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All Journal El Midad : Jurnal Jurusan PGMI Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin
TRISNA KUSUMA WARDANI
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Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengembangan Bahan Ajar Mata Kuliah Perkembangan Peserta Didik Berbasis CTL (Contextual Teaching and Learning) Trisna Kusuma Wardani; Azmussya’ni
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 1 (2025): April
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v4i1.334

Abstract

This research aims to develop teaching materials for CTL-based student development courses for PGSD students in the third semester of Nahdlatul Ulama University of West Nusa Tenggara (UNU NTB). Based on initial observations, it shows that there is no structured teaching material as a guide for lecturers in teaching student development courses. So it is necessary to develop teaching materials for CTL-based courses. CTL is one of the learning approaches that requires students to be active and experience direct learning, so that learning becomes more meaningful. This research is a development research (R&D), with a simplified Borg and Gall development model. Based on the results of the research conducted, it can be concluded that learning with teaching materials for CTL-based student development courses has been developed in accordance with development procedures. The feasibility of teaching materials for students is reviewed after learning is carried out using teaching materials. Student learning outcomes increased with the number of students who completed 25 people with the highest score of 100 and the number of students who did not complete was 2 people with the lowest score was 50, with an average number of 80.55, while the classical completeness score was 92%. Student responses to the teaching materials of the student development course are said to be very responsive, with an average response percentage of "yes" of 95.62% and "no" of 8.02%. So that the teaching materials for student development courses developed are suitable for use in the learning process at the elementary level.
CASE STUDY: IMPLEMENTATION OF P5 ON SCHOOL CULTURE, NUMERATION LITERACY AND CHILDREN'S CHARACTER FORMATION AT SDN 1 BUG-BUG Herjan Haryadi; Laili Saadah; Trisna Kusuma Wardani
El Midad Vol. 17 No. 2 (2025): EL MIDAD: JURNAL JURUSAN PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i2.14100

Abstract

The Pancasila Student Profile Strengthening Project (P5) is a learning approach that emphasizes the development of student character and competencies aligned with Pancasila values, providing contextual, collaborative, and problem-solving-oriented learning experiences that enable students to develop strong character. The purpose of this study is to investigate the impact of implementing the Pancasila student profile strengthening project on school culture, mathematical numeracy literacy, and character building in elementary school. The research method employed is  a case study approach. The research techniques used are interviews, observation, and documentation. The data analysis employed in this study involves data reduction, data display, and data verification. At the same time, the validity of the data in this study is ensured through triangulation, researcher persistence, and the extension of the study period. The research results obtained indicate that the implementation of P5 was carried out independently by teachers of elementary school, without any training project to strengthen the profile of Pancasila students. Low problem-solving skills in numeracy literacy among students are addressed through collaborative methods, which include learning mathematical numeracy literacy in the context of memorization, congregational prayer activities in turns, reading the Yasin letter every Friday, cooperation in cleaning, planting flowers, and farming. The supporting factors include teachers and students, while the inhibiting factors are a lack of government support, a lack of in-depth knowledge of the independent learning curriculum or P5, limited time allocation, low student engagement, insufficient parental attention, and an unfavorable environment
Co-Authors Azmussya’ni Herjan Haryadi Laili Saadah