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All Journal Briliant: Jurnal Riset dan Konseptual Jurnal Ilmia Widya Pustaka Pendidikan Priviet Social Sciences Journal Proceedings Series of Educational Studies Primera Educatia Mandalika: Elementary Education Journal JELEDUC
Aji, Styo Mahendra Wasita
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Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI METODE STOP THINK DO PADA MATERI KPK DAN FPB KELAS VI SDN TAHUNAN 1 TAHUN PELAJARAN 2017/2018 Nurhayati, Rosidah; Daris, Daris; Aji, Styo Mahendra Wasita
Widya Pustaka : Jurnal Ilmiah Pendidikan Vol 11 No 1: Edisi Januari - Juni 2023
Publisher : Jurusan Ilmu Pendidikan FKIP Universitas Mataram

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Abstract

This study aims to improve Mathematics Learning Outcomes of Year 6 Elementary School students at New Year's Elementary School using the Stop Think Do Method on KPK and FPB Material 1 Academic Year 2017/2018. The type of research that researchers did included classroom action research (CAR). The place used in this study was the New Year 1 Public Elementary School, Kec. Tegalombo, Kab. Pacitan. The research subjects were aimed at grade 6 students at SDN Tahun Baru 1 Kec. Tegalombo, Kab. Pacitan Academic Year 2017/2018 as many as 19 students. The action research model used in this research is the research model created by Kemmis and Mc Taggart. The research instruments used in this study are; Test Questions, Observation Sheets, and Student Response Questionnaires to the implementation of learning. Data analysis in this study used a qualitative descriptive analysis technique. Learning Mathematics with the Stop Think Do method can improve the mathematics learning outcomes of Grade 6 students at SDN Tahun Baru 1 Kec. Tegalombo, Kab. Pacitan, this can be seen from the increase in the percentage of classical completeness from the previous cycle, namely in cycle I it reached 62.96% and cycle II reached 85.19%. Students are interested in learning mathematics using the Stop Think Do method, this can be shown by the student response reaching 87.90% with the title "very interested" in learning mathematics
STRATEGY FOR DEVELOPING LOCAL CONTENT OF DISASTER EDUCATION IN ELEMENTARY SCHOOLS Sutinah, Sutinah; Aji, Styo Mahendra Wasita; Aziz, Abdul
Proceedings Series of Educational Studies 2024: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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This paper aims to describe the development of local content education for disasters. Disaster risk reduction must be developed through various strategies, including formal education, as early as possible. This article was written using the literature review method. Researchers collect data from literature and documents from various literary sources such as Government regulations, relevant articles, and books. Data analysis with qualitative descriptive. The data are presented qualitatively based on the study focus pattern. This study focuses on expected disaster education, local content and disaster education, development of disaster local content education, and implementation strategies of disaster local content education. Disaster education should ideally be implemented as early as possible, starting the first formal education in elementary school. The position of local content opens up opportunities for disaster education in elementary schools through the uniqueness of the region. The development of local content of disaster education contains: education environmental insight, disaster risk reduction education programs, and disaster moral response. The five steps of the implementation strategy are curriculum development, teacher training, limited trials, extensive trials, and evaluations. Eventually, the development of local content of disaster education has the potential to develop students' resilience to disasters.
TRADITIONAL GAMES "GIM-GIMAN" FOR CHARACTER STRENGTHENING OF ELEMENTARY SCHOOL STUDENTS Setiawan, Heri; Aji, Styo Mahendra Wasita
Journal of Elementary Education Vol. 1 No. 1 (2024): JUNE
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v1i1.961

Abstract

The aim of writing this article is to analyze the various character values contained in game games. Therefore, in this paper we discuss the potential for implementing games to strengthen the character values of elementary school students. The method for writing this article uses a literature review. Various literature related to the topic of discussion, namely character education, traditional games, and various character values in traditional games. This step was carried out to review the curriculum, legal basis, and research literature from various open access journal sources such as Sinta, ERIC, Google Scholar and then analyzed and synthesized so that a study could be taken that formulated various potential character values in traditional games. The analysis results show that, as a traditional game, games also have various character values. The following describes some of the values contained in games, namely: cooperation, leadership, mutual respect, sportsmanship, responsibility, discipline (obeying the rules), economic values, and togetherness.
Evaluasi Kompetensi Ranah Afektif Siswa Sekolah Dasar Setiawan, Heri; Rosyidah, Awal Nur Kholifatur; Syahrul Jiwandono, Ilham; Oktaviyanti, Itsna; Khair, Baiq Niswatul; Saputra, Heri Hadi; Aji, Styo Mahendra Wasita
Primera Educatia Mandalika: Elementary Education Journal Vol. 2 No. 2 (2025)
Publisher : Magister Pendidikan Dasar FKIP Universitas Mataram

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The purpose of this study is to examine and describe various assessment techniques that can be used to assess students' affective domain competencies in elementary schools. This research approach involved a literature review, examining various manuscripts on the topic of assessing affective domain competencies in elementary school students. The manuscripts were searched in leading databases such as ERIC and Google Scholar, which were then analyzed and reviewed in-depth in the discussion section. The analysis revealed that various assessment techniques can be used to assess students' character values ​​in elementary schools, including observation, self-assessment, peer assessment, and daily journals compiled by teachers.
Jean Jacques Rousseau: Kehidupan, Pemikiran Pendidikan, dan Tinjauan Pendidikan di Indonesia Aji, Styo Mahendra Wasita; Rakhmawati, Yeni; Sutinah, Sutinah; Rahmat, Farah Alvian Ghofar; Jumardin, Jumardin
BRILIANT: Jurnal Riset dan Konseptual Vol 8 No 1 (2023): Volume 8 Nomor 1, Februari 2023
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v8i1.930

Abstract

Filsafat telah melahirkan tokoh yang berpengaruh di dunia, salah satunya Jean Jaques Rousseau. Pemikirannya banyak berpengaruh di berbagai bidang, namun cukup berpengaruh dalam pendidikan. Beberapa pemikirannya tetap memberikan dampak pada pendidikan hingga saat ini. Perlu dipertegas kembali landasan filosofis kerap menjadi pertimbangan dalam pendidikan. Oleh karena itu, seyogianya pemikiran-pemikiran filsuf perlu dikaji lebih lanjut. Pada artikel dengan metode literatur review. Studi literatur yang dilakukan tentang J. J Rousseau merumuskan sekilas kehidupan, karyanya terkait pendidikan berjudul “Emile”, implikasi pemikirannya yang mewarnai pendidikan Indonesia dewasa ini.  Pendapat Rousseau pendidikan seyogianya pendidikan kembali ke kebaikan alam “back to nature”. Artinya pendidikan kembali pada kodrat alam manusia, dimana anak adalah subyek pendidikan yang terus tumbuh sesuai usianya. Di Indonesia sendiri praktik pendidikan yang memiliki relevansi, misalnya konsep peran guru yang tidak mendominasi. Pendidikan berpusat pada anak, dan mempertimbangkan masa perkembangan anak.
Decolonizing the past: Integrating the 'practical past' and local literature in Southeast Asian primary history education Farid, Mujahidin; Aji, Styo Mahendra Wasita
Priviet Social Sciences Journal Vol. 5 No. 12 (2025): December 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i12.779

Abstract

The​‍​‌‍​‍‌ history curriculum in primary schools across Southeast Asia frequently continues to be the inheritance of colonialism, which means that it is dominated by a Western-derived, evidence-based "historical past" that largely disregards local narratives and ways of knowing. This​‍​‌‍​‍‌ article argues for the decolonization of history through the deliberate application of Michael Oakeshott's concept of the "practical past" and the use of regional and local literature. The present study, through a systematic review of the literature, shows that the dominant "historical past" model not only structures but also deepens the dependence of the knowledge system from which it originates. Therefore, it explores literary works to liberate the local people, such as historical novels, folktales, and legends, as authentic and reliable sources of community identity, core values, and "practical" historical knowledge. The findings show that such a blend results in a social change pedagogy that makes the class a dialogical space for the teacher's knowledge delivery and historical ​‍​‌‍​‍‌deliberation. Students' historical empathy, critical multimedia literacy, and deep bond with their cultural heritage are some of the outcomes of this approach. However, there are still many issues, such as the lack of teacher preparedness, the conflict between fact and meaning in the curriculum, and the limitations of standardized testing. The article posits that the "decolonial" strategy, which accords the "practical past" equal ontological and epistemological status with other aspects, does not mean the abandonment of academic rigor but rather its enhancement. This, in turn, facilitates the development of a pluriversal historical consciousness, which is a prerequisite for the formation of identity-secure and critically engaged future generations in Southeast ​‍​‌‍​‍‌Asia.
Co-Authors Abdul Aziz Daris, Daris Farid, Mujahidin Heri Hadi Saputra Heri Setiawan Itsna Oktaviyanti Jiwandono, Ilham Syahrul Jumardin, Jumardin Khair, Baiq Niswatul Nurhayati, Rosidah Nurwijayanti Rahmat, Farah Alvian Ghofar Rosyidah, Awal Nur Kholifatur Sutinah Sutinah Yeni Rakhmawati, Yeni