Kajian: Kesiapan Pendidikan Indonesia  Menghadapi Era Society 5.0

Nastiti, Faulinda Ely; Abdu, Aghni Rizqi Nimal

doi:10.17977/um039v5i12020p061

Cited by 184 publications

(190 citation statements)

References 2 publications

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“…Demikian pula Collins & Halverson, 2018 dalam Ishak, Kurniawan, & Zainuddin (2019) menyatakan pesatnya perkembangan teknologi informasi saat ini menuntut para pengajar, guru atau dosen untuk mampu berinovasi dan beradaptasi dalam penggunaan berbagai metode pembelajaran berbasis digital. Menurut Ahmad, 2018 dalam Nastiti & Abdu (2020) menyatakan Trend pendidikan Indonesia saat ini yaitu online learning yang menggunakan internet sebagai penghubung antara pengajar dan murid.…”

Section: Latar Belakangunclassified

Penerapan E-Learning dengan Analisis Pengetahuan Awal Terhadap Prestasi Belajar Bahasa Inggris Siswa SMK

2021

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Perkembangan teknologi informasi memberikan dampak terhadap bidang pendidikan. Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan electronic learning terhadap hasil belajar Bahasa Inggris siswa di Sekolah Menengah Kejuruan. Metode penelitian kuasi eksperimen digunakan untuk mengukur pengaruh perlakuan dalam belajar. Populasi subjek penelitian berasal dari siswa kelas XI SMK 5 Surabaya. Hasil penelitian menunjukkan bahwa ada perbedaan pengaruh hasil belajar siswa antara kelas yang menggunakan e-learning dengan pembelajaran konvensional. Namun tidak ada hubungan antara model pembelajaran dan pengetahuan awal siswa dengan hasil belajarnya. Hasil penelitian ini merekomendasikan para guru untuk mengkombinasikan pembelajaran konvensional dengan pembelajaran elektronik.

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Section: Latar Belakangunclassified

Penerapan E-Learning dengan Analisis Pengetahuan Awal Terhadap Prestasi Belajar Bahasa Inggris Siswa SMK

2021

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“…The resolution covers manufacturing and social issues with the aid of physical and virtual spaces combination. The Indonesian Law on the National Education System states that society 5.0 will affect all activities, including urban planning, industry, health, transportation, agriculture, and education (Nastiti & Abdu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Islamic education for early childhood in the era of society 5.0

El-Laudza

2021

ajrs

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Technology and communication usage is identifiable with people of the 4.0 revolution era and is necessary for the 5.0 era that affects life aspects, such as urban planning, industry, health, transportation, agriculture, and education. This study investigates Islamic education for early childhood, especially of Qur’an learning in the era of society 5.0. The topic is significant for teachers, especially in playgroups, kindergartens, Qur’an Learning Center for Children, and parents, as it describes the urgency of technology in society 5.0 era in the educational field, especially for early childhood. As library research, this study collects and analyzes various relevant and credible data related to the issue. The study results prove that artificial intelligence, one of the characteristics of the society 5.0 era, provides significant assistance in solving various issues in the society related to Islamic education for early childhoods.

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“…The world is actually faced with a transition from Industrial Revolution (R.I.) 4.0 to Civilization (5.0). The 4.0 to 5.0 period architecture is based on Sustainable Development Goals / SDGs (Nastiti, 2020). Era of R.I. 4.0, Society 5.0, and SDGs emphasize the importance of competency.…”

Section: Introductionmentioning

confidence: 99%

Teaching Madura Local Content Literacy on Preservice Science Teacher Using Lwis Model

Yasir

Wulandari

2020

J. pena sains

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Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level.

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Kajian: Kesiapan Pendidikan Indonesia Menghadapi Era Society 5.0

Cited by 184 publications

References 2 publications

Penerapan E-Learning dengan Analisis Pengetahuan Awal Terhadap Prestasi Belajar Bahasa Inggris Siswa SMK

Penerapan E-Learning dengan Analisis Pengetahuan Awal Terhadap Prestasi Belajar Bahasa Inggris Siswa SMK

Islamic education for early childhood in the era of society 5.0

Teaching Madura Local Content Literacy on Preservice Science Teacher Using Lwis Model

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