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All Journal JURNAL PENDIDIKAN TAMBUSAI Inovasi Kurikulum Jurnal Tonggak Pendidikan Dasar : Jurnal Kajian Teori dan Hasil Pendidikan Dasar Humanities and Language JURNAL KELUARGA SEHAT SEJAHTERA Jurnal Merah Putih Sekolah Dasar
Asna Istikmalatul Muktamaroh
State University Of Medan
Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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Design of the KIMIMIX Learning Management System as a future practicum innovation Muhamad Firmansya Junus; Asna Istikmalatul Muktamaroh; Henry Praherdhiono; Yerry Soepriyanto
Inovasi Kurikulum Vol 21, No 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.65597

Abstract

Innovation in chemistry laboratories can be integrated with the help of a Learning Management System (LMS). This innovation allows educators to provide video content, modules, and auxiliary tools to enhance students' performance in conducting experiments in the laboratory. This research aims to develop a Moodle-based KIMIMIX Learning Management System Design that adapts the Outcome Based Education (OBE) theory, developed by the skills needed by chemistry students who will be oriented toward future practical innovation. This research and development method adapts the ADDIE model at the Analysis and Design stage. The research sample comprised 24 students taking the first semester of the Chemistry study program at Gorontalo State University. The research process is a preliminary study, needs analysis, material analysis, media analysis, and media innovation analysis with data collection techniques using an open-ended questionnaire given to 114 students. The results of the design stage include media specifications (media formats, text fronts, grammar, themes, supporting software), flowcharts, and design implementation. The KIMIMIX LMS research design as a future practicum innovation is declared ready to implement the design at the product development stage. The detailed design is hoped to produce a sophisticated LMS product for chemical practicums. AbstrakInovasi dalam praktikum kimia dapat diintegrasikan dengan bantuan Learning Management System (LMS), inovasi ini memungkinkan pendidik menyediakan konten video, modul dan tools pembantu untuk meningkatkan performa praktikan dalam melakukan eksperimen di laboratorium. Penelitian ini bertujuan untuk mengembangkan Desain Learning Management System KIMIMIX berbasis Moodle yang mengadaptasi teori Outcome-Based Education (OBE) yang dikembangkan sesuai dengan keterampilan/skill yang dibutuhkan mahasiswa kimia yang akan berorientasi pada inovasi praktikum masa depan. Metode penelitian dan pengembangan ini mengadaptasikan model ADDIE pada tahap Analisis dan Desain. Sampel penelitian ini yaitu 24 mahasiswa Program studi Kimia Universitas Negeri Gorontalo yang sedang menempuh semester satu. Tahapan penelitian ini yaitu studi pendahuluan, analisis kebutuhan, analisis materi, analisis media, dan analisis inovasi media dengan teknik pengumpulan data menggunakan jenis angket terbuka yang diberikan kepada 114 mahasiswa. Hasil tahapan design meliputi spesifikasi media (format media, font teks, tata bahasa, tema, software pendukung), flowchart, dan implementasi desain. Desain penelitian LMS Kimimix sebagai inovasi praktikum masa depan dinyatakan telah siap untuk mengimplementasikan desain pada tahap pengembangan produk. Desain yang telah terancang dengan detail diharapkan dapat menghasilkan sebuah produk LMS yang mutakhir untuk pelaksanaan praktikum kimia.Kata Kunci: inovasi praktikum; KIMIMIX; learning management system; moodle; outcome based education
The role of literacy culture in improving students' learning outcomes at elementary school Brilliananda, Cindy Cindhana; Siregar, Dina Shabrina Putri; Muktamaroh, Asna Istikmalatul; Rahaya, Ivana Septia; Nasution, Dea Yuanita
Humanities & Language: International Journal of Linguistics, Humanities, and Education Vol. 2 No. 4 (2025): Humanities & Language: International Journal of Linguistics, Humanities, and Ed
Publisher : Abdul Media Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/3jhg7356

Abstract

The School Literacy Movement (Gerakan Literasi Sekolah, GLS) has been implemented in Indonesia for nearly nine years, and its effectiveness needs to be evaluated. This study aims to determine the correlation between literacy activities and students’ academic achievement at SDN Bojasari Wonosobo. A descriptive quantitative approach was used, involving 58 students from grades IV and V as participants. Data were collected through questionnaires, interviews, observations, and documentation. The results indicate that literacy activities do not significantly influence students’ academic achievement. The literacy program was found to be less effective due to the following factors: (1) students focus more on summarizing than on understanding the content, (2) not all teachers provide follow-up activities, either written or verbal, (3) some students lack the ability to apply reading strategies, (4) many students do not use appropriate strategies to comprehend texts, and (5) few students use non-textbook resources to enrich their knowledge.  
Implementasi Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka di Sekolah Dasar Inklusi antara Idealitas dan Realitas di Lapangan Dongoran, Selpiana; Muktamaroh, Asna Istikmalatul; Waruwu, Yasria Idaman Fersi; Barus, Aurora Febriani Br; Sari, Ferra Mutia; Ginting, Dimas Pramadana
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38385

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka di sekolah dasar inklusi serta mengidentifikasi kesenjangan antara idealitas dan realitas di lapangan. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap guru, kepala sekolah, dan siswa di sekolah dasar inklusi. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi telah mulai diterapkan, namun belum optimal dan belum mencakup seluruh aspek, terutama pada diferensiasi konten dan lingkungan belajar. Ditemukan berbagai permasalahan seperti keterbatasan pemahaman guru, kurangnya pelatihan, keterbatasan waktu, serta banyaknya jumlah siswa dalam kelas. Adapun solusi yang dapat dilakukan antara lain peningkatan kompetensi guru melalui pelatihan berkelanjutan, penyediaan sarana pendukung, serta penguatan kebijakan sekolah dalam mendukung pembelajaran inklusif. Penelitian ini menunjukkan bahwa pembelajaran berdiferensiasi memiliki potensi besar dalam meningkatkan kualitas pembelajaran di sekolah inklusi jika diterapkan secara optimal.
Peran Pembelajaran Berdiferensiasi sebagai Pendekatan Inklusif dalam Kurikulum Merdeka Gaol, Sister Imelda Lumban; Simamora, Eirene Carolina; Fariza, Amelia; Mirzah, Nilam; Siregar, Nadya Shadrina; Muktamaroh, Asna Istikmalatul
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38412

Abstract

Keberagaman karakteristik peserta didik di kelas seringkali belum terakomodasi secara optimal dalam praktik pembelajaran, sehingga berpotensi menimbulkan ketimpangan dalam kesempatan belajar. Penelitian ini bertujuan untuk menganalisis peran pembelajaran berdiferensiasi sebagai pendekatan inklusif dalam Kurikulum Merdeka. Metode yang digunakan adalah kajian literatur sistematis dengan pendekatan Preferred Reporting Items for Systematic Reviews and Meta-Analyses terhadap 18 artikel yang dipublikasikan pada rentang tahun 2021–2025. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi mampu mengakomodasi keberagaman peserta didik, meningkatkan keterlibatan, serta mendukung pemerataan hasil belajar melalui penyesuaian pembelajaran sesuai kebutuhan individu. Selain itu, pendekatan ini selaras dengan prinsip Kurikulum Merdeka yang fleksibel dan berpusat pada peserta didik. Dengan demikian, pembelajaran berdiferensiasi berperan sebagai pendekatan efektif dalam mewujudkan pembelajaran inklusif.
Implementasi Kurikulum Berdiferensiasi Ramah Anak (KUBERA) Berbasis Choice Board dalam Menumbuhkan Minat dan Keterlibatan Belajar Siswa Sekolah Dasar Khairunnisa Erwinsyah, Indri; Sifah Nasution, Syahkira; Nurul Ain, Saskia; Natalia Br Parapat, Trisna; Simanjuntak, Selvi; Istikmalatul Muktamaroh, Asna
Jurnal Tonggak Pendidikan Dasar : Jurnal Kajian Teori dan Hasil Pendidikan Dasar Vol. 5 No. 1 (2026): JTPD
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT This study was motivated by the importance of implementing differentiated learning in the Merdeka Curriculum, which considers elementary school students’ interests, needs, and learning characteristics. Learning activities that tend to be uniform may limit students’ opportunities to choose activities based on their interests. This study aimed to describe the implementation of the Child-Friendly Differentiated Curriculum (KUBERA) based on choice board in fostering elementary school students’ learning interest and engagement. This study used a Research and Development (R&D) method with the 4D development model consisting of define, design, develop, and disseminate stages. The research was conducted in class VA of MIS Al Quba with 20 students as research subjects. Data were collected through observation and documentation. The data were analyzed using descriptive qualitative analysis and simple quantitative analysis through the percentage of students’ activity choices. The results showed that the choice board media provided students with opportunities to choose learning activities based on their interests and learning characteristics. Dancing was chosen by 8 students or 40%, singing by 7 students or 35%, and coloring by 5 students or 25%. These different activity choices indicate the diversity of students’ learning interests. In addition, students’ engagement was shown through their activeness, enthusiasm, self-confidence, and participation during the learning activities. Therefore, choice board media can be used as an alternative child-friendly differentiated learning medium to foster elementary school students’ learning interest and engagement.
Pendekatan Sosial-Emosional dalam Manajemen Kelas bagi Siswa yang Kurang Mendapat Perhatian Orang Tua Grace Monica Nababan; Asna Istikmalatul Muktamaroh; Shintia Febrina Hutabarat; Tessalonika Faivy Simatupang
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

Pendekatan psikologi sosial emosional (social-emotional psychology) muncul sebagai salah satu kerangka paling relevan untuk mengatasi keadaan perilaku siswa di era sekarang. Pendekatan ini menekankan pentingnya pengembangan kesadaran diri, pengelolaan emosi, kesadaran sosial, keterampilan relasi, dan pengambilan keputusan yang bertanggung jawab sebagai fondasi utama proses pembelajaran. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Tujuan penelitian ini untuk mengetahui permasalahan pengelolaan manajemen kelas dengan pendekatan psikilogi sosial-emosional  di SD Negeri 066433 Medan Denai kelas V A dengan fokus pada satu siswa yang mengalami kurang perhatian dari orang tua. Subjek penelitian adalah guru kelas V A SD N 066433 Medan Denai. Teknik dengumpulan data penelitian ini menggunakan observasi dan wawancara. Hasil penelitian menunjukkan bahwa pendekatan sosio-emosional yang dilakukan langsung oleh guru lebih memberikan dampak positif dibandingkan hanya mengandalkan komunikasi verbal dengan orang tua.
Implementasi Pembelajaran Berdiferensiasi Berbasis Joyful Learning dalam Mengatasi Perbedaan Kecepatan Belajar Siswa pada Mata Pelajaran Matematika Vettris Dwarti Sinaga; Shintia Ariany Siahaan; Shindy Balerina Situmorang; Venny Flora Cita Manurung; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

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Abstract

This study aims to describe and analyze the implementation of differentiated instruction based on joyful learning in mathematics to address differences in students’ learning speeds at SD Negeri 066053 Medan Denai. The background of this study is based on the fact that variations in students’ abilities and learning speeds are often not optimally accommodated in conventional instruction. The research method used is a qualitative approach with a descriptive research design. Data collection techniques were conducted through observation, interviews, and documentation. The results of the study indicate that the application of differentiated instruction combined with the joyful learning approach can create a pleasant learning atmosphere, enhance students’ learning motivation, and provide students with the opportunity to learn according to their readiness level and learning interests. Furthermore, this strategy has proven effective in helping students with varying learning paces to still achieve learning objectives optimally. Overall, the implementation of differentiated instruction based on the joyful learning approach serves as an innovative solution for improving the quality of mathematics education in elementary schools.
Pembelajaran Berdiferensiasi dalam Mengakomodasi Keberagaman Kemampuan Berpikir Siswa pada Pembelajaran IPAS Bunga Ayu Albani; Muthia Revanisyah; Marisa Br. Sembiring; Yunita Magdalena Sinurat; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

Pendidikan memegang peranan krusial dalam menunjang kualitas sumber daya manusia dengan cara mengembangkan aspek kognitif, afektif, dan psikomotor siswa. Namun, di tingkat sekolah dasar, praktik pendidikan masih menghadapi berbagai hambatan, terutama terkait dengan rendahnya partisipasi siswa akibat metode pengajaran yang seringkali berfokus pada guru, serta beragamnya karakteristik para siswa. Tujuan dari penelitian ini adalah untuk menganalisis penerapan pembelajaran yang beragam dalam mengakomodasi variasi kemampuan berpikir siswa dalam pelajaran IPAS di kelas V SDN 104209 Saentis. Studi ini menggunakan pendekatan kualitatif yang bersifat deskriptif. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan pemeriksaan dokumen yang melibatkan guru serta alat-alat ajar sebagai sumber data utama. Analisis data dilakukan melalui beberapa tahapan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian mengindikasikan bahwa variasi dalam kemampuan, minat, dan gaya belajar siswa mengharuskan guru untuk menerapkan strategi pengajaran yang lebih fleksibel. Penerapan pembelajaran yang berdiferensiasi dilaksanakan melalui beragam metode penyampaian materi dengan memanfaatkan alat bantu konkret, penyesuaian tugas berdasarkan tingkat kemampuan siswa, serta memberikan bimbingan intensif kepada siswa yang mengalami kesulitan dalam belajar. Pendekatan ini terbukti meningkatkan partisipasi aktif siswa dalam proses pembelajaran, mempermudah pemahaman materi secara lebih mendalam, serta menciptakan suasana belajar yang inklusif dan adil. Dengan demikian, penerapan pembelajaran berdiferensiasi dapat menjadi strategi alternatif yang efisien dalam mendukung proses pembelajaran yang berorientasi pada siswa, sejalan dengan prinsip-prinsip Kurikulum Merdeka.
Analisis Pembelajaran Berdiferensiasi Berbasis Joyful Learning dalam Meningkatkan Motivasi Belajar Siswa Sekolah Dasar Rendi Prilandi; Haris Steven Siregar; Muhammad Hafiz Ermawan; Putri Febrianti Purba; Assha Uli Handayani Hasibuan; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

This study aims to analyze the implementation of a differentiated curriculum based on joyful learning in enhancing the learning motivation of elementary school students. The method used is a descriptive qualitative approach through a literature review by examining various relevant scientific sources over the past five years (2021–2025). The research process includes the collection, selection, analysis, and synthesis of data from national and international journals, books, and scientific articles using content analysis techniques. The research findings indicate that the integration of differentiated learning and joyful learning can result in a more dynamic, engaging, and student-centered learning process. This approach has been proven to enhance student engagement, activity, and learning motivation by adapting learning content, processes, and products to students’ needs, interests, and learning styles. Additionally, the use of innovative learning technologies, game-based activities, and collaborative learning will enhance the effectiveness of instruction. The teacher’s role as a facilitator is crucial to the success of this implementation. Thus, a differentiated curriculum based on joyful learning is an effective and relevant strategy for enhancing student motivation and creating meaningful and inclusive learning experiences.
Implementasi pembelajaran diferensiasi dalam Mendukung Pendidikan Inklusif dan SDGs 4 di Sekolah Dasar Nabila Nasywa; Sakira Azzura Caniago; Dea Febria Br Ketaren; Nisya Sazwana Nasution; Alya Nurmaini Hutasuhut; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

This study aims to examine the implementation of a differentiated curriculum in supporting inclusive education to achieve the Sustainable Development Goals (SDG 4) in elementary schools. The method used is a qualitatif library research by analyzing various scientific sources such as journals, books, and relevant educational policy documents. The results show that a differentiated curriculum can accommodate diverse student needs through adjustments in content, process, product, and learning environment. This approach contributes to creating more inclusive, adaptive, and student-centered learning. However, its implementation still faces several challenges, including limited teacher understanding, lack of training, and inadequate supporting facilities. Therefore, improving teacher competence, strengthening policy support, and enhancing collaboration among schools, parents, and stakeholders are necessary to achieve quality and sustainable inclusive education.
Co-Authors Ade Irma Afrida Hanum Lubis Alisah Amanda Alya Nurmaini Hutasuhut Ananta Lestari Br Sembiring Anatasia Egrisia Saragi Anggina Hasanah Putri Annisa Hapsari Assha Uli Handayani Hasibuan Azzahra Julaika Barus, Aurora Febriani Br Berta Arista Br Damanik Brilliananda, Cindy Cindhana Bunga Ayu Albani Chaterine Angelia Butar Butar Dea Febria Br Ketaren Dea Yuanita Nasution Denri Laurensius Sitanggang Deva Maria Pangaribuan Dina Aulia Dinda Prati Dina Arsah Dira Supratiwi Dongoran, Selpiana Dwi Anggina Pasha Dwi Rahmi Anissa Tanjung Enjel Anatasia Hutabarat Fajra Lativa Asri Fariza, Amelia Fathia Az-Zahra Nazfa Fatiah Zahra Olii Fazira Nazwa Feby Natasya Gaol, Sister Imelda Lumban Gilang Fathir Andika Ginting, Dimas Pramadana Grace Monica Nababan Grace Shinta Simbolon Haris Steven Siregar Haya Sabila Aulia Br Munthe Henry Praherdhiono Hizkia Adventy Saragih Idauli Permatasari Nainggolan Ivana Silalahi Jesica Elsadhay Purba Julia Amelia Sormin Khairunnisa Erwinsyah, Indri Liza Aulia Yusuf Marie N Simorangkir Marisa Br. Sembiring Mirzah, Nilam Monica Sola Gratia Panjaitan Muhamad Firmansya Junus Muhammad Hafiz Ermawan Muthia Revanisyah Mutiara Uli Arta Tambunan Nabila Nasywa Nabila Olivia Nadhilah Syafitri Nadine Gwen C.H. Sitorus Najwa Fadhilah Siregar Nakaya Hanaro Sihotang Natalia Br Parapat, Trisna Nesa Andari Nisya Sazwana Nasution Nurul Ain, Saskia Nurul Aulia Olga Griselda Tarigan Putri Febrianti Purba Putri Pakpahan Rahaya, Ivana Septia Rendi Prilandi Rinda Tri Putri Riska N Br Sitepu Riski Fatma Sofi Nasution Sakira Azzura Caniago Sandy Anugrah Siburian Sari, Ferra Mutia Sazkyla Nur Efendi Sekar Melati Pasaribu Selsy Abrilya Shalsya Nazyfha Shella Yolanda Shindy Balerina Situmorang Shintia Ariany Siahaan Shintia Febrina Hutabarat Sifah Nasution, Syahkira Simamora, Eirene Carolina Simanjuntak, Selvi Siregar, Dina Shabrina Putri Siregar, Nadya Shadrina Syazilla Machreni Tessalonika Faivy Simatupang Venny Flora Cita Manurung Vettris Dwarti Sinaga Vini Anandita Adha Waruwu, Yasria Idaman Fersi Yerry Soepriyanto Yunita Magdalena Sinurat Yuricha Nadwa At-Tazkia Rambe Zuhti Atitta Putri