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All Journal Jurnal Dikdas Jurnal Konseling dan Pendidikan Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan JURNAL PENDIDIKAN GLASSER Jurnal Ilmiah Sekolah Dasar JTP - Jurnal Teknologi Pendidikan COLLASE (Creative of Learning Students Elementary Education) Jurnal Studi Guru dan Pembelajaran Jurnal Aisyah : Jurnal Ilmu Kesehatan Education Journal Journal of Innovation and Research in Primary Education Jurnal Kreatif Online Jurnal Penelitian Pendidikan Indonesia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal DIKDAS
Herlina, Herlina
FKIP Universitas Tadulako
Religion Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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E-MODUL TEMATIK UNTUK PEMBELAJARAN DARING SEKOLAH DASAR PASCA PANDEMI COVID-19 Herlina Herlina; Zulnuraini Zulnuraini; Yusdin Gagaramusu; Iga Risma; Harmila Harmila; Anggi Dwienengtyas
JURNAL PENDIDIKAN GLASSER Vol 7, No 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/glasser.v7i1.1929

Abstract

Seiring berlalunya waktu dan menurunnya tingkat penyebaran virus corona, maka pembelajaran full online mulai bergeser menjadi pembelajaran campuran (blended learning). Proporsi online dan offline dalam pembelajaran campuran ditentukan oleh institusi dengan mempertimbangkan kesediaan sarana prasarana dan tingkat penyebaran virus corona di kota kabupaten atau provinsi masing-masing. Salah satunya adalah penyediaan sumber belajar berbasis digital sehingga dapat diakses oleh setiap pelajar kapan dan di manapun berada. Salah satu sumber belajar digital yang dipandang perlu dikembangkan saat ini adalah behan ajar dalam bentuk e-modul. E-modul bukanlah sesuatu yang baru dalam dunia pendidikan tanah air. Penelitian ini bertujuan mengeksplorasi kebutuhan e-modul di sekolah dasar sebagai dasar dan justifikasi pengembangan e-modul untuk pembelajaran tematik di kabupaten Sigi.  Penelitian ini menggunakan rancangan penelitian fenomenologi sebagai analisis kebutuhan pengembangan e-modul. Subyek Sekolah Dasar di Kabupaten Sigi. Data dianalisis secara kualitatif dengan Teknik kondensasi data, penyajian data dan penarikan kesimpulan/verifikasi.  Hasil penelitian menunjukkan bahwa kebutuhan pengembangan sumber belajar online berbentuk e-modul sangat tinggi dan merekomendasikan pengembangan e-modul tematik sekolah dasar untuk memenuhi kebutuhan belajar siswa sekolah dasar di Kabupaten Sigi.
Identification of the Learning Motivation of Class VII IT Students Al-Fahmi Palu in the 2022/2023 Academic Year Misnah Misnah; Bau Ratu; Dhevy Puswiartika; Herlina Herlina; Irmawati Musa
Jurnal Kreatif Online Vol. 10 No. 4 (2022): Jurnal Kreatif Online
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jko.v10i4.2488

Abstract

The purpose of this study was to find out how the learning motivation of class VII students of SMP al-Fahmi, Palu city in social studies subjects. The research method used in this research is this research study using qualitative research and case study research. This study will reveal how students' learning motivation is low, high in the 2022-2023 school year. Sources of data are through survey studies on student learning motivation data when participating in the learning process, both student data for class VII SMP Al-Fahmi and teacher data through interviews on social studies (Social Sciences) subjects and through observations. The use of the instrument in this study uses interview and observation guidelines to obtain in-depth data on the implementation of this research. The data collection technique is through data triangulation and the researcher uses qualitative data analysis which is accessed through the sources proposed by Miles and Huberman and Sugiyono, namely data collection, data reduction, data presentation, and drawing conclusions. The results of this study found data that the intrinsic aspect is motivation or encouragement that arises from within students to achieve mastery of learning outcomes in class on social studies subjects
Internalisasi Budaya Damai Nosarara Nosabatutu untuk Meningkatkan Dispositional Mindfulness pada Guru Bau Ratu; Dhevy Puswiartika; Ikhlas Rasido; Nurwahyuni Nurwahyuni; Herlina Herlina; Hamlan Andi Basso Malla; Atfal Wahyu Rinaldi
Jurnal Konseling dan Pendidikan Vol 11, No 2 (2023): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/184700

Abstract

Guru yang memiliki karakteristik dispositional mindfulness akan mampu menerima dan menghadapi setiap kenyataan dalam melaksanakan tanggung jawabnya sebagai pengajar dengan penuh perhatian, kesadaran, dan ketenangan. Salah satu upaya yang dapat dilakukan untuk meningkatkan karakteristik dispositional mindfulness adalah dengan melakukan internalisasi budaya damai Nosarara Nosabatutu sebagai nilai-nilai kearifan lokal masyarakat Suku Kaili di Sulawesi Tengah. Penelitian ini bertujuan untuk mengeksplorasi peran budaya damai Nosarara Nosabatutu dalam meningkatkan dispositional mindfulness pada guru. Jenis penelitian ini adalah penelitian mixed method dengan partisipan para guru di SMP Negeri 5 di Kabupaten Sigi, Sulawesi Tengah. Teknik sampling yang digunakan dalam penelitian ini adalah quota sampling. Teknik pengumpulan data dalam penelitian ini menggunakan skala dispositional mindfulness, inventori budaya damai, dan focus group discussion. Teknik analisis data menggunakan analisis statistik deskriptif dan analisis tema. Hasil penelitian ini menunjukkan bahwa budaya damai Nosarara Nosabatutu yang sudah terinternalisasi pada para guru dapat membantu mereka dalam mengembangkan dispositional mindfulness. Penelitian ini dapat berkontribusi terhadap pengembangan literatur mindfulness dalam konteks bimbingan dan konseling. Temuan penelitian ini selanjutnya dapat menjadi acuan bagi pengembangan model intervensi mindfulness berbasis budaya damai Nosarara Nosabatutu untuk optimalisasi kompetensi sosial emosional pada guru di Sulawesi Tengah.
Pengaruh Motivasi Belajar dan Perhatian Orang Tua terhadap Prestasi Belajar Siswa Sekolah Dasar Nurdan Nurdan; Iskandar Iskandar; Herlina Herlina
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 1 (2024): January - April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.1.2024.3765

Abstract

Masalah dalam penelitian ini adalah perhatian orang tua siswa dalam prestasi belajar anak. Tujuan penelitian Untuk menentukan pengaruh motivasi belajar terhadap prestasi belajar siswa Kelas VB SDN Fatufia Kecamatan Bahodopi Kabupaten Morowali, Untuk menentukan pengaruh peran orang tua terhadap prestasi belajar siswa Kelas VB SDN Fatufia Kecamatan Bahodopi Kabupaten Morowali, Untuk menentukan pengaruh motivasi belajar dan peran orang tua secara bersama-sama erhadap prestasi belajar siswa Kelas VB SDN Fatufia Kecamatan Bahodopi Kabupaten Morowali. Jenis penelitian ini merupakan penelitian kuantitatif non-eksperimen (ex post facto) dengan pen- dekatan survei. Sampel yang dipilih untuk penelitian ini adalah kelas VA dan VB dengan jumlah 12 orang laki-laki dan 49 orang perempuan dengan menggunakan Sampling Purposive. Instrumen penelitian yang digunakan dalam penelitian ini adalah berupa angket. Angket yang digunakan dalam penelitian ini yaitu berjumlah 20 pernyataan, untuk variabel motivasi belajar berjumlah 10 peryataan dan varibel orang tua berjumlah 10 pernyataan . Angket dalam penelitian ini berupa angket tertutup yang disajikan dalam bentuk skala bertingkat (skala likert). Hasil penelitian melalui analisis simultan yang dilakukan antara variabel media, motivasi, perhatian orang tua terhadap prestasi belajar menunjukkan bahwa Sig. 0,000 < 0.05, maka sebagaimana dasar pengambilan keputusan dalam uji F dapat disimpulkan bahwa variabel Motivasi (X1) dan Perhatian (X2) secara simultan atau bersama-sama berpengaruh terhadap variabel Prestasi Belajar (Y) atau berarti signifikan. Selanjutnya, besarnya angka koefisien determinasi (R Square) adalah 0.727 atau sama dengan 72,7%. Angka tersebut mengandung arti bahwa variabel Motivasi (X1) danPerhatian (X2) secara simultan atau bersama-sama berpengaruh terhadap variabel Prestasi Belajar (Y) sebesar 72.7%.
Development of Self-Regulatory Design Based on Local Cultural Values in Adolescents Bau Ratu; Nurwahyuni Nurwahyuni; Herlina Herlina; Ratman Ratman; Irmawati Musa
Jurnal Aisyah : Jurnal Ilmu Kesehatan Vol 7, No 3: September 2022
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (617.265 KB) | DOI: 10.30604/jika.v7i3.1746

Abstract

Drug abuse, especially among adolescents, is a big problem in Indonesia. One of the preventive efforts against drug abuse is to increase adolescent assertive behavior in refusing drug abuse. This study aims to (1) increase adolescent assertive behavior in resisting drug abuse through sel-fregulation based training Siri' na Pacce, and (2) identify differences in assertive behavior between male and female adolescents. The subject is class VIII students of SMPN 2 Turatea, Jeneponto Regency, South Sulawesi for the academic year 2020/2021 138 students, including 20 boys and 18 girls aged 12 to 15 years were selected as the research sample which was determined by purposive sampling technique (non-randomized sample). The research instrument was a questionnaire of assertive behavior in refusing drug abuse modified from the Drug Refusal Assertiveness Scale (DRAS) developed by Wills and Botvin (1989). This study uses a quasi-experimental Non-Equivalent Control Group Design (pre-test and post-test). The data analysis method is an analysis of covariance (ANCOVA). The research results show that the training is self-regulation based Siri' na Pacce has a significant effect on increasing adolescent assertive behavior in refusing drug abuse. In addition, female students are shown to have higher scores in assertive behavior than male students. This is related to active participation in self-regulation training, where female students are more active so they can understand the training material better and faster.Abstrak: Penyalahgunaan narkoba khususnya di kalangan remaja merupakan salah satu masalah besar di Indonesia. Salah satu upaya preventif terhadap penyalahgunaan narkoba adalah dengan meningkatkan perilaku asertif remaja dalam menolak penyalahgunaan narkoba. Penelitian ini bertujuan untuk (1) meningkatkan perilaku asertif remaja dalam menolak penyalahgunaan narkoba melalui pelatihan self-regulation berbasis Siri' Na Pacce, dan (2) mengidentifikasi perbedaan perilaku asertif antara remaja pria dan wanita. Subyeknya adalah.siswa kelas VIII SMPN 2 Turatea Kabupaten Jeneponto Sulawesi Selatan tahun pelajaran 2020/2021 sebanyak 138 siswa, termasuk 20 laki-laki dan 18 perempuan berusia 12 sampai 15 tahun dipilih sebagai sampel penelitian yang ditentukan dengan teknik Purposive sampling (non-randomized sample). Instrumen penelitian berupa angket perilaku asertif dalam menolak penyalahgunaan narkoba yang dimodifikasi dari Drug Refusal Assertiveness Scale (DRAS) yang dikembangkan oleh Wills and Botvin (1989). Penelitian ini menggunakan quasi eksperimen desain Non-Equivalent Control Group Design (pre-test and post-test). Metode analisis data adalah analisis kovarians (ANCOVA). Hasil penelitian menunjukkan bahwa pelatihan self-regulation berbasis Siri' Na Pacce berpengaruh signifikan terhadap peningkatan perilaku asertif remaja dalam menolak penyalahgunaan narkoba. Selain itu, siswa perempuan terbukti memiliki skor yang lebih tinggi dalam perilaku asertif dibandingkan siswa laki-laki. Hal ini terkait dengan partisipasi aktif dalam pelatihan self-regulation, dimana siswa perempuan lebih aktif sehingga mereka dapat memahami materi pelatihan dengan lebih baik dan lebih cepat.
Mekanisme kekerasan simbolik dalam proses pendidikan formal di kota Palu Arif Firmanyah; Juraid Abdul Latief; Indah Ahdiah; Ilyas Lampe; Herlina Herlina; Bau Ratu
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 4 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020242547

Abstract

Penelitian ini bertujuan untuk mengungkap mekanisme terjadinya kekerasan simbolik pada siswa SD di Kota Palu. Metode penelitian yang digunakan adalah penelitian kualitatif, teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Jumlah informan ditetapkan 8 orang guru dan 40 orang siswa yang tersebar di SDN 6 Palu, SDN 12 Palu, SD Inpres Baru, SD Inpres 1 Kawatuna. Dengan analisis datanya model Miles and Huberman, yaitu reduksi data, penyajian data, penarikan kesimpulan/verifikasi. Hasil penelitian menunjukan bahwa mekanisme terjadinya kekerasan simbolik dalam proses pendidikan yaitu melalui modal kuasa simbolik guru yang dipraktikkan melalui gambar-gambar dalam buku cetak dan digunakan dalam proses pembelajaran di kelas, materi yang dipaparkan secara tekstual tanpa dikembangkan sesuai dengan kondisi latar belakang kelas sosial siswa, tanpa disadari mewakili dominasi kelompok atas untuk mempertahankan posisi dan memperkenalkan hasil-hasil produksinya untuk menunjang standar kehidupan yang lebih baik di dalam kelas sosialnya. Materi pembelajaran dalam dokumen kurikulum merupakan produk kelas sosial atas yang diproduksi melalui penguasa dan guru mempromisikan pengetahuan tersebut sehingga terjadi kekersan simbolik pada siswa kelas sosial bawah. Dapat disimpulkan bahwa mekanisme kekerasan simbolik dalam proses pendidikan terjadi melalui produksi buku-buku pelajaran yang menunjukkan hegemoni kelas ata terhadap kelas bawah dan guru menjadi agen yang menyampaikan kekerasan simbolik tersebut.
The Effectiveness of the Word Square Learning Model on Reading Ability: A Quasi-Experimental Study of Fourth-Grade Students in Indonesian Language Instruction Ayu Amalia Shaltina; Herlina Herlina; Sisriawan Lapasere; Muhammad Aqil; Putriwanti Putriwanti; Surahman Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2858

Abstract

Reading ability constitutes a fundamental skill essential for academic success, yet many elementary students experience persistent difficulties in developing adequate reading competencies. The Word Square model, a game-based puzzle intervention, offers a promising approach to enhance reading instruction through active word recognition and contextual learning. This study investigated the effectiveness of the Word Square learning model on reading ability among fourth-grade elementary students in Indonesian language instruction. A quasi-experimental design with nonequivalent control groups was employed, involving 44 students divided into experimental (n=22) and control (n=22) groups. The experimental group received Word Square instruction while the control group participated in conventional teaching. Reading ability was assessed through pretest and posttest measurements. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, and normalized gain (N-gain) analysis. The experimental group achieved significantly higher posttest scores (M=89.64) compared to the control group (M=70.86), with t=13.636, p<0.001. The N-gain coefficient of 0.7325 indicated high effectiveness, demonstrating substantial improvement relative to students' growth potential. The Word Square learning model significantly enhances reading ability among fourth-grade students, providing robust empirical support for game-based, student-centered pedagogical approaches in elementary literacy instruction. These findings offer practical implications for educators seeking evidence-based strategies to improve reading outcomes.
Teachers' Understanding and Implementation of the Merdeka Curriculum in Indonesian Elementary Schools Yuni Rahmawati; Herlina Herlina; Sisriawan Lapasere; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; Surahman Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2966

Abstract

Teachers' comprehensive understanding of the Independent Curriculum constitutes a fundamental prerequisite for successful educational transformation in Indonesia. Despite nationwide policy implementation through Permendikbudristek No. 12 of 2024, limited empirical evidence exists regarding teachers' depth of curriculum comprehension at the elementary level. This qualitative descriptive study, grounded in postpositivist paradigm, examined four classroom teachers at SD BK Jonooge through semi-structured interviews, systematic classroom observations, and document analysis. Data were analyzed using Miles and Huberman's interactive model, encompassing data reduction, display, and conclusion drawing. Findings revealed that curriculum implementation remains suboptimal, with teachers demonstrating limited understanding of core components including learning outcomes (CP), learning goal flows (ATP), and project-based learning principles. Implementation challenges manifested in persistent traditional pedagogical approaches, symbolic integration of Pancasila Student Profile values, and predominant summative assessment practices. These deficits stemmed primarily from severely inadequate professional development—training conducted only once biennially—compounded by insufficient facilities and limited professional learning community participation. Paradoxically, student learning outcomes showed improvement despite incomplete implementation fidelity. The study elaborates teacher understanding as a multidimensional construct encompassing cognitive, pedagogical, and metacognitive dimensions, challenging deficit-oriented implementation narratives. Findings underscore urgent need for sustained, job-embedded professional development utilizing collaborative learning models, establishment of robust professional learning communities, and redesigned curriculum materials with explicit implementation guidance to optimize educational transformation.
Teacher Competence in Implementing Prezi-Assisted PowerPoint Media: A Case Study in Rural Elementary Education Fia Regina Lestari; Rizal Rizal; Asriani Asriani; Herlina Herlina; Muhammad Nazimuddin AL Kamil; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3236

Abstract

This study examined teachers' abilities to implement Prezi-assisted PowerPoint media in elementary classroom instruction within a rural school context. Despite technological availability, effective integration of interactive multimedia remains challenging, particularly in resource-limited settings where infrastructural and capacity constraints impede implementation. A qualitative descriptive case study was conducted at SD Inpres 1 Kaluku Tinggu, Central Sulawesi, Indonesia, involving a Grade V teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, then analyzed using Miles and Huberman's framework involving data reduction, display, and verification. Findings revealed that the teacher demonstrated strong competence in instructional planning, classroom implementation, and formative assessment. Prezi-assisted PowerPoint significantly enhanced student engagement, with documented increases in student-initiated questions (47 versus 12 in conventional lessons) and participation rates. The teacher exhibited self-directed professional development, pedagogical reasoning, and adaptive strategies to overcome infrastructural challenges including limited internet connectivity and time constraints. The study confirms that effective technology integration depends primarily on teacher readiness and pedagogical skills rather than solely on infrastructural availability. Theoretically, findings extend multimedia learning and constructivist theories to authentic elementary contexts with resource constraints. Practically, results underscore the necessity for continuous professional development emphasizing pedagogical technology integration and institutional support systems addressing both technical and attitudinal barriers to sustainable innovation.
Learning Obstacles in Fraction Addition: An Analysis of Ontogenic, Epistemological, and Didactical Factors Among Elementary Students Kadek Herawati; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Ammar Abdullah Joni Guci; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3292

Abstract

Understanding fraction addition is an essential foundational competence in elementary mathematics learning, yet many students experience persistent difficulties. These difficulties can be understood as learning obstacles that hinder students' learning processes and outcomes. This study aimed to analyze learning obstacles experienced by grade VB students at SD Negeri 15 Palu regarding fraction addition concepts. The research employed a descriptive qualitative approach with a case study design. Participants consisted of one mathematics teacher and three purposively selected students based on low-level fraction addition understanding. Data collection techniques included classroom observations, structured interviews, conceptual understanding tests, and documentation. Data analysis was conducted interactively through data collection, condensation, presentation, and conclusion drawing stages. Results indicated that students experienced three types of learning obstacles: ontogenic, epistemological, and didactical. Ontogenic obstacles were evident in students' low learning readiness, encompassing physical, mental, emotional, and prior knowledge dimensions (47.72% and 45.45% readiness levels). Epistemological obstacles were manifested in limited conceptual understanding, errors in denominator equalization, numerator determination, and procedural application. Didactical obstacles were not significantly found, as the teacher demonstrated highly effective teaching skills (84.32% performance level). These findings indicate that students' learning difficulties in fraction addition are predominantly caused by student readiness and conceptual understanding factors rather than instructional quality. This study provides important implications for developing mathematics learning that strengthens learning readiness and meaningful conceptual understanding in elementary schools.
Co-Authors Acim Acim Akina, Akina Anak Agung Gede Sugianthara Andi S. W. Ningrum Anggi Dwienengtyas Arif Firmanyah Asriani, Asriani Atfal Wahyu Rinaldi Atira Permata Delima Ayu Amalia Shaltina Azizah Azizah Bau Ratu Dedi Rore Poting Dhevy Puswiartika Fia Regina Lestari Geyshita Nadya Molawan Guci, Ammar Abdullah Joni Gustina M. Yusuf Hamlan Andi Baso Malla Harmila Harmila Hasnawati Hasnawati Hattab Hattab Huber Yaspin Tandi, Elfika Arif Firmansyah Iga Risma Ikhlas Rasido ilmitriayuni23 Ilyas Lampe Indah Ahdiah Intan Juwita Irmawati Musa Irmawati musa Iskandar Iskandar Juraid Abdul Latief Kadek Arya Kadek Hariana Kadek Herawati Kadek Herlina Kasmawati Kasmawati Lusiani Lintuman Mas’adi Mas’adi Melyani Sari Sitepu Misnah Misnah Muchdar Muchdar Muhammad Aqil Muhammad Fasli Muhammad Nazimuddin Al Kamil Muslim A.R Nengsih Julianti Nur Kamilah Nur Salsa Aurelya Nur Zam-zam Nurdan Nurdan Nuri Nur Azizah Nurlia Abd. Rahman Nurliyan Nurliyan Nurwahyuni Pahriadi Putriwanti Putriwanti Rahmawati Samu Ratman Ratman Reni Atika Rifka Khairunnisa Riska Tolodo Rizal, Rizal Rosa Rosa Sajma Sajma sandryna22 Sisriawan Lapasere Sri Alvina A Tacaali Sri Reskia Sriwahyuni Sriwahyuni Surahman Wilade Suyuti Suyuti Yulianti Yulianti Yuni Rahmawati Yusdin Bin M Gagaramusu Yusdin Gagaramusu Zulnuraini Zulrahmat Zulrahmat