Pub Date : 2024-01-31DOI: 10.21927/ijeeti.2024.3(1).52-63
I. Latifah, Martalia Ardiyaningrum, Mufida Awalia Putri, Ahmad Syamsul Arifin
This research aims to analyze the level of difficulty of the questions and mastery of basic competencies according to the level of difficulty of the questions that have been found in the Mathematics subject in the national standard elementary school exam results in Bulu sub-district, Temanggung. This research uses a quantitative approach using descriptive methods. The population in this study is data from the USBN results in the Bulu sub-district with a sample of 35 questions answered by 613 grade 6 students, in terms of the level of difficulty the questions were classified as sufficient or medium. This can be seen from the calculation results which show that of the 30 multiple-choice questions that are classified as difficult questions, there are 4 questions (13%), 17 medium questions (57%), and 9 easy questions (30%). Meanwhile, for the 5 essay questions in the difficult category, 1 question (20%), 4 medium questions (80%), and 0 easy questions (0%).Keyword: item analysis, USBN, level of difficulty, mathematics
{"title":"Analisis Hasil Ujian Sekolah Berstandar Nasional di Sekolah Dasar Kecamatan Bulu pada Muatan Matematika","authors":"I. Latifah, Martalia Ardiyaningrum, Mufida Awalia Putri, Ahmad Syamsul Arifin","doi":"10.21927/ijeeti.2024.3(1).52-63","DOIUrl":"https://doi.org/10.21927/ijeeti.2024.3(1).52-63","url":null,"abstract":"This research aims to analyze the level of difficulty of the questions and mastery of basic competencies according to the level of difficulty of the questions that have been found in the Mathematics subject in the national standard elementary school exam results in Bulu sub-district, Temanggung. This research uses a quantitative approach using descriptive methods. The population in this study is data from the USBN results in the Bulu sub-district with a sample of 35 questions answered by 613 grade 6 students, in terms of the level of difficulty the questions were classified as sufficient or medium. This can be seen from the calculation results which show that of the 30 multiple-choice questions that are classified as difficult questions, there are 4 questions (13%), 17 medium questions (57%), and 9 easy questions (30%). Meanwhile, for the 5 essay questions in the difficult category, 1 question (20%), 4 medium questions (80%), and 0 easy questions (0%).Keyword: item analysis, USBN, level of difficulty, mathematics","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"199 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140473924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.21927/ijeeti.2024.3(1).1-15
Endi Rochaendi, Saepul Ma’mun
In carrying out their main duties and functions, school principals still receive critical issues from various circles in the educational ecosystem because they have yet to fully contribute optimally to increasing teacher professionalism. The literature review research aims to identify and analyze several models of good practice implemented by school principals in developing the basic abilities of teachers in elementary school education units. The research findings state that the school principal's good practice model consists of two activities/actions: the Principal as a learning leader and the Principal acting as the creator of the learning environment. The key role of the Principal as a learning leader consists of a servant, role model, expert and instructional leader. Meanwhile, the Principal as the creator of the learning environment is related to his role as a communicator, supporter and manager. These good practices can create a professional, vital teacher profile and construction consisting of passion, vigour, facility, and satisfaction to achieve more productive and competitive learning goals in the educational unit. Keywords: good practice; principal’s; basic teacher abilities
{"title":"Model Praktik Baik Kepala Sekolah dalam Pengembangan Kemampuan Dasar Guru pada Satuan Pendidikan Sekolah Dasar","authors":"Endi Rochaendi, Saepul Ma’mun","doi":"10.21927/ijeeti.2024.3(1).1-15","DOIUrl":"https://doi.org/10.21927/ijeeti.2024.3(1).1-15","url":null,"abstract":" In carrying out their main duties and functions, school principals still receive critical issues from various circles in the educational ecosystem because they have yet to fully contribute optimally to increasing teacher professionalism. The literature review research aims to identify and analyze several models of good practice implemented by school principals in developing the basic abilities of teachers in elementary school education units. The research findings state that the school principal's good practice model consists of two activities/actions: the Principal as a learning leader and the Principal acting as the creator of the learning environment. The key role of the Principal as a learning leader consists of a servant, role model, expert and instructional leader. Meanwhile, the Principal as the creator of the learning environment is related to his role as a communicator, supporter and manager. These good practices can create a professional, vital teacher profile and construction consisting of passion, vigour, facility, and satisfaction to achieve more productive and competitive learning goals in the educational unit. Keywords: good practice; principal’s; basic teacher abilities","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"137 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140477085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.21927/ijeeti.2024.3(1).28-39
Anjani Putri Belawati Pandiangan, R. Rahayu, Ainun Zasha Khairunniza Reynaldy
To support the quality of education in Indonesia, the Independent Curriculum concept is implemented through the Pancasila student profile. The Strengthening Pancasila Student Profile Project is present as an effort to develop the character of students' Pancasila student profiles. Through this project, students are invited to observe the surrounding environment in order to find solutions to various existing problems. This research aims to determine the implementation of the Strengthening Pancasila Student Profile (P5) Project activities at MIN 1 East Kutai and its impact on students. This research uses a qualitative approach. Qualitative research methods are used as a study of natural object conditions. The approach used by researchers in the research is a qualitative descriptive approach. Data was collected through observation and interviews with one of the teachers at MIN 1 East Kutai. Through observations and interviews, field notes are produced which researchers use as a consistent data source and support research findings. In implementing the independent curriculum, students create or implement projects. Implementation of P5 activities is one of the independent curriculum project activities. Activities carried out at MIN 1 East Kutai with the theme of Local Wisdom "Food and Batik Typical of Kutai" resulted in P5 activity projects in the form of 1) making Kutai serabi, 2) making typical Kutai pulut rice, 3) making typical Kutai tamarind vegetables, 4) making typical Kutai batik. The result of this research contributes to understanding the importance of implementing the Independent Curriculum and integrating the six Pancasila Student Profiles in learning. This research also provides guidance for educational institutions in integrating the Pancasila Student Profiles in learning and optimizing the implementation of the Independent Curriculum. Thus, this research provides an overview of the importance of thorough preparation in planning P5 activities in order to form a Pancasila Student Profile that is in accordance with the objectives set by the Ministry of Education and Culture, Research and Technology. Keyword: independent curriculum, teacher preparation, local wisdom, project for strengthening pancasila student profiles.
为提高印度尼西亚的教育质量，通过 "潘查希拉 "学生档案实施了独立课程概念。加强潘查希拉学生档案项目旨在培养学生的潘查希拉学生档案特色。通过该项目，学生们被邀请观察周围环境，以找到解决各种现有问题的方法。本研究旨在确定加强班查希拉学生形象（P5）项目活动在 MIN 1 East Kutai 的实施情况及其对学生的影响。 本研究采用定性研究方法。 定性研究方法用于研究自然对象条件。研究人员在研究中使用的方法是定性描述法。 通过观察和采访 MIN 1 East Kutai 的一名教师来收集数据。通过观察和访谈，研究人员制作了现场笔记，并将其作为一致的数据来源，为研究结果提供支持。在实施独立课程的过程中，学生创建或实施项目。实施小五活动是独立课程项目活动之一。在 MIN 1 East Kutai 开展的以 "本地智慧 "为主题的活动 "典型的古泰食品和蜡染 "导致了 P5 活动项目，其形式为 1) 制作古泰 serabi、2) 制作典型的古泰 pulut 米、3) 制作典型的古泰罗望子蔬菜、4) 制作典型的古泰蜡染。本研究的结果有助于了解实施独立课程和在学习中整合六种潘查希拉学生概况的重要性。本研究还为教育机构在学习中整合 "潘查希拉学生概况 "和优化独立课程的实施提供了指导。因此，本研究概述了在规划小五活动时进行充分准备的重要性，以便形成符合教育与文化、研究和技术部所定目标的 "潘查希拉学生概况"。关键词：独立课程、教师准备、地方智慧、加强潘查希拉学生档案项目。
{"title":"Penerapan Projek Penguatan Profil Pelajar Pancasila (P5) tentang Kearifan Lokal pada Kurikulum Merdeka di MIN 1 Kutai Timur","authors":"Anjani Putri Belawati Pandiangan, R. Rahayu, Ainun Zasha Khairunniza Reynaldy","doi":"10.21927/ijeeti.2024.3(1).28-39","DOIUrl":"https://doi.org/10.21927/ijeeti.2024.3(1).28-39","url":null,"abstract":"To support the quality of education in Indonesia, the Independent Curriculum concept is implemented through the Pancasila student profile. The Strengthening Pancasila Student Profile Project is present as an effort to develop the character of students' Pancasila student profiles. Through this project, students are invited to observe the surrounding environment in order to find solutions to various existing problems. This research aims to determine the implementation of the Strengthening Pancasila Student Profile (P5) Project activities at MIN 1 East Kutai and its impact on students. This research uses a qualitative approach. Qualitative research methods are used as a study of natural object conditions. The approach used by researchers in the research is a qualitative descriptive approach. Data was collected through observation and interviews with one of the teachers at MIN 1 East Kutai. Through observations and interviews, field notes are produced which researchers use as a consistent data source and support research findings. In implementing the independent curriculum, students create or implement projects. Implementation of P5 activities is one of the independent curriculum project activities. Activities carried out at MIN 1 East Kutai with the theme of Local Wisdom \"Food and Batik Typical of Kutai\" resulted in P5 activity projects in the form of 1) making Kutai serabi, 2) making typical Kutai pulut rice, 3) making typical Kutai tamarind vegetables, 4) making typical Kutai batik. The result of this research contributes to understanding the importance of implementing the Independent Curriculum and integrating the six Pancasila Student Profiles in learning. This research also provides guidance for educational institutions in integrating the Pancasila Student Profiles in learning and optimizing the implementation of the Independent Curriculum. Thus, this research provides an overview of the importance of thorough preparation in planning P5 activities in order to form a Pancasila Student Profile that is in accordance with the objectives set by the Ministry of Education and Culture, Research and Technology. Keyword: independent curriculum, teacher preparation, local wisdom, project for strengthening pancasila student profiles.","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"425 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the validity and feasibility of products in the form of codular-based e-handouts that are usable, valid, practical, and effective in understanding Indonesian language subjects in phase C. This research is included in the Research and Development (R&D) development model in the form of ADDIE which consists of five stages of development namely analysis, design, development, implementation, and evaluation. The subjects in this study were instrument validators. All results of data analysis using the validity index assessment aspects of Aiken. With the results of data analysis in the aspect of validity obtained from the material expert test of 3 statements with a validity index value status of 0.5, 3 statements with a validity index status of 0.75, and 1 statement with a validity index value status of 1.00. Based on the validity index criteria from Aiken's validity of the design expert's score, the 3 value statements are included in the revision criteria, and 4 statements are in the valid criteria. According to the accumulation of assessments from design expert validators, it shows that this Kodular-based e-handout teaching material is suitable for use in learning with some notes that must be revised. The calculation results obtained from design experts based on the validity index from Aiken are 2 statements with a validity index value status of 0.5, and 5 statements with a validity index status of 0.75. Based on the validity index criteria from Aiken, the validity of the linguist's score, the 2 statements are included in the revision criteria, and 5 statements are in the valid criteria. It can be concluded that the development of codular-based e-handot teaching materials is valid and feasible to use for Indonesian language subjects in phase C.Keyword: teaching materials, codular, indonesian language
{"title":"Pengembangan Bahan Ajar E-Handout Berbasis Kodular untuk Sekolah Dasar Fase C pada Mata Pelajaran Bahasa Indonesia","authors":"Asep Ediana Latip, Kinanti Adlina Putri, Friski Hokiani","doi":"10.21927/ijeeti.2024.3(1).16-27","DOIUrl":"https://doi.org/10.21927/ijeeti.2024.3(1).16-27","url":null,"abstract":"This study aims to determine the validity and feasibility of products in the form of codular-based e-handouts that are usable, valid, practical, and effective in understanding Indonesian language subjects in phase C. This research is included in the Research and Development (R&D) development model in the form of ADDIE which consists of five stages of development namely analysis, design, development, implementation, and evaluation. The subjects in this study were instrument validators. All results of data analysis using the validity index assessment aspects of Aiken. With the results of data analysis in the aspect of validity obtained from the material expert test of 3 statements with a validity index value status of 0.5, 3 statements with a validity index status of 0.75, and 1 statement with a validity index value status of 1.00. Based on the validity index criteria from Aiken's validity of the design expert's score, the 3 value statements are included in the revision criteria, and 4 statements are in the valid criteria. According to the accumulation of assessments from design expert validators, it shows that this Kodular-based e-handout teaching material is suitable for use in learning with some notes that must be revised. The calculation results obtained from design experts based on the validity index from Aiken are 2 statements with a validity index value status of 0.5, and 5 statements with a validity index status of 0.75. Based on the validity index criteria from Aiken, the validity of the linguist's score, the 2 statements are included in the revision criteria, and 5 statements are in the valid criteria. It can be concluded that the development of codular-based e-handot teaching materials is valid and feasible to use for Indonesian language subjects in phase C.Keyword: teaching materials, codular, indonesian language","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"171 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140478358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.21927/ijeeti.2023.2(2).72-86
Ika Muslimawati, Edga Mahatma Kafi, Christiyanti Aprinastuti, Mike Wadina
Implementasi konsep Computational Thinking (CT) pada kegiatan pembelajaran di SD Negeri Bhaktikarya, Jl. Gambir Anom, Manukan, Condongcatur, Depok, Sleman, DI Yogyakarta adalah kegiatan untuk memberikan pelatihan konsep berpikir dengan konsep Computational Thinking kepada siswa agar mampu memahami dan mengimplementasikan konsep berpikir Computational Thinking pada mata pelajaran tematik materi gerak tari yang dipelajarinya dan mengukur berat benda dalam satuan baku. Minimnya praktik dan minimnya pemahaman dalam mengimplementasikan konsep berpikir Computational Thinking memberikan kesempatan bagi peneliti untuk berkontribusi. Computational Thinking (CT) sebagai keterampilan kognitif dalam mengidentifikasi pola, memecahkan masalah yang rumit menjadi langkah-langkah yang lebih sederhana, mengatur dan membuat rangkaian langkah-langkah dalam memberikan solusi. Penelitian ini bertujuan untuk menganalisis kemampuan pondasi pengenalan pola,abstraksi, algoritma, dan dekomposi pada siswa sekolah dasar melalui penerapan pendekatan Computational Thinking. Metode penelitian yang digunakan adalah penelitian deskriptif dengan jenis penelitian study case. Penelitian ini menggunakan teknik analisis data kuantitatif dan kualitatif. Subjek penelitian ini adalah 27 siswa kelas II SD Negeri Bhaktikarya. Hasil dari penelitian ini menunjukkan bahwa penerapan pendekatan Computational Thinking (CT) pada hasil lembar kerja peserta didik (LKPD) yang menerapkan beberapa pondasi Computational Thinking (CT) diperoleh rerata persentase sebesar 85% pada setiap pondasi dengan rincian : Pondasi pengenalan pola 85%, 96% pada pondasi abstraksi, 85% pada pondasi algoritma, dan 96% pada pondasi abstraksi, dimana keseluruhan pondasi masuk dalam kategori sangat baik. Kata Kunci: Computational Thinking, Studi Kasus
p .将计算机概念(CT)应用于国家小学bhacwork的学习活动。日经市的甘比·ankan、mankan、Condongcatur、Depok、Sleman，是一项活动，为学生提供计算机思维概念的概念，使他们能够在学习的舞蹈主题上理解和执行计算机思维的概念，并以标准单位测量物体的重量。实践的缺乏和对执行计算机思维概念的理解为研究人员提供了一个贡献的机会。计算思维(CT)作为识别模式的认知技能，将复杂的问题分解成更简单的步骤，组织和创建一系列解决方案的步骤。本研究旨在通过应用计算机思维方法来分析小学生模式识别、抽象、算法和退化的能力。研究方法是描述性的研究类型的研究案例。该研究采用定量和定性数据分析技术。本研究的题目为27名bhactivwork国家小学二年级学生。这项研究的结果表明,应用Computational思考方法(CT)在工作表中,结果应用一些基础的学习者(LKPD) Computational思考(CT)获得的平均百分比高达85%的每个地基基础和细节:模式识别85%,96%的抽象,85%的基础算法的基础,96%的抽象的基础范畴,在整体进入基础很好。计算思维，案例研究
{"title":"Implementasi Computational Thingking pada Pembelajaran Tematik Gerak Keseharian dan Alam dalam Tari serta Mengukur Berat Benda dalam Satuan Baku Kelas 2 Tema 6 Subtema 2","authors":"Ika Muslimawati, Edga Mahatma Kafi, Christiyanti Aprinastuti, Mike Wadina","doi":"10.21927/ijeeti.2023.2(2).72-86","DOIUrl":"https://doi.org/10.21927/ijeeti.2023.2(2).72-86","url":null,"abstract":"Implementasi konsep Computational Thinking (CT) pada kegiatan pembelajaran di SD Negeri Bhaktikarya, Jl. Gambir Anom, Manukan, Condongcatur, Depok, Sleman, DI Yogyakarta adalah kegiatan untuk memberikan pelatihan konsep berpikir dengan konsep Computational Thinking kepada siswa agar mampu memahami dan mengimplementasikan konsep berpikir Computational Thinking pada mata pelajaran tematik materi gerak tari yang dipelajarinya dan mengukur berat benda dalam satuan baku. Minimnya praktik dan minimnya pemahaman dalam mengimplementasikan konsep berpikir Computational Thinking memberikan kesempatan bagi peneliti untuk berkontribusi. Computational Thinking (CT) sebagai keterampilan kognitif dalam mengidentifikasi pola, memecahkan masalah yang rumit menjadi langkah-langkah yang lebih sederhana, mengatur dan membuat rangkaian langkah-langkah dalam memberikan solusi. Penelitian ini bertujuan untuk menganalisis kemampuan pondasi pengenalan pola,abstraksi, algoritma, dan dekomposi pada siswa sekolah dasar melalui penerapan pendekatan Computational Thinking. Metode penelitian yang digunakan adalah penelitian deskriptif dengan jenis penelitian study case. Penelitian ini menggunakan teknik analisis data kuantitatif dan kualitatif. Subjek penelitian ini adalah 27 siswa kelas II SD Negeri Bhaktikarya. Hasil dari penelitian ini menunjukkan bahwa penerapan pendekatan Computational Thinking (CT) pada hasil lembar kerja peserta didik (LKPD) yang menerapkan beberapa pondasi Computational Thinking (CT) diperoleh rerata persentase sebesar 85% pada setiap pondasi dengan rincian : Pondasi pengenalan pola 85%, 96% pada pondasi abstraksi, 85% pada pondasi algoritma, dan 96% pada pondasi abstraksi, dimana keseluruhan pondasi masuk dalam kategori sangat baik. Kata Kunci: Computational Thinking, Studi Kasus ","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"260 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116270220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.21927/ijeeti.2023.2(2).107-118
Mas'udah Mas'udah, Mufida Awalia Putri
Beberapa guru madrasah belum dapat membuat RPP dengan benar sesuai dengan Standar Proses. Penerapan pendampingan penyusunan instrument pembelajaran diharapkan dapat membantu guru dan kepala sekolah dalam menyelesaikan masalahnya. Tujuan penelitian ini adalah untuk menjelaskan prosedur bimbingan teknis kepada guru dalam penyusunan RPP dan untuk meningkatkan kompetensi guru dalam pembuatan perencanaan pembelajaran (RPP) setelah mengikuti bimbingan teknis. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan (Action Research) dengan Model Kurt Lewin, yakni penelitian yang dilakukan pengawas/supervisor dalam sekolah sendiri guna memperbaiki kualitas pembelajaran. Subjek penelitian adalah guru kelas MI wilayah Sleman Timur yaitu MI Al Huda, MI Darul Huda, dan MI Sultan Agung tahun pelajaran 2018/2019. Teknik pengumpulan data dengan observasi. Instrumen yang digunakan dalam penelitian ini yaitu Lembar validasi dan Lembar pengamatan. Berdasarkan pembahasan hasil penelitian sebagaimana telah diuraikan, maka target yang telah ditetapkan dalam penelitian ini tercapai, yaitu ≥ 80% guru telah mencapai kompetensinya dalam menyusun RPP. Siklus 2 jumlah yang mendapatkan nilai gain dengan kategori tinggi sebanyak 100%. Hal ini menunjukkan bahwa intervensi tindakan yang diharapkan telah tercapai. Pembinaan teknis dalam meningkatkan kompetensi guru dalam menyusun RPP telah terbukti secara ilmiah.
一些伊斯兰学校的教师无法按照标准程序正确制造RPP。庇护所起草工具应用有望帮助教师和校长学习中解决问题。本研究的目的是向老师解释技术程序指引RPP的编制和提高教师能力中制造技术(RPP)后跟随学习规划指导。本研究采用的方法是库尔特·列文(Kurt Lewin)模型的行动研究。研究对象是班主任MI案例研究东部地区即MI Al Huda伟大,米夫Huda MI苏丹2019年课。通过观察收集数据的技术。本研究使用的工具是验证表和观察表。根据所描述的研究成果,讨论这项研究的既定目标,即实现≥80%老师已经在起草RPP实现的。2周期获得的增益值与高类别数量多达100%。这表明,干预已经达到预期的行为。辅导中技术能力提高教师编纂RPP科学证明了。
{"title":"Upaya Meningkatkan Kompetensi Guru dalam Menyusun RPP melalui Bimbinan Teknis pada MI Binaan Kabupaten Sleman","authors":"Mas'udah Mas'udah, Mufida Awalia Putri","doi":"10.21927/ijeeti.2023.2(2).107-118","DOIUrl":"https://doi.org/10.21927/ijeeti.2023.2(2).107-118","url":null,"abstract":"Beberapa guru madrasah belum dapat membuat RPP dengan benar sesuai dengan Standar Proses. Penerapan pendampingan penyusunan instrument pembelajaran diharapkan dapat membantu guru dan kepala sekolah dalam menyelesaikan masalahnya. Tujuan penelitian ini adalah untuk menjelaskan prosedur bimbingan teknis kepada guru dalam penyusunan RPP dan untuk meningkatkan kompetensi guru dalam pembuatan perencanaan pembelajaran (RPP) setelah mengikuti bimbingan teknis. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan (Action Research) dengan Model Kurt Lewin, yakni penelitian yang dilakukan pengawas/supervisor dalam sekolah sendiri guna memperbaiki kualitas pembelajaran. Subjek penelitian adalah guru kelas MI wilayah Sleman Timur yaitu MI Al Huda, MI Darul Huda, dan MI Sultan Agung tahun pelajaran 2018/2019. Teknik pengumpulan data dengan observasi. Instrumen yang digunakan dalam penelitian ini yaitu Lembar validasi dan Lembar pengamatan. Berdasarkan pembahasan hasil penelitian sebagaimana telah diuraikan, maka target yang telah ditetapkan dalam penelitian ini tercapai, yaitu ≥ 80% guru telah mencapai kompetensinya dalam menyusun RPP. Siklus 2 jumlah yang mendapatkan nilai gain dengan kategori tinggi sebanyak 100%. Hal ini menunjukkan bahwa intervensi tindakan yang diharapkan telah tercapai. Pembinaan teknis dalam meningkatkan kompetensi guru dalam menyusun RPP telah terbukti secara ilmiah.","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114538684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.21927/ijeeti.2023.2(2).95-106
Wahyu Hidayana, An-nisa Apriani
This study aims to determine the effect of the living values education program (LVEP) learning model on strengthening religious character in students. This research is a quasi-experimental study with a pre-testpos-test control group design. The research subjects were students of class V SD 3 Pengalusan, Purbalingga. The sample was selected based on random sampling for students using the Living Values Education Program learning. The instrument used in this study was an observation sheet to measure students' religious character. The data that has been collected is then analyzed using the t test. the results of the study showed that there were differences in religious character in learning between students who used the living values education program model in learning to have a higher level of religious character compared to students who used the expository learning model.
{"title":"Pengaruh Living Values Education Program Terhadap Penguatan Karakter Religius Pada Siswa Kelas V SD 3 Pengalusan","authors":"Wahyu Hidayana, An-nisa Apriani","doi":"10.21927/ijeeti.2023.2(2).95-106","DOIUrl":"https://doi.org/10.21927/ijeeti.2023.2(2).95-106","url":null,"abstract":"<p><em>This study aims to determine the effect of the living values education program (LVEP) learning model on strengthening religious character in students. This research is a quasi-experimental study with a pre</em><em>-</em><em>test</em><em> </em><em>pos</em><em>-</em><em>test control group design. The research subjects were students of class V SD 3 Pengalusan, Purbalingga. The sample was selected based on random sampling for students using the Living Values Education Program learning. The instrument used in this study was an observation sheet to measure students' religious character. The data that has been collected is then analyzed using the t test. the results of the study showed that there were differences in religious character in learning between students who used the living values education program model in learning to have a higher level of religious character compared to students who used the expository learning model.</em></p><p><strong><em>Keyword: </em></strong><em>LVEP, Religious, Elementary Students</em><em></em></p>","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124411284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.21927/ijeeti.2023.2(2).119-130
Fildza Malahati, Nur Hidayat, Nurul Huda, Putri Jannati, Lusiana Oktavia, A. Rizki
Pembentukan karakter merupakan hal yang harus diperhatikan sejak dini. Terbentuknya karakter peserta didik yang baik tentunya dipengaruhi oleh pembiasaan-pembiasaan yang baik juga. Tujuan dari penelitian ini adalah untuk mengkaji lebih jauh tentang bagaimana pembentukan karakter peserta didik melalui pembiasaan kegiatan keagamaan. Penelitian ini dilakukan di sekolah Madrasah Ibtidaiyah Negeri 3 Bantul, Yogyakarta. Fokus penelitian membahas tentang pembentukan karakter peserta didik melalui kegiatan keagamaan. Adapun data yang dikumpulkan dalam penelitian adalah data tentang pembentukan karakter peserta didik di Madrasah Ibtidaiyah Negeri 3 Bantul. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Sedangkan keabsahan data menggunakan teknik trianggulasi. Pengambilan data dalam penelitian ini dengan cara snowball sampling, sehingga didapati 2 orang guru dan 5 peserta didik sebagai sampel penelitian. Jenis data yang digunakan dalam penelitian ini adalah data primer dan sekunder. Hasil penelitian menunjukan bahwa di sekolah Madrasah Ibtidaiyah Negeri 3 Bantul, Yogyakarta menerapkan kegiatan kegamaan seperti mengajarkan salat wajib tepat waktu, mengajarkan salat dhuha, mengajarkan untuk membaca Al-Qur’an sebelum kegiatan proses belajar mengajar dimulai. Tidak hanya itu, di sekolah Madrasah Ibtidaiyah Negeri 3 Bantul, Yogyakarta juga memiliki program unggulan yaitu tahfidz yang mana peserta didik diharapkan mampu menghafal ayat-ayat suci Al-Qur’an serta mengamalkanya. Pembiasaan-pembiasaan melalui aktivitas keagamaan tersebut tentunya memiliki faktor pendukung dan penghambat. Faktor pendukung kegiatan tersebut adalah guru itu sendiri sebagai suri tauladan untuk peserta didiknya. Peserta didik yang memiliki ahlak yang baik tentunya sedikit banyaknya dipengaruhi oleh didikan gurunya. Sedangkan faktor penghambatnya adalah lingkungan sosial peserta didik itu sendiri diluar lingkungan sekolah. Diadakanya aktivitas keagamaan tersebut diharapkan dapat memberikan efek yang baik dalam membentuk karakter peserta didik menjadi lebih baik. Kata kunci: Pembentukan Karakter, Aktivitas Keagamaan, Madrasah Ibtidaiyah
塑造性格是我们必须及早考虑的问题。良好的学习者性格的形成当然也受到良好的消费的影响。本研究的目的是进一步研究学习者如何通过宗教活动的融合而形成性格。这项研究是在日惹的Ibtidaiyah州立学院进行的。研究的重点是通过宗教活动来塑造学习者的性格。至于在研究中收集的数据是关于在Ibtidaiyah Negeri 3班的学院形成学习者性格的数据。利用观察、采访和记录来收集数据的技术。使用分级技术的数据有效性。研究中的数据以斯诺鲍样本的方式提取，让两名教师和五名学习者作为研究样本。本研究采用的数据类型为主要和次要数据。研究结果显示，日惹伊斯兰学校采用了诸如教萨拉特必须准时、教萨拉特·dhuha、教她在教学活动开始前阅读古兰经等光荣活动。不仅如此，日惹伊斯兰学校也有一个突出的项目，即tahfidz，学习者将能够背诵古兰经经文并加以应用。通过宗教活动进行喂养，肯定有支持因素和障碍。这项活动的支持者是教师自己作为参加者的榜样。优秀的学习者肯定很少受到老师教育的影响。而最令人窒息的因素是学习者在学校之外的社会环境。宗教活动的宗教活动预计将对改进学习者的性格产生良好的影响。关键词:性格形成、宗教活动、伊斯兰宗教学校
{"title":"Pembentukan Karakter Peserta Didik Madrasah Ibtidaiyah: Pembiasaan Kegiatan Keagamaan","authors":"Fildza Malahati, Nur Hidayat, Nurul Huda, Putri Jannati, Lusiana Oktavia, A. Rizki","doi":"10.21927/ijeeti.2023.2(2).119-130","DOIUrl":"https://doi.org/10.21927/ijeeti.2023.2(2).119-130","url":null,"abstract":"Pembentukan karakter merupakan hal yang harus diperhatikan sejak dini. Terbentuknya karakter peserta didik yang baik tentunya dipengaruhi oleh pembiasaan-pembiasaan yang baik juga. Tujuan dari penelitian ini adalah untuk mengkaji lebih jauh tentang bagaimana pembentukan karakter peserta didik melalui pembiasaan kegiatan keagamaan. Penelitian ini dilakukan di sekolah Madrasah Ibtidaiyah Negeri 3 Bantul, Yogyakarta. Fokus penelitian membahas tentang pembentukan karakter peserta didik melalui kegiatan keagamaan. Adapun data yang dikumpulkan dalam penelitian adalah data tentang pembentukan karakter peserta didik di Madrasah Ibtidaiyah Negeri 3 Bantul. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Sedangkan keabsahan data menggunakan teknik trianggulasi. Pengambilan data dalam penelitian ini dengan cara snowball sampling, sehingga didapati 2 orang guru dan 5 peserta didik sebagai sampel penelitian. Jenis data yang digunakan dalam penelitian ini adalah data primer dan sekunder. Hasil penelitian menunjukan bahwa di sekolah Madrasah Ibtidaiyah Negeri 3 Bantul, Yogyakarta menerapkan kegiatan kegamaan seperti mengajarkan salat wajib tepat waktu, mengajarkan salat dhuha, mengajarkan untuk membaca Al-Qur’an sebelum kegiatan proses belajar mengajar dimulai. Tidak hanya itu, di sekolah Madrasah Ibtidaiyah Negeri 3 Bantul, Yogyakarta juga memiliki program unggulan yaitu tahfidz yang mana peserta didik diharapkan mampu menghafal ayat-ayat suci Al-Qur’an serta mengamalkanya. Pembiasaan-pembiasaan melalui aktivitas keagamaan tersebut tentunya memiliki faktor pendukung dan penghambat. Faktor pendukung kegiatan tersebut adalah guru itu sendiri sebagai suri tauladan untuk peserta didiknya. Peserta didik yang memiliki ahlak yang baik tentunya sedikit banyaknya dipengaruhi oleh didikan gurunya. Sedangkan faktor penghambatnya adalah lingkungan sosial peserta didik itu sendiri diluar lingkungan sekolah. Diadakanya aktivitas keagamaan tersebut diharapkan dapat memberikan efek yang baik dalam membentuk karakter peserta didik menjadi lebih baik. Kata kunci: Pembentukan Karakter, Aktivitas Keagamaan, Madrasah Ibtidaiyah","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126431679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.21927/ijeeti.2023.2(2).54-71
Nur Relawati Sarif, Yusinta Dwi Ariyani, A. Wahyudi
Pendidikan multikultural memiliki peranan penting dalam masyarakat yang semakin heterogen dan global saat ini untuk memberikan pembekalan pada aspek keberagaman, pembentukan identitas diri, keterampilan antar budaya, dan mencegah diskriminasi atau konflik. Tujuan dari penelitian ini yaitu untuk mengetahui implementasi pendidikan multikultural dan faktor-faktor yang mendukung serta menghambat proses implementasi pendidikan multikulural di SD Negeri Ngupasan Yogyakarta. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek pada penelitian ini adalah kepala sekolah, guru, dan siswa SD Negeri Ngupasan. Teknik penelitian yang digunakan yaitu observasi dan wawancara. Teknik keabsahaan data menggunakan triangulasi sumber dan metode. Teknik analisis data menggunakan model Miles dan Huberman. Hasil penelitian ini menunjukkan bahwa implementasi pendidikan multikultural dilaksanakan dalam kegiatan pembelajaran dan kegiatan pengembangan diri. Pelaksanaan kegiatan pembelajaran meliputi perencanaan, pelaksanaan, dan evaluasi pembelajaran. Sedangkan pelaksanaan dalam kegiatan pengembangan diri meliputi kegiatan bimbingan konseling, kegiatan ekstrakurikuler, dan kegiatan pembiasaan rutin serta pembiasaan terprogram. Faktor yang mendukung implementasi pendidikan multikultural di SD Negeri Ngupasan Yogyakarta yaitu lingkungan sekolah, kurikulum sekolah, sarana prasarana sekolah, kegiatan sekolah, dan kerjasama semua komponen sekolah. Sedangkan, faktor yang menghambat berupa pola asuh orangtua, kurangnya media pembelajaran yang digunakan guru, dan kurangnya poster-poster atau tulisan-tulisan tentang keragaman dan nilai-nilai multikultural di sekolah. Kata kunci: Implementasi, Pendidikan Multikultural
{"title":"Implementasi Pendidikan Multikultural di SD Negeri Ngupasan Yogyakarta","authors":"Nur Relawati Sarif, Yusinta Dwi Ariyani, A. Wahyudi","doi":"10.21927/ijeeti.2023.2(2).54-71","DOIUrl":"https://doi.org/10.21927/ijeeti.2023.2(2).54-71","url":null,"abstract":"Pendidikan multikultural memiliki peranan penting dalam masyarakat yang semakin heterogen dan global saat ini untuk memberikan pembekalan pada aspek keberagaman, pembentukan identitas diri, keterampilan antar budaya, dan mencegah diskriminasi atau konflik. Tujuan dari penelitian ini yaitu untuk mengetahui implementasi pendidikan multikultural dan faktor-faktor yang mendukung serta menghambat proses implementasi pendidikan multikulural di SD Negeri Ngupasan Yogyakarta. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek pada penelitian ini adalah kepala sekolah, guru, dan siswa SD Negeri Ngupasan. Teknik penelitian yang digunakan yaitu observasi dan wawancara. Teknik keabsahaan data menggunakan triangulasi sumber dan metode. Teknik analisis data menggunakan model Miles dan Huberman. Hasil penelitian ini menunjukkan bahwa implementasi pendidikan multikultural dilaksanakan dalam kegiatan pembelajaran dan kegiatan pengembangan diri. Pelaksanaan kegiatan pembelajaran meliputi perencanaan, pelaksanaan, dan evaluasi pembelajaran. Sedangkan pelaksanaan dalam kegiatan pengembangan diri meliputi kegiatan bimbingan konseling, kegiatan ekstrakurikuler, dan kegiatan pembiasaan rutin serta pembiasaan terprogram. Faktor yang mendukung implementasi pendidikan multikultural di SD Negeri Ngupasan Yogyakarta yaitu lingkungan sekolah, kurikulum sekolah, sarana prasarana sekolah, kegiatan sekolah, dan kerjasama semua komponen sekolah. Sedangkan, faktor yang menghambat berupa pola asuh orangtua, kurangnya media pembelajaran yang digunakan guru, dan kurangnya poster-poster atau tulisan-tulisan tentang keragaman dan nilai-nilai multikultural di sekolah. Kata kunci: Implementasi, Pendidikan Multikultural ","PeriodicalId":188139,"journal":{"name":"Indonesian Journal of Elementary Education and Teaching Innovation","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123871579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.21927/ijeeti.2023.2(2).87-94
Binti Salamah, Dyahsih Alin Sholihah
Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar matematika siswa pada materi operasi hitung campuran dengan menggunakan model problem-based learning. Penelitian dilaksanakan di MI Ma’arif Jekeling. Subjek penelitian adalah 13 siswa kelas VI MI Ma’arif Jekeling. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan dalam dua siklus. Alur masing-masing siklus PTK yang dilaksanakan yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen penelitian yang digunakan antara lain lembar observasi, pedoman wawancara, catatan lapangan, dokumentasi, dan tes akhir di setiap siklus. Hasil penelitian menunjukkan bahwa dengan menerapkan langkah-langkah model PBL dapat meningkatkan hasil belajar siswa. Hal tersebut sesuai dengan nilai rata-rata afektif pada siklus I sebesar 76,73% dan siklus II sebesar 80,77% dan terjadinya peningkatan dari siklus I ke siklus II sebesar 4,04%. Nilai rata-rata psikomotor siklus I sebesar 69,81% dan siklus II sebesar 75,58% dan terjadinya peningkatan dari siklus I ke siklus II sebesar 5,77%. Rata–rata nilai kognitif siswa pada siklus I sebesar 67,31, kemudian siklus II meningkat menjadi 76,54, dengan demikian terjadi peningkatan dari siklus I ke siklus II sebesar 9,23. Kata kunci: Problem-Based Learning, Hasil Belajar, Matematika
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