Journal Universitas Sarjanawiyata Tamansiswa (UST)
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Implementasi Perencanaan Berbasis Data Untuk Meningkatkan Kesuksesan SPMB Sekolah Dasar
No full textOne indicator of the success of a school's marketing strategy is their ability to acquire new students according to target. Data-Based Planning (DBP) offers more mature planning for the success of PPDB. This study aims to describe the implementation of DBP in improving the success of SPMB at SD Negeri Potrobangsan 3 Kota Magelang and SD Negeri 2 Gondangwayang Temanggung. This study uses a qualitative approach. Data collection techniques use interviews, observations, and documentation . The validity of the data used is triangulation of techniques and data sources. Data processing is based on the Milles and Hubberman method. The results of the study show that a data-based approach to new student admissions helps improve the effectiveness of school strategies. Data helps schools can make more appropriate policies, follow enrollment trends, and consider various factors that affect the number of students. Data analysis helps schools understand opportunities and challenges, so that planning does not only focus on enrollment targets, but also on overall school development. During implementation, strategies designed based on data can be optimized. After that, an evaluation is important to ensure the strategy remains effective and to determine what data needs to be collected in the future.Salah satu indikator keberhasilan strategi pemasaran sekolah adalah kemampuan mereka untuk memperoleh peserta didik baru sesuai target. Perencanaan Berbasis Data (PBD) menawarkan perencanaan yang lebih matang untuk kesuksesan PPDB. Penelitian ini bertujuan untuk menjabarkan pelaksanasaan PBD dalam meningkatkan kesuksan SPMB di SD Negeri Potrobangsan 3 Kota Magelang dan SD Negeri 2 Gondangwayang Temanggung. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi yang diolah menggunakan software atlas.ti. Keabsahan data yang dipergunakan adalah triangulasi teknik dan sumber data. Pengolahan data dibuat berdasarkan metode Milles dan Hubberman. Hasil penelitian menunjukkan bahwa pendekatan berbasis data dalam penerimaan siswa baru membantu meningkatkan efektivitas strategi sekolah. Dengan mengumpulkan data setiap tahun, sekolah bisa membuat kebijakan yang lebih tepat, mengikuti tren pendaftaran, dan mempertimbangkan berbagai faktor yang memengaruhi jumlah siswa. Analisis data membantu sekolah memahami peluang dan tantangan, sehingga perencanaan tidak hanya fokus pada target pendaftaran, tetapi juga pengembangan sekolah secara keseluruhan. Saat implementasi, strategi yang dirancang berdasarkan data bisa dioptimalkan. Setelah itu, evaluasi penting dilakukan untuk memastikan strategi tetap efektif dan menentukan data apa saja yang perlu dikumpulkan di masa depan
Antara kebijakan dan praktik: Mengungkap realitas implementasi Kurikulum Merdeka di pendidikan menengah
No full textPenelitian ini bertujuan menelaah implementasi Kurikulum Merdeka di SMA Negeri 1 Parakan dengan fokus pada penyusunan Alur Tujuan Pembelajaran (ATP), Kriteria Ketercapaian Tujuan Pembelajaran (KKTP), modul ajar, dan Projek Penguatan Profil Pelajar Pancasila (P5). Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi. Data dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan, sedangkan validitas diuji dengan triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa ATP disusun melalui analisis capaian pembelajaran dan kolaborasi guru, meskipun masih terdapat kendala teknis berupa kelengkapan fase dan konsistensi struktur. KKTP dirancang adaptif dengan mempertimbangkan kemampuan siswa, sehingga memungkinkan remedial dan pengayaan. Modul ajar disusun sistematis sesuai karakteristik fase peserta didik, tetapi menuntut kreativitas dan inovasi guru. P5 dilaksanakan secara terprogram mingguan dengan integrasi kegiatan intrakurikuler, spiritual, dan berbasis pengalaman untuk membentuk karakter siswa secara holistik. Temuan ini menegaskan bahwa Kurikulum Merdeka meningkatkan fleksibilitas pembelajaran dan relevansi asesmen, tetapi masih menghadapi tantangan kapasitas guru dan konsistensi teknis. Simpulan penelitian menegaskan bahwa keberlanjutan implementasi Kurikulum Merdeka memerlukan penguatan kompetensi pendidik dan dukungan kelembagaan yang konsisten.
Between policy and practice: Unveiling the realities of Merdeka Curriculum implementation in secondary education
Abstract: This study aims to examine the implementation of the Kurikulum Merdeka at SMA Negeri 1 Parakan, focusing on the development of Learning Trajectories (ATP), Learning Achievement Criteria (KKTP), teaching modules, and the Strengthening Project of the Pancasila Student Profile (P5). A descriptive qualitative approach was employed using observation, interviews, and documentation. Data were analyzed through reduction, display, and conclusion drawing, with validity tested through source and method triangulation. The findings indicate that ATP was developed through an analysis of learning outcomes and teacher collaboration, although technical challenges remain in terms of phase completeness and structural consistency. KKTP was designed adaptively, considering students’ abilities, which enabled remedial and enrichment measures. Teaching modules were systematically developed according to students’ developmental phases, yet demanded greater teacher creativity and innovation. P5 was conducted weekly in a structured program that integrates intraclass activities, spiritual practices, and experiential learning to foster students’ holistic character development. These findings highlight that the Kurikulum Merdeka enhances learning flexibility and assessment relevance but still faces challenges related to teacher capacity and technical consistency. The study concludes that the sustainability of Kurikulum Merdeka requires strengthening teacher competencies and ensuring consistent institutional support
Inovasi Media Pembelajaran Digital 3D pada Materi Bangun Ruang di SDN Wirosaban Yogyakarta
No full textPenelitian ini bertujuan untuk mengembangkan dan mendeskripsikan kelayakan media pembelajaran digital bangun ruang 3D pada materi visualisasi spasial kubus, balok, dan gabungannya sebagai media pembelajaran digital Matematika kelas VI Sekolah Dasar. Penelitian ini merupakan penelitian dan pengembangan (R&D) dengan model ADDIE yang terdiri dari lima tahap, yaitu analisis, desain, pengembangan, pelaksanaan, dan evaluasi. Subjek penelitian ini adalah siswa kelas VI SDN Wirosaban Yogyakarta. Objek penelitian ini adalah media pembelajaran digital 3D berupa slide presentasi untuk mendukung pembelajaran Matematika. Instrumen penilaian yang digunakan pada penelitian ini berupa angket. Penilaian kelayakan media dinilai dari validasi ahli media, validasi ahli materi, respon siswa, dan respon guru. Teknik analisis data yang digunakan dalam penelitian ini yaitu teknik analisis data deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa: 1) Penelitian ini menghasilkan media pembelajaran digital 3D yang menyampaikan kenampakan visual dari bangun ruang kubus, balok dan gabungannya jika dilihat dari berbagai sudut pandang (visualisasi spasial), 2) Berdasarkan persentase skor kevalidan 93,67% dengan kriteria sangat valid dan persentase skor kepraktisan 92,46% dengan kriteria sangat praktis, maka media pembelajaran digital 3D dinyatakan layak digunakan pada pembelajaran Matematika pada materi visualisasi bangun ruang kubus, balok, dan gabungannya di kelas VI SDN Wirosaban Yogyakarta.Penelitian ini bertujuan untuk mengembangkan dan mendeskripsikan kelayakan media pembelajaran digital bangun ruang 3D pada materi visualisasi spasial kubus, balok, dan gabungannya sebagai media pembelajaran digital Matematika kelas VI Sekolah Dasar. Penelitian ini merupakan penelitian dan pengembangan (R&D) dengan model ADDIE yang terdiri dari lima tahap, yaitu analisis, desain, pengembangan, pelaksanaan, dan evaluasi. Subjek penelitian ini adalah siswa kelas VI SDN Wirosaban Yogyakarta. Objek penelitian ini adalah media pembelajaran digital 3D berupa slide presentasi untuk mendukung pembelajaran Matematika. Instrumen penilaian yang digunakan pada penelitian ini berupa angket. Penilaian kelayakan media dinilai dari validasi ahli media, validasi ahli materi, respon siswa, dan respon guru. Teknik analisis data yang digunakan dalam penelitian ini yaitu teknik analisis data deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa: 1) Penelitian ini menghasilkan media pembelajaran digital 3D yang menyampaikan kenampakan visual dari bangun ruang kubus, balok dan gabungannya jika dilihat dari berbagai sudut pandang (visualisasi spasial), 2) Berdasarkan persentase skor kevalidan 93,67% dengan kriteria sangat valid dan persentase skor kepraktisan 92,46% dengan kriteria sangat praktis, maka media pembelajaran digital 3D dinyatakan layak digunakan pada pembelajaran Matematika pada materi visualisasi bangun ruang kubus, balok, dan gabungannya di kelas VI SDN Wirosaban Yogyakarta
Food security as a pillar of regional resilience: A study of social resilience among coastal and agricultural communities to stunting in Majene
No full textThis study aims to analyze the role of food security as a pillar of regional resilience by examining the social resilience of coastal and agricultural communities in addressing stunting problems in Majene Regency. Food security is not only understood as food availability, but also as a key foundation for human development and regional resilience, particularly in geographically and socioeconomically vulnerable areas. The research involved two main communities: fishermen groups in Tamo Village representing coastal communities, and farmer groups in Pamboborang Village representing agricultural communities. This study employed a descriptive qualitative approach, with data collected through in-depth interviews, field observations, and local document analysis. The findings reveal that social resilience—reflected in mutual cooperation, local food management, and crisis adaptation—significantly contributes to strengthening household food security and reducing the risk of stunting in children. However, challenges persist, including limited access to nutritious food, lack of health education, and inadequate institutional support. This study confirms that community-based food security can serve as an effective strategy to enhance regional resilience. Therefore, policy interventions that integrate social, economic, and cultural approaches are urgently needed to strengthen food security systems and reduce the prevalence of stunting in coastal and agricultural areas of Majene Regency
Technology acceptance and students’ attitude towards technology-based self-directed learning: The mediation effect of technological self-efficacy and learning motivation
No full textThe study investigated how students at three public colleges of education in the Ashanti Region perceive and engage with technology-driven self-directed learning. Specifically, it examined the interconnections among technology acceptance, technological self-efficacy, learning motivation, and attitudes towards technology-based self-directed learning. The study also investigated the mediating role of technological self-efficacy between technology acceptance and learning motivation, as well as the mediating role of learning motivation between technological self-efficacy and attitudes towards technology-based self-directed learning. Additionally, it explored the combined mediation effect of both technological self-efficacy and learning motivation on the relationship between technology acceptance and attitudes towards technology-based self-directed learning in mathematics. Using structural equation modeling (SEM) with 237 purposefully selected participants, the findings revealed several insights. First, there was no significant direct relationship between technology acceptance and attitudes towards technology-based self-directed learning. Second, technological self-efficacy did not significantly influence attitudes towards technology-based self-directed learning independently. However, learning motivation was found to significantly impact students' attitudes towards technology-based self-directed learning. Furthermore, the study indicated that technological self-efficacy partially mediated the relationship between technology acceptance and learning motivation. Crucially, both technological self-efficacy and learning motivation together significantly mediated the relationship between technology acceptance and attitudes towards technology-based self-directed learning. Based on these findings, the study recommended that educators guide students by providing access to user-friendly and beneficial technological tools. This approach aims to inspire and motivate students to effectively participate in independent learning using technology
Investigation on the factors leading to negative attitudes towards mathematics among secondary school students in Tanzania
No full textThis study investigated the factors contributing to the negative attitudes—often perceived as "hatred"—towards mathematics among secondary school students. A quantitative research approach was adopted, involving a total of 200 student respondents. Data were collected through structured questionnaires and analyzed using the Statistical Package for the Social Sciences (SPSS). Findings from the study revealed several key factors influencing students’ negative perceptions of mathematics. These included the use of unengaging and ineffective teaching methods, inadequate support from teachers when students encountered difficulties, peer influence, the perceived complexity of mathematical concepts, challenges related to the language of instruction, scarcity of instructional resources, and the use of punishment in the learning process. To foster a more positive attitude towards mathematics among students, the study recommends enhancing access to adequate learning materials and resources; encouraging collaboration between teachers and parents to promote the value of mathematics education; adopting innovative and interactive teaching techniques; minimizing the use of corporal punishment in schools; and implementing reward-based systems to acknowledge student progress and efforts in mathematics
Exploring mathematics teachers' instructional and formative assessment practices for fostering 21st-century skills acquisition among secondary school students in Tanzania
No full textStrengthening the development of 21st-century skills in rural secondary schools remains an urgent educational priority, prompting this study to examine how mathematics teachers enact instructional and formative assessment practices to support these competencies. This qualitative research investigates how mathematics teachers in Kwimba district, Tanzania, design and implement pedagogical and assessment strategies to cultivate critical thinking, creativity, collaboration, communication, problem-solving, and digital literacy. Data were collected from ten mathematics teachers across ten public ordinary-level secondary schools through semi-structured interviews, classroom observations, and documentary reviews. Thematic analysis was applied to identify recurring patterns in instructional and assessment practices. Findings show that while teachers exhibit moderate competence in promoting critical thinking and problem-solving, their capacity to enhance creativity, collaboration, communication, and digital literacy remains limited. Structural constraints—including overcrowded classrooms, insufficient training, and limited resources—restrict the effective use of student-centered instruction and formative assessment. The study recommends targeted professional development, improved access to instructional materials, and greater curricular flexibility to strengthen teachers’ ability to foster 21st-century competencies. The study contributes novel empirical insights into the instructional–assessment nexus in under-resourced rural contexts, offering evidence to inform policy and teacher-capacity reforms
Machine learning integrated virtual and augmented reality in education: A systematic literature review and bibliometric analysis (2015–2025)
No full textThe integration of machine learning (ML) with immersive technologies—Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Extended Reality (XR)—has generated significant momentum in educational innovation over the past decade. ML-enhanced immersive environments now support adaptive feedback, multimodal sensing, pose estimation, automated performance evaluation, and real-time learning analytics, offering new pathways for personalized and experiential learning. Despite rapid growth, existing research remains fragmented across domains such as engineering, health, arts, and language education, with limited synthesis explaining how these studies connect, evolve, and shape the knowledge structure of ML–VR/AR research. To address this gap, this study conducted a combined Systematic Literature Review (SLR) and bibliometric analysis of Scopus-indexed publications from 2015 to 2025. Eligibility assessment resulted in 58 studies included in the final analysis. Bibliometric findings show consistent growth in ML–VR/AR educational research, with publications spread across diverse journals and domains. This review offers a comprehensive mapping of scientific influence, thematic structure, and developmental trajectories in ML–VR/AR educational research. Findings provide a foundation for advancing adaptive immersive learning models, strengthening theoretical integration, and guiding future ML-driven XR innovations across educational contexts
Pengetahuan Epistemik Siswa SMP di Medan pada Materi Krisis Energi
No full textThis study aims to measure and describe the level of epistemic knowledge of junior high school students in Medan City on the subject of energy crisis. The research approach uses a descriptive quantitative method with a sample of 92 ninth-grade students selected through cluster random sampling. Data were collected using a 15-item essay test that had been validated and proven reliable. Data analysis was performed using descriptive statistics through the calculation of average scores, frequency distribution, and the percentage of achievement for each epistemic aspect. The results showed that the students' level of epistemic knowledge was in the moderate category with an average of 58%, indicating that their understanding of how science works, especially on the issue of energy crisis, was not yet optimally developed. These findings emphasize the need for a learning model that places greater emphasis on evidence-based argumentation, the use of scientific models, and the exploration of the nature of science. Further research is recommended to integrate inquiry-based learning designs to test the effectiveness of interventions in improving students' epistemic knowledge.Kerangka asesmen internasional seperti PISA menempatkan pengetahuan epistemik sebagai salah satu komponen penting dalam literasi sains, sejajar dengan pengetahuan konten dan prosedural. Pengetahuan epistemik diperlukan agar peserta didik mampu menyeleksi serta menilai informasi ilmiah yang mereka temui, memahami hubungan antara teori dan bukti yang terus berkembang, serta mengaplikasikan pemahaman tersebut secara kritis dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengukur dan mendeskripsikan tingkat pengetahuan epistemik siswa sekolah menengah pertama (SMP) di Kota Medan pada materi krisis energi. Pendekatan penelitian yang digunakan adalah kuantitatif deskriptif dengan melibatkan 92 siswa yang telah mempelajari topik tersebut. Instrumen penelitian berupa 15 butir soal esai yang telah melalui proses validasi dan reliabilitas. Analisis data dilakukan menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa tingkat pengetahuan epistemik siswa berada pada kategori sedang dengan rata-rata capaian sebesar 58%
Analisis nilai moral dalam cerita rakyat Saridin yang sakti di Pati
No full textThis research aims to identify and analyze the moral values contained in the folklore "Saridin the Sakti" from the East Coast of Pati, as well as understanding its meaning, function and implications for character education at the elementary school level. The research approach was descriptive qualitative with content analysis methods, research data was obtained from the written text of the story "Saridin the Sakti". The research results show that the story of Saridin Yang Sakti has moral values including: sincerity, patience, honesty, obedience, responsibility, and lessons about humility. These values function as a socio-cultural ethical guide in Pati society, teaching about the consequences of actions and the importance of spiritual guidance. The results of the research show that the magical Saridin story has very strong moral values. Regarding the implications of this research, it is very relevant as teaching material for character education for elementary school students. Therefore, practically the results of this research can be a reference in the world of education for developing learning modules based on local wisdom values.Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis nilai-nilai moral yang terkandung dalam cerita rakyat "Saridin yang Sakti" dari Pesisir Timur Pati, serta memahami makna, fungsi, dan implikasinya bagi pendidikan karakter di jenjang Sekolah Dasar. Pendekatan penelitian melalui kualitatif deskriptif dengan metode analisis konten, data penelitian diperoleh dari naskah tertulis cerita "Saridin yang Sakti". Hasil penelitian menunjukkan bahwa cerita Saridin yang Sakti memiliki nilai moral meliputi: keikhlasan, kesabaran, kejujuran, kepatuhan, tanggung jawab, dan pelajaran tentang kerendahan hati. Nilai-nilai ini berfungsi sebagai panduan etika sosial-budaya dalam masyarakat Pati, mengajarkan tentang konsekuensi perbuatan dan pentingnya bimbingan spiritual. Hasil penelitian menunjukkan bahwa cerita Saridin yang sakti memiliki nilai moral yang sangat kuat. Mengenai implikasi penelitian ini sangat relevan sebagai materi bahan ajar bagi pendidikan karakter siswa Sekolah Dasar. Oleh sebab itu, secara praktis hasil penelitian ini dapat menjadi acuan di dunia pendidikan untuk mengembangkan modul pembelajaran berbasis nilai kearifan lokal