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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan dan Kewirausahaan
Nur Widyasti Utami
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Education Social Sciences Other

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Filsafat Pendidikan sebagai Dasar Pembelajaran Bermakna dalam Kurikulum Tematik SD Nur Widyasti Utami; Widia Utami; Wiwi Widyaningsih; Ricky Yoseptry; Hendri Abdul Qohar
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2127

Abstract

This study aims to analyze the application of educational philosophy as the foundation of meaningful learning within the Thematic Curriculum in elementary schools. Educational philosophy—particularly progressivism, constructivism, and humanism—serves as an essential basis for designing holistic, contextual, and student-centered learning. However, the implementation of thematic learning in schools often reveals a gap between the philosophical foundations of the curriculum and classroom learning practices. This research employs a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers, and document analysis of lesson plans (RPP) and learning implementation. The findings indicate that teachers’ understanding of the philosophical foundations of the curriculum varies and tends to be technical in nature. Nevertheless, several philosophical values—such as learning by doing, contextual learning, and respect for students’ individuality—have emerged in practice, although not yet implemented consistently. The contribution of educational philosophy is reflected in the increased relevance of learning materials to real-life contexts, the development of learner autonomy, and the creation of more meaningful learning processes. This study emphasizes the importance of strengthening teachers’ philosophical understanding as a key factor in the successful implementation of the Thematic Curriculum and as an effort to build learning that liberates students intellectually, socially, and emotionally.
MANAJEMEN ADMINISTRASI KELAS DALAM MENDUKUNG KETERTIBAN PEMBELAJARAN DI SEKOLAH DASAR (STUDI KASUS DI SDN 1 CILANGKAP PURWAKARTA) Nur Widyasti Utami; Siti Nuraeni; Widia Utami; Widyaningsih, Wiwi; Supyan Sauri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57792

Abstract

This study aims to describe the implementation of classroom administration management, analyze the conditions of learning order, and examine the role of classroom administration management in supporting learning order at SDN 1 Cilangkap, Purwakarta Regency. This research employs a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, passive participant observation, and documentation studies4. Data analysis followed the interactive model of Miles, Huberman, and Saldana, which includes data collection, condensation, display, and conclusion drawing5. The results indicate that classroom administration management at SDN 1 Cilangkap has been implemented through the functions of planning, organizing, implementing, supervising, and evaluating. Teachers prepare various administrative tools such as attendance lists, class journals, and class rules that serve as operational guidelines6. The orderly implementation of administration has proven to have a significant positive impact on learning order, characterized by increased student discipline, compliance with rules, and the creation of a conducive learning atmosphere. The primary obstacle identified is the limited technological proficiency among some senior teachers in preparing digital-based administration; however, this is addressed through mentoring and collaboration among teachers. Overall, classroom administration management is a crucial instrument in creating order and ensuring the success of the educational process in elementary schools.
Co-Authors Hendri Abdul Qohar Sauri, R Supyan Siti Nuraeni Widia Utami Widyaningsih, Wiwi Wiwi Widyaningsih Yoseptry, Ricky