject : Education,
Other
Final decision of articles acceptance will be made by Editors according to reviewers comments. Publication of accepted articles including the sequence of published articles will be made by Editor in Chief by considering sequence of accepted date and geographical distribution of authors as well as thematic issue.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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Career Support Programme to Expand Career Interests of Partners Pardi, Pardi; Herdi, Herdi
Edukasi Vol. 18 No. 1 (2024): Educational Technology, Non-formal Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i1.8431

Abstract

Students with special needs often face unique challenges in identifying and pursuing career paths that align with their abilities and interests. Previous studies have shown that tailored career guidance and vocational training can significantly enhance their career prospects and independence. This study explores the career interests of students with special needs at SMALB Pangudi Luhur, Jakarta, using the Strong Interest Inventory (SII) to identify interests across various fields such as STEM, Marketing, Sales and Services, Hospitality and Tourism, and Education and Training. The research, involving 30 students aged 17-21, reveals that many career options align with their visual abilities, while abstract and high-intelligence roles are less feasible. The findings highlight the need for tailored career guidance programs that include hands-on training and practical experiences to help these students understand and pursue suitable career paths. This study underscores the importance of vocational training and self-awareness in fostering career independence for students with special needs. It provides a basis for developing inclusive and culturally relevant career counseling programs.
An Analytical Examination of Andragogical Principles in the Implementation of Adaptive Technology for Adult Education Darmawan, Daddy; Sasmita, Karta; Dewi, Intan Purnama
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.9190

Abstract

The use of technology in education tailors’ content and teaching methods to meet individual learning needs; however, significant challenges remain in its practical application. This study analyzes the implementation of adaptive technology in adult education and applies andragogical concepts in personalized, interactive, and problem-based learning. The research employed a quantitative survey with 249 respondents from various educational institutions and used Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the relationship between adaptive technology and andragogical learning strategies. The results indicate that adaptive technology has a positive and significant impact on andragogical learning strategies. Indicators such as technology accessibility, personalized learning, interactivity, and system integration support problem-based learning, self-directed learning, continuous feedback and evaluation, and contextual learning. The high outer loadings values demonstrate the significant contribution of each indicator to their constructs, and an R Square value of 0.369 indicates that 36.9% of the variability in andragogical learning strategies can be explained by adaptive technology. Adaptive technology can improve the quality of adult education by providing a more personalized, independent and interactive learning experience. So adequate infrastructure and educator training are needed to realize the full potential of adaptive technology.
Deculturalisation Trajectory of the South African Early Childhood Development Centres: Parents’ voices. Dayile, N, Skota; Mkhomi, Moses Sipho
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.11901

Abstract

Traditionally, family sociocultural values are core to child caring and raring, crucial and necessary for children's cognitive growth and learning. This qualitative study sought views of parents on the sociocultural development of their 0 - 4 year old children. 
The Impact of Dialogical Approaches in Extension Programs on Changing Mothers' Behavior for Stunting Prevention in Rural Areas Hadiyanti , Puji; Irvansyah, Adi; Sasmita, Karta; Br Dalimunthe, Henny Herawaty; Affandi, Muhammad
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.13610

Abstract

In Indonesia, numerous initiatives have been implemented to address the issue of stunting; however, these efforts have yet to yield optimal results. This study aims to critically evaluate the effectiveness of an extension program that utilizes a dialogical approach in modifying maternal behaviors related to the provision of adequate nutrition for their children. In the context of non-formal education, extension serves as a crucial learning process for adults, particularly in enhancing their overall quality of life. The research was conducted using a quantitative methodology, employing survey techniques to gather data, which were subsequently analyzed using both descriptive and inferential statistical methods. This study is among the first to empirically compare dialogical and traditional extension approaches within the context of rural Indonesia, providing robust quantitative evidence that interactive, collaborative learning environments significantly outperform conventional one-way communica-tion models in promoting sustainable behavioral changes among mothers. The findings reveal that the extension program, when executed with a dialogical approach, exerts a significant positive influence on altering mothers' nutritional practices for their children. This outcome stands in stark contrast to traditional, linear extension models, which typically rely on one-way communication from the instructor to the participants. In contrast, the dialogical approach fosters an interactive environment where mothers are encouraged not only to ask questions and share personal experiences but also to engage in a more collaborative learning process that ultimately enhances their behavioral change towards better nutrition.
The Impact of the Online Game “Free Fire” on Learning Interest, Learning Achievement, and Aggressive Behavior of Students Septinarini, S. Muktiwijayanti; Alimuddin, Johar; Tatminingsih, Sri
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.14314

Abstract

Free Fire Battlegrounds, commonly known as Free Fire, is a popular game among children in Indonesia, as evidenced by previous studies. This game can lead to severe addiction among its users, particularly the younger generation, due to the excitement and curiosity it evokes. This study examines the correlation between Free Fire and students' learning interest, achievement, and aggressive behavior. The research was conducted at SD Negeri Banjaranyar from September to December 2022. The sample consisted of 30 sixth-grade students selected from a total population of 39 using the purposive sampling method. Data collection instruments included field observations, questionnaires, and documentation, and the data were analyzed using the correlational quantitative method. The findings revealed a correlation between Free Fire and students' interest in learning, with a decrease in learning interest corresponding to increased time spent playing the game with a significance value of .007. While learning achievement, measured through test scores, showed a decline in some students, the correlation was not statistically significant on a broader scale. In contrast, aggressive behavior among students tended to rise, with many exhibiting rudeness and frequent use of profanity, likely due to the influence of daily online gaming with a significance value of .004. In conclusion, the study found a correlation between Free Fire and students' learning interest and aggressive behavior, though it has a minimal overall effect on learning achievement. The results of this study can provide a foundation for parents and educators to reduce and manage the potential adverse effects of Free Fire.
Implementation of  Teams Games Tournament  Cooperative Learning to Develop Cooperative Skills Karina Puji Lestari; Fu’adah, Laily; Kurniawan, Nofan Adi
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.16097

Abstract

Cooperation has become an important skill in modern education, which emphasizes the development of social skills and soft skills in addition to the mastery of knowledge. This study aims to assess the application of the Teams Games Tournament type cooperative learning method in developing the cooperation skills of grade VII F students at SMP 3 Kudus. Using a classroom action research method with the Kemmis and Taggart model, this research goes through four stages: planning, implementation, observation, and reflection, the results of which are analyzed to determine the next step. A total of 30 students from class VII F at SMP 3 Kudus were involved as subjects of this study. Data collection techniques include interviews, observations, and documentation. The results of the study show that the Learning Implementation Plan (RPP) with the Teams Games Tournament cooperative model  in grade VII F SMP 3 Kudus has been prepared in accordance with the Regulation of the Minister of Education and Culture No. 12 of 2024, with an increase in time management and the use of learning media in cycle II. The application of this method has succeeded in increasing student involvement in cooperation, where teachers play the role of facilitators in learning. This study recorded an increase in students' cooperation skills from an average of 62.7% in the first cycle to 80.1% in the second cycle, showing an increase of 17.4%. The findings of this research provide practical benefits for educators by demonstrating an effective approach to fostering cooperation skills through the TGT cooperative learning model. Moreover, the study contributes to the enrichment of pedagogical strategies that align with modern educational demands, helping to create an interactive and student-centered learning environment. This research also serves as a reference for future studies aiming to explore innovative teaching methods to enhance soft skills in secondary education settings.
The Influence of Emotional Intelligence, Self-Efficacy, and Learning Motivation on Student Achievement Zusmita Wasni, Nila; Sembiring, Dian Arisandy Eka Putra; Yusuf, Muhammad; Hendra, Robi; Febriyanti, Ella
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.16416

Abstract

Student achievement is not only determined by cognitive abilities, but also by non-cognitive factors that influence the student's learning process. In this case, emotional intelligence, self-efficacy, and learning motivation are important aspects that deserve attention. This study examines the influence of emotional intelligence, self-efficacy, and learning motivation on the achievement of Jambi University students. Quantitative research was conducted using Google Forms survey data from 360 students, which was determined by G-Power analysis. Data were analyzed using PLS-SEM. A significant relationship was found between the factors. Academic achievement is strongly influenced by emotional intelligence and self-efficacy (p < 0.05). In addition, emotional intelligence and self-efficacy increase learning motivation and academic achievement (p < 0.05). Academic achievement is moderately influenced by learning motivation. These findings emphasize the relevance of emotional intelligence, self-efficacy, and motivation for student success. These three factors significantly influence student academic success. Emotional intelligence helps students manage emotions and build positive social relationships. Self-efficacy encourages students' self-confidence in completing tasks. Learning motivation is the main driver that increases students' commitment to learning. The novelty of this research lies in the integration of emotional intelligence, self-efficacy, and motivation which are studied holistically to understand their influence on student achievement and the direct and indirect influence of emotional intelligence, self-efficacy, and learning motivation on academic achievement among students. 
Implementation of Multi-Level Inclusive Learning Management in Indonesian Schools of Kinabalu City Malaysia Mutaqin, Zaenal; Riyanto, Yatim; Sholeh, Muhamad; Khamidi, Amrozi; Amalia, Kaniati
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.16640

Abstract

As an educational institution catering to children of Indonesian Migrant Workers (PMI) who are characterized by a rich tapestry of cultural, tribal, racial, and religious backgrounds, alongside a spectrum of socio-economic challenges and legal uncertainties regarding their presence in the host nation, Sekolah Indonesia Kota Kinabalu (SIKK), Malaysia, underscores the critical necessity for inclusive educational practices. This study examines the implementation of multi-tiered inclusive learning management across elementary, junior high, and senior high school levels, focusing particularly on students with special needs. The research aims to evaluate planning, execution, and support mechanisms in fostering equitable educational opportunities. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis. Findings reveal that SIKK has successfully implemented inclusive practices at the elementary level, including differentiated curricula, ongoing teacher training, and additional learning resources. However, inclusive practices at the junior high and senior high school levels are less effective, largely due to resource limitations, particularly the lack of special education teachers, with only one currently available. Challenges include insufficient resources, inadequate technical support, and differing perceptions of inclusion among stakeholders. Despite these obstacles, SIKK demonstrates significant efforts in inclusive education, underscoring the need for comprehensive policies and sustained government support. This research offers a novel perspective on the management of inclusive education within a multicultural and resource-limited context, highlighting the significance of collaborative engagement among multiple stakeholders and the need for contextually informed strategies to ensure sustainable implementation within the framework of Indonesian schools abroad, which face markedly intricate challenges.
Identification of Phanerogamae and Cryptogamae in the Campus Environment and Their Utilization as Learning Resources in the Plant Diversity Course Maya Rahayu; Gigin Ginanjar; Fahmie Firmansyah
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.16957

Abstract

Identification is the basis for grouping living things. Identification can be done by observing the morphological characteristics of a specimen. This research was conducted to identify the diversity of Phanerogamae and Cryptogamae plant species in the Bina Bangsa University Campus environment and their use as a learning resource for students in plant diversity courses. The research methodology used is an exploratory, descriptive survey method, which collects plant data and observes the morphology of the plants. The research results show two types of plants, namely higher plants (phanerogamae) and lower plants (cryptogamae). Two sub-divisions are found in higher plants, namely the Angiospermae and Gymnospermae sub-divisions. In the Gymnospermae sub-division, 1 class with one order was found, while in the Angiospermae division, two classes were found, namely monocotyledoneae and dicotyledoneae. In the monocotyledoneae, five orders were found with five families, while in the dicotyledoneae class, 12 orders were found with 14 families. In lower plants, the bryophyta and pteridophyta groups were found. The bryophyta division was found to be 1 class with three orders, while the pteridophyta division was two classes with three orders. The diversity of plants in the area also contributes to the development of a green and pleasant environment, while the resources obtained from these plants can support learning processes, particularly in biology education.
Religious Moderation in the Perspective of Madrasah Tsanawiyah Teachers Minabari, Khalid Hasan; Kamaludin, Nurain; Miraj, Safri; Rachim, Zaitun A.
Edukasi Vol. 18 No. 2 (2024): Educational Technology, Primary School Teacher Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukasi.v18i2.19599

Abstract

This study discusses the implementation of the religious moderation program in private Aliyah Madrasah in Lebak Regency, Banten Province. The purpose of this study is to describe the implementation of religious moderation policies, identify strategies for the implementation of religious moderation policies, and identify supporting and inhibiting factors for the implementation of religious moderation by teachers at Madrasah Aliyah Nurul Hidayah Lebakjaha and Madrasah Aliyah Daar El-Ishlah Malingping, Lebak Regency. This study uses a descriptive qualitative approach with observational data collection methods, interviews, and documentation. The stages of data analysis include data reduction, data presentation, and data verification, while checking the validity of data is carried out by expanding participation, accuracy of observation, triangulation, and consultation with supervisors. The results of the study show that: (1) The implementation of the strategy to strengthen religious moderation in madrassas has been integrated with the values of religious moderation through teaching and learning activities (KBM), extracurricular activities (SKI), and habituation activities. (2) The strategy to strengthen religious moderation in Madrasah is an effort made by the head of the madrasah, namely: (a) Persuasive approach, (b) Deideologizing teachers who are exposed to extreme understanding, (c) Integrative policy of religious moderation, (d) Synergizing learning programs with activities outside of learning, and supporting factors for the implementation of religious moderation in madrasas include: Vision and mission of the madrasah, madrasah regulations, community interest,  The atmosphere of the madrasah is conducive, infrastructure facilities, motivation for achievement, and academic qualifications of supervisors, while the inhibiting factors are inadequate library conditions, social media/mass, community environment, and family environment. The implementation of the religious moderation program at the private Aliyah Madrasah in Lebak Regency has shown positive results. The strategies implemented by the head of the madrasah and the existing supporting factors have helped in integrating the values of religious moderation into learning activities and madrasah life. However, there are still several inhibiting factors that need to be overcome to increase the effectiveness of religious moderation programs in madrassas.

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