Articles
<![CDATA[Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills ]]>
<![CDATA[Ismuwardani, Zakiyah]]>;
<![CDATA[Nuryatin, Agus]]>;
<![CDATA[Doyin, Mukh]]>
<![CDATA[ Journal of Primary Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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DOI: 10.15294/jpe.v8i1.25229
<![CDATA[The purpose of this study was to determine the influence of Project Based Learning models to increase the creativity and self reliance of students on the skills of writing poetry. The research is a Pre-Experimental One Group (pretest-posttest) design. These samples included 48 students without cotrol class. Pretest is given at the beginning of the learning before the implementation of the Project Based Learning model and posttest in the end of the learning process. The results showed a significant increase in the implementation of Project Based Learning to creativity and self reliance on the skills of writing poetry. Based on N-Gain test shows the students’ creativity increase of 0.45 (medium). The values indicator of creativity divided ito three points are fleuncy, flexibelity, and originality. Students’ self reliance on the skills of writing poetry after implementation of Project Based Learning models contained in the high category. For the score of students on poutry writing skill is shows a good increased. The values indicator on poutry writing skill divided into five poits are preparation of stanza, rhyme, diction, the use of punctuation, and content. The response of learners very well to learning, for the further study with the model Project Based Learning can be recommended for implementation in schools.]]>
<![CDATA[Penerapan Pendidikan Karakter di Era Digital Melalui Kegiatan Bazar Bulanan (Monthly Bazaar) ]]>
<![CDATA[Zakiyah Ismuwardani]]>;
<![CDATA[Sri Hastuti]]>
<![CDATA[ Publikasi Pendidikan Vol 11, No 1 (2021) ]]>
Publisher : <![CDATA[Prodi PGSD FIP UNM ]]>
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DOI: 10.26858/publikan.v11i1.16379
<![CDATA[This study aims to make students have an independent character, discipline and responsibility in the digital era through the Monthly Bazaar. The method used in this research was Mixed Method with a sequential exploratory strategy. The sequential exploratory strategy involves collecting and analyzing quantitative data in the second stage based on the results of the first stage. Weights / priorities are more likely to be in the first stage, and the mixing process between these two methods occurs when the researcher makes a connection between qualitative data analysis and quantitative data collection. The results of the study were obtained from qualitative data analysis in the first stage and quantitative data in the second stage. The results of the first stage were obtained from educators' observations of students after completing the monthly bazaar. The results of the second stage are obtained through calculations using a Likert scale and it is obtained the data of 43.75% (ever) if it is categorized in interpretation of scores based on intervals. This data was obtained before the implementation of the monthly bazaar. After implementing the monthly bazaar for two times, the data is 72.75% (often). From the two stages, the relevant results obtained between qualitative and quantitative data analysis showed that there was an independent character, discipline and responsibility embedded in students after the implementation of the monthly bazaar activities.]]>
<![CDATA[PENDAMPINGAN PROGRAM KEJAR MUTU PEMBELAJARAN LITERASI DAN NUMERASI PASCA PANDEMIC DI SDN 5 KARANGAMPEL ]]>
<![CDATA[Zakiyah Ismuwardani]]>;
<![CDATA[Ratri Nuryani Qudwatullathifah]]>
<![CDATA[ Jurnal Abdimas Bina Bangsa Vol. 3 No. 2 (2022): Jurnal Abdimas Bina Bangsa ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jabb.v3i2.206
<![CDATA[The COVID-19 pandemic has had a prolonged negative social impact on the education sector. Where there are problems dropping out of school, decreased learning achievement, and violence against children. Based on data in the field, the impact of Covid-19 also causes the loss of literacy and numeracy, so it is necessary to hold a mentoring program to overcome the loss of motivation and the loss of participants in learning. Indramayu Regency as one of the regions that is at level 3 and according to the Ministry of Home Affairs Number 30 of 2021 has been able to carry out face-to-face learning. The implementation of literacy and numeracy learning provides solutions ranging from reflection to follow-up plans. The steps in this program include: (1) technical guidance and coordination activities; (2) preparation of work plans and development of numeracy literacy instruments; (3) preparation of guidebooks and modules as well as coordination with schools. The results of the analysis of the initial and final assessments of students, teachers, and parents at SDN 5 Karangampel showed that the program was implemented well with data that 98% of students felt enthusiastic and happy to participate in literacy and numeracy mentoring activities through the establishment of a progressive matching environment]]>
<![CDATA[PENGEMBANGAN KOMIK SEBAGAI MEDIA BELAJAR MATEMATIKA DI SEKOLAH DASAR ]]>
<![CDATA[Mochamad Guntur]]>;
<![CDATA[Siti Sahronih]]>;
<![CDATA[Zakiyah Ismuwardani]]>
<![CDATA[ JKPD (Jurnal Kajian Pendidikan Dasar) Vol 8, No 1 (2023): Januari 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Univers ]]>
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DOI: 10.26618/jkpd.v8i1.9685
<![CDATA[The curriculum in Indonesia has been developing from year to year, until now the curriculum applied is the independent curriculum that demands innovation in learning, including the use of teaching materials. In learning mathematics, the teaching materials used were less contextual and minimal in visualization until finally, comics were created as learning media. Characteristic comics can change material that is difficult to reach into material that is easily accessible, this happens because one of the comics is that it can visualize abstract material into something real. The purpose of this research is to make learning media in the form of comics which is further developed because it is based on local wisdom which is expected to be one of the media for learning mathematics for elementary school students. This study uses the Research and Development/ (RD) method, while the model used in this development is the ADDIE (Analysis, Design, Development, Implement, Evaluation) model. The results of this study obtained very good validation with an Aiken value of 0.76 which indicates that the learning media is valid. And, obtaining a practicality test score of 77% which shows that the media is practical and ready to be tested by elementary school students.]]>
<![CDATA[PENGARUH MINAT BACA TERHADAP PRESTASI BELAJAR MAHASISWA PGSD PADA MATA KULIAH PENGANTAR PENDIDIKAN ]]>
<![CDATA[Zakiyah Ismuwardani]]>;
<![CDATA[Intan Aliantan]]>
<![CDATA[ PERISKOP : Jurnal Sains dan Ilmu Pendidikan Vol. 1 No. 2 (2020): PERISKOP: Jurnal Sains dan Ilmu Pendidikan ]]>
Publisher : <![CDATA[Institut Pendidikan dan Bahasa Invada ]]>
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DOI: 10.58660/periskop.v1i2.11
<![CDATA[This study aims to determine the effect of reading interest on the learning achievement of PGSD students in the Introduction to Education course. The research method used is a quantitative approach method. The population in this study were PGSD students. The sampling technique of the study used a sampling technique. Data was collected by means of a questionnaire. The main instrument in this study was a questionnaire on reading interest and learning achievement. The results showed that the students who became the object of this research based on data analysis showed that by calculating Rcount, a value of 0.981 was obtained, then the value was compared with Rtable at a significant level of 5%, namely 0.432, indicating that Rcount > Rtable, so the hypothesis (H0) was rejected and (H1) is accepted. So it can be concluded that there is an influence between reading interest on the learning achievement of PGSD students in introductory education courses.]]>
<![CDATA[KENDALA GURU DALAM MEMBERIKAN PENILAIAN TERHADAP SISWA DALAM PROSES PEMBELAJARAN BERDASARKAN KURIKULUM MERDEKA ]]>
<![CDATA[Ismuwardani, Zakiyah]]>;
<![CDATA[Maulana, Indra]]>;
<![CDATA[Rosalina, Utami]]>;
<![CDATA[Dewi Hartanti, Fauzia]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Vol. 2 No. 2 (2023): Volume 2 Nomor 2 (2023) ]]>
Publisher : <![CDATA[PT. Syaelindra Karya Nusantara ]]>
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<![CDATA[Penerapan Kurikulum Belajar Mandiri, pembelajaran berpusat pada siswa yaitu dengan memperhatikan kepribadian siswa, pengalaman, latar belakang, cara pandang, bakat, minat, kemampuan dan kebutuhannya untuk belajar. Tujuan dari penelitian ini adalah untuk mengetahui kendala apa saja yang dialami guru dalam proses pembelajaran siswa berdasarkan kurikulum mandiri. Metode penelitian dilakukan dengan cara studi pustaka. Metode penelitian ini adalah kajian literatur. Hasil penelitian menunjukkan bahwa beberapa data mengenai kesulitan yang dialami guru terkait pelaksanaan penilaian dalam proses pembelajaran siswa (penilaian autentik), antara lain, (1) sebagian guru belum memahami apa yang dimaksud dengan penilaian autentik dan pengertian penilaian autentik. hal-hal yang berkaitan dengannya; (2) guru menganggap penilaian autentik terlalu rumit karena harus membuat rubrik dan mengubahnya menjadi nilai sebelum memasukkannya ke dalam raport siswa; (3) guru mengalami kesulitan dalam memilah dan membagi nilai jika rubrik penilaian memuat beberapa isi pelajaran; dan (4) belum adanya pelatihan yang dilakukan secara khusus untuk merencanakan pelaksanaan penilaian autentik, khususnya pembuatan rubrik dan LKS serta mengolahnya menjadi data nilai yang dikonversi.]]>
<![CDATA[The Teacher's Role as A Motivator in Instilling The Disciplinary Character of Students with Special Needs ]]>
<![CDATA[Ismuwardani, Zakiyah]]>;
<![CDATA[Sholeha, Herisa Hardiyanti]]>
<![CDATA[ Vidya Karya Vol 39, No 2 (2024) ]]>
Publisher : <![CDATA[FKIP ULM ]]>
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DOI: 10.20527/jvk.v39i2.21386
<![CDATA[This study aims to analyze the role of teachers as motivators in forming disciplined characters in special needs students in grade 4 of SDN 1 Gunungsari Dalam. This study employed a descriptive method with a qualitative approach to deeply understand the role of teachers in this context. Data collection was carried out through direct observation and unstructured interviews. Observations involved observing daily interactions between teachers and students during learning, while interviews with teachers provided an in-depth understanding of the role of teachers as motivators. The interviewees were one teacher in grade 4 of Elementary School, the principal, and two students with special needs who were the subjects in this study. The study results indicate that students with special needs are granted accommodations during the learning process. In inclusive classrooms, teachers also serve as directors, motivators, and observers. They monitor students' development and offer guidance tailored to each student's requirements and potential. Teachers also establish a positive and inclusive learning environment and motivate students through various methods, such as establishing achievable objectives, dispensing praise, and guiding students based on their interests. Furthermore, the education of children with special needs is significantly influenced by parental support. Parents actively engaged in their children's education can enhance their emotional development and academic performance. At SDN Gunungsari Dalam, parents of students with special needs often communicate with teachers and provide additional support at home. The role of teachers as motivators has proven effective in forming disciplined characters in children with special needs. This study improves discipline in children with special needs and offers a broader range of advantages in inclusive education.]]>
<![CDATA[Evaluasi Terhadap Intervensi Sekolah Luar Biasa Beringin Bhakti dalam Penanganan Anak dengan Intellectual Disabilities ]]>
<![CDATA[Musyarrofah, Siti]]>;
<![CDATA[Anggraeni, Ayu]]>;
<![CDATA[Irfani, Afifah Nur]]>;
<![CDATA[Ismuwardani, Zakiyah]]>
<![CDATA[ GENFABET: Generasi Pendidikan Dasar Vol. 1 No. 1 (2024): GENFABET: Generasi Pendidikan Dasar ]]>
Publisher : <![CDATA[CV. Akademi Merdeka ]]>
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DOI: 10.70152/genfabet.v1i1.11
<![CDATA[This research was conducted at the Beringin Bhakti Special Needs School (SLB) with the aim of evaluating the role of the school in serving children with mental retardation or intellectual disabilities as well as identifying collaboration between the school and parents in the service process. This research is entitled "Evaluation of the Beringin Bhakti Special School Intervention in Handling Children with Intellectual Disabilities". The main questions asked in this research include the role of Beringin Bhakti SLB in supporting children with intellectual disabilities, the form of collaboration between the school and parents, and the obstacles faced in serving these children. The research method used was descriptive qualitative with purposive sampling. The research sample consisted of 5 respondents. Data was collected through observation, in-depth interviews and documentation. The research results show that SLB Beringin Bhakti plays an important role in providing basic education, identifying and honing the abilities of students with intellectual disabilities. Collaboration between schools and parents is realized through the exchange of ideas and information aimed at supporting children's development. In addition, this research identified three main obstacles faced by mentally retarded children, namely internal difficulties, learning problems, adjustment problems, and teacher problems. To overcome these obstacles, research suggests providing appropriate learning services and creating appropriate and supportive learning environments. Close collaboration between schools and parents is considered very important in increasing the effectiveness of education and helping to overcome the various obstacles faced. Beringin Bhakti SLB plays a significant role in supporting children with intellectual disabilities through a holistic educational approach and strong collaboration with parents. It is hoped that the results of this research will provide valuable insight for educational practitioners and policy makers in formulating better strategies and free educational services to address the needs of children with intellectual disabilities, as well as encourage the implementation of more effective and inclusive approaches in special education.]]>
<![CDATA[Pelatihan dan Pendampingan Pembelajaran Kolaboratif dengan Mengembangakan Bahan Ajar Digital Berbasis Learning Management System (LMS) ]]>
<![CDATA[Sahronih, Siti]]>;
<![CDATA[Guntur, Mochamad]]>;
<![CDATA[Sholeha, Herisa Hardiyanti]]>;
<![CDATA[Ismuwardani, Zakiyah]]>;
<![CDATA[Qudwatullathifah, Ratri Nuryani]]>;
<![CDATA[Bito, Gregorius Sebo]]>;
<![CDATA[Sariyyah, Nining]]>;
<![CDATA[Dole, Frumensius B]]>
<![CDATA[ Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 3 No. 4 (2023): Volume 3 Nomor 4 Tahun 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende ]]>
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DOI: 10.37478/abdika.v3i4.3254
<![CDATA[This collaborative learning aims to improve the quality and quantity of cooperation between universities in eastern Indonesia through the implementation of collaborative online learning. Collaborative online learning training involves six educators who will teach.. Based on the results of a survey that has been conducted, it is stated that IPB Cirebon students still use LMS as a lecture system, while Uniflor students have a face-to-face lecture system. Therefore, a collaborative online learning program (PDK) was carried out between IPB Cirebon and Uniflor. The PDK program is implemented using three stages. These stages include starting from initial studies, planning, implementation, monitoring and evaluation. Using stages in the PDK program is the right approach. Active student involvement in every meeting, the development of LMS-based digital teaching materials will be more oriented towards student needs and aspirations. Through active student participation, the PDK program has the potential for better achievements, realizing learning in 2045. Collaborative online learning between two universities can increase digital literacy between students and educators. Collaborative online learning can also develop students' abilities in the 3T area. Through this learning, students can collaborate with other university students.]]>
<![CDATA[Perkembangan Sensori Motorik Siswa Sekolah Dasar melalui Pelatihan Seni Tari Tradisional ]]>
<![CDATA[Qudwatullathifah, Ratri Nuryani]]>;
<![CDATA[Sholeha, Herisa Hardiyanti]]>;
<![CDATA[Nugraha, Tria Aditia]]>;
<![CDATA[Ismuwardani, Zakiyah]]>;
<![CDATA[Azzahra, Julia]]>
<![CDATA[ Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 4 No. 3 (2024): Volume 4 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende ]]>
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DOI: 10.37478/abdika.v4i3.4654
<![CDATA[Sensory-motor development is an important aspect in children's growth and development, including the ability to receive, process and respond to various stimuli from the environment. One way that can be used to develop this ability is through dance practice. The aim of this activity is to develop and improve the sensory-motor abilities of elementary school students through traditional dance training. The methods used are training, demonstration and staging methods. Stages of activity results include: (1) introduction to dance and basic movements; (2) basic movement exercises with rhythmic variations; (3) coordination training by adding hand movements and steps; (4) dance exercises involving balance and flexibility movements; (5) practicing expressions according to dance movements; (6) group dance cohesiveness training; (7) repeating dance practice movements; (8) performing the dance that has been learned in front of friends and parents. The conclusion of this activity is that there is development of elementary school students' sensory-motor abilities through traditional dance training.]]>
