Garuda - Garba Rujukan Digital

Pengaruh Kedisiplinan terhadap Hasil Belajar Kelas 3 SD Negeri Buntalan Tahun Ajaran 2023/2024 Putri Zudhah Ferryka; Sri Suwartini; Heldan Edwin Muhammad Nur
Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya Vol. 2 No. 2 (2024): September : DHARMA ACARIYA NUSANTARA : Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/jdan.v2i2.1215

This research was motivated by the problem of students who lack discipline when participating in learning at school. The aim of this research is to find out whether the impact of discipline has an influence on student learning outcomes at SD Negeri 3 Buntalan. This type of research is quantitative. The data collection techniques used were interviews, questionnaires and documentation. This research took a sample of 15 students consisting of class III at SD Negeri 3 Buntalan. The analysis technique uses a validity test, a reliability test uses Cronbach's Alpha while the hypothesis test uses a simple linear regression test. The research results obtained have a 62.5% impact on discipline that influences student learning outcomes, while 37.5% comes from other impacts that are not included in the research This. This impact takes the form of a positive impact on student learning outcomes. It has been declared accepted by simple regression calculations.

Faktor-Faktor Yang Mempengaruhi Anak SD Berbicara Kasar Dan Cara Mengatasinya Rani Nur Hidayah; Eolalia Fadya Trisnawati; Eka Ratna Istari Putri; Arrozika Sabrina Apriliana; Sri Suwartini
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 2 (2025): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i2.7128

The use of harsh or inappropriate language among elementary school children has become a concerning behavioral issue, as it can negatively impact their emotional and social development. This study aims to examine the underlying factors that contribute to children's use of offensive language, as well as to explore possible strategies for addressing this behavior. The contributing factors are classified into two main categories: internal and external. Internal factors include attention-seeking behavior, a desire for stimulation, and difficulties in emotional regulation. External factors involve influences from family upbringing, the residential environment, peer interactions, and cultural or social norms that tolerate the use of inappropriate language. This research employs a quantitative method with a document analysis approach to identify patterns and trends based on relevant literature. The findings indicate that both internal and external factors significantly influence children's tendency to use harsh language. Therefore, collaboration between parents, teachers, and the broader community is essential in providing guidance, positive examples, and continuous education to help children develop respectful and constructive communication habits.

Training on creating student worksheets (LKPD) based on problem-based learning within the kurikulum merdeka Isna Rahmawati; Putri Zudhah Ferryka; Nela Rofisian; Sri Suwartini
Pucuk Rebung: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 1 (2025): May
Publisher : Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pure.v4i1.1-6

Community service in the form of training in making LKPD based on problem-based learning aims to introduce and assist in its implementation within the merdeka curriculum, enabling its application in elementary schools. Problem-based learning, also known as LKPD, can be applied in elementary schools across all subjects. Learning activities with LKPD based on problem-based learning become more structured and meaningful for students. The participants of this community service consisted of the principal, teachers, and students who were carrying out field experience practice at SD N 2 Prambanan, Klaten. The method used in this training is participatory action research (PAR), consisting of material delivery, mentoring, and discussion activities. The material provided in this training is the delivery of theory (definition, characteristics, and syntax of problem-based learning), practice in compiling LKPD based on problem-based learning, and evaluation. The results of this community service activity demonstrate success in mastering the creation of LKPD through participant training. This can be seen from the high enthusiasm in every stage of the training implementation.

Training on creating student worksheets (LKPD) based on problem-based learning within the kurikulum merdeka Isna Rahmawati; Putri Zudhah Ferryka; Nela Rofisian; Sri Suwartini
Pucuk Rebung: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 1 (2025): May
Publisher : Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pure.v4i1.1-6

Community service in the form of training in making LKPD based on problem-based learning aims to introduce and assist in its implementation within the merdeka curriculum, enabling its application in elementary schools. Problem-based learning, also known as LKPD, can be applied in elementary schools across all subjects. Learning activities with LKPD based on problem-based learning become more structured and meaningful for students. The participants of this community service consisted of the principal, teachers, and students who were carrying out field experience practice at SD N 2 Prambanan, Klaten. The method used in this training is participatory action research (PAR), consisting of material delivery, mentoring, and discussion activities. The material provided in this training is the delivery of theory (definition, characteristics, and syntax of problem-based learning), practice in compiling LKPD based on problem-based learning, and evaluation. The results of this community service activity demonstrate success in mastering the creation of LKPD through participant training. This can be seen from the high enthusiasm in every stage of the training implementation.

Permasalahan Sosial Anak Usia Sekolah Dasar Hafidz Pradita; Fatkhia Nur Azizah; Sofia Nanda Saputri; Dina Puspita Anggraini; Sri Suwartini
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 2 (2025): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i2.6572

Social problems are defined as a cultural or societal inconsistency that endangers the life of a social group or prevents the achievement of the basic desires of the members of the social group, resulting in damage to social relations. In normal situations, there is integration and appropriate conditions in the relationship between these elements, clashes occur, social relations will be disrupted, which can cause instability in group life. Everyone must be aware of their responsibilities as members of the community group when interacting with others. The social process itself cannot run well if there is no personal awareness. Children's interactions with others, including parents, siblings, playmates and the community as a whole are called social development. Learning to recognize the rules and norms in a community is known as social development. Children can identify social and emotional disorders as a focal point. Parents, teachers, and the general public hope to have children who are physically and mentally healthy. It is very pleasant to see children playing happily, clever, diligent in learning and working and free and agile in expressing their ideas and creativity.

Permasalahan Sosial Anak Usia Sekolah Dasar Hafidz Pradita; Fatkhia Nur Azizah; Sofia Nanda Saputri; Dina Puspita Anggraini; Sri Suwartini
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 2 (2025): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i2.6572

Social problems are defined as a cultural or societal inconsistency that endangers the life of a social group or prevents the achievement of the basic desires of the members of the social group, resulting in damage to social relations. In normal situations, there is integration and appropriate conditions in the relationship between these elements, clashes occur, social relations will be disrupted, which can cause instability in group life. Everyone must be aware of their responsibilities as members of the community group when interacting with others. The social process itself cannot run well if there is no personal awareness. Children's interactions with others, including parents, siblings, playmates and the community as a whole are called social development. Learning to recognize the rules and norms in a community is known as social development. Children can identify social and emotional disorders as a focal point. Parents, teachers, and the general public hope to have children who are physically and mentally healthy. It is very pleasant to see children playing happily, clever, diligent in learning and working and free and agile in expressing their ideas and creativity.

Faktor-Faktor Yang Mempengaruhi Anak SD Berbicara Kasar Dan Cara Mengatasinya Rani Nur Hidayah; Eolalia Fadya Trisnawati; Eka Ratna Istari Putri; Arrozika Sabrina Apriliana; Sri Suwartini
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 2 (2025): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i2.7128

The use of harsh or inappropriate language among elementary school children has become a concerning behavioral issue, as it can negatively impact their emotional and social development. This study aims to examine the underlying factors that contribute to children's use of offensive language, as well as to explore possible strategies for addressing this behavior. The contributing factors are classified into two main categories: internal and external. Internal factors include attention-seeking behavior, a desire for stimulation, and difficulties in emotional regulation. External factors involve influences from family upbringing, the residential environment, peer interactions, and cultural or social norms that tolerate the use of inappropriate language. This research employs a quantitative method with a document analysis approach to identify patterns and trends based on relevant literature. The findings indicate that both internal and external factors significantly influence children's tendency to use harsh language. Therefore, collaboration between parents, teachers, and the broader community is essential in providing guidance, positive examples, and continuous education to help children develop respectful and constructive communication habits.

STRATEGI GURU DALAM MENUMBUHKAN KEPERCAYAAN DIRI SISWA DI SEKOLAH DASAR NEGERI 1 KRAJAN KABUPATEN KLATEN TAHUN PELAJARAN 2022/2023 pramita sari, ratna; Sri Suwartini; Isna Rahmawati
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 2 No. 3 (2023): Volume 2 No 3
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v2i3.164

The purpose of this study was to find out how the teacher's strategy is in fostering student confidence in Elementary School 1 Krajan, Klaten Regency, for the 2022/2023 academic year. The subjects in this study were 2 class teachers and grade 1 students. The research was conducted at Krajan 1 Public Elementary School, Klaten Regency from May to June 2023. Descriptive qualitative research methodology was used in this study. As opposed to data analysis, which comprises data reduction, data presentation, and conclusions, data gathering employs interviews, observation, and documentation. The results of the study concluded that each teacher has their own stategy to foster student self-confidence at Krajan 1 Public Elementary School, Klaten Regency, students at Krajan 1 Public Elementary School, Klaten Regency on average already have sufficient self-confidence, and there are studens who have confidence low self.

Analisis Perkembangan Sosial-Emosional di Sekolah Dasar Yulinda Sari; Nur Amelia Sari; Rahmi Adiffa S.A; Sri Suwartini
JISPENDIORA Jurnal Ilmu Sosial Pendidikan Dan Humaniora Vol. 4 No. 1 (2025): April: Jurnal Ilmu Sosial, Pendidikan Dan Humaniora
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/jispendiora.v4i1.2051

This study aims to identify: (1) how students' social-emotional development occurs during the learning process, (2) social-emotional development outside the learning context, and (3) teacher strategies in supporting this development. The results of the study indicate that in the classroom, students show positive attitudes such as actively participating, communicating and interacting, being able to adapt in groups, and being confident. Outside the classroom, students are seen to be able to help friends, not force their desires, being able to resolve conflicts while playing, and being able to control their emotions. Teachers' efforts in supporting social-emotional development include building positive relationships, being role models, and providing consistent guidance and direction.

Improving pancasila education learning outcomes with the CRT approach for grade V students of SDN 2 Prambanan Sri Suwartini; Putri Zudhah Ferryka; Nela Rofisian; Isna Rahmawati
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 6 (2025): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i6.957-969

The present study examines the improvement in Pancasila learning outcomes of fifth-grade students of SD Negeri 2 Prambanan through the application of the Culturally Responsive Teaching (CRT) approach. The research background was based on the low achievement of student learning outcomes, where as many as 74.6% of them obtained scores below the Learning Objective Completion Criteria (KKTP). This condition was derived from the lack of innovation in the learning process carried out by educators, so that students had difficulty understanding the material. This study used the Classroom Action Research (CAR) type with the Kemmis and McTaggart model, which includes four stages: planning, implementation of action, observation, and reflection. The research subjects were all 28 students of grade V SD Negeri 2 Prambanan, consisting of 16 male and 12 female students. Data collection techniques used included observation sheets, learning outcome tests, and documentation. The data analysis technique used was descriptive analysis with a percentage approach. The research results indicated an increase in learning outcomes in each cycle. In cycle I, 18 students (65.8%) achieved mastery, while in cycle II, this figure increased to 25 students (89.2%). These findings indicate that the Culturally Responsive Teaching (CRT) approach can have a significant positive impact on improving students' Pancasila learning outcomes, particularly in recognising local wisdom.

Title

Found 39 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 39 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 39 Documents
Search