State University of Yogyakarta

Makalah ini bertujuan untuk: (1) mengetahui proses perkembangan kemajuan teknologi, (2) mengetahui perubahan pola hidup manusia akibat kemajuan teknologi, (3) mengetahui pengaruh kemajuan teknologi di bidang sosial budaya, dan (4) mendapatkan solusi dalam mengatasi dampak negatif dari kemajuan teknologi. Makalah ini merupakan hasil studi pustaka yang bersumber pada buku, artikel, jurnal, dan dilengkapi dengan hasil survei tentang penggunaan teknologi modern yang digunakan sebagai teknik pengumpulan datanya. Data yang diperoleh dianalisis deskriptif secara kritis oleh penulis dengan menggunakan pendekatan teori perubahan sosial budaya. Hasil pembahasan dalam makalah ini menunjukkan sebagai berikut: (1) kemajuan teknologi terus berkembang sangat pesat dan melahirkan masyarakat digital; (2) terjadi perubahan pola hidup manusia akibat kemajuan teknologi sehingga menjadi lebih pragmatis, hedonis, sekuler, dan melahirkan generasi instan namun juga mengedepankan efektifitas dan efisiensi dalam tingkah laku dan tindakannya; (3) kemajuan teknologi berwajah ganda karena menimbulkan pengaruh positif dan negatif bagi kehidupan manusia; (4) upaya untuk menekan dan mengatasi dampak negatif dari kemajuan teknologi dapat dilakukan dengan mensinergiskan peran keluarga, pendidikan, masyarakat, dan negara.Kata kunci: teknologi, pola hidup, dan perubahan sosial budaya

Tujuan penelitian ini adalah untuk mendapatkan informasi tentang Visual Literacy Media Pembelajaran Buku Cerita Anak Usia 5-6 tahun. Metode yang digunakan dalam penelitian ini adalah survei dan wawancara, buku cerita sebagai sumber penelitian diambil secara acak dari lokasi penelitian dengan jumlah 100 buku dari 828 buku cerita yang tersedia di pusat sumber belajar (PSB) TK Islam Al Azhar Serang. Hasil yang diperoleh dari penelitian ini adalah kualitas gambar visual disajikan dengan sangat baik, kesesuaian visual literasi dengan tujuan pembelajaran, kesesuaian dengan materi, daya tahan buku, kecepatan presentasi materi, disajikan dengan baik dan indikator lainnya menunjukkan hasil yang cukup, yaitu kosakata mudah dipahami anak, penggunaan bahasa yang singkat, padat dan jelas, urutan dan runtut materi, kesesuaian penyajian visual dengan kebutuhan berbagai karakter siswa, prosedur penggunaan, penyajian pedoman untuk guru. Dengan kata lain, pada umumnya visualisasi gambar yang disajikan dalam buku cerita di Pusat Sumber Belajar (PSB) TK Islam Al Azhar 10 Serang telah menunjukkan hasil yang cukup dengan frekuensi kemunculan rata-rata hampir setengahnya.Kata kunci: visual literasi, buku cerita VISUAL LITERACY INSTRUCTIONAL MEDIA OF CHILDREN’S STORY BOOKSAbstractThis study aim to obtain information about the visual literacy of children’s story books of 5-6 years old Children. The method used in this research are survey and interview, story book as sample taken 100 books randomly from 828 story books in learning resource center (PSB) TK Islam Al Azhar Serang. The results of this study are the quality of visual literacy is presented very well, the visual literacy suitability with the aim of learning, material conformity, book endurance, the speed of material presentation are presented well and other indicators show sufficient results, the vocabulary is easy to understand, performed clear sentences, sequence and material coherence, the appropriateness of visual representation with the needs of various student characters, provide procedures and guidelines for teacher. In other words, the conclusion is the visual literacy of the images presented in the storybooks at the Learning Resource Center (PSB) of Al Azhar Islamic Kindegarten School 10 Serang has shown sufficient results with an average occurrence frequency of nearly half.Keywords: visual literacy, story books

Abstrak: Sudah menjadi kesadaran bersama bahwa dunia pendidikan merupakan cara yang telah dilakukan umat manusia sepanjang kehidupannya untuk menjadi sarana dalam melakukan transmisi dan transformasi baik nilai maupun ilmu pengetahuan. Demikian strategisnya dunia pendidikan sebagai sarana transmisi dan transformasi nilai dan ilmu pengetahuan ini, maka dalam rangka menanamkan dan mengembangkan karakter bangsa ini, tidak lepas pula dari peran yang dimainkan oleh dunia pendidikan. Pendidikan karakter penting bagi kehidupan manusia, maka peran yang dimainkan dunia pendidikan haruslah tidak sekadar menunjukkan pengetahuan moral, tetapi juga mencintai dan mau melakukan tidakan moral. Kata kunci: pendidikan karakter, strategi pendidikan karakter

Penelitian ini bertujuan untuk: (1) menghasilkan produk e-modul interaktif pada mata pelajaran Kimia kelas XI IPA SMA, (2) mengetahui tingkat kelayakan produk e-modul interaktif pada mata pelajaran Kimia kelas XI IPA SMA,dan (3) mengetahui efektivitas penggunaan produk e-modul interaktif dalam meningkatkan capaian hasil belajar mata pelajaran Kimia kelas XI IPA SMA. Penelitian pengembangan ini mengacu pada langkah-langkah yang dikembangkan oleh Thiagarajan yaitu (4D). Prosedur pengembangan meliputi tahap pendefinisian (define), perancangan (design), dan pengembangan (development). Subjek uji coba kelompok kecil terdiri dari enam orang peserta didik kelas XI IPA SMA Islam Al Azhar Yogyakarta. Subjek uji coba lapangan sebanyak 29 orang siswa kelas XI IPA SMA Islam Al Azhar Yogyakarta. Pengumpulan data menggunakan lembar penilaian, angket respon, dan tes hasil belajar. Teknik analisis data menggunakan paired sample t-test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa modul elektronik (e-modul) interaktif untuk kelas XI IPA SMA menurut ahli materi, ahli media berada dalam kategori layak. Penerapan dan penggunaan e-modul secara umum dapat terlaksana dengan kategori layak dan mendapat respon positif dari peserta didik. Terdapat perbedaan hasil belajar antara hasil pre test sebelum penggunaan e-modul dan post test setelah menggunakan e-modul dengan sig < 0,05.Kata kunci: modul eletronik, interaktif, kimia DEVELOPING INTERACTIVE CHEMISTRY E-MODUL FOR THE SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOLAbstractThis research study aims to: (1) produce chemistry interactive e-modul for the second grade students of senior high school, (2) identify the feasibility analysis of interactive e-module products on chemistry object, and (3) identify the effectiveness of the interactive e-module product in improving the achievement of learning achievement. This research and development study refer to the stages developed by Thiagarajan (4D). The procedure of the development consists of define, design, and development. The subject small group trial consisted of six-second grade students of SMA Islam Al Azhar Yogyakarta. The subjects of field testing in the experiment class consisted of 29 students of XI IPA of SMA Islam Al Azhar Yogyakarta. The data were collected using an evaluation sheet, questionnaire of student’s responses, and achievement tes. The data were analyzed using paired sample t-test with a significance level of 0.05. The research finding reveals that the chemistry interactive e-modul for XI IPA of senior high school according to materials experts and media experts is in a good category. Generally, the application of interactive e-modul is categorized in the very good category and received a positive response from students. There is a difference in the learning achievement between the pre test and post test after using the chemistry interactive e-modul with sig < 0.05.Keywords: e-modul,interactive, chemistry

Penelitian ini bertujuan untuk menyelidiki pengaruh gender siswa terhadap literasi sains melalui pembelajaran project based learning (PjBL) yang diintegrasikan dengan science, technology, engineering, dan mathematics (STEM) pada tema pencemaran udara. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain The static Group Pretest-Posttest Design yang dilaksanakan di kelas VII SMP Islam Terpadu di kabupaten Sukabumi sebanyak 57 siswa yang terdiri dari kelas laki-laki (29 orang) dan kelas perempuan (28 orang). Pengumpulan data dilakukan dengan menggunakan tes awal dan tes akhir untuk literasi sains dan angket siswa terhadap PjBL STEM. Berdasarkan hasil analisis data diperoleh peningkatan literasi sains siswa kelompok laki-laki dan kelompok perempuan sama-sama mengalami peningkatan dengan rerata N_Gain yaitu 0,36 dan 0,31 pada kategori sedang untuk aspek pengetahuan dan kompetensi. Hasil uji-t menunjukkan bahwa peningkatan literasi sains kelas laki-laki dan kelas perempuan berbeda tidak signifikan. Pada aspek sikap sains, kelas perempuan berbeda signifikan dari kelas laki-laki. Tanggapan siswa secara keseluruhan menunjukkan hampir seluruh siswa menyatakan senang dengan pembelajaran PjBL STEM dan memperoleh pengalaman yang sangat berkesan mengikuti tahapan pembelajaran sehingga menimbulkan motivasi dan minat dalam belajar.Kata Kunci: project based learning; STEM; literasi sains; gender Implementation Project-Based Learning Integrated STEM to Improve Scientific Literacy Based on Gender AbstractThis study aims to investigate the influence of gender on the students' science literacy through project based learning (PjBL) integrated science, technology, engineering, and mathematics (STEM) approach for students junior high school. The theme used in this project was air pollution. The method used was pre-experimental design the static group pretest-posttest design and was implemented in grade VII of the Integrated Islamic school at Sukabumi. The subjects were 57 students divided into two, male group (N = 29) and female group (N = 28). The data collection was done by pretest and posttest for scientific literacy and students' responses to the PjBL STEM. Based on the result it were obtained that an average N_Gain of male group was 0.36 and was 0.31 for female group with medium category on knowledge and competence. T-test results showed that increasing scientific literacy male group and female of different classes do not signifikan. Attitude aspect of science, female group differ significantly from male group. The student responses showed almost all of the students agreed to the implementation of the PjBL STEM and gain great new experiences that stages of learning that lead to be interested and motivated in learning. Keywords: project-based learning, STEM, scientific literacy, gender

Tujuan penelitian ini adalah untuk: (1) mendeskripsikan implementasi penilaian pada Kurikulum 2013; (2) mengidentifikasi hambatan dan keberhasilan pelaksanaan penilaian pada Kurikulum 2013, (3) memberikan rekomendasi kepada Pemerintah dalam mengambil kebijakan pelaksanaan penilaian pada Kurikulum 2013. Populasi dalam evaluasi ini adalah sekolah di Indonesia jenjang sekolah dasar dan menengah. Penentuan sampel dengan purposive sampling, yaitu sekolah jenjang sekolah dasar dan menengah di 15 provinsi di Wilayah Indonesia Bagian Barat, Wilayah Indonesia Bagian Tengah, dan Wilayah Indonesia Bagian Timur. Pengumpulan data menggunakan kuesioner, dokumentasi, dan Focus Group Discussion(FGD). Data dianalisis dengan analisis deskriptif kuantitatif dan kualitatif. Model ini digunakan untuk mengevaluasi kesenjangan antara kriteria yang telah ditetapkan dengan pelaksanaan program di lapangan. Hasil penelitian dibagi tiga tahap, yaitu: (1) perencanaan, disarankan kepada pemerintah untuk melakukan sosialisasi dan pelatihan membuat kisi-kisi dahulu baru membuat soal-soalnya, bukan yang dilakukan sebaliknya, juga pelatihan analisis instrumen penilaian dan membuat rubrik untuk soal uraian; (2) pelaksanaan, disarankan kepada pemerintah untuk menyederhanakan pedoman penilaian pada Kurikulum 2013, melakukan sosialisasi dan pelatihan penilaian kompetensi sikap, untuk jenjang SD perlu diberikan pelatihan teknik penilaian pada pembelajaran tematik, dan membimbing guru melakukan kegiatan analisis instrumen dan revisi butir soal; (3) pelaporan, disarankan pengambil kebijakan mengkaji kembali penggunaan rentang nilai 1-4 pada penilaian pengetahuan dan keterampilan.Kata kunci: penilaian pada Kurikulum 2013, rubrik untuk soal uraian, penilaian pada pembelajaran tematik, rentang skor 1-4 THE IMPLEMENTATION OF ASSESSMENT IN THE CURRICULUM 2013AbstractThe objectives of this study are (1) to describe the implementation of the assessment in the curriculum 2013, (2)to identify the obstacle and the success of the implementation of assessment in the curriculum 2013, and (3)to make a recommendation for policy makers to improve the implementation of assessment in the curriculum2013. The population of the study consist of the elementary schools, junior schools, and senior high schools in Indonesia. The sample was determined purposively, consisting of the elementary schools, junior schools, and senior high schools in 15 provinces in Indonesia. Data were collected through questionnaires and Focus Group Discussion (FGD). Data were analyzed using quantitative and qualitative descriptive. The findings of this study are: (1) in the planning step, the recommendations were given to principals, teachers, and head of educational districts to make socialization and workshop on developing assessment grid first, and then writing items not the other way around, and make a rubric first when writing the essay items; (2) in the implementation step, the recommendation were given to government to simplify the guidance of assessment in the curriculum 2013, to make socialization and workshop about the affective assessment, workshop thematic assessment for elementary teachers, and guiding teachers to revise and analyze the instrument; (3) in the report step, the recommendation were given to policy makers to look back at the policy of using the score range 1-4, for assessing knowledge and psychomotor domain.Keywords: assessment incurriculum 2013, rubric for essay items, assessment in thematic learning, score range 1-4

Abstrak: Tujuan penelitian ini adalah untuk memahami implementasi pendidikan karakter dalam pembentukan kepribadian holistik siswa. Metode yang dingunakan yaitu penelitian kualitatif. Penelitian dilakukan di MTs N Jabung dan SMPN 1 Talun Blitar. Data diperoleh dari hasil indept interview dengan key informant: kepala sekolah, para wakil kepala sekolah, wali kelas, guru, dan siswa. Data dianalisis dengan menggunakan langkah-langkah: data reduction, data display, dan conclusion/verification). Berdasarkan hasil penelitian dapat disimpulkan: (1) pengelolaan pendidikan karakter dapat dibagi menjadi dua strategi, yaitu internal dan eksternal sekolah; (2) strategi internal sekolah dapat ditempuh melalui empat pilar, yakni kegiatan belajar mengajar di kelas, kegiatan keseharian dalam bentuk school culture, kegiatan habituation, kegiatan ko-kurikuler, dan ekstra kurikuler; dan (3) strategi eksternal dapat ditempuh melalui kerja sama dengan orang tua dan masyarakat. Kata Kunci: pendidikan karakter, pribadi holistik THE IMPLEMENTATION OF CHARACTER EDUCATION IN THE FORMATION OF STUDENTS’ HOLISTIC PERSONALITY Abstract: The purpose of this study was to describe the implementation of character education in the formation of students' holistic personality. The research was a qualitative study conducted at MTsN Jabung and SMPN 1 Blitar Talun. Data were obtained from in-depth interviews with key informants: principals, vice-principals, guardians, teachers, and students. Data were analyzed by using the steps of data reduction, data display, and conclusion/verification. Based on the results of the data analysis, the research showed that: (1) the management of character education could be divided into two strategies, namely internal and external; (2) the internal strategy of the school could be accomplished through the four pillars, namely teaching and learning activities in the classroom, daily activities in the form of school culture, habit formation activities, curricular and extra-curricular activities; and (3) external strategy could be done by cooperating with parents and the community. Keywords: character education, holistic personality

Abstrak: Era globalisasi membawa dampak, baik dampak positif maupun negatif dalam kehidupansemua orang termasuk dalam keluarga. Keluarga memunyai peranan yang besar dalam membentukkarakter anak karena waktu yang dimiliki anak semua bersama keluarga. Namun demikian, pemerintah perlu memasukkan pendidikan karakter dalam kurikulum, baik secara implisit, maupuneksplisit. Oleh karena itu, Kurikulum 2013 kembali dirancang berbasis kompetensi dan karakter.Walaupun peranan keluarga sangat besar, sekolah dalam hal ini guru, harus juga lebih berperandalam memberikan pendidikan karakter kepada peserta didik dalam berbagai kompetensi yangdibelajarkan agar tujuan pendidikan nasional dapat dicapai secara maksimal. Hal ini termaktupdalam kurikulum 2013 yang memungkinkan para guru menilai hasil belajar peserta didik sehingga peserta didik dapat mempersiapkan dirinya melalui penguasaan terhadap sejumlah kompetensi dankarakter tertentu. Kata Kunci: pendidikan karakter, manajemen pendidikan karakter, keluarga, Kurikulum 2013 CHARACTER EDUCATION MANAGEMENT Abstract: The globalization era has brought both positive and negative impacts on the life of everyone,including that in the family. The family has a great role in shaping the children’s character as theyspend most of their time with the family. However, the government needs to include character education in the curriculum, both implicitly or explicitly. Therefore, the 2013 Curriculum was redesignedbased on competence and character. Despite the great role of the family, the school, as represented bythe teachers, must have a greater role in providing character education for the students in variouscompetencies in order that the national education goals can be achieved maximally. It is stated in the2013 Curriculum that teachers can assess the learning results so that the students can prepare themselves through the mastery of a number of compencies and certain character traits. Keywords: character education, character education management, family, the 2013 Curriculum

Penelitian ini bertujuan untuk (1) mendeskripsikan standar mutu pelaksanaan e-learning sebagai media pembelajaran yang efektif; (2) mengidentifikasi keefektifan perencanaan pembelajaran elearning; (3) mengidentifikasi keefektifan perancangan dan pembuatan materi pembelajaran elearning; (4) mengidentifikasi keefektifan metode penyampaian pembelajaran e-learning; (5) mengidentifikasi keefektifan pelaksanaan dan interaktivitas pembelajaran e-learning; (6) mengidentifikasi keefektifan evaluasi pelaksanaan e-learning; (7) mengetahui faktor penghambat dan pendukung pelaksanaan e-learning sebagai media pembelajaran. Penelitian ini merupakan penelitian evaluasi dengan model evaluasi discrepancy. Data dikumpulkan melalui angket dan observasi, kemudian data dianalisis secara deskriptif. Keberhasilan program diukur dengan kriteria absolute, yakni standar pelaksanaan pembelajaran e-learning yang telah ditetapkan sebelumnya dari standar mutu penyelenggaraan e-learning yang ideal. Analisis deskripsi data mendiskripsikan dan memaknai keefektifan e-learning sebagai media pembelajaran di SMK Telkom Sandhy Putra Purwokerto dari tiap-tiap data ubahan dan sub ubahan, yaitu nilai rerata pada standar variabel penelitian. Masing-masing ubahan dibandingkan dengan acuan kriteria yang telah ditentukan berdasarkan rata-rata ideal dan simpangan baku ideal yang dapat dicapai oleh instrumen. Responden dari penelitian ini adalah guru dan siswa SMK Telkom Sandhy Putra Purwokerto yang terlibat langsung dengan pembelajaran e-learning. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran e-learning di SMK Telkom Sandhy Putra Purwokerto sesuai dengan standar mutu pelaksanaan e-learning pada komponen perencanaan pembelajaran cukup efektif dengan kecenderungan 77,57%; komponen perancangan dan pembuatan materi cukup efektif dengan kecenderungan 75,14%; komponen penyampaian pembelajaran e-learning cukup efektif dengan kecenderungan 75%; komponen interaksi pembelajaran cukup efektif dengan kecenderungan 66,10%; dan komponen evaluasi pelaksanaan pembelajaran e-learning cukup efektif dengan kecenderungan 69,01%. Secara keseluruhan dapat disimpulkan bahwa pelaksanaan pembelajaran e-learning sebagai media pembelajaran di SMK Telkom Sandhy Putra Purwokerto cukup efektif dengan tingkat kecenderungan 77,27%. Hal ini menunjukkan bahwa pelaksanaan pembelajaran e-learning di SMK Telkom Sandhy Putra Purwokerto tidak sepenuhnya efektif bagi semua guru di SMK Telkom Sandhy Putra Purwokerto, dikarenakan beberapa faktor dari pelaksanaannya yang belum optimal. THE EFFECTIVENESS OF E-LEARNING AS INSTRUCTIONAL MEDIA (EVALUATION STUDY OF E-LEARNING INSTRUCTIONAL MODEL INSMK TELKOM SANDHY PUTRA PURWOKERTO)AbstractThis study aims to: (1) describe the quality standard of e-learning as effective instructional media, (2) identify the effectiveness of e-learning instructional plan, (3) identify the effectiveness of designing and developing the e-learning materials, (4) identify the effectiveness of delivery method of the e-learning instructional strategy, (5) identify the effectiveness of implementation and interactivities of e-learning instructional, (6) identify the effectiveness of evaluation of the elearning process, and (7) identify the inhibiting and supporting factors in the implementation of elearning as instructional media. This study is an evaluation research using the discrepancy evaluation model. The data were collected through questionnaire and observation, and analyzed descriptively. The success of the program was measured using absolute criteria, i.e. the standard process of e-learning instruction determined by the ideal standard of the quality of e-learning process. The descriptive data analysis described and interpreted the effectiveness of e-learning as instructional media in SMK Telkom Sandhy Putra Purwokerto by each alteration and subalteration data, i.e the average value in the standard of the research variable. Each alteration was compared with criterion standards determined based on the ideal mean and standard deviation obtained by the instrument. The respondents were teachers and students of SMK Telkom Sandhy Putra Purwokerto directly involved in the e-learning instruction. The results show that the implementation of e-learning in SMK Telkom Sandhy Putra Purwokerto based on the quality standard of e-learning implementation on the component of instructional plan is quite effective with the tendency of 77.57%; the component of designing and developing the material is quite effective with the tendency of 75.14%; the component of delivery method of instructional strategy is quite effective with the tendency of 75%; the component of interactivities is quite effective with the tendency of 66.10%; and the component of evaluation of e-learning process is quite effective with the tendency of 69.01%. Overall it can be concluded that the implementation of e-learning as instructional media in SMK Telkom Sandhy Putra Purwokerto is quite effective with the tendency of 77.27%. This study indicates that the implementation of elearning instruction at SMK Telkom Sandhy Putra Purwokerto is not completely effective, because several factors of implementation are not optimal.

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar siswa pada mata pelajaran pemrograman sistem kendali PLC antara siswa yang diajar dengan metode PBL dengan siswa yang diajar dengan metode demonstrasi, (2) pengaruh interaksi antara metode PBL dan metode demonstrasi dengan motivasi belajar terhadap hasil belajar siswa, (3) perbedaan hasil belajar siswa antara siswa yang diajar dengan metode PBL dengan yang diajar dengan metode demonstrasi ditinjau dari motivasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain faktorial yang dilakukan dengan memberikan perlakuan metode pembelajaran. Analisis data dalam penelitian ini menggunakan uji-t dan ANAVA dengan program SPSS 16. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar antara siswa yang diajar dengan metode PBL dengan yang diajar dengan metode demonstrasi, (2) tidak terdapat pengaruh interaksi antara metode PBL dan demonstrasi dengan motivasi belajar terhadap hasil belajar, (3) terdapat perbedaan hasil belajar antara siswa yang diajar dengan metode PBL dengan yang diajar dengan metode demonstrasi ditinjau dari motivasi tinggi dan rendah. THE EFFECT OF PROBLEM-BASED LEARNING ON THE LEARNING OUTCOMES SEEN FROM MOTIVATION ON THE SUBJECT MATTER OF PLC IN SMKAbstractThis study aimed to determine: (1) the difference in learning outcomes in the subject of PLC control system programming between the students taught using the PBL method and those taught using the demonstration method, (2) the effect of the interaction among the PBL method and demonstration learning method with motivation on the learning outcomes, (3) difference in students’ learning outcomes between the students taught using the PBL method and those taught using the demonstration learning method in terms of motivation to learn. This study was a quasiexperimental study with a factorial design done by giving treatment in learning methods. The techniques of data analysis were T test and analysis of variance (ANOVA) with SPSS 16. The results show that: (1) there is a difference in learning outcomes between the students taught using the PBL method compared to those taught using the demonstration learning method, (2) there is no interactional effect between PBL and demonstration learning methods with motivation on the students’ learning outcome, (3) there is a difference in the learning outcome between students taught using the PBL method and those taught using the demonstration learning method in terms of students with high and low motivation.

This study aimed to determine the effect of the variation and dose of compost fertilizer from market organic waste MOL (local microorganisms) on the foraging rate and flower handling time of insects during the generative phase of marigold plants. This research used an experimental method with two factors: the variation of MOL in compost production and the dose of the compost fertilizer. The MOL activators used for composting were fruit MOL, vegetable MOL, a combination of fruit and vegetable MOL, as well as EM4 and water as controls. Data were collected using focal sampling and analyzed using quantitative descriptive methods. The results showed that the foraging rate on marigold flowers was dominated by Apis mellifera, Trigona sp., and Luthrodes pandava. The highest foraging rate for Apis mellifera was observed in the 400-g treatment of compost made with a combination of fruit and vegetable MOL; the highest rate for Trigona sp. was found in the 400-g treatment of vegetable MOL compost; and Luthrodes pandava tended to have a low foraging rate across all treatments. For flower handling time, Apis mellifera was highest in the fruit-and-vegetable MOL treatment at 200 g, Trigona sp. was highest in the fruit-and-vegetable MOL at 200 g, and Luthrodes pandava was highest in the fruit MOL and vegetable MOL treatments at both 200 and 400 g. Insect behavior was influenced by the surrounding climatic factors as well as by the quality and quantity of flowers produced by the marigold plants as a result of fertilizer application.

Character education is a crucial aspect of shaping students who possess not only academic competence but also noble character, a sense of responsibility, and social awareness. Novels serve as an effective learning medium to support character education, as they embody various life values conveyed through characters, plot, conflict, and setting. This article examines the role of novels as a medium for character education in primary schools, the character values embedded within them, implementation strategies for instruction, and their advantages and limitations. The study employs a literature review method, analyzing relevant books and scholarly articles. The findings indicate that novels contain values such as religiosity, honesty, discipline, responsibility, hard work, independence, social awareness, tolerance, mutual cooperation, and integrity—values that can be internalized through reading, discussion, reflection, and presentation activities. Furthermore, the use of novels enhances literacy skills, critical thinking, and empathy, while supporting the implementation of the Kurikulum Merdeka (Independent Curriculum) and the strengthening of the Profil Pelajar Pancasila (Pancasila Student Profile). Thus, novels are a viable and effective learning medium for fostering character development among primary school students.

The effect of POC and LOF variation from different MOL have been studied toward physical and chemical properties of soil and the diversity of soil macrofauna and mesofauna. The MOL used were fruit MOL, vegetable MOL, fruit + vegetable MOL, EM4, and water as controls. Data were obtained by pitfall trap, barless, and hand collecting methods. The results showed that the soil was clay/loamy, the soil structure was clumpy (20 mesh), granular (40 mesh), and crumbly (60 mesh). The infiltration rate of the soil treated with LOF was 0.209 seconds and not given LOF was 0.001 seconds. Soil organic matter in the LOF variation treatment showed positive with many bubbles while in the positive control treatment there were few bubbles. The macrofauna that dominates marigold plantings is Hymenoptera and the mesofauna that dominates marigold plantings is entomobryomorpha. Macrofauna and Mesofauna dominate in the Fruit+Vegetable LOF variation treatment. The number of macrofauna and mesofauna is influenced by edaphic factors and the physical and chemical properties of the soil.

The implementation of a national curriculum directed toward the eight dimensions of the Graduate Profile requires elementary education to redesign its instructional practices. One possible response is the adoption of a Deep Learning approach. This review examines how multicultural-oriented deep learning contributes to character development among elementary students through three foundations: mindful learning, meaningful learning, and joyful learning. A library-based review was conducted by examining 20 relevant scholarly articles published from 2021 to 2026. The synthesis indicates that combining multicultural perspectives with deep learning can cultivate civic dispositions and cooperative abilities. Mindful learning encourages learners to become more sensitive to cultural distinctions. Meaningful learning enables diversity-related concepts to be associated with everyday social circumstances, while joyful learning introduces tolerance through engaging instructional experiences. Accordingly, multicultural-oriented deep learning may convert students’ understanding of diversity into observable conduct in elementary school settings.

Merdeka Belajar is promoted as a reform to simplify educational administration and strengthen school autonomy. However, its implementation reveals a paradox between policy discourse and administrative practice. This study examines the paradox of educational administration in the Merdeka Belajar era by analyzing the gap between normative simplification and school-level complexity in public secondary schools in West Java. Using a qualitative case study approach, data were collected through semi-structured interviews, document analysis, and observations, and analyzed thematically. The findings show that administrative simplification operates mainly at the policy level, while schools experience increased administrative workload due to fragmented digital systems and intensified accountability demands. Schools adopt adaptive strategies to manage these pressures, yet such practices remain informal and capacity-dependent. The study contributes by reframing Merdeka Belajar as an administrative governance reform and highlights the need for integrated systems and capacity-sensitive policies to achieve substantive administrative simplification.

In response to Indonesia’s national higher education reform, universities have implemented experiential learning programs to enhance student readiness for the workforce. This study aimed to evaluate the implementation of the Prigel Program, an experiential learning initiative conducted at the Faculty of Engineering of an Indonesian university. The evaluative research employed a quantitative descriptive design using the Context, Input, Process, and Product (CIPP) model to assess program implementation. Data were collected through questionnaires distributed to 142 undergraduate participants. Mean scores were interpreted using Sukarjo’s criteria, and Glickman’s quadrant analysis was applied to categorize overall program effectiveness. The findings revealed positive ratings for all four aspects: Context (M = 4.38), Input (M = 3.97), Process (M = 4.23), and Product (M = 4.15). Based on Glickman’s quadrant analysis, the program was categorized as highly effective, indicating successful implementation. These results suggest that the Prigel program could be a benchmark for experiential learning within Indonesia’s higher education reform framework.

Mastery of basic athletic techniques is important for physical education students, but learning is often lecture-centered. This study aims to determine the effect of Problem-Based Learning (PBL) on students' mastery of basic athletic techniques. This study used a Pretest–Posttest Control Group Design. A total of 40 students were divided into an experimental group (n = 20) and a control group (n = 20). The experimental group learned with PBL, while the control group used conventional learning. Data was collected through athletic skills tests and analyzed using t-tests and N-Gain at a significance level of 0.05. The experimental group's score increased from 61.35 to 84.70, while the control group's score increased from 60.90 to 73.15. The test results showed a significant difference between the two groups (p < 0.05). The N-Gain value of the experimental group (0.61) was also higher than that of the control group (0.31). These results indicate that PBL is more effective than conventional learning in improving mastery of basic athletic techniques through active involvement and problem solving.

This study aims to explore the implementation of religious culture-based character education at MI Miftahul Akhlaqiyah Semarang, as well as analyze the supporting and inhibiting factors in its implementation. The method employed in this study is a qualitative approach, utilizing data collection techniques that include interviews, observations, and documentation. Character education is a crucial element in shaping a generation that is academically intelligent and possesses a noble character. At MI Miftahul Akhlaqiyah, religious values are applied through various activities such as congregational Dhuha Prayer, Asmaul Husna, and Friday Infaq. The results of the study show that the implementation of religious culture-based character education in this madrasah is going well, supported by a structured curriculum, the involvement of competent teachers, and adequate facilities. However, obstacles such as heterogeneous student backgrounds, social environmental influences, and limited support facilities are still faced. To overcome these obstacles, madrasas implement solutions in the form of increased communication between students, teachers, and parents, as well as stricter discipline enforcement. With the implementation of this solution, it is hoped that the effectiveness of character education in madrasas can continue to be improved, in order to create a generation with noble character, achievements, and positive contributions to society.

Purpose. Authorship determines who receives credit for research and who is accountable for it, yet decisions about who is listed, and in what order, are often left implicit until submission. This article examines how power, incentives and ambiguity distort authorship, and how attribution can be made fairer. Design. The article is conceptual. It synthesises evidence on authorship criteria, honorary and coercive authorship, contributorship and research funding incentives, using a widely shared practitioner account of lost first authorship as an illustrative prompt. Findings. Survey estimates of honorary authorship in the health sciences range from 18% to 51% depending on how it is measured. A South African faculty study found formal authorship agreements for only 7% of multi-author manuscripts and more problems on postgraduate than staff manuscripts. The byline cannot convey who did what, and subsidy rules that credit all authors equally regardless of contribution may add to the pressures behind honorary authorship. Implications. Authorship should be agreed early, documented and revisited, with contributor role statements supplementing author order. Journals, funders and assessment bodies internationally should reward documented contributions rather than publication counts, and international partnerships should protect local researchers' authorship. South Africa illustrates how national funding rules can shape attribution. Originality. The article offers a framework of authorship distortion, an attribution timeline and a decision guide applicable across research systems.

This study explores a multi-stakeholder collaboration model (school, parent, community, government) in fostering children's economic character in child-friendly schools. Through a qualitative phenomenological approach with in-depth interviews with 12 respondents, it was found that current collaboration is still partial and event-based, but most effective when realized in real, contextual projects. Key challenges include weak coordination, lack of consistent support, and unbalanced stakeholder roles. Nonetheless, there are significant opportunities through regular forums, long-term mentoring, and synergy with the local economy. The proposed ideal collaboration model is participatory, contextual, and adaptive, with concrete steps in the form of regular coordination forums, curriculum integration, and continuous monitoring. The implementation of this model is expected to strengthen the economic character of children, including the values of responsibility, cooperation, and independence, within the framework of child-friendly schools.