ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran
Jurnal ini memfokuskan kepada hal-hal yang berkaitan dengan bidang pendidikan dan pendidikan dengan kajian teknologi dalam pembelajaran, baik pendidikan dan pembelajaran secara umum maupun pendidikan Islam.
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<![CDATA[PENERAPAN KURIKULUM MERDEKA DAN PLATFORM MERDEKA MENGAJAR PADA SATUAN PENDIDIKAN SEKOLAH DASAR ]]>
<![CDATA[Miftahul Cholifah]]>;
<![CDATA[Fajri Ismail]]>;
<![CDATA[Muhammad Win Afgani]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This article aims to analyze the independent curriculum in the school unit education efforts as the main educational defense force in guaranteeing the independent curriculum as a new paradigm that is ready to compete with the progress of the times and increasingly rapid technology. The power of technology has become an important phenomenon and a challenge for education units in remote areas, especially and generally in Indonesia, apart from the issues regarding difficult curriculum changes, as well as being a challenge for the educators themselves. This article also provides recommendations for solutions based on the results of observations while the author underwent curriculum changes for two semesters at an elementary school education unit in the Air Senda area of Rimau Island. It is hoped that this article can contribute to the development of empirical and academic literature on the anxiety of teachers and educators as well as become lessons learned on teaching and learning activities in regional or remote schools that lack knowledge and experience about paradigms and the process of dealing with the stigma of moving from the 2013 curriculum or curricula towards an independent curriculum.]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN PAI SESUAI KURIKULUM COVID PADA MTSN 2 KEPULAUAN SULA ]]>
<![CDATA[Ibrahim Umasugi]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This study discusses the implementation of Islamic Religious Education (PAI) learning adapted to the Covid-19 emergency curriculum at MTsN 2 Sula Islands. The curriculum has an important role in the educational process, and this study aims to examine the implementation of PAI learning according to the curriculum adapted to the Covid-19 pandemic situation. In this study, interviews were conducted with school principals, vice principals for curriculum, and teachers as data sources. The results of the analysis show that the supporting and inhibiting factors that influence the implementation of the Covid-19 emergency curriculum include teacher readiness, financial problems, the role of parents in supervising online learning, and internet network limitations. In its implementation, there are four important things, namely developing teacher competence, changing learning patterns, using technology, and measuring results. This research is expected to contribute to the development of effective and adaptive PAI learning methods and strategies in the midst of an ongoing pandemic situation]]>
<![CDATA[MENERAPKAN METODE PEMBELAJARAN BEHAVIORISTIK DI ERA REVOLUSI PENDIDIKAN 4.0 ]]>
<![CDATA[Faizin Faizin]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[The world of education in Indonesia is changing. This drastic change in the world of education was triggered, among other things, by the Covid-19 pandemic which first broke out in Wuhan, China, in 2019. Fundamental changes that have taken place in the world of education in Indonesia include changes in the teaching and learning process, namely from onsite learning to online learning. on line. The government calls these changes in terms of “Distance Learning”. This fundamental change immediately makes various aspects of the teaching and learning process required to adapt to the novelty of the situation, including in this case the behavioristic learning method which is also required to adapt to the conception of virtual learning. The behavioristic method is a classic method in the world of modern education. The main goal of today's behavioristic learning methods is to create changes in behavior so that they are able to fulfill 21st century skills. So how to apply behavioristic learning methods during a pandemic? That theme will be discussed in this research. In terms of objectives, this study intends to describe the application of behavioristic learning methods within an online education platform. This research uses a descriptive-qualitative method, using library research techniques to collect secondary data and interview techniques to collect primary data.]]>
<![CDATA[PERAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIKAN DI INDONESIA ]]>
<![CDATA[Fenia Pranilsa]]>;
<![CDATA[Hana Yuli Sartika]]>;
<![CDATA[Aura Monalisa]]>;
<![CDATA[Yuli Ahmadi Yanti]]>;
<![CDATA[Marina Selfina Monika]]>;
<![CDATA[Kartini Putri Dewi]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[Based on the observation that not many studies have explained the role of school principals in improving the quality of education. Even though research on the role of school principals in improving the quality of education is important. Based on these observations, research will be conducted on the role of school principals in improving the quality of education. This research method uses qualitative methods with the type of literature study. The role of the principal in improving the quality of education is that the principal acts as an educator, the principal acts as a manager, the principal acts as an administrator, the principal acts as a supervisor, and the principal acts as an entrepreneur.]]>
<![CDATA[INOVASI PEMGEMBANGAN KURIKULUM PENDIDIKAN PESANTREN DI ERA DIGITAL ]]>
<![CDATA[Sholeh Huda]]>;
<![CDATA[Adiyono Adiyono]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This research uses a library research approach. This method is a type of research that is collected entirely from library findings or writing library references. Data is collected from various sources of reading, storing, analyzing, and classifying data to be able to draw reliable conclusions. Innovation or renewal of a curriculum needs to be done, considering that the curriculum as a means to achieve goals must adapt to the ever-changing and evolving development of society. Curriculum changes begin with fundamental conceptual changes, then followed by structural changes. This paper aims to examine and describe innovations in the development of pesantren education curriculum in the digital era. Pesantren education has an important role in shaping character and improving the quality of religious education. However, with technological advances and changes in educational demands, innovations are needed in the development of pesantren curriculum to answer the challenges of the digital era. Through literature study and conceptual analysis, this paper analyzes various innovations that can be made in the development of pesantren education curriculum in the digital era. In general, curriculum changes involve curriculum components, namely: a). changes in curriculum objectives, b). Changes in curriculum content and structure, c). Changes in curriculum strategies, d). Changes in curriculum facilities.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN SISWA DALAM BERPIKIR KRITIS MELALUI MODEL PROBLEM BASED LEARNING (PBL) ]]>
<![CDATA[Ipah Budi Minarti]]>;
<![CDATA[Atip Nurwahyunani]]>;
<![CDATA[Robi'atul Bashoriyah]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Problem Based Learning (PBL) dalam meningkatkan kemampuan berpikir kritis siswa. Metode yang digunakan dalam penelitian ini menggunakan metode pembelajaran Problem Based Learning (PBL). Teknik pengmpulan data menggunakan dokumentasi, dengan menelusuri jurnal yang relevan dengan topic ini melalui Google Scholar dengan periode 9 tahun terakhir dari 2014-2023. Berdasarkan hasil analisi artikel bahwa didapatkan informasi; 1) penerapan model Problem Based Learning member efek positif terhadap siswa, 2) model Problem Based Learning (PBL) di temukan pada bidang ilmu sains yang sering diterapkan di sekolah dengan presetase 77% dan pada bidang studi matematika dengan presentase 31%, 3) dampak model Problem Based Learning dalam pembelajaran dapat meningkatkan minat belajar, kemampuan pemecahan masalah, moytivasi belajar, dan berpikir kritis. Kesimpulan dari penelitian ini bahwa metode Problem Based Learning dapat meningkatkan kemampuan berpikir kritis siswa]]>
<![CDATA[PENGARUH MOTIVASI TERHADAP PENGAJARAN INDIVIDU ]]>
<![CDATA[Fauziah Nasution]]>;
<![CDATA[Nurul Husna]]>;
<![CDATA[Sabilla Ayu Andini]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[Motivation and teaching are two concepts that are interrelated and have an important role in the world of education. Motivation is a key factor influencing individual behavior and achievement, while teaching is a process that involves the teacher imparting knowledge and skills to students. In the context of education, motivation is a vital element that supports student learning success. Motivation is an internal or external drive that drives individuals to achieve certain goals or perform certain actions. It involves psychological, emotional, and social factors that influence a person's behavior. In the educational context, motivation plays an important role in motivating students to learn, participate actively in the learning process, and achieve the desired results. Meanwhile, teaching is a process that involves the teacher in conveying learning material to students. The aim of teaching is to inspire and motivate students in learning, help them understand the concepts being taught, develop skills and competencies, and encourage creativity and critical thinking.]]>
<![CDATA[PENDEKATAN KONSTRUKTIVIS SOSIAL ]]>
<![CDATA[Fauziah Nasution]]>;
<![CDATA[Kevin Alfansyah Siregar]]>;
<![CDATA[Paiz Fatah Siregar]]>;
<![CDATA[Selamat Riadi Harahap]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[This study explains that the social constructivist approach emphasizes the importance of providing opportunities for students to engage in meaningful dialogue about reading. One way to do this is through reciprocal teaching. Supporters of social constructivism argue that besides the individual, the group to which the individual belongs determines the process of forming knowledge in a person. Through communication with the community, one's knowledge is expressed to others so that knowledge undergoes verification and refinement. In addition, through communication a person obtains new information or knowledge from the community. Constructivists start from the formation of knowledge, and the reconstruction of knowledge is changing the knowledge possessed by someone who has been built or constructed before and that change is as a result of interaction with their environment.]]>
<![CDATA[PELAJAR YANG LUAR BIASA ]]>
<![CDATA[Fauziah Nasution]]>;
<![CDATA[Putri Anantasari Barus]]>;
<![CDATA[Agung Arif Hakim BB]]>;
<![CDATA[Mhd Hasan Agara Siahaan]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[In general, children with special needs can be understood as those who have significant differences in aspects of physical, mental, emotional, intellectual and social growth and development, with disadvantages and advantages that are different from ordinary children and, for both, they need treatment and education. This research focuses on the importance parents place on themselves and their children, the stigma they face, and how parents respond when faced with this stigma. The model used to answer this research question is a socially determined qualitative method model. The theories adopted are Herbert Plumer's symbolic interaction theory and Erving Goffman's stigma theory. The participants in this study were seven mothers with children with special needs in Surabaya. The technology of using the sample is appropriate. The data collection method is in-depth interviews. The results of this study are as follows: 1) Parents of children with special needs consider themselves tested by God and destined to have special children; 2) The stigma experienced by families of children with special needs includes stigmatization, such as good looks, and verbal stigmatization with words such as "crazy" or "abnormal"; 3) There are two types of parenting responses: harsh and When the parents' stigma is very strong, they respond angrily.]]>
<![CDATA[PENGARUH GAYA PENGASUHAN TERHADAP KEPERCAYAAN DIRI SISWA DALAM KONTEKS PENDIDIKAN INKLUSIF ]]>
<![CDATA[Fauziah Nasution]]>;
<![CDATA[Tazkiya Aulia Ibriza]]>;
<![CDATA[Anggun Siska Pratiwi]]>;
<![CDATA[Sahmiral Amri Raja Guk Guk]]>
<![CDATA[ ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER ]]>
Publisher : <![CDATA[CV. ADIBA AISHA AMIRA ]]>
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<![CDATA[Inclusive education emphasizes fairness, equality and recognition in the educational environment. Students’ self-confidence is important for improving their participation and achievement. This study examined the influence of parenting style on students’ selfconfidence in inclusive education. The quantitative study involved 200 students from inclusive schools in North Sumatra. Questionnaires were used to measure parenting styles and students’ self-confidence. Regression analysis showed that authoritative parenting style had a positive and significant effect on students’ self-confidence, while permissive and authoritarian parenting styles were not significantly related. It is important for educators and parents to pay attention to parenting styles that support the development of students’ self-confidence in inclusive education. Future research could look at other factors that influence students’ self-confidence and extend to a wider geographical area.]]>
