This study aims to analyze whether this interactive PowerPoint presentation can improve students' ability to collaborate with their friends in class. Data collection techniques used were observation, interviews, and documentation. Data analysis used in this research is the Miles & Hiberman model, which consists of stages 1) data reduction, 2) data presentation, and 3) conclusion drawing and classification. This study found that there are still some teachers who rarely apply technology-based learning media, such as interactive PowerPoint media, in the learning process in the classroom, causing boredom and a lack of enthusiasm for learning. However, with the application of interactive PowerPoint media, students are increasingly excited and interested in the learning process, so it has a good impact on learning activities, which is characterized by an increased sense of student responsibility for the tasks assigned and fluency in communication. The application of interactive PowerPoint media by the homeroom teacher of grade 4 SDN Simoketawang in the learning process is able to improve the collaborative attitude of students in the classroom in accordance with collaborative indicators. The achievement of collaborative indicators in students has implications for the increase in student scores, which were originally below the minimum completeness criteria (KKM) to an average above the minimum completeness criteria (KKM).
{"title":"Implementation of Interactive PowerPoint Media on Collaborative Skills in Madrasah Ibtidaiyah","authors":"Silvi Imroatul Hamida, Nurdyansyah Nurdyansyah","doi":"10.51276/edu.v5i2.937","DOIUrl":"https://doi.org/10.51276/edu.v5i2.937","url":null,"abstract":"This study aims to analyze whether this interactive PowerPoint presentation can improve students' ability to collaborate with their friends in class. Data collection techniques used were observation, interviews, and documentation. Data analysis used in this research is the Miles & Hiberman model, which consists of stages 1) data reduction, 2) data presentation, and 3) conclusion drawing and classification. This study found that there are still some teachers who rarely apply technology-based learning media, such as interactive PowerPoint media, in the learning process in the classroom, causing boredom and a lack of enthusiasm for learning. However, with the application of interactive PowerPoint media, students are increasingly excited and interested in the learning process, so it has a good impact on learning activities, which is characterized by an increased sense of student responsibility for the tasks assigned and fluency in communication. The application of interactive PowerPoint media by the homeroom teacher of grade 4 SDN Simoketawang in the learning process is able to improve the collaborative attitude of students in the classroom in accordance with collaborative indicators. The achievement of collaborative indicators in students has implications for the increase in student scores, which were originally below the minimum completeness criteria (KKM) to an average above the minimum completeness criteria (KKM).","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141369404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yohanes Redan Langoday, Nurrahma Nurrahma, Syamsul Rijal
Kurikulum Merdeka represents Indonesia's strategic response to the demands of Society 5.0, an era marked by pervasive technology integration. As an educational innovation, it aims to cultivate future-ready individuals adept at utilizing technology, possessing competitiveness, and providing innovative solutions for society. The curriculum emphasizes developing 21st century skills like critical thinking, creativity, and digital literacy through student-centered, project-based learning and formative assessments. Key opportunities include nurturing an adaptable, tech-savvy workforce and aligning education with industry needs. However, challenges arise in teacher readiness for constructivist pedagogy, technological competence, and the need for continuous curriculum updates. Successful implementation requires enhancing teacher training, providing adequate technological infrastructure, and fostering multi-stakeholder collaboration in curriculum design and evaluation. Policy reflection is crucial to optimize Kurikulum Merdeka's responsiveness to Society 5.0's rapid changes. By addressing opportunities, overcoming obstacles, and ensuring industry relevance, Indonesia can effectively prepare its youth to thrive in an increasingly digitalized world while driving sustainable societal progress. Proactive policy measures can position the education system as a catalyst for innovation and human capital development in the Society 5.0 landscape..
{"title":"Policy Reflection: Kurikulum Merdeka as Educational Innovation in the Era of Society 5.0","authors":"Yohanes Redan Langoday, Nurrahma Nurrahma, Syamsul Rijal","doi":"10.51276/edu.v5i2.915","DOIUrl":"https://doi.org/10.51276/edu.v5i2.915","url":null,"abstract":"Kurikulum Merdeka represents Indonesia's strategic response to the demands of Society 5.0, an era marked by pervasive technology integration. As an educational innovation, it aims to cultivate future-ready individuals adept at utilizing technology, possessing competitiveness, and providing innovative solutions for society. The curriculum emphasizes developing 21st century skills like critical thinking, creativity, and digital literacy through student-centered, project-based learning and formative assessments. Key opportunities include nurturing an adaptable, tech-savvy workforce and aligning education with industry needs. However, challenges arise in teacher readiness for constructivist pedagogy, technological competence, and the need for continuous curriculum updates. Successful implementation requires enhancing teacher training, providing adequate technological infrastructure, and fostering multi-stakeholder collaboration in curriculum design and evaluation. Policy reflection is crucial to optimize Kurikulum Merdeka's responsiveness to Society 5.0's rapid changes. By addressing opportunities, overcoming obstacles, and ensuring industry relevance, Indonesia can effectively prepare its youth to thrive in an increasingly digitalized world while driving sustainable societal progress. Proactive policy measures can position the education system as a catalyst for innovation and human capital development in the Society 5.0 landscape..","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"64 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Indri Setiyaningsih, Pande, Agus Adiwijaya, Wayan Numertayasa, Heyzine Flipbook
This study aims to determine the needs of teachers in the process of implementing learning in 1st-grade elementary school and to develop e-flashcard vocabulary on I Like Fruits material as a learning media assisted by Heyzine flipbook. This level 1 development research design refers to the development research design described by Sugiyono, which includes research and information gathering, planning, developing the initial form of the product, initial field trials, and revising the main product. The subject of this research is a first-grade English teacher. The object of development is vocabulary e-flashcards for first-grade students of SD Negeri 2 Mas. The validation was conducted by an expert who is a lecturer at the Institute of Technology and Education, Markandeya Bali, and an English teacher at SD Negeri 2 Mas. The validation level of vocabulary e-flashcards was analyzed with descriptive statistics using a Likert scale. The results obtained on the e-flashcard vocabulary material I Like Fruits grade one elementary school obtained very valid results with an average score of 4.91. The results of the first expert assessment amounted to 4.85, the results of the second expert assessment amounted to 4.96, and the results of the third expert assessment amounted to 4.96 from the predetermined interval scale. The implications of this study focus on the use of e-flashcard learning media to improve efficiency and adaptability, thus increasing the effectiveness of the e-flashcard learning method.
本研究旨在确定小学一年级教师在实施学习过程中的需求，并在Heyzine翻转书的辅助下，开发以《我喜欢水果》材料为学习媒体的电子闪卡词汇。本研究的一级开发研究设计是指 Sugiyono 所描述的开发研究设计，包括调查和信息收集、计划、开发产品的初始形式、初步现场试验和修改主要产品。本研究的主体是一名一年级英语教师。开发对象是面向 SD Negeri 2 Mas 一年级学生的词汇电子闪卡。验证工作由巴厘岛 Markandeya 科技与教育学院讲师、SD Negeri 2 Mas 的英语教师专家进行。采用李克特量表对词汇电子闪卡的验证水平进行了描述性统计分析。小学一年级《我喜欢水果》电子闪卡词汇材料的测试结果非常有效，平均分为 4.91 分。第一次专家评估结果为 4.85，第二次专家评估结果为 4.96，第三次专家评估结果为 4.96。本研究的意义主要在于利用电子闪卡学习媒体提高效率和适应性，从而提高电子闪卡学习方法的有效性。
{"title":"Development of E-Flashcard Vocabulary on I Like Fruits as a Learning Media Assisted by Heyzine Flipbook","authors":"Indri Setiyaningsih, Pande, Agus Adiwijaya, Wayan Numertayasa, Heyzine Flipbook","doi":"10.51276/edu.v5i2.912","DOIUrl":"https://doi.org/10.51276/edu.v5i2.912","url":null,"abstract":"This study aims to determine the needs of teachers in the process of implementing learning in 1st-grade elementary school and to develop e-flashcard vocabulary on I Like Fruits material as a learning media assisted by Heyzine flipbook. This level 1 development research design refers to the development research design described by Sugiyono, which includes research and information gathering, planning, developing the initial form of the product, initial field trials, and revising the main product. The subject of this research is a first-grade English teacher. The object of development is vocabulary e-flashcards for first-grade students of SD Negeri 2 Mas. The validation was conducted by an expert who is a lecturer at the Institute of Technology and Education, Markandeya Bali, and an English teacher at SD Negeri 2 Mas. The validation level of vocabulary e-flashcards was analyzed with descriptive statistics using a Likert scale. The results obtained on the e-flashcard vocabulary material I Like Fruits grade one elementary school obtained very valid results with an average score of 4.91. The results of the first expert assessment amounted to 4.85, the results of the second expert assessment amounted to 4.96, and the results of the third expert assessment amounted to 4.96 from the predetermined interval scale. The implications of this study focus on the use of e-flashcard learning media to improve efficiency and adaptability, thus increasing the effectiveness of the e-flashcard learning method.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"37 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research examines the application of the tahfidzul Qur'an training method at the Hamalatul Qur'an Islamic Boarding School. Islamic Religious Education is an essential component of the school curriculum, and the quality of teaching can vary depending on various factors, including the school quality category. This research used a qualitative descriptive method and involved Ustad memorizing the Al-Qur'an at the Hamalatul Qur'an Islamic Boarding School. The research aims to evaluate and understand the practice of the drill habituation method and its implementation in Islamic boarding schools. This research also explores the perceptions of Ustad, Islamic boarding school caregivers, and students regarding this habituation training method. This research uses a descriptive qualitative approach. The research subjects were taught how to memorize the Quran at the Hamalatul Qur'an Islamic Boarding School. Data was collected through interviews with Islamic boarding school administrators Ustad and Santri. The data analysis usually involves several stages, including data reduction, data presentation, and conclusion. The results of this research show that all Al-Qur'an memorizing educators in Islamic boarding schools implemented the drill habituation method before the process of memorizing the Al-Qur'an in accordance with the rules of Islamic boarding school caregivers. The teacher applies habituation training methods in the form of binned or bighorn to students with the aim of providing ease of understanding in learning to memorize the Qur'an.
{"title":"Implementation of Tahfidzul Qur'an Drill Method in Hamalatul Qur'an Islamic Boarding School","authors":"Damario Indra, Ainun Nadlif","doi":"10.51276/edu.v5i2.910","DOIUrl":"https://doi.org/10.51276/edu.v5i2.910","url":null,"abstract":"This research examines the application of the tahfidzul Qur'an training method at the Hamalatul Qur'an Islamic Boarding School. Islamic Religious Education is an essential component of the school curriculum, and the quality of teaching can vary depending on various factors, including the school quality category. This research used a qualitative descriptive method and involved Ustad memorizing the Al-Qur'an at the Hamalatul Qur'an Islamic Boarding School. The research aims to evaluate and understand the practice of the drill habituation method and its implementation in Islamic boarding schools. This research also explores the perceptions of Ustad, Islamic boarding school caregivers, and students regarding this habituation training method. This research uses a descriptive qualitative approach. The research subjects were taught how to memorize the Quran at the Hamalatul Qur'an Islamic Boarding School. Data was collected through interviews with Islamic boarding school administrators Ustad and Santri. The data analysis usually involves several stages, including data reduction, data presentation, and conclusion. The results of this research show that all Al-Qur'an memorizing educators in Islamic boarding schools implemented the drill habituation method before the process of memorizing the Al-Qur'an in accordance with the rules of Islamic boarding school caregivers. The teacher applies habituation training methods in the form of binned or bighorn to students with the aim of providing ease of understanding in learning to memorize the Qur'an.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"6 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology and education go hand in hand with the needs of Generation Z, who demand ease in learning. Various kinds of information in digital form will be easily accessible with increasingly sophisticated technological developments, especially in learning. The use of digital books in the form of flipbooks, which are used to train creative thinking and can be used as a means of teaching mathematics calculations for prospective Early Childhood Education teacher students, still needs to be found. So, this research aims to develop a digital book product called FLOC (Flipbook Competence) as a teaching aid for prospective Early Childhood Education teacher students to train in collaborative and creative thinking. This research is development research with a method that refers to the development stages of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research produces a product in the form of a flipbook application based on FLIPHTML5, which can be accessed via computer or Android devices. The results of product trials show that FLOC (Flipbook Competence) can attract and motivate prospective PAUD teacher students to teach the concept of Numbers. The implication is that FLOC (Flipbook Competence) is also considered to have ease of use and good visualization and to attract students' interest in learning.
{"title":"Development of FLOC (Flipbook Competence) as a Means of Teaching Mathematical Counting for Early Childhood Education Teacher Prospective Students","authors":"Eko Sugandi, Andri Kurniawan","doi":"10.51276/edu.v5i2.891","DOIUrl":"https://doi.org/10.51276/edu.v5i2.891","url":null,"abstract":"Technology and education go hand in hand with the needs of Generation Z, who demand ease in learning. Various kinds of information in digital form will be easily accessible with increasingly sophisticated technological developments, especially in learning. The use of digital books in the form of flipbooks, which are used to train creative thinking and can be used as a means of teaching mathematics calculations for prospective Early Childhood Education teacher students, still needs to be found. So, this research aims to develop a digital book product called FLOC (Flipbook Competence) as a teaching aid for prospective Early Childhood Education teacher students to train in collaborative and creative thinking. This research is development research with a method that refers to the development stages of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research produces a product in the form of a flipbook application based on FLIPHTML5, which can be accessed via computer or Android devices. The results of product trials show that FLOC (Flipbook Competence) can attract and motivate prospective PAUD teacher students to teach the concept of Numbers. The implication is that FLOC (Flipbook Competence) is also considered to have ease of use and good visualization and to attract students' interest in learning.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"26 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A teacher's self-efficacy is a teacher's belief regarding the ability to plan and implement learning successfully in a situation. As prospective teachers, students must have skills in teaching, therefore students usually do micro-teaching before implementing learning in the school environment. Microteaching is carried out to train and improve teaching skills on a micro-scale. Besides that, teaching is also carried out in an effort to develop and improve the teaching profession. The purpose of this research is to identify Teachers' self-efficacy of mathematics education study program students in conducting micro-teaching as an excellent study program that produces quality graduates. The data collection techniques used in this study were surveys, interviews, and observations. This research used descriptive qualitative research, which was conducted on mathematics education students in the class of 2020 at Satya Wacana Christian University. Data analysis was conducted by combining the results of questionnaires and interviews with the results of the analysis of observations of teaching mathematics conducted by the subject based on the dimensions of teacher's self-efficacy. The dimensions measured were the teacher's self-efficacy toward student engagement, the teacher's self-efficacy toward classroom mastery, and the teacher's self-efficacy toward instructional strategies. This study used several additional instruments, namely questionnaires, observation sheets, interview guidelines, and documentation. The implementation of this research was carried out from April to January of the 2023/2024 academic year, with the result that students, as prospective teachers, fulfilled the three dimensions of teacher self-efficacy.
{"title":"Teacher's Self-Efficacy of Prospective Mathematics Teacher Students in Micro Teaching","authors":"Violin Putri Mentari, Fika Widya Pratama","doi":"10.51276/edu.v5i2.905","DOIUrl":"https://doi.org/10.51276/edu.v5i2.905","url":null,"abstract":"A teacher's self-efficacy is a teacher's belief regarding the ability to plan and implement learning successfully in a situation. As prospective teachers, students must have skills in teaching, therefore students usually do micro-teaching before implementing learning in the school environment. Microteaching is carried out to train and improve teaching skills on a micro-scale. Besides that, teaching is also carried out in an effort to develop and improve the teaching profession. The purpose of this research is to identify Teachers' self-efficacy of mathematics education study program students in conducting micro-teaching as an excellent study program that produces quality graduates. The data collection techniques used in this study were surveys, interviews, and observations. This research used descriptive qualitative research, which was conducted on mathematics education students in the class of 2020 at Satya Wacana Christian University. Data analysis was conducted by combining the results of questionnaires and interviews with the results of the analysis of observations of teaching mathematics conducted by the subject based on the dimensions of teacher's self-efficacy. The dimensions measured were the teacher's self-efficacy toward student engagement, the teacher's self-efficacy toward classroom mastery, and the teacher's self-efficacy toward instructional strategies. This study used several additional instruments, namely questionnaires, observation sheets, interview guidelines, and documentation. The implementation of this research was carried out from April to January of the 2023/2024 academic year, with the result that students, as prospective teachers, fulfilled the three dimensions of teacher self-efficacy.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"15 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to develop learning media for alphabet word cards in thematic learning theme 3, "Objects Around Me," for grade 2 students at SD Muhammadiyah 01 Medan. This research uses research and development with the EDDIE model, which is limited only to measuring the extent of its validity by using two expert validators to validate learning instruments in the form of content and learning media through three stages, namely analysis, design, and development. The data collection technique uses a validation sheet. The data analysis technique uses the product-moment correlation test. Based on the results of the alphabet word media validation test, it can be concluded that the validation of the alphabet word card media by media experts obtained a score of 77.999% in the appropriate category. The researcher's validation of the alphabet word card media obtained an average score of 90.476% in the feasible category. Validation of the learning implementation plan obtained an average score of 89.35% in the very effective category. Alphabet word card media is said to be effective. The media is declared valid or very suitable for teaching material in Learning. This can be the basis for teacher information in using alphabet word media in thematic Learning with the theme "objects around me" in selecting learning media in the future.
{"title":"Development of Alphabet Word Card Media on Thematic Learning for Elementary School Students","authors":"Dina Faralia, Amin Basri","doi":"10.51276/edu.v5i2.902","DOIUrl":"https://doi.org/10.51276/edu.v5i2.902","url":null,"abstract":"This research aims to develop learning media for alphabet word cards in thematic learning theme 3, \"Objects Around Me,\" for grade 2 students at SD Muhammadiyah 01 Medan. This research uses research and development with the EDDIE model, which is limited only to measuring the extent of its validity by using two expert validators to validate learning instruments in the form of content and learning media through three stages, namely analysis, design, and development. The data collection technique uses a validation sheet. The data analysis technique uses the product-moment correlation test. Based on the results of the alphabet word media validation test, it can be concluded that the validation of the alphabet word card media by media experts obtained a score of 77.999% in the appropriate category. The researcher's validation of the alphabet word card media obtained an average score of 90.476% in the feasible category. Validation of the learning implementation plan obtained an average score of 89.35% in the very effective category. Alphabet word card media is said to be effective. The media is declared valid or very suitable for teaching material in Learning. This can be the basis for teacher information in using alphabet word media in thematic Learning with the theme \"objects around me\" in selecting learning media in the future.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"106 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nurdiyanto Nurdiyanto, Faiz Arfan Bahar, O. T. Kurahman, Andewi Suhartini
Education in Indonesia generally has historical contributions from the pre-independence and post-independence periods. This research aims to analyze and describe the early history of the arrival of Islamic education in Indonesia. Moreover, this research uses a qualitative approach to determine its relevance to the modern era. They are using the library research method. The data sources in this research are two sources, namely primary and secondary. Primary: journal articles, E-Books, and other internet media. Secondary: online proceedings, magazines, newspapers, and other sources. The data collection technique is collecting from the sources that have been mentioned, then classifying them and then concluding. Meanwhile, the analysis technique used is descriptive analysis, namely by integrating general knowledge into specifics (inductive) based on the results of literature findings, which have been carried out in stages of collecting primary and secondary data, classifying them, and then drawing conclusions. The results of this research found that Islamic education in Indonesia started with the entry and development of Islam in Indonesia, early Islamic educational institutions in Indonesia, the role of walisongo in developing Islamic education in Java, education during the Dutch colonial period, Dutch policy in Islamic education, the existence of Islamic boarding school education. During the Dutch colonial era, and education during the Japanese colonial era. In conclusion, the arrival process of Islam in Indonesia has several historical views based on existing opinions and theories.
{"title":"History of Islamic Education in Indonesia and its Relevance to the Modern Era","authors":"Nurdiyanto Nurdiyanto, Faiz Arfan Bahar, O. T. Kurahman, Andewi Suhartini","doi":"10.51276/edu.v5i2.886","DOIUrl":"https://doi.org/10.51276/edu.v5i2.886","url":null,"abstract":"Education in Indonesia generally has historical contributions from the pre-independence and post-independence periods. This research aims to analyze and describe the early history of the arrival of Islamic education in Indonesia. Moreover, this research uses a qualitative approach to determine its relevance to the modern era. They are using the library research method. The data sources in this research are two sources, namely primary and secondary. Primary: journal articles, E-Books, and other internet media. Secondary: online proceedings, magazines, newspapers, and other sources. The data collection technique is collecting from the sources that have been mentioned, then classifying them and then concluding. Meanwhile, the analysis technique used is descriptive analysis, namely by integrating general knowledge into specifics (inductive) based on the results of literature findings, which have been carried out in stages of collecting primary and secondary data, classifying them, and then drawing conclusions. The results of this research found that Islamic education in Indonesia started with the entry and development of Islam in Indonesia, early Islamic educational institutions in Indonesia, the role of walisongo in developing Islamic education in Java, education during the Dutch colonial period, Dutch policy in Islamic education, the existence of Islamic boarding school education. During the Dutch colonial era, and education during the Japanese colonial era. In conclusion, the arrival process of Islam in Indonesia has several historical views based on existing opinions and theories.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The quality of an institution can be seen through the task performance of its employees. Task performance can be enhanced with various supportive aspects, including fulfilling work wants and needs, individual-job fit congruence, individual and job or institutional attachment, and formal and informal relationships with coworkers. This study aims to determine how the influence of person-job fit on a teacher's job embeddedness, the influence of person-job fit on a teacher's task performance, and the influence of job embeddedness on the task performance of public junior high school teachers in Bengkulu City. The method used in this research is descriptive quantitative. The data were then analyzed descriptively to answer the research questions. One hundred fourteen respondents from various public junior high schools in Bengkulu City were taken randomly. The data collection tool used is a questionnaire instrument. Results revealed a noteworthy positive correlation between person-job fit and job embeddedness (t=10.876, p<0.05), as well as a significant positive effect on the task performance of teachers (t=5.223, p<0.05). Conversely, job embeddedness did not significantly affect teacher task performance (t=0.027, p>0.05). This study underscores the importance of prioritizing institutional leaders prioritizing employee needs fulfilment, as it serves as a vital support mechanism for enhancing task performance.
{"title":"The Effect of Person-Job Fit and Job Embeddedness on a Teacher’s Task Performance","authors":"Annisa Mairi Mulyani, Fahrudin Js Pareke","doi":"10.51276/edu.v5i2.899","DOIUrl":"https://doi.org/10.51276/edu.v5i2.899","url":null,"abstract":"The quality of an institution can be seen through the task performance of its employees. Task performance can be enhanced with various supportive aspects, including fulfilling work wants and needs, individual-job fit congruence, individual and job or institutional attachment, and formal and informal relationships with coworkers. This study aims to determine how the influence of person-job fit on a teacher's job embeddedness, the influence of person-job fit on a teacher's task performance, and the influence of job embeddedness on the task performance of public junior high school teachers in Bengkulu City. The method used in this research is descriptive quantitative. The data were then analyzed descriptively to answer the research questions. One hundred fourteen respondents from various public junior high schools in Bengkulu City were taken randomly. The data collection tool used is a questionnaire instrument. Results revealed a noteworthy positive correlation between person-job fit and job embeddedness (t=10.876, p<0.05), as well as a significant positive effect on the task performance of teachers (t=5.223, p<0.05). Conversely, job embeddedness did not significantly affect teacher task performance (t=0.027, p>0.05). This study underscores the importance of prioritizing institutional leaders prioritizing employee needs fulfilment, as it serves as a vital support mechanism for enhancing task performance.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"46 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141280533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to increase student interest and improve learning outcomes using the discovery learning model. This research uses the Action Research method. This research method starts with the planning, action implementation, observation, and reflection stages. Data Collection Techniques and Tools This research uses tests and observations. This class action was carried out at SMAN 1 Sungai Menang to determine students' interests and learning outcomes regarding applying the discovery learning model. This research shows an increase in interest, namely from 70.36% to 84% and student learning outcomes from the first and second cycles, namely from 25.92% to 85.17%. This increase is visible after implementing the discovery learning model, which can improve students' interests and learning outcomes. This research is implemented in two cycles; in the first cycle stage, the teacher provides a stimulus for students to identify and respond to problems and encourages students' critical thinking. In the second cycle, the teacher raises enthusiasm for learning by increasing students' interest in searching for related information and changing learning methods to make them more fun and interactive, such as through discussion activities that increase students' self-confidence and knowledge.
{"title":"Implementation of Discovery Learning Model to Increase Student Interest and Learning Outcomes","authors":"Eni Sulastri, Saleh Hidayat, Wulandari Saputri","doi":"10.51276/edu.v5i2.888","DOIUrl":"https://doi.org/10.51276/edu.v5i2.888","url":null,"abstract":"This research aims to increase student interest and improve learning outcomes using the discovery learning model. This research uses the Action Research method. This research method starts with the planning, action implementation, observation, and reflection stages. Data Collection Techniques and Tools This research uses tests and observations. This class action was carried out at SMAN 1 Sungai Menang to determine students' interests and learning outcomes regarding applying the discovery learning model. This research shows an increase in interest, namely from 70.36% to 84% and student learning outcomes from the first and second cycles, namely from 25.92% to 85.17%. This increase is visible after implementing the discovery learning model, which can improve students' interests and learning outcomes. This research is implemented in two cycles; in the first cycle stage, the teacher provides a stimulus for students to identify and respond to problems and encourages students' critical thinking. In the second cycle, the teacher raises enthusiasm for learning by increasing students' interest in searching for related information and changing learning methods to make them more fun and interactive, such as through discussion activities that increase students' self-confidence and knowledge.","PeriodicalId":260867,"journal":{"name":"Edunesia : Jurnal Ilmiah Pendidikan","volume":"138 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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