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Rifmasari, Yessi
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Learn from the Japanese Education System Rifmasari, Yessi; Gusteti, Meria Ultra; Hendriani, Maifit; Rusdinal, Rusdinal; Gistituati, Nurhizrah; Ananda, Azwar
International Journal of Educational Dynamics Vol. 6 No. 1 (2023): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v6i1.450

Abstract

The reason is that Japan is one of the developed countries that has the best education system in the world and is a mecca or reference for other countries, including Indonesia. One indicator that can be used to see the quality of a country's education is the results of the assessment (PISA) carried out by the Organization for Economic Cooperation and Development (OECD). What is very interesting about Japan's progress, including its educational progress, is that this progress is still framed by the country's noble values. Japanese people are very proud and uphold their traditions and culture. Education is valued and well managed and is based on moral and character development as an integral part of education. The Japanese education system is generally built from a combination of Western ideas and Japanese methods. Even Japan can minimize the unemployment rate, which always increases in every country. The creativity of Japanese education graduates is recognized internationally as an example of success in the automotive sector, namely Honda, and Suzuki, which are always able to innovate their products in a short period. Apart from producing civil servant workers, it is also able to produce experts who can continue to develop the latest research.
Keterampilan Kolaborasi Mahasiswa PGSD dalam Mata Kuliah Pengembangan Kurikulum: Analisis Deskriptif Kuantitatif Menggunakan Weighted Mean Score Rifmasari, Yessi
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 5, No 6 (2025): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v5i6.2330

Abstract

Collaborative skills are an important 21st-century competency that elementary school teacher education (PGSD) students must possess, especially in curriculum development courses that require group analysis and curriculum design skills. This study aims to analyze the level of collaborative skills of PGSD students using a quantitative descriptive approach with the Weighted Mean Score (WMS) technique. The research subjects consisted of 55 students, while the instruments were developed based on five dimensions of collaboration according to Johnson and Johnson, namely effective communication, collaborative responsibility, promotive interaction, decision making, and collaborative presentation. The results showed that collaboration skills were in the good category (WMS = 3.54), but did not reach the ideal standard of 75%. The dimension of promotive interaction had the highest achievement (74%), while collaborative presentation was the lowest aspect (64%). These findings indicate the need to strengthen individual accountability and integrate group work results, especially at the final presentation stage. This study confirms that social interdependence-based cooperative learning has great potential to improve the collaboration skills of PGSD students.ABSTRAKKeterampilan kolaborasi merupakan kompetensi penting abad ke-21 yang harus dimiliki mahasiswa Pendidikan Guru Sekolah Dasar (PGSD), terutama dalam mata kuliah Pengembangan Kurikulum yang menuntut kemampuan analisis dan perancangan kurikulum secara kelompok. Penelitian ini bertujuan menganalisis tingkat keterampilan kolaborasi mahasiswa PGSD menggunakan pendekatan deskriptif kuantitatif dengan teknik Weighted Mean Score (WMS). Subjek penelitian terdiri dari 55 mahasiswa, sedangkan instrumen dikembangkan berdasarkan lima dimensi kolaborasi menurut Johnson dan Johnson, yaitu komunikasi efektif, tanggung jawab kolaboratif, interaksi promotif, pengambilan keputusan, dan presentasi kolaboratif. Hasil penelitian menunjukkan bahwa keterampilan kolaborasi berada pada kategori baik (WMS = 3,54), namun belum mencapai standar ideal 75%. Dimensi interaksi promotif memiliki capaian tertinggi (74%), sedangkan presentasi kolaboratif merupakan aspek terendah (64%). Temuan ini mengindikasikan perlunya penguatan akuntabilitas individual serta integrasi hasil kerja kelompok, khususnya pada tahap penyajian akhir. Penelitian ini menegaskan bahwa pembelajaran kooperatif berbasis interdependensi sosial memiliki potensi besar untuk meningkatkan keterampilan kolaborasi mahasiswa PGSD.
Co-Authors Afrilia, Chindy Azwar Ananda Dahlia, Roza Fitri Angraini, Ramadhani Gusmanita, Aida hendriani, maifit Latifah, Zahra love, Aulia My Martha, Alfroki Meria Ultra Gusteti Neviyarni, Neviyarni Novita, Alda Nurhizrah Gistituati Rahma Yanti, Meri Rahma, Tria Anisa Rusdinal, Rusdinal Sisrian, Engga Ranti Sukandar, Warlan Syafira Indah, Sulva Tesya Cahyani Kusuma U, Ulfatmi Vanesa Putri, Chintami