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All Journal Pedagogik Journal of Islamic Elementary School SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Empowerment Community Jurnal Pengabdian kepada Masyarakat Nusantara Bima Abdi: Jurnal Pengabdian Masyarakat Journal of Learning Improvement and Lesson Study Asian Journal of Social and Humanities Journal of Social and Scientific Education Madrasah : Jurnal Pendidikan Madrasah Jurnal Insan Pendidikan dan Sosial Humaniora
Venna Puspita Sari
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Education For Indonesian Citizens: From Good Citizens to Active Citizens Venna Puspita Sari; Suryaningsi Suryaningsi
Asian Journal of Social and Humanities Vol. 1 No. 10 (2023): Asian Journal of Social and Humanities
Publisher : Pelopor Publikasi Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59888/ajosh.v1i10.73

Abstract

This paper emphasizes the imperative for Indonesia to shift from passive good citizens to active citizens in order to confront the nation's multifaceted challenges. Active citizenship is pivotal for promoting good governance, combatting corruption, advancing social justice, and fortifying democracy. To realize this transition, collaboration between the government, civil society organizations, and educational institutions is crucial. Civic education is identified as a critical tool for nurturing active citizens, with schools playing a vital role in imparting knowledge about rights, responsibilities, critical thinking, civic participation, and social responsibility. The Pancasila learner profile and the active citizen framework are proposed as interconnected concepts that can shape students' character and behavior while endorsing social justice. However, this transformation faces complexities including political illiteracy, elite influence, and educational inadequacies. Resolving these challenges demands concerted efforts and resource allocation. The government's commitment to civic education, enhancement of educational quality, provision of a free and impartial media platform, and encouragement of active citizenship are deemed imperative for fostering an engaged and participatory citizenry that contributes positively to Indonesia's societal progress.
DJP EMPLOYEE MANIPULATION PRACTICES FROM A CRITICAL THEORY PERSPECTIVE: THE TAX PARADOX AS AN IDEOLOGICAL TOOL AND FISCAL INSTRUMENT FOR COLLECTING STATE REVENUE Muhammad Ikbal; Endang Herliah; Suryaningsi; Venna Puspita Sari
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.5654

Abstract

The integrity of tax administration in Indonesia faces significant challenges due to emerging patterns of fraud involving officials from the Directorate General of Taxes (DJP) who privately hold shares in tax consultancy firms. This phenomenon reflects a deeper systemic issue where taxation, ideally serving as both a fiscal tool and an ideological instrument for economic justice, is co-opted for personal gain. Our current study aims to critically examine how such ownership structures create conflicts of interest and facilitate corruption within the tax system. Employing a qualitative research design, we adopt a critical theory framework—particularly the Frankfurt School tradition—and apply the Fraud Triangle model to interpret fraud patterns. Data were collected through content analysis of national media coverage and in-depth interviews with taxation experts, anti-corruption officials, and academics. Findings reveal that insider access and authority are exploited to manipulate tax obligations, weakening public trust and undermining the redistributive function of tax policy. These actions create systemic risks by normalizing unethical behavior within public institutions. Our study emphasizes the need for independent oversight, stricter conflict-of-interest regulations, and reforms in ethical governance to restore institutional credibility and enhance tax compliance.
Analisis Peran Pancasila dalam Menanamkan Nilai-Nilai Luhur Kehidupan Berbangsa dan Bernegara Handayani, Nur Fitri; Venna Puspita Sari; Wingkolatin Wingkolatin
Jurnal Insan Pendidikan dan Sosial Humaniora Vol. 4 No. 2 (2026): Jurnal Insan Pendidikan dan Sosial Humaniora
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jipsoshum-widyakarya.v4i2.6147

Abstract

The moral crisis faced by the Indonesian nation is a serious challenge that can threaten the integrity and sustainability of the country's future. Phenomena such as corruption, intolerance, and weakening social integrity are clear evidence of the declining implementation of the noble values ​​contained in Pancasila. Pancasila Education has a strategic position in building national character and instilling moral values, especially in the younger generation. This article aims to examine the moral crisis in Indonesia and analyze the role of Pancasila Education in providing solutions to these problems. This study uses a literature research method to assess the relevance of Pancasila values ​​and the effectiveness of the implementation of Pancasila Education. The study results show that Pancasila values ​​such as religiosity, humanity, unity, democracy, and social justice have great potential in forming moral individuals. However, there are various challenges, including low student interest, lack of innovation in teaching, and the influence of globalization that can hinder the optimization of Pancasila Education. To overcome these obstacles, strategic steps are needed such as strengthening the curriculum, improving the quality of educators, and collaboration between families, schools, and the community. With maximum implementation, Pancasila Education can be the main key to rebuilding the nation's morality.
A TPACK-Based Analysis of Pre-service Primary Teachers' Understanding of Pancasila and Civic Education Venna Puspita Sari; Dessy Norma Juita; Laely Farokhah
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9351

Abstract

The integration of pedagogy, content, and technology remains a key challenge in preparing pre-service primary teachers, particularly in Pancasila and Civic Education learning. This study aimed to explore the level of Technological Pedagogical Content Knowledge (TPACK) mastery among pre-service primary teachers enrolled in the Learning Pancasila and Civic Education in Primary Schools course. The research employed a qualitative case study design involving six pre-service primary teachers from a university in Jakarta, selected through purposive sampling based on variations in mid-term academic achievement. Data were collected through semi-structured interviews, classroom observations, and document analysis, including teaching modules, student assignments, and evaluation results. The collected data were analysed using thematic analysis to identify patterns related to students' conceptual understanding, pedagogical competence, initial technology integration, and supporting and constraining factors in the learning process. The findings show that students generally demonstrated adequate content understanding of Pancasila and Civic Education; however, their pedagogical understanding was not yet well developed, particularly in selecting and applying appropriate learning approaches and models. Technology integration tended to focus on technical and media-related aspects rather than supporting pedagogical strategies, indicating limited TPACK integration. Several constraints, such as limited theoretical literacy and learning context challenges, influenced students' ability to integrate pedagogy, content, and technology coherently. This study suggests that teacher education programs need to strengthen pedagogical scaffolding and reflective learning experiences to support more effective TPACK development among pre-service primary teachers.
Exploring Students’ Problem-Solving Skills Reviewed from Gender Perspective in Elementary School Laely Farokhah; Dessy Norma Juita; Venna Puspita Sari; Muhammad Zulfadhli; Apit Dulyapit
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9456

Abstract

Mathematics education serves a fundamental role in developing students’ 21st-century competencies, particularly in fostering reasoning, communication, critical thinking, and problem-solving skills. However, instructional practices in elementary schools still tend to emphasize routine and procedural tasks, resulting in students’ limited exposure to non-routine problems that require higher-order thinking strategies. This study aims to explore elementary school students’ mathematical problem-solving skills reviewed from gender perspective. A qualitative research approach was employed. The data were collected through problem-solving skill tests, observations, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that students with high problem-solving skill are able to carry out problem-solving steps in a coherent and systematic manner, although reinforcement is still needed in terms of accuracy and verification. In contrast, students with low problem-solving skill experience difficulties at almost all stages of the problem-solving process. These difficulties are characterized by insufficient conceptual understanding, inability to organize information, lack of proficiency in performing mathematical operations, and the absence of habits related to checking calculation results. Both male and female students demonstrate adequate basic problem-solving abilities. However, female students exhibit more structured, systematic, and detail-oriented thinking processes at each stage. In contrast, male students tend to be less consistent in utilizing all available information, rely more heavily on visual approaches, and show less accuracy in verifying their solutions. These findings highlight the necessity of designing mathematics instruction that prioritizes the development of problem-solving skills while incorporating an awareness of gender-based variations in students’ cognitive processing.
Teacher Feedback and Wait-Time in Primary Science Classroom Dialogue: A TBLA Study Dessy Norma Juita; Venna Puspita Sari; Laely Farokhah
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.216

Abstract

This study explores how teacher feedback and wait-time shape the quality of classroom dialogue in primary science learning. Using a qualitative descriptive approach with Transcript-Based Lesson Analysis (TBLA), the study involved one sixth-grade science teacher and 19 students in an urban primary school in Tangerang Selatan, Indonesia. Data were collected through audio-visual recordings of three science lessons, classroom observations, and semi-structured interviews. The findings showed that accepted feedback was the most dominant type, mainly functioning to confirm students’ responses and maintain classroom flow. Modified feedback contributed more significantly to extending dialogue through probing questions and clarification prompts. Short wait-time tended to produce rapid and simple responses, whereas extended wait-time supported elaboration, reflection, and deeper reasoning. Furthermore, feedback and wait-time jointly contributed to the transformation of conventional IRF patterns into more dialogic IRFRF interaction sequences characterized by elaboration, reciprocity, reflection, and collaborative reasoning in primary science classroom discourse
Pelatihan Pembuatan Media Pembelajaran Berbasis Augmented Reality Untuk Mengembangkan TPACK Guru Sekolah Dasar Dessy Norma Juita; Laely Farokhah; Venna Puspita Sari
Journal of Empowerment Community Vol 8 No 1 (2026): Maret 2026
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/jec.v8i1.2517

Abstract

The rapid development of digital technology in education requires elementary school teachers to integrate technological, pedagogical, and content knowledge to create engaging and meaningful learning experiences. However, many teachers still rely on conventional teaching media and lack understanding of how to utilize digital innovations such as augmented reality in classroom instruction. This community service program aimed to improve teachers’ understanding and skills in designing and implementing interactive learning media through a training program on the use of augmented reality in elementary education. The training was conducted online using a participatory approach, which included socialization, teacher training, the implementation of AR technology in elementary school learning, mentoring and evaluation, as well as program sustainability. The results showed that the training was effective in enhancing teachers’ conceptual understanding of augmented reality, increasing their confidence in applying technology, and developing their creativity in designing interactive learning activities. It can be concluded that systematic and participatory training can effectively strengthen teachers’ technological and pedagogical competencies while promoting innovative learning practices in elementary schools.
Analisis Pengaruh Pembelajaran Pendidikan Agama dan Budaya Sekolah Terhadap Penguatan Karakter Siswa Sekolah Dasar Apit Dulyapit; Laely Farokhah; Dessy Norma Juita; Venna Puspita Sari
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 1 : Madrasah (January –June 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i1.312

Abstract

This study aims to analyze the influence of Islamic Religious Education (PAI) learning and school culture on strengthening the character of elementary school students. The background of this research is the gap that is still found between religious material taught in class and students’ daily behavior, so that character strengthening requires synergy between PAI learning and habituation built through school culture. This research uses a qualitative approach with a library research method, namely collecting, examining, and analyzing relevant scientific sources such as journal articles, books, and previous research results. The results of the study show that PAI learning, which emphasizes the cognitive, affective, and psychomotor aspects of religiosity, makes a significant contribution to instilling religious character values such as honesty, responsibility, and social care. School culture, reflected in habits, exemplary behavior, rules, and the social climate of the school environment, acts as a reinforcement of the values taught in PAI. The interaction between these two factors produces a stronger effect than when each operates independently. This study recommends the importance of synchronizing the PAI curriculum with character-building programs in elementary schools in an integrated and sustainable manner.
Peningkatan Kompetensi Pedagogik Guru Kelompok Bermain melalui Pendampingan Pembelajaran Anak Usia Dini untuk Kesiapan Masuk Sekolah Dasar Maisa Hurul Aeni; Shafira Rizka Amani; Yora Harlistyarintica; Dessy Norma Juita; Wily Wandari; Venna Puspita Sari; Laely Farokhah
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 4 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i4.5520

Abstract

Kualitas pembelajaran pada jenjang anak usia dini berperan penting dalam memfasilitasi masa transisi anak menuju sekolah dasar secara menyenangkan tanpa tekanan akademik berlebih. Program pengabdian kepada masyarakat ini bertujuan mendampingi guru Kelompok Bermain (KB) dalam meningkatkan pemahaman pedagogik terkait pembelajaran transisi PAUD-SD melalui pemanfaatan modul pendampingan dan lembar kerja aktivitas interaktif. Metode pelaksanaan menggunakan pendekatan pendampingan berbasis praktik (mentoring) melalui lima tahapan: pemetaan awal kebutuhan, pembekalan konsep pedagogi transisi, lokakarya penyusunan rencana ajar harian, pendampingan simulasi mengajar di kelas, serta evaluasi program. Hasil evaluasi menunjukkan adanya peningkatan rerata pemahaman pedagogik guru mitra dari 50,0% pada pre-test menjadi 91,7% pada post-test. Guru mulai beralih dari praktik latihan calistung yang monoton ke arah aktivitas bermain bermakna (Play-Based Learning), mampu merancang modul ajar sederhana berbasis kemampuan fondasi, serta mulai menerapkan pencatatan perkembangan anak melalui dokumentasi portofolio karya. Program pendampingan lanjutan direkomendasikan untuk menjangkau pendidik di kelas awal sekolah dasar agar penyelarasan proses transisi dapat terpantau secara berkesinambungan.
Penguatan Pemahaman Guru Sekolah Dasar tentang Children’s Storybooks melalui Integrasi Let’s Read, Wordless Picture Book, dan Artificial Intelligence Nina Nurhasanah Nurhasanah; Mira Amelia Amri; Laely Farokhah; Venna Puspita Sari; Dessy Norma Juita; Clarisa Tazkia Rakhma; Fariha Nidaul Hasanati
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 7 No. 3 (2026): Article In Progress
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v7i3.9497

Abstract

Keterbatasan variasi bahan ajar mendorong perlunya penguatan pemahaman guru dalam mengakses, memilih, dan memanfaatkan bahan ajar yang kontekstual, visual, dan sesuai dengan karakteristik peserta didik sekolah dasar. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat pemahaman guru SDN Margahayu V dan SDN Margahayu XVIII Kota Bekasi mengenai pemanfaatan Children’s Storybooks melalui integrasi Let’s Read, Wordless Picture Book, dan Artificial Intelligence. Kegiatan dilaksanakan melalui identifikasi kebutuhan, Pre-Test, penyampaian konsep, demonstrasi, praktik terbimbing, Post-Test, dan refleksi. Sebanyak 25 guru dan kepala sekolah mengikuti kegiatan, sedangkan analisis perubahan pengetahuan dilakukan terhadap 21 peserta yang memiliki pasangan data Pre-Test dan Post-Test lengkap. Data dianalisis menggunakan statistik deskriptif, normalized gain, uji Shapiro–Wilk, dan Wilcoxon signed-rank test. Hasil menunjukkan bahwa rata-rata skor meningkat dari 93,33 menjadi 99,05 dan median meningkat dari 90 menjadi 100. Sebanyak 19 dari 21 peserta memperoleh skor 100 pada Post-Test dan seluruh peserta analitik mencapai skor minimal 90. Peningkatan paling menonjol terjadi pada pemahaman mengenai wordless picture book, dari 42,9% menjadi 100%. Nilai normalized gain sebesar 0,86 menunjukkan peningkatan kategori tinggi, sedangkan Wilcoxon signed-rank test menunjukkan perbedaan yang signifikan antara skor sebelum dan sesudah pelatihan (W = 6,50; p = 0,003; n = 21). Temuan menunjukkan bahwa kegiatan efektif memperkuat pengetahuan konseptual peserta, khususnya terhadap bahan ajar visual tanpa teks. Praktik penggunaan Let’s Read dan pengembangan cerita berbantuan AI telah memberikan pengalaman awal, tetapi peningkatan keterampilan produksi dan implementasi kelas belum dapat disimpulkan tanpa penilaian produk dan observasi lanjutan.
Co-Authors Apit Dulyapit Clarisa Tazkia Rakhma Dessy Norma Juita Endang Herliah Fariha Nidaul Hasanati Handayani, Nur Fitri Laely Farokhah Maisa Hurul Aeni Mira Amelia Amri Muhammad Ikbal Muhammad Zulfadhli, Muhammad Nina Nurhasanah Nurhasanah Nina Nurhasanah, Nina Shafira Rizka Amani Suryaningsi Suryaningsi Suryaningsi Wily Wandari Wingkolatin Wingkolatin Yora Harlistyarintica