PAKAR Pendidikan

Integration of Google Sheets with Deep Learning based Evaluation Methods to Measure the Analytical Skills of PPG Students in Creating HOTS Questions

Sat, 31 Jan 2026 17:28:31 +0000

21st century education requires the use of creative interactive tools to make learning outcome evaluation more effective. The main challenge is low student participation due to conventional assessment practices. Technologies such as deep learning-based Google Sheet integration offer a solution by providing deep learning evaluation tools. This study focuses on developing the integration of evaluation tools with deep learning-based Google Sheets in the Learning Evaluation course in the PPG program and testing its impact on improving learning outcomes. The research method used R&D with the ADDIE model, with data collected through a pretest-posttest design on two groups, namely the experimental group that used deep learning-based Google Sheets evaluation tools and the control group that used a conventional approach. After testing for normality and homogeneity to ensure that the statistical prerequisites were met, the analysis was continued using a paired t-test. The results showed significance (p < 0.05), indicating that the deep learning-based Google Sheets evaluation tool was effective in improving learning outcomes, while also encouraging student motivation and engagement. In conclusion, the deep learning-based Google Sheets evaluation tool is suitable for implementation in the PPG program, with opportunities for further development through the enrichment of collaboration features and adaptive evaluation to strengthen the appeal and impact of learning.

Preparation of Competency Test for Professional Teacher Program Participants (UKPPPG) for Automotive Teachers at the West Sumatra Automotive Engineering MGMP to Improve Professionalism and Competence

Nuzul - Hidayat, Wawan Purwanto, Toto Sugiarto — Sat, 10 Jan 2026 00:00:00 +0000

The Competency Test for Teacher Professional Education Program Participants (UKPPPG) is an essential stage for assessing the professionalism of vocational teachers, including those in the field of automotive engineering. Adequate preparation is required to ensure that teachers meet competency standards while also improving the quality of learning in vocational schools. This study aims to describe the preparation strategies facilitated by the Automotive Engineering Subject Teacher Forum (MGMP) in West Sumatra and to identify the challenges teachers face in preparing for the UKPPPG. This research employed a descriptive qualitative approach with a case study design. The subjects consisted of 15 automotive teachers who were actively involved in MGMP activities and preparing for the UKPPPG. Data were collected through in-depth interviews, participatory observation, and document analysis. Thematic analysis was carried out through coding, theme identification, and verification using source and method triangulation. The findings indicate that MGMP preparation strategies include lesson plan development, microteaching, and exam discussions. These activities improved teachers’ pedagogical skills; however, limitations such as inadequate workshop facilities, conventional teaching materials, and the lack of computer-based simulations hindered optimal preparation. This study concludes that MGMP plays a significant role in preparing teachers for the UKPPPG, although its effectiveness remains limited to pedagogical aspects. A more comprehensive strategy involving curriculum renewal, access to updated materials, psychological support, and digital technology integration is needed.

Mental Health from the Perspective of Abu Zaid Al-Balkhi and Its Implications for Character Education in the Digital Age

Muhammad Abdul Rahman Hakim, Nasirudin Nasirudin, Lutfiyah Lutfiyah — Sun, 22 Feb 2026 11:29:51 +0000

Mental health is the cornerstone of developing a well-rounded and high-quality character, especially in the digital age, which is marked by social media pressure, instant gratification expectations, and identity crises. This study aims to analyze the thoughts of Sheikh Abu Zaid al-Balkhi in his book Maṣāliḥ al-Abdān wa al-Anfus (The Well-being of the Body and Soul) and to examine its implications for character education in the digital age. This study employs a descriptive qualitative approach based on library research, with content and discourse analysis of primary texts and contextual data. The findings reveal that al-Balkhi divides mental health into preventive and curative functions, grounded in the balance between physical aspects (al-abdān), spiritual aspects (al-anfus), rationality, and spirituality. The implications of these findings in humanistic-oriented education encourage the development of empathetic, resilient, and reflective character, as indicated by Maslow's basic needs such as safety, love, self-esteem, and self-actualization. Meanwhile, in a holistic approach, al-Balkhi's thinking aligns with Miller's emphasis on integrative character education, encompassing cognitive, affective, psychomotor, and spiritual aspects, thereby producing intellectually and emotionally balanced character. Indicators include emotional management skills, moral stability, healthy social relationships, and spiritual reflection. The conclusion of this study affirms that al-Balkhi's ideas are highly relevant as a foundation for character education in the digital age, blending classical Islamic approaches and modern psychological theories within a humanistic, holistic educational framework.

Implementasi Program Sekolah Ramah Anak dalam Menumbuhkan Karakter Peserta Didik di Sekolah Dasar

Nilawati Abas — Fri, 30 Jan 2026 00:00:00 +0000

Educational institutions are expected to provide a safe, inclusive, and supportive learning environment for students. The Child-Friendly School (CFS) program was introduced as an educational policy to ensure the fulfillment of children’s rights at school. However, previous studies have often discussed CFS from a normative perspective, with limited analysis of its practical implementation and its contribution to students’ character development. This study aims to analyze the implementation of the Child-Friendly School program, identify challenges encountered, and examine strategies to foster students' character development. This research adopts a qualitative approach using a case study design. Data were collected through observations, in-depth interviews, and document analysis involving education officials, school principals, teachers, students, parents, and school committees. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data credibility was ensured through source and method triangulation. The findings reveal that the implementation of the Child-Friendly School program is reflected in six key indicators: child-friendly policies, curriculum integration, teachers and educational staff trained in children’s rights, adequate facilities and infrastructure, active student participation, and parental involvement. The program's implementation contributes positively to students' character development, particularly in fostering discipline and nationalism. These results indicate that the Child-Friendly School program functions not merely as an administrative policy but as a strategic approach to strengthening students' character in elementary education.