RUMAH JURNAL IAIN PONOROGO
Not a member yet
3313 research outputs found
Sort by
PENGARUH WRITING ANXIETY DAN WRITING SELF-EFFICACY TERHADAP KEMAMPUAN MENULIS AKADEMIK MAHASISWA
Get PDFWriting plays a crucial role in student success in college, although some individuals experience difficulties in writing coherent academic texts for scientific work. Among the challenges, anxiety and self-efficacy contribute to the writing process. This study aims to determine the effect of writing anxiety and writing self-efficacy on students' academic writing skills in nine faculties at UIN Sunan Ampel Surabaya. This research employed a quantitative approach, with a population of undergraduate students from the 2022-2024 intake. Proportional stratified random sampling was used for sampling. Data were collected using an online questionnaire and a literature review. Data were analyzed using statistical tests with SPSS version 25, including validity, reliability, normality, multicollinearity, heteroscedasticity, and multiple linear regression. The results showed that writing anxiety had a negative and insignificant effect on academic writing skills (p = 0.361 > 0.05). Writing self-efficacy had a positive and significant effect on academic writing ability (0.00 < 0.05). Simultaneously, both independent variables contributed 79.6% to students' academic writing ability. These findings indicate that writing self-efficacy significantly influences academic writing ability, while writing anxiety does not show a significant individual effect.Menulis memiliki peran penting dalam keberhasilan mahasiswa di perguruan tinggi, meskipun dalam praktiknya sebagian individu mengalami kesulitan dalam menulis teks komprehensif suatu karya ilmiah. Di antara kendala yang ada, ditemukan bahwa kecemasan dan efikasi diri (self-efficacy) turut memberikan kontribusi dalam proses menulis. Penelitian ini bertujuan untuk mengetahui pengaruh writing anxiety dan writing self-efficacy terhadap kemampuan menulis akademik mahasiswa di sembilan fakultas yang ada di UIN Sunan Ampel Surabaya. Metode penelitian ini dilakukan dengan pendekatan kuantitatif dengan populasi mahasiswa jenjang sarjana angkatan 2022-2024. Pengambilan sampel yaitu dengan menggunakan proportional stratified random sampling sebagai teknik sampling. Pengumpulan data dilakukan menggunakan kuesioner online dan studi pustaka. Analisis data dilakukan dengan melakukan uji statistik dengan menggunakan SPSS versi 25, yang terdiri dari uji validitas, uji reliabilitas, uji normalitas, uji multikolinearitas, uji heteroskedastisitas dan uji regresi linier berganda. Hasil menunjukkan bahwa writing anxiety berpengaruh negatif namun tidak signifikan secara statistik terhadap kemampuan menulis akademik (p = 0,361 > 0,05). Writing self-efficacy berpengaruh positif dan signifikan terhadap kemampuan menulis akademik (0,00 < 0,05). Secara simultan, kedua variabel independen berkontribusi sebesar 79,6% terhadap kemampuan menulis akademik mahasiswa. Hasil penelitian menunjukkan bahwa writing self-efficacy berpengaruh signifikan terhadap kemampuan menulis akademik, sedangkan writing anxiety tidak menunjukkan pengaruh yang signifikan secara individual
FAKTOR-FAKTOR YANG MENDORONG PEMANFAATAN JURNAL ELEKTRONIK DI UNIVERSITAS NEGERI YOGYAKARTA
Get PDFThe purpose of this study is to identify the factors influencing the utilisation of electronic journals subscribed to by Universitas Negeri Yogyakarta (UNY), with the aim of optimising their use and ensuring that institutional investments generate commensurate benefits. This study employed a quantitative research design using a survey method. The population consists of all UNY students, from diploma 4 to doctoral levels. The total number of UNY students is approximately 57,289. The sample was determined using proportionate stratified random sampling, in which respondents were selected randomly from proportionally defined strata of the population. This technique was used because the population was spread across several groups. The sample size was determined using Slovin’s formula, resulting in 156 respondents with a 10% margin of error. Data collection techniques included questionnaires, interviews, literature studies, and direct observation. The information system evaluation framework employed in this study was the Weber Model, which comprises eight evaluation parameters. The eight parameters of the Weber Model consist of: (1) information quality, (2) system quality, (3) individual impact, (4) perceived ease of use, (5) computer proficiency, (6) system usability, (7) system usefulness, and (8) information system satisfaction. The results indicate that all eight proposed factors have a statistically significant effect on the utilisation of the electronic journal information system at UNY.Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang memengaruhi pemanfaatan jurnal elektronik yang dilanggan UNY dengan tujuan mengoptimalkan tingkat pemanfaatannya serta memastikan investasi institusional memberikan manfaat yang sepadan. Penelitian ini merupakan penelitian kuantitatif dengan desain survei. Populasi penelitian ini adalah seluruh mahasiswa UNY, dari jenjang diploma 4 sampai dengan doktoral. Jumlah keseluruhan mahasiswa UNY sekitar 57.289. Sampel ditentukan menggunakan proportionate stratified random sampling, yaitu teknik pengambilan sampel secara acak dari populasi yang distratifikasi secara proporsional. Teknik ini digunakan karena populasi tersebar dalam beberapa kelompok. Jumlah responden ditentukan menggunakan rumus Slovin, yaitu sebanyak 156 responden dengan margin of error 10%. Teknik pengumpulan data dilakukan dengan kuesioner, wawancara, studi pustaka dan pengamatan langsung. Model evaluasi sistem informasi yang digunakan dalam penelitian ini adalah Model Weber, yang terdiri atas delapan parameter evaluasi. Delapan parameter dalam Model Weber terdiri dari: 1. kualitas informasi, 2. kualitas sistem, 3. dampak individu, 4. persepsi kemudahan pemanfaatan, 5. kemampuan menggunakan komputer, 6. usabilitas sistem, 7. kegunaan sistem, 8. kepuasan sistem informasi. Hasil penelitian menunjukkan bahwa delapan faktor yang diajukan dalam hipotesis penelitian berpengaruh signifikan terhadap pemanfaatan sistem informasi jurnal elektronik di UNY
Tracing the Intellectual Legacy of Da’wah and Islamization in Nusantara: A Bibliometric and Historical Study
Get PDFThis study examines the intellectual and historical development of da’wah and Islamization in Nusantara, emphasizing key scholarly contributions, academic trends, and influential periods. By employing advanced bibliometric methods, this research systematically maps the evolution of da’wah, identifying seminal works, leading scholars, and dominant themes that have shaped its discourse. The findings reveal critical shifts in da’wah strategies, the roles of various actors in propagating Islam, and the socio-political dynamics influencing these processes. Furthermore, the study underscores the contemporary relevance of historical scholarship in refining modern da’wah methodologies, ensuring their adaptability and effectiveness. By highlighting how past scholarly contributions have shaped da’wah practices, this research provides a robust academic foundation and a strategic framework for future studies, fostering a deeper understanding of Islam’s intellectual and cultural legacy in Nusantara
TRUST as A Pillar of Religious Moderation in Islamic Education: A Multicultural Approach to Diversity
Get PDFThis study explores the strategic role of Islamic education in promoting religious moderation through a multicultural approach. Responding to the increasing diversity in Indonesian society, the research seeks to answer how Islamic education integrates the values of tolerance, inclusivity, and social harmony into learning. Using a meta-synthesis method, 25 relevant journal articles published between 2020–2024 were analyzed to identify the patterns of implementation, challenges, and strategies in promoting religious moderation. The study finds that religious moderation is practiced through curriculum integration, dialogical pedagogy, and role modeling by educators. A multicultural approach—encompassing inclusive, critical, and humanistic perspectives—enhances empathy and social understanding. However, challenges such as political interference, exclusivist resistance, and pedagogical limitations remain significant. To address these, the study proposes the TRUST model (Tolerance, Respect, Understanding, Solidarity, Togetherness) as a conceptual and practical framework to reinforce harmony in Islamic educational settings. This model bridges Islamic teachings with multicultural values, offering a relevant paradigm for contemporary education.
REFERENCES
Abdullah, F, and S Herlambang. “Multiculturalism among Students in Madrasah: Knowledge, Challenges, and Social Capital.” Nazhruna: Jurnal Pendidikan Islam 7, no. 2 (2024): 390–408. https://doi.org/10.31538/nzh.v7i2.4710.
Abdullah, Munawiah, M. Hasbi Amiruddin, Ernita Dewi, and Nuraini H. A. Mannan. “Moderation of Thought in the Age of Radicalism: The Role of Social Media and Political Education in Countering Hate Content.” Tafkir: Interdisciplinary Journal of Islamic Education 6, no. 1 (January 17, 2025): 94–110. https://doi.org/10.31538/tijie.v6i1.1373.
Abidin, Achmad Anwar, and Muhammad Ali Murtadlo. “Curriculum Development of Multicultural-Based Islamic Education as An Effort to Weaver Religious Moderation Values In Indonesia.” The International Journal of Islamic Education, Research and Multiculturalism 2, no. 1 (2020): 29–46. https://doi.org/https://doi.org/10.47006/ijierm.v2i1.30.
Afwadzi, B, U Sumbulah, N Ali, and S Z. Qudsy. “Religious Moderation of Islamic University Students in Indonesia: Reception of Religious Texts.” HTS Teologiese Studies / Theological Studies 80, no. 1 (2024). https://doi.org/10.4102/hts.v80i1.9369.
Ainissyifa, H, Y M Nasrullah, and N Fatonah. “Empowering Educational Autonomy to Implement Kurikulum Merdeka in Madrasah.” Jurnal Pendidikan Islam 10, no. 1 (2024): 25–40. https://doi.org/10.15575/jpi.v10i1.35133.
Alsulami, N D. “Developing Religious Moderation in Indonesian Islamic Schools Through the Implementation of the Values of Islām Wasaṭiyyah.” Jurnal Pendidikan Agama Islam 19, no. 2 (2022): 207–22. https://doi.org/10.14421/jpai.2022.192-03.
Aryati, A., and A Suradi. “The Implementation of Religious Tolerance: Study on Pesantren Bali Bina Insani with Bali Hindu Communities.” Jurnal Ilmiah Peuradeun 10, no. 2 (2022): 471–90. https://doi.org/10.26811/peuradeun.v10i2.646.
Athoillah, Mohamad, Ahmad Syaeful Rahman, Aep Syaefudin Firdaus, and Muhammad Andi Septiadi. “Policies and Practices Religious Moderation in Pesantren.” Jurnal Pendidikan Islam 10, no. 2 (December 16, 2024): 387–96. https://doi.org/10.15575/jpi.v10i2.27543.
Azra, Azyumardi. “Islamic Education and Reintegration of Sciences: Improving Islamic Higher Education.” Media Syari’ah 15, no. 2 (2013): 257–64. http://jurnal.ar-raniry.ac.id/index.php/medsyar/article/view/1779.
Burhanuddin, N, and D Ilmi. “Typologies of Religious Moderation in Indonesian Higher Education Institutions.” Journal of Indonesian Islam 16, no. 2 (2022): 455–79. https://doi.org/10.15642/JIIS.2022.16.2.455-479.
Chairilsyah, Daviq. “Raising Tolerant Attitude to Children.” Aulad : Journal on Early Childhood 2, no. 3 (December 11, 2019): 81–90. https://doi.org/10.31004/aulad.v2i3.38.
Darwanto, A, R C I Prahmana, A Susanti, and I A Khalil. “Transformation of Boarding School Management Models in Enhancing Student Accessibility and Educational Quality.” Jurnal Pendidikan Agama Islam 21, no. 1 (2024): 145–64. https://doi.org/10.14421/jpai.v21i1.8632.
Hamid, Noor, and Sri Wahyuni. “A Multicultural Islamic Religious Education Curriculum Development.” Jurnal Pendidikan Islam 14, no. 2 (September 2, 2024): 113–27. https://doi.org/10.38073/jpi.v14i2.1731.
Hanafi, Y, M Saefi, T N Diyana, M Alifudin Ikhsan, M T Yani, O A Suciptaningsih, A E Anggraini, and I S Rufiana. “What Content Offers and How Teachers Teach: Religious Moderation-Integrated Teaching in Indonesia.” HTS Teologiese Studies / Theological Studies 79, no. 2 (2023). https://doi.org/10.4102/hts.v79i2.9070.
Haryanto, S, and M Muslih. “Uniting Tradition and Modernity: Scientific Paradigms of Pesantren-Based Universities.” Nazhruna: Jurnal Pendidikan Islam 7, no. 3 (2024): 684–704. https://doi.org/10.31538/nzh.v7i3.48.
Ichsan, Y, S Syamsudin, and Z Nuryana. “Realizing Islamic Education Based on Religious Moderation with the Wasathiyah Islamic Paradigm from the Perspective of the Qur’an.” Jurnal Pendidikan Agama Islam 21, no. 1 (2024): 247–63. https://doi.org/10.14421/jpai.v21i1.9944.
Ismail, Syarof Nursyah, and Zulkarnain Zulkarnain. “Embracing Diversity: Islamic Education through the Multicultural Lens of the Quran.” Edukasia : Jurnal Penelitian Pendidikan Islam 18, no. 2 (December 30, 2023): 203. https://doi.org/10.21043/edukasia.v18i2.25456.
Jufri, Darmawati, and St. Wardah Hanafie Das. “The Nature of Multicultural Education in Indonesia: A Perspective on Islamic Education.” Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia 1, no. 4 (December 30, 2024): 01–14. https://doi.org/10.70062/harmonyphilosophy.v1i4.26.
Kementerian Agama RI. Moderasi Beragama. Jakarta: Badan Litbang dan Diklat Kementerian Agama RI, 2019.
Khasanah, Nur, Achmad Irwan Hamzani, and Havis Aravik. “Religious Moderation in the Islamic Education System in Indonesia.” QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama 15, no. 1 (2023): 629–42. https://doi.org/10.37680/qalamuna.v15i1.4115.
Kosim, M, M Kustati, W R Sirait, S Fajri, S R Febriani, and D D Perrodin. “Developing A Religious Moderation-Based Curriculum Module for Laboratory Madrasah Tsanawiyah in Islamic Higher Education.” Jurnal Pendidikan Islam 10, no. 2 (2024): 350–62. https://doi.org/10.15575/jpi.v10i2.39163.
Ma`arif, M A, M H Rofiq, S Kausar, A Sirojuddin, A Kartiko, and M S Hasan. “Shaping Students’ Moderate Islamic Character at Madrasah.” Jurnal Pendidikan Islam 10, no. 2 (2024): 323–35. https://doi.org/10.15575/jpi.v10i2.34029.
Mala, Asnal, and Wiwin Luqna Hunaida. “Exploring the Role of Religious Moderation in Islamic Education: A Comprehensive Analysis of Its Unifying Potential and Practical Applications.” Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 11, no. 2 (December 31, 2023): 173–96. https://doi.org/10.15642/jpai.2023.11.2.173-196.
Mansir, Firman, and Ben Wadham. “Paradigm of H.A.R Tilaar Thinking About Multicultural Education in Islamic Pedagogy and Its Implication in the Era Pandemic Covid-19.” Cendekia: Jurnal Kependidikan Dan Kemasyarakatan 19, no. 2 (December 2, 2021): 253–68. https://doi.org/10.21154/cendekia.v19i2.2612.
May, Samantha, Erin K. Wilson, Claudia Baumgart-Ochse, and Faiz Sheikh. “The Religious as Political and the Political as Religious: Globalisation, Post-Secularism and the Shifting Boundaries of the Sacred.” Politics, Religion & Ideology 15, no. 3 (July 3, 2014): 331–46. https://doi.org/10.1080/21567689.2014.948526.
Muchtar, Choiriyah, Dwi Noviani, Mardeli, Mutiara, and Manna Dey. “Religious Moderation in The Framework of Life.” International Journal of Islamic Education, Research and Multiculturalism (IJIERM) 4, no. 2 (November 28, 2022): 135–49. https://doi.org/10.47006/ijierm.v4i2.142.
Mukarom, Zaenal, Pande Wayan Renawati, Laesti Nurishlah, Djenal Suhara, and Budi Setiawan. “A Multicultural Approach in Islamic Education to Increase Tolerance.” International Education Trend Issues 2, no. 2 (September 8, 2024): 300–307. https://doi.org/10.56442/ieti.v2i2.851.
Mulyana, R. “Religious Moderation in Islamic Religious Education Textbook and Implementation in Indonesia.” HTS Teologiese Studies / Theological Studies 79, no. 1 (2023). https://doi.org/10.4102/HTS.V79I1.8592.
Musyahid, Musyahid, and Nur Kolis. “Religious Moderation Implementation in Islamic Education: A Systematic Review.” FITRAH: Jurnal Kajian Ilmu-Ilmu Keislaman 9, no. 2 (December 31, 2023): 265–84. https://doi.org/10.24952/fitrah.v9i2.9547.
Muthoifin, Muthoifin, Mariam Elbanna, Aboubacar Barry, Ishmah Afiyah, Andri Nirwana, Bernardlauwers Bernardlauwers, and Rezaul Islam. “Islamic Education Management in Promoting Multiculturalism, Democracy and Harmony.” Journal of Management World 2025, no. 1 (January 13, 2025): 445–56. https://doi.org/10.53935/jomw.v2024i4.713.
Naim, N, A Aziz, and T Teguh. “Integration of Madrasah Diniyah Learning Systems for Strengthening Religious Moderation in Indonesian Universities.” International Journal of Evaluation and Research in Education 11, no. 1 (2022): 108–19. https://doi.org/10.11591/ijere.v11i1.22210.
Nasir, M, and M.K. Rijal. “Keeping the Middle Path: Mainstreaming Religious Moderation through Islamic Higher Education Institutions in Indonesia.” Indonesian Journal of Islam and Muslim Societies 11, no. 2 (2021): 213–41. https://doi.org/10.18326/ijims.v11i2.213-241.
Nasution, S, H Asari, and H Al-Rasyid. “Kitab Kuning and Religious Moderation: A Study on State Islamic Universities in Indonesia.” Journal of Al-Tamaddun 19, no. 2 (2024): 73–88. https://doi.org/10.22452/JAT.vol19no2.5.
Nuha, U, Z. Arifin, Y Kuswandari, and A R A Razak. “Religion Teachers’ Strategies to Internalize Tolerance Values at Catholic and Islamic Schools in Bajawa, Nusa Tenggara Timur.” Jurnal Pendidikan Agama Islam 18, no. 2 (2021): 295–306. https://doi.org/10.14421/jpai.2021.182-05.
Nurlaelah, Nurlaelah, Jamali Jamali, Didin Nurul Rosidin, and Siti Fatimah. “A Multicultural Approach to Islamic Religious Education.” International Journal of Social Science and Human Research 06, no. 04 (April 18, 2023). https://doi.org/10.47191/ijsshr/v6-i4-38.
Nurrohim, Ahmad, Angga Hernanda Setiawan, Andri Arungga Sweta, and Muthoifn. “The Concept of Islamic Moderation in Indonesia: A Comparative Study in Tafsir An-Nur and Tafsir of the Ministry of Religious Affairs (MORA).” International Journal of Religion 5, no. 10 (June 24, 2024): 2110–25. https://doi.org/10.61707/5b1e9h02.
Nyanasuryanadi, Partono, Muqarranah Sulaiman Kurdi, Musyarrafah Sulaiman Kurdi, Pandu Adi Cakranegara, Dendi Pratama, and Nilawati Nilawati. “Mainstreaming the Value of Religious Moderation by Teachers in the Digital Era.” AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (April 12, 2023): 1357–68. https://doi.org/10.35445/alishlah.v15i2.3198.
“PPIM Gelar FGD Tentang Moderasi Beragama Di Kalangan Guru PAI.” Accessed February 19, 2025. https://uinjkt.ac.id/index.php/id/ppim-gelar-fgd-tentang-moderasi-beragama-di-kalangan-guru-pai.
Prayitno, H.J., S Hidayat, M Ali, and F Sugiarto. “Character Strengthening Model of Religious Moderation Praxis Method to Improve and Develop Student Morale.” Revista de Gestao Social e Ambiental 18, no. 2 (2024). https://doi.org/10.24857/RGSA.V18N2-076.
Rahmadi and Hamdan. “Religious Moderation in The Context of Islamic Education : A Multidisciplinary Perspective and Its Application in Islamic.” Khazanah: Jurnal Studi Islam Dan Humaniora 21, no. 1 (2023): 59–82. https://doi.org/10.18592/khazanah.v20i1.8487.
Rahman, B A. “Islamic Revival and Cultural Diversity: Pesantren’s Configuration in Contemporary Aceh, Indonesia.” Indonesian Journal of Islam and Muslim Societies 12, no. 1 (2022): 201–29. https://doi.org/10.18326/ijims.v12i1.201-229.
Riyawi, Mohd. Rafi, and Denny Febriansyah. “The Urgency of Religious Moderation in the Perspective of Islamic Education.” Journal of Social Research 2, no. 8 (July 24, 2023): 2578–91. https://doi.org/10.55324/josr.v2i8.1309.
Saepudin, A, T Supriyadi, D Surana, and I Asikin. “Strengthening Character Education: An Action Research in Forming Religious Moderation in Islamic Education.” International Journal of Learning, Teaching and Educational Research 22, no. 12 (2023): 84–105. https://doi.org/10.26803/ijlter.22.12.5.
Sidik, M F, V P Vachruddin, E F Rusydiyah, A S Pertiwi, and M A Darmawan. “Conceptualization of the Integrated Islamic Religious Education Curriculum: A Literature Study at Imam Hatip Schools, Turkey and MAN Insan Cendekia Indonesia.” Jurnal Pendidikan Agama Islam 21, no. 1 (2024): 111–30. https://doi.org/10.14421/jpai.v21i1.7617.
Sule, Muhammad Maga, and Attahir Shehu Mainiyo. “Effectiveness of Social Media Platforms in Disseminating Qur’anic Teachings Among Contemporary Muslims.” Spektra: Jurnal Ilmu-Ilmu Sosial 5, no. 1 (September 22, 2023): 47–64. https://doi.org/10.34005/spektra.v5i1.2668.
Sumadiyah, Siti, and Sri Wahyuni. “Development of Multicultural Islamic Religious Education Curriculum in Building Religious Moderation at Universitas Islam Kadiri Kediri.” EDU-RELIGIA : Jurnal Keagamaan Dan Pembelajarannya 7, no. 1 (June 26, 2024): 80–89. https://doi.org/10.52166/edu-religia.v7i1.6919.
Suparta. “Religious Moderation-Based Curriculum for Urban Muslims : A Study in the Islamic University of Indonesia Islamic Boarding School.” AKADEMIKA: Jurnal Pemikiran Islam 29, no. 1 (2024). https://doi.org/10.32332/akademika.v29i1.8732.
Thoyib, M E, A Degaf, A A Fatah, and M Huda. “Religious Tolerance among Indonesian Islamic University Students: The Pesantren Connection.” Journal of Al-Tamaddun 19, no. 2 (2024): 239–50. https://doi.org/10.22452/JAT.vol19no2.16.
Turhamun. “Implementation of Religious Moderation in Non-Formal Education in Forming a Multicultural Society.” International Journal of Social Science and Religion (IJSSR), January 3, 2024, 1–22. https://doi.org/10.53639/ijssr.v5i1.196.
Wardi, M, M U Fithriyyah, Z Fathorrahman, and T Hidayat. “Implementation of Religious Moderation Values Through Strengthening Diversity Tolerance in Madrasah.” Jurnal Pendidikan Islam 9, no. 2 (2023): 241–54. https://doi.org/10.15575/jpi.v9i2.27952
An Integrative Model of Local Wisdom-Based Learning at Pesantren: A Comparative Study of Islamic Educational Institutions in Indonesia
Get PDFThis study aims to investigate an integrative innovation model to bridge the weak integration of local wisdom curriculum in Islamic boarding school education. This study used a qualitative method with an ethnographic approach. This research was conducted in five Islamic boarding schools: Walisongo Islamic boarding school in Lampung, Al-Kayyis Islamic boarding school in Banten, Al-Mahalli Islamic boarding school in Yogyakarta, Al-Hasan Islamic boarding school in Ponorogo, and Darul Hikam Bendo Islamic boarding school in Kediri. The forms of local wisdom in Islamic boarding schools include gotong royong, piil pesegiri, agrarian culture, social ethics, and digital creativity. Data analysis employed the Folk Development Analysis (FDA), which involved identifying elements of local wisdom, internalization processes, and interpretations. The results of the study show that those five Islamic boarding schools have succeeded in integrating local wisdom values through three main pillars: (1) strengthening local values through the Islamic boarding school curriculum, (2) a socially based contextual approach in the culture of students, and (3) methodological innovations that are in accordance with developments in the digital era. The form of implication of the integration of these values is the formation of a strong, relevant, and adaptive character of students in preserving local wisdom
OPTIMALISASI POTENSI MASYARAKAT DESA MRICAN, PONOROGO MELALUI KEGIATAN PELATIHAN AFFILIATE MARKETING
Get PDFPerkembangan teknologi digital membuka peluang baru di bidang pemasaran, termasuk melalui affiliate marketing yang kini populer di platform seperti TikTok. Namun, rendahnya literasi digital masyarakat pedesaan menjadi kendala dalam memanfaatkan peluang tersebut. Kegiatan pengabdian ini dilaksanakan di Desa Mrican, Kecamatan Jenangan, Kabupaten Ponorogo, untuk meningkatkan pemahaman dan keterampilan ibu rumah tangga dalam mengelola waktu luang secara produktif melalui pelatihan affiliate marketing. Metode yang digunakan adalah Asset-Based Community Development (ABCD) dengan tahapan discovery, dream, design, dan destiny. Pelatihan mencakup penyampaian materi, praktik pembuatan akun afiliasi, serta simulasi konten promosi digital. Hasil kegiatan menunjukkan antusiasme tinggi dan peningkatan literasi digital peserta yang berdampak pada peluang peningkatan pendapatan keluarga. Program ini menjadi langkah awal menuju kemandirian ekonomi berbasis teknologi di masyarakat desa
Persepsi Ibu Terhadap Internet Dan Media Sosial Untuk Mendapatkan Informasi Tentang Parenting Dan Kesehatan Anak Di Kota Depok
Get PDFIbu melewati fase transisi peran pengasuhan awal dalam membesarkan anak sehingga membutuhkan panduan dan dukungan yang biasanya diperoleh dari orang tua, keluarga terdekat, teman, dan fasilitas kesehatan. Ibu muda atau milennial lebih memilih media sosial sebagai sumber informasi terkait parenting sebab dianggap sebagai media yang lebih kredibel untuk berdiskusi dan bertukar pengalaman tentang parenting. Penelitian ini bertujuan untuk menganalisis mengenai perilaku ibu terhadap internet dan media sosial sebagai sumber infromasi parenting dan kesehatan anak di Kota Depok. Penelitian ini menggunakan pendekatan kualitatif dengan metode wawancara mendalam (in-depth interview) untuk menggali secara mendalam persepsi ibu. Responden dalam penelitian ini adalah ibu-ibu yang berdomisili di Kota Depok dan memiliki anak berusia 0–5 tahun, dengan latar belakang sosioekonomi yang beragam (dalam hal pekerjaan dan tingkat pendidikan) serta dilakukan dengan psikolog anak guna memperoleh pandangan profesional. Wawancara menghasilkan topik utama dalam persepsi ibu. Topik utama dalam penelitian ini adalah 1) perilaku tentang parenting dan kesehatan, 2) informasi yang dicari terkait parenting dan kesehatan, 3) dampak positif dan dampak negatif. Media sosial memiliki peran penting dalam membentuk kepercayaan diri dan pengetahuan ibu dalam pengasuhan, namun juga dapat menimbulkan tekanan psikologis akibat ekspektasi sosial dan informasi yang berlebihan. Validasi dari psikolog menunjukkan bahwa penggunaan media sosial oleh ibu dapat memberikan manfaat signifikan selama diiringi dengan sikap kritis dalam memilih dan mengelola informasi
ANALYSIS OF VISUAL REPRESENTATIONS OF WATER TOPICS IN JUNIOR HIGH SCHOOL SCIENCE TEXTBOOKS: IMPLICATIONS FOR SCIENCE LITERACY AND POTENTIAL MISCONCEPTIONS
Get PDFThe low performance of Indonesian students in the PISA 2022 science assessment highlights ongoing challenges in science literacy, especially in interpreting scientific visuals. Textbooks, as the primary learning resource, play a vital role in shaping students’ conceptual understanding. This study examines how water related topics are visually represented in junior high school science textbooks and explores their implications for science literacy and potential misconceptions. A descriptive qualitative method was applied using purposive sampling of nine BSE textbooks published by the Ministry of Education and Culture, covering grades VII–IX in both the 2013 and Merdeka (Indonesian independent) curricula. Visual data were classified into four categories: water, water and society, technology, and sustainability and responsibility. Content analysis was conducted with a coding instrument validated by two experts, one in water literacy and the other in science learning and the data were analyzed using the Miles and Huberman model with RStudio support for visualization. In total, 104 visuals were identified. The majority (63%) belonged to the “water” category, while “water and society” (17%), “technology” (12%), and “sustainability and responsibility” (8%) were underrepresented. Both curricula concentrated visuals in grade VII, with fewer in grades VIII and IX. Common inaccuracies included incomplete water cycle diagrams that omitted infiltration and percolation processes, potentially fostering misconceptions. These findings indicate that textbook visuals emphasize conceptual aspects of water while neglecting social, technological, and sustainability dimensions. This imbalance restricts students’ opportunities to develop comprehensive science literacy. The study underscores the need for more accurate, contextual, and real world aligned textbook visuals to support curriculum goals and reduce misconceptions
Investigating Undergraduates’ Professionalism Expectations to The English Language Education Department Curriculum: A Case Study
Get PDFThis qualitative case study investigates the professionalism expectations of undergraduate students in the English Language Education Department at Universitas PGRI Adi Buana Surabaya concerning their curriculum and study materials. Drawing on in-depth interviews with five graduates from batches 2017, 2018, 2019, and 2020, supplemented by curriculum documents and academic transcripts, the research identifies a significant gap between students' academic preparation and the demands of their diverse professional careers. Findings reveal that while the curriculum is generally acknowledged as a crucial roadmap for education, specific courses, most notably literature and English syntax, are widely perceived as lacking practical contribution to daily work in various fields, including teaching, tourism, transportation, administration, and hospitality. This disconnect is further exacerbated by a divergence between initial career aspirations and actual employment realities, often influenced by academic performance (GPA) and limited job market opportunities. The study highlights a clear undergraduate perspective advocating for a more practical and professionally relevant curriculum. Graduates expressed a strong desire for reduced theoretical content, increased hands-on application, and the integration of courses that directly address career readiness, job market dynamics, and professional ethics. The implications of this research underscore the critical need for the English Language Education Department to re-evaluate and adjust its curriculum to better align with the evolving needs of the workforce, thereby enhancing graduates' preparedness and competitiveness in their respective careers
BERDAMAI DENGAN PERBEDAAN: PERAN PENDIDIKAN MULTIKULTURAL TERHADAP PERSEPSI SISWA MUSLIM TERHADAP TEMAN SEBAYA NONMUSLIM DI SEKOLAH MENENGAH ATAS
Get PDFThis study examines Muslim students' perceptions of religious moderation towards non-Muslim peers and the role of multicultural education in fostering tolerance at SMAN 1 Karas, against the backdrop of interreligious conflicts among school-aged adolescents. Employing a qualitative approach, data were collected through observations, in-depth interviews, and documentary analysis, with triangulation applied to ensure validity. The findings reveal three key insights: firstly, Islamic Religious Education (PAI) and Character Education teachers play a pivotal role in instilling multicultural values through classroom instruction, mentoring, and collaborative extracurricular activities, emphasising principles of justice, equality, and respect for diversity rooted in Islamic teachings. Secondly, Muslim students predominantly exhibit positive attitudes towards non-Muslim peers, perceiving religious pluralism as integral to Islamic values that uphold fairness and mutual recognition. Thirdly, harmonious interfaith interactions are evident in both academic settings—such as group discussions and collaborative projects—and non-academic spheres, including basketball, scouting, and English club activities, which serve as practical platforms for embodying pluralism and democratic values. The study concludes that SMAN 1 Karas’s integrative approach to multicultural education effectively promotes religious moderation and mitigates sectarian tensions, recommending its contextual adaptation for other educational institutions. These findings contribute to broader discourses on inclusive pedagogy and institutional strategies for nurturing tolerance, underscoring the interplay between curricular frameworks, teacher agency, and student-led socialisation processes in shaping interreligious dynamics within school environments.Penelitian ini bertujuan untuk menganalisis persepsi moderasi beragama siswa Muslim terhadap teman non-Muslim serta strategi pendidikan multikultural dalam membentuk karakter toleransi di SMAN 1 Karas. Latar belakang penelitian didasari fenomena konflik antarsiswa akibat perbedaan agama, mendorong sekolah untuk mengimplementasikan pendidikan multikultural sebagai upaya menciptakan lingkungan inklusif. Penelitian menggunakan pendekatan kualitatif dengan metode pengumpulan data melalui observasi, wawancara mendalam, dan studi dokumentasi. Analisis data dilakukan secara interaktif dengan teknik triangulasi untuk memastikan keabsahan temuan. Hasil penelitian mengungkap tiga temuan utama: Pertama, guru Pendidikan Agama Islam (PAI) dan Budi Pekerti memainkan peran kunci dalam menanamkan nilai-nilai multikultural melalui pembelajaran di dalam dan luar kelas, termasuk diskusi, keteladanan, dan kegiatan kolaboratif. Kedua, siswa Muslim di SMAN 1 Karas menunjukkan persepsi positif terhadap teman non-Muslim, memandang keberagaman sebagai bagian dari prinsip Islam yang menjunjung keadilan, kesetaraan, dan penghormatan atas perbedaan. Ketiga, interaksi harmonis terwujud dalam aktivitas akademik (seperti kerja kelompok) dan non-akademik (ekstrakurikuler basket, pramuka, dan bahasa Inggris), yang menjadi sarana praktik nyata nilai pluralisme dan demokrasi. Kesimpulan penelitian menegaskan bahwa integrasi pendidikan multikultural dalam kurikulum dan budaya sekolah efektif memperkuat moderasi beragama dan mengurangi potensi konflik. Temuan ini merekomendasikan perlunya model serupa di sekolah lain dengan adaptasi konteks lokal. Implikasi penelitian berkontribusi pada pengembangan teori pendidikan inklusif dan kebijakan sekolah yang berorientasi pada toleransi