Pub Date : 2023-10-31DOI: 10.33830/penaanda.v1i2.6404
Sinta Ayu Nuresa, Mega Febriani Sya, Iyon Muhdiyati
Model pembelajaran Cooperative Integrated Reading and Composition (CIRC) merupakan model pembelajaran yang menunjang peserta didik dalam meningkatkan kemampuan pelafalan alphabet bahasa Inggris secara komprehenshif. Tujuan penelitian ini adalah untuk mengetahui dan menggali lebih lanjut pengaruh model pembelajaran CIRC terhadap pelafalan alphabet bahasa Inggris peserta didik kelas 1 Sekolah Dasar. Jenis penelitian yang digunakan adalah kuantitatif eksperimen murni dengan menggunakan bentuk desain posttest only control design. Sampel pada penelitian ini adalah 50 peserta didik kelas 1 Sekolah Dasar di Kabupaten Bogor. Teknik sampling yang digunakan dalam penelitian ini yaitu menggunakan probability sampling dengan teknik sampel acak sistematis (systematic random sampling). Instrumen yang digunakan yaitu observasi dan tes. Cara analisis data dalam penelitian ini menggunakan analisis deskriptif dan analisis inferensial melalui uji prasyarat (uji normalitas, uji homogenitas dan uji hipotesis statistik). Data yang diambil merupakan hasil tes lisan dengan jumlah soal 10 pertanyaan isian singkat. Hasil penelitian menunjukan bahwa terdapat pengaruh signifikan dalam penggunaan model CIRC terhadap pelafalan alphabet. Implikasinya CIRC dapat meningkatkan kemampuan pelafalan alphabet pada peserta didik dalam proses pembelajaran bahasa Inggris di kelas rendah Sekolah Dasar.
{"title":"CIRC DALAM MENINGKATKAN KEMAMPUAN PELAFALAN ALPHABET BAHASA INGGRIS PESERTA DIDIK SEKOLAH DASAR","authors":"Sinta Ayu Nuresa, Mega Febriani Sya, Iyon Muhdiyati","doi":"10.33830/penaanda.v1i2.6404","DOIUrl":"https://doi.org/10.33830/penaanda.v1i2.6404","url":null,"abstract":"Model pembelajaran Cooperative Integrated Reading and Composition (CIRC) merupakan model pembelajaran yang menunjang peserta didik dalam meningkatkan kemampuan pelafalan alphabet bahasa Inggris secara komprehenshif. Tujuan penelitian ini adalah untuk mengetahui dan menggali lebih lanjut pengaruh model pembelajaran CIRC terhadap pelafalan alphabet bahasa Inggris peserta didik kelas 1 Sekolah Dasar. Jenis penelitian yang digunakan adalah kuantitatif eksperimen murni dengan menggunakan bentuk desain posttest only control design. Sampel pada penelitian ini adalah 50 peserta didik kelas 1 Sekolah Dasar di Kabupaten Bogor. Teknik sampling yang digunakan dalam penelitian ini yaitu menggunakan probability sampling dengan teknik sampel acak sistematis (systematic random sampling). Instrumen yang digunakan yaitu observasi dan tes. Cara analisis data dalam penelitian ini menggunakan analisis deskriptif dan analisis inferensial melalui uji prasyarat (uji normalitas, uji homogenitas dan uji hipotesis statistik). Data yang diambil merupakan hasil tes lisan dengan jumlah soal 10 pertanyaan isian singkat. Hasil penelitian menunjukan bahwa terdapat pengaruh signifikan dalam penggunaan model CIRC terhadap pelafalan alphabet. Implikasinya CIRC dapat meningkatkan kemampuan pelafalan alphabet pada peserta didik dalam proses pembelajaran bahasa Inggris di kelas rendah Sekolah Dasar.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135977308","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 : 2023-10-31DOI: 10.33830/penaanda.v1i2.5680
Surya Ningsih Tanjung, None Faizal Akhmad Adi Masbukhin, Achmad Yuhdi
Penelitian ini dilaksanakan untuk meningkatkan keterampilan menulis pada anak didik kelas I MIN 7 Kota Medan dengan penggunaan model Scramble dengan bantuan media gambar dalam mempermudah penyusunan kalimat yang tepat terkait keterampilan menulis pada anak didik, dalam mengatasi permasalahan pembelajaran menulis di kelas I. Penelitian dilakukan melalui tahapan merencanakan, menindaklanjuti, mengobservasi, dan merefleksi dalam PTK (Penelitian Tindakan Kelas). PTK ini dilaksanakan dalam 2 siklus. Subjek penelitian merupakan siswa kelas I MIN 7 Kota Medan Tahun Pelajaran 2022/2023 yang berjumlah 30 siswa. Hasil penelitian siklus I dari 30 anak didik didapat hasil dataan yang tuntas sebanyak 16 anak didik berkisar 53% dinyatakan tuntas dan 14 anak berkisar 47% dinyatakan tidak tuntas. Pada siklus yang ke II dari 30 anak didik ada 29 anak berkisar 97% tuntas 1 anak didik berkisar 3% tidak tuntas. Keaktifan anak didik dalam materi menyusun kalimat ungkapan dalam penelitian siklus I dan juga siklus II terjadi peningkatan
{"title":"PENINGKATAN KETERAMPILAN MENULIS MENGGUNAKAN MODEL SCRAMBLE BERBANTUAN GAMBAR PADA SISWA","authors":"Surya Ningsih Tanjung, None Faizal Akhmad Adi Masbukhin, Achmad Yuhdi","doi":"10.33830/penaanda.v1i2.5680","DOIUrl":"https://doi.org/10.33830/penaanda.v1i2.5680","url":null,"abstract":"Penelitian ini dilaksanakan untuk meningkatkan keterampilan menulis pada anak didik kelas I MIN 7 Kota Medan dengan penggunaan model Scramble dengan bantuan media gambar dalam mempermudah penyusunan kalimat yang tepat terkait keterampilan menulis pada anak didik, dalam mengatasi permasalahan pembelajaran menulis di kelas I. Penelitian dilakukan melalui tahapan merencanakan, menindaklanjuti, mengobservasi, dan merefleksi dalam PTK (Penelitian Tindakan Kelas). PTK ini dilaksanakan dalam 2 siklus. Subjek penelitian merupakan siswa kelas I MIN 7 Kota Medan Tahun Pelajaran 2022/2023 yang berjumlah 30 siswa. Hasil penelitian siklus I dari 30 anak didik didapat hasil dataan yang tuntas sebanyak 16 anak didik berkisar 53% dinyatakan tuntas dan 14 anak berkisar 47% dinyatakan tidak tuntas. Pada siklus yang ke II dari 30 anak didik ada 29 anak berkisar 97% tuntas 1 anak didik berkisar 3% tidak tuntas. Keaktifan anak didik dalam materi menyusun kalimat ungkapan dalam penelitian siklus I dan juga siklus II terjadi peningkatan","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135977133","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 : 2023-10-31DOI: 10.33830/penaanda.v1i2.5666
None Afridha Sesrita, Mina Marlina
Penelitian ini berupaya untuk mengetahui beberapa faktor yang mempengaruhi kendala yang dihadapi guru dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) di SD Negeri Tapos 1. Hasil penelitian mampu memberikan informasi yang penting bagi guru untuk menangani kendala dalam menyusun RPP. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan sistematik. Peneliti mengumpulkan data melalui observasi, wawancara dan dokumen dengan salah satu guru SD Negeri Tapos 1. Untuk menganalisis data, peneliti menggunakan model Miles dan Huberman sebagai reduksi data, penyajian dan penarikan kesimpulan. Penelitian ini terdiri dari data primer dan sekunder. Berdasarkan hasil penelitian ini ditemukan bahwa banyak kendala yang dihadapi oleh para guru ketika menyusun bagian-bagian dari RPP antara lain: (1) kendala dalam merumuskan indikator, (2) mencari sumber belajar, (3) mengidentifikasi media pembelajaran, dan (4) menyusun model dan metode, dan (5) membuat penilaian. Banyak faktor yang mempengaruhi kendala guru, antara lain: (1) guru tidak memahami prinsip menyusun beberapa bagian RPP Kurikulum 2013, (2) waktu yang singkat untuk menyusun RPP, (3) ketidakjelasan pelatihan yang diberikan kepada guru dan (4) rendahnya motivasi guru.
{"title":"FAKTOR DAN KENDALA GURU DALAM MENYUSUN KOMPONEN RPP KURIKULUM 2013","authors":"None Afridha Sesrita, Mina Marlina","doi":"10.33830/penaanda.v1i2.5666","DOIUrl":"https://doi.org/10.33830/penaanda.v1i2.5666","url":null,"abstract":"Penelitian ini berupaya untuk mengetahui beberapa faktor yang mempengaruhi kendala yang dihadapi guru dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) di SD Negeri Tapos 1. Hasil penelitian mampu memberikan informasi yang penting bagi guru untuk menangani kendala dalam menyusun RPP. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan sistematik. Peneliti mengumpulkan data melalui observasi, wawancara dan dokumen dengan salah satu guru SD Negeri Tapos 1. Untuk menganalisis data, peneliti menggunakan model Miles dan Huberman sebagai reduksi data, penyajian dan penarikan kesimpulan. Penelitian ini terdiri dari data primer dan sekunder. Berdasarkan hasil penelitian ini ditemukan bahwa banyak kendala yang dihadapi oleh para guru ketika menyusun bagian-bagian dari RPP antara lain: (1) kendala dalam merumuskan indikator, (2) mencari sumber belajar, (3) mengidentifikasi media pembelajaran, dan (4) menyusun model dan metode, dan (5) membuat penilaian. Banyak faktor yang mempengaruhi kendala guru, antara lain: (1) guru tidak memahami prinsip menyusun beberapa bagian RPP Kurikulum 2013, (2) waktu yang singkat untuk menyusun RPP, (3) ketidakjelasan pelatihan yang diberikan kepada guru dan (4) rendahnya motivasi guru.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976951","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}
Asesmen diagnostik merupakan penilaian pembelajaran pada Kurikulum Merdeka, yang dilakukan guru terhadap peserta didik sebelum guru merancang pembelajaran. Namun pemahaman guru tentang asesmen diagnostik masih kurang, sehingga kesulitan dalam menyusun asesmen diagnostik. Penelitian ini memiliki tujuan untuk mendeskripsikan asesmen diagnostik sebagai penilaian pembelajaran dalam Kurikulum Merdeka di Sekolah Dasar. Metode penelitian menggunakan studi literatur, dengan cara mengumpulkan data bersumber dari hasil eksplorasi berbagai literatur pada buku dan artikel ilmiah dari jurnal nasional terakreditasi dan internasional bereputasi. Sedangkan teknik analisis data menggunakan content analysis. Hasil yang diperoleh dalam penelitian menunjukkan bahwa asesmen diagnostik terdapat dua bagian yaitu asesmen diagnostik non-kognitif dan kognitif. Asesmen diagnostik non-kognitif memiliki tujuan untuk memperoleh informasi terkait kondisi keluarga, gaya belajar, karakteristik, dan minat belajar peserta didik. Sedangkan asesmen diagnostik kognitif bertujuan untuk memberikan gambaran terkait kemampuan awal yang dimiliki oleh peserta didik dalam sebuah topik mata pelajaran. Guru perlu melaksanakan asesmen diagnostik kepada peserta didik untuk mengidentifikasi kemampuan, kelebihan dan kekurangan peserta didik, supaya guru bisa merancang pembelajaran yang disesuaikan dengan kemampuan serta karakteristik peserta didik.
{"title":"ASESMEN DIAGNOSTIK SEBAGAI PENILAIAN PEMBELAJARAN DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR","authors":"None Adek Cerah Kurnia Azis, None Siti Khodijah Lubis","doi":"10.33830/penaanda.v1i2.6202","DOIUrl":"https://doi.org/10.33830/penaanda.v1i2.6202","url":null,"abstract":"Asesmen diagnostik merupakan penilaian pembelajaran pada Kurikulum Merdeka, yang dilakukan guru terhadap peserta didik sebelum guru merancang pembelajaran. Namun pemahaman guru tentang asesmen diagnostik masih kurang, sehingga kesulitan dalam menyusun asesmen diagnostik. Penelitian ini memiliki tujuan untuk mendeskripsikan asesmen diagnostik sebagai penilaian pembelajaran dalam Kurikulum Merdeka di Sekolah Dasar. Metode penelitian menggunakan studi literatur, dengan cara mengumpulkan data bersumber dari hasil eksplorasi berbagai literatur pada buku dan artikel ilmiah dari jurnal nasional terakreditasi dan internasional bereputasi. Sedangkan teknik analisis data menggunakan content analysis. Hasil yang diperoleh dalam penelitian menunjukkan bahwa asesmen diagnostik terdapat dua bagian yaitu asesmen diagnostik non-kognitif dan kognitif. Asesmen diagnostik non-kognitif memiliki tujuan untuk memperoleh informasi terkait kondisi keluarga, gaya belajar, karakteristik, dan minat belajar peserta didik. Sedangkan asesmen diagnostik kognitif bertujuan untuk memberikan gambaran terkait kemampuan awal yang dimiliki oleh peserta didik dalam sebuah topik mata pelajaran. Guru perlu melaksanakan asesmen diagnostik kepada peserta didik untuk mengidentifikasi kemampuan, kelebihan dan kekurangan peserta didik, supaya guru bisa merancang pembelajaran yang disesuaikan dengan kemampuan serta karakteristik peserta didik.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135977135","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 : 2023-10-31DOI: 10.33830/penaanda.v1i2.6377
None Melani Aprianti, None Dina Syakina, None Heni Nur Fataya, None Utari Rahmawati
Resiliensi didefinisikan sebagai suatu proses dinamis dimana seseorang mampu menunjukkan fungsi adaptif dalam menghadapi kesukaran atau kemalangan (adversiti), tidak hanya perubahan secara fisiologis tetapi psikososial harus dilewati pada masa pra remaja. Perubahan tersebut tak ayal menjadi sebuah tantangan yang dihadapi oleh anak pra remaja dan menuntut mereka mengembangkan kemampuan resiliensi. Penelitian ini bertujuan melihat bagaimana kondisi resiliensi pada anak pra remaja dengan metode kuantitatif deskriptif dan menggunakan teknik convenience sampling. Sebanyak 668 responden berusia pra remaja berpartisipasi dalam penelitian ini. Hasil menunjukkan bahwa resiliensi anak pra remaja di Jakarta tergolong sedang (47.3 %) yang artinya cukup baik dalam beradaptasi dan bangkit serta mampu menyelesaikan suatu masalah. Sebanyak 26.7 persen terkategori rendah dan sebanyak 25.7 persen terkategori tinggi, dimana perempuan menunjukkan kemampuan resiliensi lebih tinggi dibandingkan laki-laki. Tingkat vulnerabiliti juga didominasi oleh kategori sedang (45.7 %) yang mengindikasikan bahwa anak pra remaja sudah cukup mampu mengolah reaksi emosi negatif dalam dirinya. Implikasi penelitian menunjukkan bahwa masa pra remaja penting untuk memiliki kemampuan resilien, oleh karena itu saran dalam penelitian ini adalah baik sekolah dan orang tua harus terlibat dan berperan signifikan untuk dapat meningkatkan kemampuan resiliensi anak pra remaja.
{"title":"RESILIENSI PADA SISWA-SISWI PRA-REMAJA","authors":"None Melani Aprianti, None Dina Syakina, None Heni Nur Fataya, None Utari Rahmawati","doi":"10.33830/penaanda.v1i2.6377","DOIUrl":"https://doi.org/10.33830/penaanda.v1i2.6377","url":null,"abstract":"Resiliensi didefinisikan sebagai suatu proses dinamis dimana seseorang mampu menunjukkan fungsi adaptif dalam menghadapi kesukaran atau kemalangan (adversiti), tidak hanya perubahan secara fisiologis tetapi psikososial harus dilewati pada masa pra remaja. Perubahan tersebut tak ayal menjadi sebuah tantangan yang dihadapi oleh anak pra remaja dan menuntut mereka mengembangkan kemampuan resiliensi. Penelitian ini bertujuan melihat bagaimana kondisi resiliensi pada anak pra remaja dengan metode kuantitatif deskriptif dan menggunakan teknik convenience sampling. Sebanyak 668 responden berusia pra remaja berpartisipasi dalam penelitian ini. Hasil menunjukkan bahwa resiliensi anak pra remaja di Jakarta tergolong sedang (47.3 %) yang artinya cukup baik dalam beradaptasi dan bangkit serta mampu menyelesaikan suatu masalah. Sebanyak 26.7 persen terkategori rendah dan sebanyak 25.7 persen terkategori tinggi, dimana perempuan menunjukkan kemampuan resiliensi lebih tinggi dibandingkan laki-laki. Tingkat vulnerabiliti juga didominasi oleh kategori sedang (45.7 %) yang mengindikasikan bahwa anak pra remaja sudah cukup mampu mengolah reaksi emosi negatif dalam dirinya. Implikasi penelitian menunjukkan bahwa masa pra remaja penting untuk memiliki kemampuan resilien, oleh karena itu saran dalam penelitian ini adalah baik sekolah dan orang tua harus terlibat dan berperan signifikan untuk dapat meningkatkan kemampuan resiliensi anak pra remaja.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"61 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135977113","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 : 2023-04-30DOI: 10.33830/penaanda.v1i1.4902
Atikah Mumpuni
A prospective elementary school teacher needs to know the epistemic beliefs in him in order to prepare for reading comprehension learning well. The purpose of this study is to reveal a map of previous research on epistemic elementary school teachers in preparing for reading comprehension learning, so that further research opportunities can be carried out. In addition, this study also aims to determine the epistemic role of prospective elementary school teachers in preparing to learn reading comprehension skills. This research is a systematic literature review research that has four phases. These four phases are exploration, visualization, identification, and verification. The results showed 1) research on epistemic primary school teacher candidates and reading comprehension is still not carried out in Indonesia, because the research orientation focuses on solving reading comprehension problems; 2) The teacher's epistemic perspective is the basic foundation that can be used to develop effective reading comprehension learning. Theoretically, the implication of this study is that teacher epistemics need to be known from the beginning because mature epistemic primary school teacher candidates will be able to design and use effective learning and text understanding strategies. Teachers' epistemic beliefs need to be known from the beginning even since taking teacher education.
{"title":"EPISTEMIK CALON GURU SD DALAM MEMPERSIAPKAN PEMBELAJARAN KETERAMPILAN MEMBACA PEMAHAMAN","authors":"Atikah Mumpuni","doi":"10.33830/penaanda.v1i1.4902","DOIUrl":"https://doi.org/10.33830/penaanda.v1i1.4902","url":null,"abstract":"A prospective elementary school teacher needs to know the epistemic beliefs in him in order to prepare for reading comprehension learning well. The purpose of this study is to reveal a map of previous research on epistemic elementary school teachers in preparing for reading comprehension learning, so that further research opportunities can be carried out. In addition, this study also aims to determine the epistemic role of prospective elementary school teachers in preparing to learn reading comprehension skills. This research is a systematic literature review research that has four phases. These four phases are exploration, visualization, identification, and verification. The results showed 1) research on epistemic primary school teacher candidates and reading comprehension is still not carried out in Indonesia, because the research orientation focuses on solving reading comprehension problems; 2) The teacher's epistemic perspective is the basic foundation that can be used to develop effective reading comprehension learning. Theoretically, the implication of this study is that teacher epistemics need to be known from the beginning because mature epistemic primary school teacher candidates will be able to design and use effective learning and text understanding strategies. Teachers' epistemic beliefs need to be known from the beginning even since taking teacher education.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802298","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 : 2023-04-30DOI: 10.33830/penaanda.v1i1.4948
Adek Cerah Kurnia Azis, Siti Khodijah Lubis
Updating the curriculum to become the Merdeka Curriculum is a recovery solution of the learning process. The Merdeka Curriculum is of course different from the previous curriculum, both in terms of teaching tools, implementation, and assessment. This research aims to describe art learning based on the perspective of the Merdeka Curriculum in Elementary Schools. The research method used is qualitative descriptive. The research data is in the form of secondary data, by collecting data based on exploration from various literature. Data analysis techniques include data reduction, presentation of the data, and conclusion/verification. Results of applying the Merdeka Curriculum to fine arts learning based on student Phases. Time allocation of fine arts learning 2 hours of lessons (JP) per week. The teaching tools for the Merdeka Curriculum in Elementary Schools include teaching modules, projects to strengthen Pancasila Student Profiles and textbooks. Textbooks in fine arts learning do not have guidebooks for students, is only have teacher guidebooks, causing 77% of teachers to experience difficulties in carrying out the learning process. Teachers need to collaborate with colleagues of the same subject teachers to make student books,and look for additional teaching materials from various other references.
{"title":"PEMBELAJARAN SENI RUPA BERDASARKAN PERSPEKTIF KURIKULUM MERDEKA DI SEKOLAH DASAR","authors":"Adek Cerah Kurnia Azis, Siti Khodijah Lubis","doi":"10.33830/penaanda.v1i1.4948","DOIUrl":"https://doi.org/10.33830/penaanda.v1i1.4948","url":null,"abstract":"Updating the curriculum to become the Merdeka Curriculum is a recovery solution of the learning process. The Merdeka Curriculum is of course different from the previous curriculum, both in terms of teaching tools, implementation, and assessment. This research aims to describe art learning based on the perspective of the Merdeka Curriculum in Elementary Schools. The research method used is qualitative descriptive. The research data is in the form of secondary data, by collecting data based on exploration from various literature. Data analysis techniques include data reduction, presentation of the data, and conclusion/verification. Results of applying the Merdeka Curriculum to fine arts learning based on student Phases. Time allocation of fine arts learning 2 hours of lessons (JP) per week. The teaching tools for the Merdeka Curriculum in Elementary Schools include teaching modules, projects to strengthen Pancasila Student Profiles and textbooks. Textbooks in fine arts learning do not have guidebooks for students, is only have teacher guidebooks, causing 77% of teachers to experience difficulties in carrying out the learning process. Teachers need to collaborate with colleagues of the same subject teachers to make student books,and look for additional teaching materials from various other references.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802299","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 : 2023-04-30DOI: 10.33830/penaanda.v1i1.4997
Miqwati Miqwati, Euis Susilowati, Joutje Moonik
Natural Science is the study of how to find out the matter of the universe systematically. Subject of Science is not just how students master the material and accumulate knowledge, but also a process of discovery. Differentiated learning in the Independent Curriculum includes differentiation of content, processes, and products. The implementation of differentiated learning requires teacher skills in taking sensible actions to support students' varied learning needs due to varying characteristics. The purpose of this study is to accommodate students' learning needs through differentiated learning, especially in science in elementary school. The research approach used is qualitative, with the method of Classroom Action Research. In the end, it was found that the application of different learning methods can increase the average score of science while also increasing Students’ activeness in learning.
{"title":"IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN ALAM DI SEKOLAH DASAR","authors":"Miqwati Miqwati, Euis Susilowati, Joutje Moonik","doi":"10.33830/penaanda.v1i1.4997","DOIUrl":"https://doi.org/10.33830/penaanda.v1i1.4997","url":null,"abstract":"Natural Science is the study of how to find out the matter of the universe systematically. Subject of Science is not just how students master the material and accumulate knowledge, but also a process of discovery. Differentiated learning in the Independent Curriculum includes differentiation of content, processes, and products. The implementation of differentiated learning requires teacher skills in taking sensible actions to support students' varied learning needs due to varying characteristics. The purpose of this study is to accommodate students' learning needs through differentiated learning, especially in science in elementary school. The research approach used is qualitative, with the method of Classroom Action Research. In the end, it was found that the application of different learning methods can increase the average score of science while also increasing Students’ activeness in learning.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135564019","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 : 2023-04-30DOI: 10.33830/penaanda.v1i1.4992
Ririn Cynthia, Khaerul Saleh
In Indonesia, tie-dye is called jumputan. Jumputan fabrics are well-known and admired by many people because the process is purely han made and the motifs are unique. The limitation of this research problem is the influence of the use of tutorial media on students' learning interest in the tie-dye material jumputan technique for fifth-grade students at SDS Muhammadiyah 6 Medan. The purpose of this study was to determine students' interest in learning after using video tutorial-based learning media in the tie-dye jumputan technique, and to describe learning outcomes using video tutorials for fifth-grade students at SDS Muhammadiyah 6 Medan. The type of research used is Research and Development (R&D). The research subjects used by researchers were Probability Sampling with the aim of researchers making decisions that were of concern to this study were fifth-grade students at SDS Muhammadiyah 06 Medan in small groups of 18 people. From the overall results of the students' work above, there is a difference between the work before and after the existence of the learning tie-dye jumputan technique, namely the most prominent of the color intensity, in which the dyed color is not absorbed properly because in the coloring process, students use plain water so that the resulting color is less concentrated white spots on the cloth. The making of a tie-dye tutorial video for the jumputan technique for fifth class students at SDS Muhammadiyah 6 Medan carry out in three stages, namely pre-production, production, and post-production. The use of video tutorials in learning the jumputan tie-dye technique is consider a method that can improve student learning outcomes, as well as assist teachers in providing audio-visual understanding in the teaching and learning process.
{"title":"PEMBUATAN VIDEO TUTORIAL SEBAGAI MEDIA PEMBELAJARAN IKAT CELUP TEKNIK JUMPUTAN KELAS V SEKOLAH DASAR","authors":"Ririn Cynthia, Khaerul Saleh","doi":"10.33830/penaanda.v1i1.4992","DOIUrl":"https://doi.org/10.33830/penaanda.v1i1.4992","url":null,"abstract":"In Indonesia, tie-dye is called jumputan. Jumputan fabrics are well-known and admired by many people because the process is purely han made and the motifs are unique. The limitation of this research problem is the influence of the use of tutorial media on students' learning interest in the tie-dye material jumputan technique for fifth-grade students at SDS Muhammadiyah 6 Medan. The purpose of this study was to determine students' interest in learning after using video tutorial-based learning media in the tie-dye jumputan technique, and to describe learning outcomes using video tutorials for fifth-grade students at SDS Muhammadiyah 6 Medan. The type of research used is Research and Development (R&D). The research subjects used by researchers were Probability Sampling with the aim of researchers making decisions that were of concern to this study were fifth-grade students at SDS Muhammadiyah 06 Medan in small groups of 18 people. From the overall results of the students' work above, there is a difference between the work before and after the existence of the learning tie-dye jumputan technique, namely the most prominent of the color intensity, in which the dyed color is not absorbed properly because in the coloring process, students use plain water so that the resulting color is less concentrated white spots on the cloth. The making of a tie-dye tutorial video for the jumputan technique for fifth class students at SDS Muhammadiyah 6 Medan carry out in three stages, namely pre-production, production, and post-production. The use of video tutorials in learning the jumputan tie-dye technique is consider a method that can improve student learning outcomes, as well as assist teachers in providing audio-visual understanding in the teaching and learning process.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802300","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 : 2023-04-30DOI: 10.33830/penaanda.v1i1.5019
Mujiburrahman Mujiburrahman, Baiq Sarlita Kartiani, Lalu Parhanuddin
Assessment or assessment is a series of activities carried out systematically continuously which is used as a collection of information about the learning process and outcomes of students to obtain decisions based on certain criteria and considerations. The purpose of implementing learning assessment is as an effort to collect and process information to find out the learning needs, developmental achievements and learning outcomes of students. The method used is historical research or documentary study by collecting various information through news, through official government documents, and so on. The results of this study are known that the assessment used in elementary schools refers to Permendikbud No. 21 of 2022, namely formative assessment and summative assessment. A formative session is carried out at the beginning of the learning process while a summative assessment is carried out at the end of the learning activity. The independent curriculum has a big vision to create a happy and quality learning and learning atmosphere. With the aim of creating fun education, exploring the potential of teachers and students, developing the potential of students, catching up and improving the quality of learning independently.
{"title":"ASESMEN PEMBELAJARAN SEKOLAH DASAR DALAM KURIKULUM MERDEKA","authors":"Mujiburrahman Mujiburrahman, Baiq Sarlita Kartiani, Lalu Parhanuddin","doi":"10.33830/penaanda.v1i1.5019","DOIUrl":"https://doi.org/10.33830/penaanda.v1i1.5019","url":null,"abstract":"Assessment or assessment is a series of activities carried out systematically continuously which is used as a collection of information about the learning process and outcomes of students to obtain decisions based on certain criteria and considerations. The purpose of implementing learning assessment is as an effort to collect and process information to find out the learning needs, developmental achievements and learning outcomes of students. The method used is historical research or documentary study by collecting various information through news, through official government documents, and so on. The results of this study are known that the assessment used in elementary schools refers to Permendikbud No. 21 of 2022, namely formative assessment and summative assessment. A formative session is carried out at the beginning of the learning process while a summative assessment is carried out at the end of the learning activity. The independent curriculum has a big vision to create a happy and quality learning and learning atmosphere. With the aim of creating fun education, exploring the potential of teachers and students, developing the potential of students, catching up and improving the quality of learning independently.","PeriodicalId":471668,"journal":{"name":"Pena Anda Jurnal Pendidikan Sekolah Dasar","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802297","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}
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