Paedagogie

Kajian Literatur: Pengaruh E-Modul Interaktif Terhadap Motivasi Siswa dalam Pembelajaran

Lia Rahmawati, Bachtiar Syaiful Bachri, Irena Yolanita Maureen — Tue, 08 Jul 2025 14:10:48 +0000

Along with advancements in educational technology, interactive e-modules have emerged as a promising innovation expected to enhance the quality of learning across various educational levels. This article aims to review existing literature on the impact of interactive e-module usage on student motivation and engagement in learning. A systematic literature review method was employed, involving a comprehensive search of scholarly articles published between 2022 and 2024. The databases used included Google Scholar, ERIC (Education Resources Information Center), Science Direct, and the Garuda portal. Data were analyzed using a thematic analysis approach. The findings indicate that the use of interactive e-modules positively influences student motivation, particularly in terms of active participation and learning desire. These e-modules foster greater student involvement in the learning process and contribute to making learning more engaging and effective. Several factors affect the effectiveness of e-modules, including appealing module design, interactivity, and accessibility of technology. Overall, interactive e-modules hold substantial potential to improve learning quality by enhancing student motivation.

Penguatan Pendidikan Karakter melalui Manajemen Kegiatan Pembiasaan di Lembaga PAUD ANNUR

Deden Deni Mahendra — Thu, 24 Jul 2025 00:00:00 +0000

Character education serves as a fundamental foundation in shaping children's personalities from an early age. Early Childhood Education (ECE) institutions play a strategic role in instilling character values that are essential for children's future lives. This research is motivated by the need to identify an effective model for strengthening character education through a structured and sustainable approach. One promising approach is the management of habituation activities, which are systematically integrated into children's daily routines within ECE environments. This study focuses on how character education reinforcement can be concretely implemented through the management of habituation activities at PAUD Annur, located in Rengasdengklok Utara Village, Rengasdengklok District, Karawang Regency. A qualitative approach was employed using a case study method. The research subjects included the school principal, teachers, Group B students aged 5–6 years, and parents as supporting participants. Data were collected through participatory observation, in-depth interviews, and documentation of activities. The data analysis was conducted descriptively and qualitatively through data reduction, data presentation, and conclusion drawing, with data validation carried out using source and method triangulation techniques. The findings reveal that habituation activities at PAUD Annur are consistently carried out daily through practices such as performing Dhuha prayers together, reciting prayers before and after learning, singing songs themed around noble morals, greeting teachers and peers, as well as maintaining cleanliness and classroom tidiness. These activities are not merely routines but are managed through systematic planning, implementation, and evaluation by the institution. The management of these habituation activities has proven effective in gradually but significantly nurturing religious character, discipline, responsibility, and social care among children. It can be concluded that the structured and continuous implementation of habituation activity management at PAUD Annur serves as an effective strategy in strengthening character education from an early age. This model can serve as a reference for other ECE institutions in their efforts to shape a young generation that is not only cognitively intelligent but also grounded in strong moral and spiritual values.

Evaluasi Kritis Sistem Pendidikan Nasional: Perspektif Filosofis dan Sosiologis

Thu, 24 Jul 2025 03:15:53 +0000

Penelitian ini bertujuan untuk mempelajari praktik pendidikan di SMPN 1 Purwakarta menggunakan pendekatan fenomenologis, dengan fokus pada penerapan pedagogi kritis. Penelitian ini didasarkan pada dominasi metode pengajaran konvensional yang non-dialogis dan rendahnya kesadaran sosial dan kritis siswa. Metode kualitatif digunakan untuk mengeksplorasi pengalaman hidup guru dan siswa melalui wawancara, observasi, dan dokumentasi. Temuan penelitian mengungkapkan berbagai tantangan dalam penerapan pendidikan kritis, seperti keterbatasan akses teknologi, kurangnya pelatihan profesional bagi guru, dan budaya sekolah yang otoriter. Namun, penelitian ini juga mengidentifikasi inisiatif-inisiatif yang menjanjikan dari guru-guru muda yang mulai mengadopsi strategi pengajaran reflektif dan partisipatif. Analisis menunjukkan adanya kesenjangan yang signifikan antara kebijakan pendidikan nasional dan praktik di tingkat kelas. Penelitian ini berkontribusi pada pengembangan model pendidikan yang lebih kontekstual dan transformatif. Rekomendasi yang diberikan meliputi penguatan kapasitas guru dan penyusunan kebijakan berdasarkan kebutuhan nyata sekolah. Secara keseluruhan, penelitian ini menyoroti pentingnya evaluasi pendidikan yang dihapus pada pengalaman autentik para peserta didik yang terlibat dalam proses pembelajaran.

Kata kunci: pedagogi kritis, fenomenologi, guru, siswa, SMPN 1 Purwakarta, evaluasi pendidikan.