PEDAGOGIKA

Upaya Perwujudan Pembelajaran Transformatif Pendidikan Tinggi Melalui Program Pertukaran Mahasiswa Merdeka

2026-05-01T06:00:36+00:00

Program Pertukaran Mahasiswa Merdeka (PMM) merupakan bagian dari kebijakan Merdeka Belajar Kampus Merdeka (MBKM) yang memberi kesempatan bagi mahasiswa untuk belajar di perguruan tinggi lintas daerah. Penelitian ini bertujuan menganalisis peran PMM dalam mendorong pembelajaran transformatif serta menggambarkan refleksi mahasiswa terhadap pengalaman belajar lintas budaya. Metode penelitian menggunakan pendekatan kualitatif dengan jenis fenomenologi. Teknik pengumpulan data dilakukan melalui wawancara dan observasi terhadap peserta PMM di Universitas Hasanuddin tahun 2024. Validitas data menggunakan triangulasi sumber, sedangkan analisis data menerapkan model analisis interaktif. Hasil penelitian menunjukkan bahwa pelaksanaan PMM mencakup kegiatan terstruktur berupa perkuliahan dan Modul Nusantara, serta kegiatan non-terstruktur melalui partisipasi sosial mahasiswa. Pengalaman ini mendorong mahasiswa untuk beradaptasi, merefleksikan diri, dan mengembangkan cara pandang baru terhadap keberagaman. Refleksi yang muncul melahirkan perubahan sikap, nilai, dan perilaku yang mencerminkan pembelajaran transformatif di perguruan tinggi.

Internalization of Character Education Values in the Khuruj Extracurricular Program

2026-05-19T07:05:34+00:00

This study aims to determine: (1) Stages of character education value formation in the extracurricular khuruj program at SMK Al Quran and Da'wah, Telaga Biru District; (2) Integration of character education values in the basis of da'wah for students at SMK Al Quran and Da'wah, Telaga Biru District. This study uses a qualitative method with a phenomenological approach carried out using observation, interview and documentation techniques. Techniques in data analysis, namely data reduction, data presentation, and conclusion/verification. The results of the study show that: (1) Stages of character value formation in the extracurricular khuruj program begin with value transformation, namely providing understanding to students with the aim of increasing motivation, so that the spirit of spirituality, commitment to self-improvement and actualization of the sunnah of the Prophet SAW grows. through advice lectures. Furthermore, value transactions include coaching or active involvement of educators with students such as role models, habituation and discipline coaching so that they become good behavior through an intense and consistent mentoring process. The final stage is transinternationalization, which forms the character values of religious, independent, with integrity and social students; (2) The khuruj activities implemented adopt the basis of da'wah which integrates religious, integrity, independence and social values. Religious values are manifested through the strength of strengthening faith through dhikr, perfecting the quality of prayer, as well as knowledge and dhikr activities which form disciplined worship and awareness of divinity. Integrity values are internalized through maintaining sincere intentions, istigfar and revitalizing the sunnah of the Prophet SAW, thus building inner honesty and noble morals. Independence is manifested through 1-day Itiqaf in the mosque so as not to depend on others. Social values are manifested through reverence and tabligh and silaturahmi activities which strengthen Islamic brotherhood

Integrasi Mikroskala dan Green Chemistry terhadap Keterampilan Proses Sains

2026-05-19T07:17:49+00:00

This study aims to examine the role of microscale and green chemistry approaches in supporting students’ science process skills (SPS) through a Systematic Literature Review (SLR) using the PRISMA protocol. Data were collected from Scopus, ERIC, and Google Scholar within the 2016–2026 publication range, resulting in 25 selected articles after a four-stage screening process. The findings indicate that microscale approaches consistently support improvements in conceptual understanding, student engagement, and the quality of experimental activities by using smaller quantities of chemicals and safer procedures. The integration of green chemistry principles not only enhances environmental awareness but also encourages more responsible learning practices. In addition, the use of simple technologies, such as smartphones, contributes to more accurate observation and data analysis. Overall, the integration of microscale and green chemistry demonstrates strong potential in supporting science process skills and remains highly relevant for sustainable and 21st-century chemistry learning.

Practicality Of Adobe Falash-Based Learning Media Sciebce Subjects

2026-06-26T06:14:38+00:00

The purpose of this study is to analyze the practicality level of Adobe Flash-based learning media in Natural Sciences and Social Sciences subjects. This study was conducted at SD Negeri 11 Kabila, using a third-grade research sample and simple random sampling. This type of research is included in the type of Research and Development (R&D) research by adopting the ADDIE development model. Testing the practicality level was carried out at the implementation stage. The results showed that the average percentage of implementation of Adobe Flash-based learning media showed that four meetings reached 100% with the criteria of "very good". While 93% of students gave a positive response to Adobe Flash-based learning media. It can be concluded that Adobe Flash-based learning media can be used in learning Natural Sciences and Social Sciences subjects

Peran Growth Mindset sebagai Prediktor Digital Well-Being pada Mahasiswa

2026-06-03T09:02:57+00:00

Studi ini bertujuan menguji peran growth mindset sebagai prediktor digital well-being pada mahasiswa yang aktif mengikuti proses belajar mengajar di perguruan tinggi di Indonesia. Digital well-being dipahami sebagai pengalaman subjektif keseimbangan optimal antara manfaat dan kerugian yang diperoleh dari konektivitas digital, sementara growth mindset adalah keyakinan bahwa kecerdasan dan kemampuan dapat dikembangkan melalui usaha dan strategi belajar. Penelitian menggunakan desain kuantitatif korelasional non-eksperimental dengan pendekatan cross-sectional, melibatkan 125 mahasiswa yang dipilih melalui teknik convenience sampling. Pengukuran growth mindset menggunakan Growth Mindset Scale (8 item) dari Sigmundsson dan Haga (2024), sedangkan digital well-being diukur dengan skala adaptasi Arslankara et al. (2022) yang mencakup dimensi responsible, satisfaction, dan wellness (12 item). Analisis dilakukan menggunakan korelasi Spearman dan regresi linear sederhana. Hasil uji korelasi menunjukkan hubungan positif yang signifikan antara growth mindset dan digital well-being (r = 0,459; p < 0,01), dengan korelasi terkuat pada dimensi satisfaction (r = 0,542; p < 0,01) dan dimensi responsible (r = 0,361; p < 0,01), sementara dimensi wellness tidak berkorelasi secara signifikan (r = 0,112; p > 0,05). Analisis regresi linear mengonfirmasi bahwa growth mindset memberikan kontribusi sebesar 28,3% (R² = 0,283; F = 30,771; p < 0,001) dalam memprediksi digital well-being. Temuan ini mengindikasikan bahwa keyakinan mahasiswa bahwa kemampuan mereka dapat berkembang berperan penting dalam mendorong pola penggunaan teknologi digital yang lebih sehat dan memuaskan. Implikasi penelitian menekankan urgensi integrasi pelatihan growth mindset ke dalam program literasi digital dan layanan bimbingan konseling di perguruan tinggi.

Kata Kunci: growth mindset, digital well-being, mahasiswa aktif, kesejahteraan digital

ABSTRACT

This study aims to examine the role of growth mindset as a predictor of digital well-being among college students actively participating in the teaching and learning process at higher education institutions in Indonesia. Digital well-being is understood as the subjective experience of an optimal balance between the benefits and costs derived from digital connectivity, while growth mindset refers to the belief that intelligence and abilities can be developed through effort and appropriate learning strategies. This research employed a non-experimental quantitative correlational design with a cross-sectional approach, involving 125 students selected through convenience sampling. Growth mindset was measured using the Growth Mindset Scale (8 items) developed by Sigmundsson and Haga (2024), while digital well-being was assessed through an adapted scale from Arslankara et al. (2022) comprising the responsible, satisfaction, and wellness dimensions (12 items). Data were analyzed using Spearman's rank correlation and simple linear regression. The results revealed a significant positive correlation between growth mindset and digital well-being (r = 0.459; p < 0.01), with the strongest correlations observed in the satisfaction dimension (r = 0.542; p < 0.01) and the responsible dimension (r = 0.361; p < 0.01), whereas the wellness dimension showed no significant association (r = 0.112; p > 0.05). Linear regression analysis confirmed that growth mindset contributed 28.3% (R² = 0.283; F = 30.771; p < 0.001) to the prediction of digital well-being. These findings indicate that students' belief that their abilities can be developed plays an important role in fostering healthier and more satisfying patterns of digital technology use. The study's implications underscore the urgency of integrating growth mindset training into digital literacy programs and guidance and counseling services in higher education.

Keywords: growth mindset, digital well-being, active college students, digital wellness

Implementation of the Problem Solving Learning Model on the Relationship Between Moles and Mass of Substances in an Entrepreneurial Context

2026-06-08T04:18:59+00:00

Pembelajaran kimia yang cenderung bersifat abstrak seringkali menyebabkan rendahnya pemahaman dan hasil belajar peserta didik. Oleh karena itu, diperlukan model pembelajaran yang mampu mengaitkan konsep dengan kehidupan nyata. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Problem Solving dalam konteks kewirausahaan terhadap hasil belajar peserta didik pada materi hubungan mol dan massa zat. Penelitian ini menggunakan metode kuantitatif dengan desain pre-experimental berupa one group pretest-posttest. Sampel penelitian adalah peserta didik kelas X1 SMA Negeri 1 Tinambung yang berjumlah 24 orang. Data dikumpulkan melalui pretest dan posttest, kemudian dianalisis secara deskriptif menggunakan N-Gain. Hasil penelitian menunjukkan bahwa terjadi peningkatan nilai rata-rata dari 49,58 menjadi 78,33, dengan peningkatan ketuntasan belajar dari 29,17% menjadi 66,67% serta nilai N-Gain sebesar 0,57 dalam kategori sedang. Temuan ini menunjukkan bahwa penerapan model Problem Solving dengan pendekatan kewirausahaan mampu meningkatkan hasil belajar peserta didik. Dengan demikian, model ini dapat dijadikan alternatif pembelajaran kimia yang lebih kontekstual dan bermakna.

Curriculum Revitalization in Salafiyah Islamic Boarding Schools in Facing the Challenges of Globalization

2026-06-08T12:36:49+00:00

Salafi pesantren are traditional Islamic educational institutions that focus on teaching classical Islamic texts (kitab kuning). However, in the face of globalization and technological advancement, these institutions are challenged to remain relevant to the needs of the modern era. This study aims to examine the curriculum revitalization efforts at Pesantren Salafiyah Al Kahfi in order to produce graduates who possess not only deep religious knowledge but also essential skills for the modern world. This research uses a qualitative descriptive approach through interviews, observations, and document studies. The findings reveal a gap between the traditional educational practices of the pesantren and the demands of the times, such as the lack of integration of technology and general sciences. Nonetheless, there is strong support from internal stakeholders, students, and parents for curriculum reform. Revitalization efforts include contextual learning, social skills training, and limited use of technology. In conclusion, curriculum renewal is a crucial step to ensure that salafi pesantren remain adaptive Islamic educational institutions, preserving their traditional values while producing graduates who are both religiously grounded and competent in various aspects of modern life.

Science Learning Outcomes of Junior High School Students on The Topic of Global Warming : A Descriptive Study with Rasch-Logit Item Analysis

2026-06-08T14:18:49+00:00

This study aimed to describe the science learning outcomes of Grade IX junior secondary students on the topic of global warming in North Luwu Regency through descriptive statistics and Rasch-logit item analysis. A quantitative descriptive design was employed involving 378 students from four public junior secondary schools (SMPN 1 Sabbang, SMPN 1 Masamba, SMPN 3 Sabbang Selatan, and SMPN 4 Masamba). The instrument consisted of 20 multiple-choice items aligned with cognitive levels C1–C4 of the revised Bloom’s taxonomy (Anderson & Krathwohl, 2015). Recalculation showed 5,583 correct responses, with an overall mean score of 14.77 out of 20, confirming the reported thesis mean of 14.76. Students’ achievement was categorised as high (Arikunto, 2018). SMPN 3 Sabbang Selatan obtained the highest mean score (17.20; very high category), whereas SMPN 1 Sabbang obtained the lowest mean score (13.85; high category). The KR-20 coefficient was 0.674, indicating moderate internal consistency. Item difficulty analysis showed that 13 items were easy, 7 items were moderate, and no item was difficult. The most difficult item was Item 18 (p = 0.415; logit = +0.342), while the easiest was Item 11 (p = 0.902; logit = −2.221). Wright Map visualisation indicates that the instrument needs more challenging items, particularly at C2–C4 levels (Bond & Fox, 2015; Boone et al., 2014).

Analysis of the Utilization of Artificial Intelligence in Supporting Students Academic Activities

2026-06-24T13:29:46+00:00

This study aims to analyze the use of Artificial Intelligence (AI) in supporting the academic activities of students in the Department of Educational Management, Gorontalo State University. The approach used is a quantitative descriptive explanatory study with a population of 480 active students from the 2019–2025 intake. The sample was determined purposively and applied a total sample, resulting in 191 students from the 2022–2023 intake becoming the study respondents. Data were collected through questionnaires and interviews, with validity tests using product moment correlation and reliability through Cronbach's Alpha (>0.70), indicating a feasible and reliable instrument. Descriptive percentage analysis was applied to assess students' needs for AI, its utilization, and its impact on academic activities. The results showed that students understood the AI use policy, paid attention to data protection, and actively utilized AI to complete assignments, draft academic papers, search for and summarize references, and understand course material. The use of AI has a positive impact on learning effectiveness, assignment quality, independence, critical thinking skills, and student learning motivation. The study emphasized the need for ethical guidance, digital literacy, and regulation of AI use to ensure responsible use and support academic integrity. These findings can serve as a reference for developing AI strategies in higher education and further research on technology integration in learning.

Teacher Strategies In Managing Digital-Based Learning

2026-06-25T06:40:40+00:00

This study aims to describe teachers' strategies in managing digital-based learning at SDN 90 Sipatana, Gorontalo City. This study uses a qualitative approach with a descriptive research type. Data collection techniques are carried out through observation, interviews, and documentation. Data analysis is carried out through data reduction, data presentation, and drawing conclusions, while the validity of the data is tested through triangulation of sources and techniques. The results of the study indicate that teachers' strategies in managing learning at SDN are implemented through three main stages, namely planning, implementation, and evaluation of learning integrated with the use of digital technology. In the planning stage, teachers prepare learning by referring to the Learning Outcomes (CP) in the Independent Curriculum. In this process, teachers utilize digital platforms such as Canva to design interesting teaching media, as well as YouTube as a reference source for learning materials. In the implementation stage, teachers apply flexible learning by adjusting to the conditions and needs of students. The strategy used involves the use of various digital media, especially learning videos from YouTube to help understand concepts visually. In addition, teachers also use technological devices such as laptops, LCD (projectors) and PID (Digital Interactive Boards) to increase student interaction and involvement in the learning process. Meanwhile, the evaluation of digital-based varied and adapted to student needs. learning at SDN 90 Sipatana was carried out through various forms of assessment that The assessment sued included digital-based interactive quizzes. The research findings show that teacher strategies are able to create interactive, adaptive, and student-centered learning despite limited infrastructure.

Strategy for Implementing Cooperative Professional Development Supervision in Improving the Quality of Teacher Learning

2026-06-29T05:59:25+00:00

This study aims to describe the Cooperative Professional Development (CPD) supervision strategy through clinical coaching to improve the quality of teacher learning at SMAN 1 Bonepantai . This study uses a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation with the principal, vice principal of the curriculum, and teachers participating in the clinical coaching. Then, they were analyzed interactively through the stages of collection, condensation, presentation, and conclusion drawing. The results show that the CPD supervision strategy was implemented through four stages: pre-observation, classroom observation, post-observation, and follow-up. The pre-observation stage involved discussions between teachers and the principal to determine the objectives, methods, media, and focus of learning development. Classroom observations were conducted collaboratively and supportively, emphasizing student engagement, classroom management, and the use of learning media. Post-observation provided space for reflection and constructive feedback, while follow-up was carried out through learning communities and the Teacher Learning Program. The impact of this strategy was seen in improved teaching practices, method innovation, more active student involvement, and a conducive and interactive classroom atmosphere. Overall, CPD supervision through clinical coaching effectively builds a reflective and collaborative culture and improves the quality of learning in a student-centered manner.