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All Journal Al-Ihtirafiah EduBase: Journal of Basic Education Journal of Education and Teacher Training Innovation (JETTI) Eduvis : Jurnal Manajemen Pendidikan Islam
Yuriska Dewi Suwarno
Prodi PGMI Universitas Islam Bunga Bangsa Cirebon
Religion Education Other

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Implementasi Metode Montessori Pada Pembelajaran Kurikulum 2013 di Kelas 3 SD Holistik Islam Terpadu Awliya Yuriska Dewi Suwarno Putri
EduBase : Journal of Basic Education Vol 2 No 1 (2021): EduBase : Journal of Basic Education
Publisher : Jurnal IAI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v2i1.253

Abstract

The 2013 curriculum is a follow-up to the competency-based curriculum (KBK) that was tested in 2004. The 2013 curriculum is competency-based focuses on acquiring certain competencies by students. Therefore, the 2013 curriculum includes a number of competencies, and a set of learning objectives that are stated in such a way that their achievement can be observed in the form of behavior or skills of students as a criterion for success. To determine the success of the implementation of the Montessori method in the 2013 curriculum learning process, it can be viewed from the learning planning, learning implementation, and learning evaluation. This research uses qualitative research with data collection techniques using observation, interviews, and documentation which is tested by data validity test. The results showed that the implementation of the Montessori method carried out at the Awliya Integrated Islamic Holistic Elementary School, especially in achieving the values ​​of the National education goals for students, has been implemented properly and is in accordance with the Montessori principles in the implementation process and is also in accordance with the development of school age children. When viewed from the principles in the 2013 Curriculum, the Montessori method is considered to have fulfilled all the principles of the 2013 Curriculum Abstrak Kurikulum 2013 merupakan tindak lanjut dari kurikulum berbasis kompetensi (KBK) yang pernah diujicobakan pada tahun 2004. Kurikulum 2013 berbasis kompetensi memfokuskan pada pemerolehan kompetensi-kompetensi tertentu oleh peserta didik. Oleh karena itu, kurikulum 2013 mencakup sejumlah kompetensi, dan seperangkat tujuan pembelajaran yang dinyatakan sedemikian rupa, sehingga pencapaiannya dapat diamati dalam bentuk perilaku atau keterampilan peserta didik sebagai suatu kriteria keberhasilan. Untuk mengetahui keberhasilan dari implementasi metode Montessori dalam proses pembelajaran kurikulum 2013 dapat ditinjau dari perencanaan pembelajaran, pelaksanaan pembelajaran, serta evaluasi pembelajaran. Penelitian ini menggunakan jenis penelitian kualitatif dengan teknik pengumpulan datanya menggunakan observasi, wawancara, dan dokumentasi yang diuji dengan uji keabsahan data. Hasil penelitian menunjukkan bahwa bahwa implementasi metode Montessori yang dilaksanakan di SD Holistik Islam Terpadu Awliya khususnya dalam pencapaian nilai-nilai tujuan pendidikan Nasional pada peserta didik sudah diterapkan dengan baik dan sesuai dengan prinsip-prinsip Montessori dalam proses pelaksanaannya dan juga sesuai dengan perkembangan anak usia sekolah. Jika dilihat dari prinsip yang ada pada Kurikulum 2013, metode Montessori dirasa sudah memenuhi semua prinsip-prinsip Kurikulum 2013.
PEMBENTUKKAN KARAKTER PESERTA DIDIK MELALUI PEMBELAJARAN MONTESSORI: PEMBENTUKKAN KARAKTER PESERTA DIDIK MELALUI PEMBELAJARAN MONTESSORI Suwarno Putri, Yuriska Dewi
AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH Vol. 1 No. 2 Desember 2021
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah STAIN Teungku Dirundeng Meulaboh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.228 KB) | DOI: 10.47498/ihtirafiah.v1i02.667

Abstract

Abstract Character building is believed to be necessary and important for schools to do. The purpose of character education is basically to encourage the birth of good children (insan kamil). The growth and development of good character will encourage students to grow with their capacity and commitment to do the best things and do everything right and have a purpose in life. Montessori learning can shape the character of students starting from the smallest things, namely discipline and responsibility for each task given by the teacher. This research uses qualitative research with data collection techniques of observation, interviews, and documentation which are then tested using data triangulation. The results showed that by applying Montessori learning can help students to form a positive character.
REFORMASI MANAJEMEN ADMINISTRASI PENDIDIKAN ISLAM DI ERA TATA KELOLA DIGITAL Sofyan Mustoip; Yuriska Dewi Suwarno; Khotibul Umam
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2022): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v7i2.4235

Abstract

The administrative management of Islamic educational institutions is undergoing profound transformation driven by the rapid proliferation of digital technologies and evolving governance expectations. Despite widespread acknowledgment that digital transformation is reshaping educational administration globally, the specific dynamics of this process within Islamic educational settings in Indonesia remain insufficiently documented and theorized. This study aims to examine the reform of administrative management in Islamic educational institutions within the context of digital governance, identifying the drivers, dimensions, and implications of this transformation. A systematic library research methodology was employed, utilizing peer-reviewed journal articles, academic books, and policy documents published between 2019 and 2024. The findings indicate that digital governance reform in Islamic educational administration encompasses three interconnected dimensions: technological adoption, institutional restructuring, and value alignment. A significant research gap was identified in the absence of frameworks that reconcile digital governance imperatives with the normative values of Islamic institutional management. This study proposes the Digital-Islamic Governance Integration (DIGI) model as a conceptual contribution toward bridging this gap.
Implementation of the Pancasila Student Profile Strengthening Project (P5) in Elementary School Yuriska Dewi Suwarno Putri; Anis Khaerunisah; Dewi Astuti; Septiana Septiana; Tina Alfiani; Zaqiyatul Fakhiroh; Almaida Ayunda Febrianti
Journal of Education and Teacher Training Innovation Vol. 1 No. 1 (2023): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v1i1.3

Abstract

The learning process at SD Negeri Kebon Baru 1 has implemented an independent curriculum and Pancasila student profile. In realizing the Pancasila student profile, SD Negeri Kebon Baru 1 carried out the Strengthening of the Pancasila Student Profile Project (P5). In learning, the teacher explains the material with a predetermined theme. To produce a project, teachers and students can create products that match the theme that has been chosen. With the learning activities of Strengthening the Pancasila Student Profile Project (P5), it is hoped that it can develop creativity in accordance with the elements in the Strengthening of the Pancasila Student Profile Project (P5) dimension, one of which is in the creative dimension . This study aims to find out and describe how the implementation of the project to strengthen the profile of Pancasila students in SD Negeri Kebon Baru 1 Cirebon City. This research uses qualitative methods with a descriptive approach, collecting data through observations, interviews, and documentation. The subjects of this study were homeroom teachers and some grade 4 students. The data analysis technique used in this study is a qualitative descriptive method that is by looking for, collect, and organize systematically. The results of this study show that the implementation of the Pancasila student profile (P 5) strengthening the project in SD Negeri Kebon Baru 1 Cirebon City is very good because in P5 activities teachers have been very well prepared and planned activities. Teachers provide opportunities for students to develop students' creativity to produce a project. The theme taken in the P5 activity at SD Negeri Kebon Baru 1 is "Build Your Soul and Body", carried out every Saturday in grades 1 and 4. Related to the theme taken, the holding of habituation, namely P5 gymnastics before P5 learning activities in class. The stages that must be prepared so that even semester P5 activities can run smoothly are through three stages, such as the planning stage, the opening or inauguration of P5 activities, and the implementation stage
Implementing Nature-Based Self-Grounding Techniques as an Alternative Therapy for Elementary School Children with Sensory Problem in Homeschool Total Mind Learning (TML) Fitri Meliani; Shofiyyah Shofiyyah; Putri Anindita Pratiwi; Yuriska Dewi Suwarno
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v7i1.4080

Abstract

Objective: This study explores the implementation of nature-based self-grounding techniques as an alternative therapeutic approach for elementary school children with sensory problems at Homeschool Total Mind Learning (TML). Novelty: The study emphasizes the use of nature-based self-grounding activities within the Homeschool Total Mind Learning (TML) approach as an alternative therapy for children with sensory problems, highlighting direct interaction with natural environments to support sensory integration, emotional regulation, and adaptive functioning. Methods: Using a qualitative approach, data were collected through interviews with three parents and two teachers. The implemented activities included walking barefoot in gardens, playing in rice fields, climbing hills, herding livestock, and participating in farming activities. The analysis was guided by A. Jean Ayres’s Sensory Integration Theory, particularly concerning tactile and proprioceptive stimulation. Results: The findings reveal that nature-based self-grounding activities provide meaningful sensory experiences that help improve children’s emotional regulation and adaptive behavior. Parents reported reduced meltdowns and increased sensory tolerance, while teachers observed better focus, classroom participation, and social interaction. Furthermore, the children showed greater self-awareness and independence in managing their sensory needs. Conclusion: This study concludes that implementing nature-based self-grounding techniques can serve as an effective alternative therapy for supporting sensory development and improving the quality of life and adaptive functioning of elementary school children with sensory problems in homeschooling contexts.
Co-Authors Almaida Ayunda Febrianti Anis Khaerunisah Dewi Astuti Fitri Meliani Khotibul Umam Putri Anindita Pratiwi Septiana Septiana Shofiyyah Shofiyyah Sofyan Mustoip Tina Alfiani Zaqiyatul Fakhiroh