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IMPLEMENTASI PROGRAM KAMPUS MENGAJAR ANGKATAN 6 DALAM UPAYA PENINGKATAN KEMAMPUAN LITERASI DAN NUMERASI SISWA SEKOLAH DASAR Naitili, Cornelia Amanda
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 1 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI JANUARI 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i1.1223

Abstract. This research aims to determine the form of implementation and impact of the Class 6 Kampus Mengajar Program at SDK Manumuti on the literacy and numeracy abilities of elementary school students. Literacy and numeracy have an important role in the development of education and society. However, facts on the field shows that the literacy and numeracy skills of elementary school students in Indonesia are still in the low category. This is a serious problem that should be soon overcome. Kampus Mengajar Program is a government initiative to improve students' literacy and numeracy skills through student’s active participation in supporting learning in elementary schools. This research uses a qualitative approach with descriptive methods involving students, teachers, school principals and also students from Kampus Mengajar Program with the Manumuti SDK assignment school as research subjects. Data collection techniques use observation, interviews and documentation. Based on the results of data analysis, the research results show that the form of implementation of the 6th grade Kampus Mengajar Program at SDK Manumuti is in the form of a Fortune Teller, Literacy and Numeracy Club, Reading House, and Class AKM Mentoring. This program has succeeded in having a positive impact on improving students' literacy and numeracy skills, although the changes have not yet reached 100%. Several obstacles in implementation include limited facilities and infrastructure, student knowledge and skills, and time management for program implementation. Recommendations for the improvement and development of this program include improving coordination with schools, improving facilities and infrastructure, also regular program evaluation. Even though, the Class 6 Teaching Campus Program at SDK Manumuti has had a positive impact and shown potential to improve the literacy and numeracy of elementary school students, in the hope to contributing to scientific literature and providing practical recommendations for the development of similar programs in the future. Abstrak. Penelitian ini bertujuan untuk mengetahui bentuk implementasi dan dampak Program Kampus Mengajar Angkatan 6 di SDK Manumuti terhadap kemampuan literasi dan numerasi siswa sekolah dasar. Literasi dan numerasi memiliki peran penting dalam perkembangan pendidikan dan masyarakat. Namun, fakta di lapangan menunjukkan bahwa kemampuan literasi dan numerasi siswa SD di Indonesia masih dalam kategori rendah. Hal ini menjadi permasalahan serius yang harus segera ditangani. Program Kampus Mengajar merupakan inisiatif pemerintah untuk meningkatkan kemampuan literasi dan numerasi siswa melalui partisipasi aktif mahasiswa dalam mendukung pembelajaran di sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif yang melibatkan Siswa, guru, kepala sekolah dan juga mahasiswa kampus mengajar dengan sekolah penugasan SDK Manumuti sebagai subyek penelitian. Teknik pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi. Berdasarkan hasil analisis data, hasil penelitian menunjukkan bahwa bentuk implementasi program kampus mengajar angkatan 6 di SDK Manumuti berupa Si Peramal, Klub Literasi dan Numerasi, Rumah Baca, dan Pendampingan AKM Kelas. Program ini berhasil memberikan dampak positif terhadap peningkatan kemampuan literasi dan numerasi siswa, meskipun perubahan belum mencapai 100%. Beberapa hambatan dalam implementasi mencakup keterbatasan sarana dan prasarana, bekal pengetahuan dan keterampilan mahasiswa, serta manajemen waktu pelaksanaan program. Rekomendasi untuk perbaikan dan pengembangan program mencakup peningkatan koordinasi dengan sekolah, peningkatan fasilitas dan sarana prasarana, serta evaluasi program secara berkala. Meskipun demikian, Program Kampus Mengajar Angkatan 6 di SDK Manumuti telah memberikan dampak positif dan menunjukkan potensi untuk meningkatkan literasi dan numerasi siswa sekolah dasar, dengan harapan dapat memberikan kontribusi pada literatur ilmiah dan memberikan rekomendasi praktis untuk pengembangan program serupa di masa mendatang.

IMPLEMENTASI MODEL PEMBELAJARAN LEARNING CYCLE DALAM PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN IPAS KELAS IV SEKOLAH DASAR Naitili, Cornelia Amanda; Tulle, Anggriani Apriyani; Tanggur, Fembrianus Sunario
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 2 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i2.1356

The purpose of this study is to determine the implementation of the learning cycle model in differentiated learning in science and science subjects in grade IV SDK St. Joseph 2 Naikoten. The type of research used by the researcher is qualitative research using a descriptive approach. The data collection techniques used by the researcher were interviews, observations and documentation with grade IV teachers, principals and students which produced data on the implementation of the learning cycle learning model in differentiated learning in science subjects in grade IV of SDK St. Joseph 2 Naikoten. The collection instruments in this study are observation sheets, interview guidelines or question sheets. The data was analyzed using the Miles & Huberman model with the sequence of steps of data collection, data reduction, data presentation, and conclusion drawn. The validity of the data in this study is carried out by increasing research and triangulation. The results of this study show that teachers do not experience difficulties in learning the learning cycle because they already understand the learning steps according to the existing syntax. The learning cycle model is suitable for educators in learning sciences, where students learn actively and learn material meaningfully by working and thinking. The implementation of the learning cycle learning model includes planning, implementation, and evaluation as follows: a) Learning planning, teachers prepare teaching modules student worksheets, analyze subject matter, determine learning media and learning resources. b) The implementation of learning is carried out in five stages, engagement (generating interest), exploration , explanation, elaboration (development), and evaluation. c) Learning evaluation is carried out using assessment instruments such as knowledge assessment, attitude, skills, and student learning activities. So it can be concluded that the learning cycle learning model can be applied in social studies learning because it makes students motivated to learn, cooperate, be responsible, understand the material easily and can improve student learning outcomes.

ANALISIS PENERAPAN ELEMEN PROSES PEMBELAJARAN BERDIFERENSIASI DALAM PELAJARAN IPAS DI SD INPRES LILIBA KOTA KUPANG Dollok, Viki Vikranta Yorhans; Naitili, Cornelia Amanda; Nahak, Roswita Lioba
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 2 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i2.1363

The purpose of this research is to determine the implementation of the Differentiated Learning Process Elements in Science and Technology Lessons at SD Inpres Liliba, Kupang City. The type of research used is qualitative research using a descriptive approach. The data collection techniques used in this research were observation, in-depth interviews and documentation with grade IV teachers, school principals and students at SD Inpres Liliba, Kupang City. The collection instruments in this research are observation sheets, interview guides or question sheets. Data were analyzed using the Miles & Huberman model with a sequence of steps for data collection, data reduction, data verification, data presentation, and drawing conclusions. The validity of the data in this research was carried out using source triangulation, technical triangulation and time triangulation techniques. The results of the research show that the implementation of the differentiated learning process at SD Inpres Liliba, Kupang City is implemented at every grade level (I-VI). Learning activities are going well. This can be seen from the completeness of the elements of the differentiated learning process at each stage carried out by the teacher, including: 1) Planning, which consists of preparing guiding questions and implementing tiered activities that have various levels of challenge and complexity. 2) Implementation, which consists of carrying out discussion activities in class according to students' interests and learning profiles, developing learning activities that vary according to students' learning styles (visual, auditory, kinesthetic), and forming flexible learning groups. 3) Evaluation, using assessment instruments such as skills assessment, attitude assessment, knowledge assessment and learning activity assessment as well as class exhibitions to appreciate students' work.

PENGARUH MODEL PEMBELAJARAN CONTEXUAL TEACHING LEARANING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PKN KELAS IV SEKOLAH DASAR Lay, Abir Yohindro; Naitili, Cornelia Amanda; Nahak, Roswita Lioba
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 2 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i2.1364

PKn learning is expected to be a vehicle for students to learn about themselves and the surrounding environment as well as prospects for further development in applying it in daily life. However, there are still many students who lack mastery of the material and obtain scores that have not reached the KKTP. This happens because the learning model used is usually a conventional learning model. In addition, it also identifies problems, namely First, the learning outcomes of PKN students have not reached KKTP, second, teachers tend to use conventional learning models where teachers teach more oriented to lecture methods so that learning is more teacher-centered. Third, the teacher's lack of attention to the student's ability to receive the material because it is chasing time so that the material is completed quickly. The purpose of this study is to determine the influence of the continuous teaching learning model on the learning outcomes of PKn in grade IV students of Oepura 4 Multi-level SDI, Kupang City. This type of research is a quantitative research classified as Quasi Experimental research, using a pretest posttest control group design. The sampling technique uses a saturated sampling technique with a sample of 30 respondents. The instruments used in this study are tests and documentation. The data was analyzed using data normality tests, homogination tests, linearity tests, and hypothesis tests. The results showed that the average posttest score of the experimental class and the control class posttest using the t-test was 78.33 > 1.50 with a difference of 15.82. Furthermore, through hypothesis testing (Independent Samples Tests) it was shown that the value of sig. (2-tailed) t-test for Equality of Means of 0.000<0.05 means that H0 is rejected and Ha is accepted. The conclusion of this study is the application of the significant influence of the contexual teaching learning model on the learning outcomes of PKn students in grade IV of SD Inpres Berstrata Oepura 4, Kupang City.

The Influence of Using Smart Multiplication Table Learning Media (Takalintar) on the Learning Outcomes of Grade III Elementary School Students Teme, Imelda Silvia; Mbuik, Heryon Bernard; Naitili, Cornelia Amanda
Jurnal Ilmiah Mandala Education (JIME) Vol 10, No 4 (2024): Jurnal Ilmiah Mandala Education (Oktober)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v10i4.7565

Abstract. Teaching learning activities usually occur between teachers and students. Teachers as learning managers, play a role in creating a comfortable and conducive learning climate. Therefore, as a teacher, you must be able to choose and apply effective learning media to achieve learning goals and be able to attract student learning results. The purpose of this study is to determine the influence of the use of TAKALINTAR learning media on the learning outcomes of students in grade IIIA SD Inpres Kuanino 3. This type of research is quantitative research classified as Quasi Experimental research, using a pretest-posttest- control group design. The sampling technique uses a saturated sampling technique with a sample of 30 respondents. The instruments in this study used observation, test and documentation data. The data was analyzed by normality tests, homogeneity and hypothesis tests using t-tests. The results of this study showed that the average score of the pretest-posttest- of the experimental class and the pretest-posttest- of the control class using the t-test, the posttest of the experimental class and the control class was 84.67 > 75.00 with a difference of 1.98 and the pretest of the experimental class and the control class was 50.67 > 51.33. Further through hypothesis testing (Paired Sample T-test) shows that the value of sig. (2-tailed) t-test for Equality of Means of 0.000 < 0.05 means that H0 is rejected and Ha is accepted. The conclusion of this study is that there is a significant influence of the use of smart multiplication table (TAKALINTAR) media learning on the learning outcomes of grade IIIA students of SD Inpres Kuanino 3.

Analisis Faktor Penyebab Rendahnya Kemampuan Literasi Sains Peserta Didik Pada Mata Pelajaran IPAS Kelas V Sekolah Dasar Suri, Mara Anna Odilia; Naitili, Cornelia Amanda; Nitte, Yulsy Marselina
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10392

Education is a process that aims to optimize individual potential through programmed learning experiences, whether formal, non-formal, or informal, that continue throughout life. The purpose of this study is to identify the factors that influence science literacy skills in IPAS subjects and to determine efforts to overcome low science literacy skills in IPAS subjects. This study employs a qualitative research approach using a descriptive methodology conducted at SDK St. Yoseph 1 Naikoten Kupang, with research subjects including the school principal, classroom teachers, and students. Data collection techniques include interviews, observations, and document analysis. The research findings indicate that the factors contributing to low science literacy skills in the IPAS subject are internal factors, including: low student interest in learning, low student motivation to learn, low student intellectual ability, and psychological health factors. External factors include: curriculum and education system, low teacher teaching methods and models, limited learning resources and teaching materials, teacher quality and school management, learning environment outside of school, library and school facilities conditions, and limited learning facilities and infrastructure. Given the factors influencing low science literacy as mentioned above, efforts are needed to address this issue, both from within the students (internal) and from external sources such as teachers and school principals. However, in reality, there are no efforts from students, teachers, or school principals to address this issue. Therefore, this study concludes that the low science literacy among students can be influenced by internal and external factors, necessitating efforts to address science literacy in the IPAS subject, including efforts from within (internal) and from outside (external) involving teachers and school principals.

Analisis Faktor Penyebab Rendahnya Kemampuan Literasi Sains Peserta Didik Pada Mata Pelajaran IPAS Kelas V Sekolah Dasar Suri, Mara Anna Odilia; Naitili, Cornelia Amanda; Nitte, Yulsy Marselina
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10392

Education is a process that aims to optimize individual potential through programmed learning experiences, whether formal, non-formal, or informal, that continue throughout life. The purpose of this study is to identify the factors that influence science literacy skills in IPAS subjects and to determine efforts to overcome low science literacy skills in IPAS subjects. This study employs a qualitative research approach using a descriptive methodology conducted at SDK St. Yoseph 1 Naikoten Kupang, with research subjects including the school principal, classroom teachers, and students. Data collection techniques include interviews, observations, and document analysis. The research findings indicate that the factors contributing to low science literacy skills in the IPAS subject are internal factors, including: low student interest in learning, low student motivation to learn, low student intellectual ability, and psychological health factors. External factors include: curriculum and education system, low teacher teaching methods and models, limited learning resources and teaching materials, teacher quality and school management, learning environment outside of school, library and school facilities conditions, and limited learning facilities and infrastructure. Given the factors influencing low science literacy as mentioned above, efforts are needed to address this issue, both from within the students (internal) and from external sources such as teachers and school principals. However, in reality, there are no efforts from students, teachers, or school principals to address this issue. Therefore, this study concludes that the low science literacy among students can be influenced by internal and external factors, necessitating efforts to address science literacy in the IPAS subject, including efforts from within (internal) and from outside (external) involving teachers and school principals.

Sosialisasi Literasi Digital Untuk Siswa Smp Negeri 1 Miomaffo Barat Neno, Khatrin Juliani Taku; Naitili, Cornelia Amanda
Jurnal Abdidas Vol. 6 No. 4 (2025): Agustus 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v6i4.1163

Abstrak Kegiatan pengabdian ini bertujuan meningkatkan literasi digital siswa SMP Negeri 1 Miomafo Barat melalui sosialisasi yang interaktif dan edukatif. Literasi digital sangat penting di era 4.0, namun masih rendah di daerah dengan keterbatasan akses seperti Miomafo Barat. Metode yang digunakan meliputi ceramah, diskusi, studi kasus, dan praktik penggunaan aplikasi seperti Google Docs dan Canva. Kegiatan ini dilaksanakan di SMP Negeri 1 Miomaffo Barat tanggal 14 Maret 2025. Hasil evaluasi menunjukkan adanya peningkatan signifikan, di mana skor rata-rata pre-test siswa sebesar 56,4 meningkat menjadi 82,7 pada post-test. Hal ini mencerminkan peningkatan pemahaman siswa terhadap keamanan digital, etika berinternet, dan penggunaan teknologi untuk belajar. Siswa juga menunjukkan antusiasme dan keterlibatan aktif selama kegiatan. Kegiatan ini berhasil membangun kesadaran kritis dan sikap bijak dalam berinternet. Sosialisasi ini dinilai efektif dan direkomendasikan untuk dilanjutkan sebagai program pendampingan literasi digital secara berkelanjutan.

The Influence of Interactive Animation Media on Students' Interest in Learning in View of Learning Results in Class IV Science Subjects at SD Inpres Kuanino 3 Adu, Rivaldo; Benu, Asti Yunita; Naitili, Cornelia Amanda
Jurnal Ilmiah Mandala Education (JIME) Vol 10, No 4 (2024): Jurnal Ilmiah Mandala Education (Oktober)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v10i4.7538

The use of visual and auditory elements into the learning process may enhance its effectiveness, captivate students, and facilitate their comprehension and engagement with the topic. Educators have the power to enhance classroom instruction by doing things like creating a sense of intrinsic motivation and offering post-lesson assessments. The objective of this research was to find out whether fourth graders at SD Inpres Kuanino 3 were more engaged in studying IPAS when they used animated interactive media. The experimental quay approach is used in this quantitative investigation. A total of 49 participants were included in the study, and the sampling method utilised was nonprobability saturation sampling. Data collecting approaches involving observation, testing and documentation. The data was examined by means of a t-test and hypothesis testing. Using a t-test, the researchers found that there was a 17.59 point difference between the experimental and control groups' average post-test scores: 82.59> 65.00. In addition, the sig value is revealed by the Independent Sample T-Test, which tests hypotheses. H0 is rejected while Ha is accepted when the two-sided p-value is less than 0.05. Students in SD Inpres Kuanino 3's fourth grade were shown to be much more engaged in learning when animated interactive media were used.

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