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All Journal Mimbar PGSD Undiksha Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Jurnal Ilmiah Ecosystem Jurnal Review Pendidikan dan Pengajaran (JRPP) Klasikal: Journal of Education, Language Teaching and Science Didaktik : Jurnal Ilmiah PGSD STKIP Subang Teaching English as a Foreign Language Overseas Journal (TEFLO) Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Bosowa Journal of Education Embrio Pendidikan: Jurnal Pendidikan Dasar TONGKONAN: Jurnal Pengabdian Masyarakat
Hamid, Sundari
Universitas Bosowa
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Supervisi Manajerial Kepala Sekolah Dalam Implementasi Kurikulum Merdeka Studi Kasus Di SDN 2 Tual Kota Tual Rafiuddin, Harsinah; Yunus, Yunus; Hamid, Sundari
Jounal of Primary Education Vol 6 No 1 (2025): Bosowa Journal of Education, Desember 2025
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i1.6190

Abstract

Pendidikan merupakan aspek krusial dalam pembangunan sumber daya manusia, di mana kurikulum berperan penting dalam mengarahkan proses pembelajaran. Kurikulum Merdeka sebagai inovasi pendidikan bertujuan memberikan kebebasan dan fleksibilitas bagi sekolah untuk mengembangkan pembelajaran yang kontekstual dan relevan. Dalam konteks ini, peran kepala sekolah sebagai pemimpin manajerial sangat menentukan keberhasilan implementasi kurikulum tersebut. Oleh karena itu, penelitian ini bertujuan untuk mengkaji secara mendalam peran supervisi manajerial yang dilakukan oleh kepala sekolah dalam pelaksanaan Kurikulum Merdeka di SDN 2 Tual. Metode yang digunakan adalah kualitatif dengan pendekatan studi kasus guna memperoleh pemahaman yang komprehensif terhadap praktik supervisi dalam konteks implementasi kurikulum tersebut. Teknik pengumpulan data meliputi observasi langsung, wawancara mendalam dengan kepala sekolah, guru, dan staf, serta dokumentasi terkait pelaksanaan program sekolah. Data yang terkumpul kemudian dianalisis menggunakan teknik analisis tematik kualitatif untuk mengidentifikasi pola-pola dan tema-tema penting. Hasil penelitian mengungkapkan bahwa kepala SDN 2 Tual menunjukkan komitmen tinggi dalam melaksanakan supervisi manajerial yang meliputi perencanaan visi dan misi sekolah, pengembangan organisasi, optimalisasi sumber daya, penciptaan budaya sekolah yang inovatif dan kondusif, pengembangan kurikulum operasional satuan pendidikan, serta monitoring, evaluasi, dan pelaporan pelaksanaan program sekolah. Peran supervisi ini memberikan kontribusi signifikan terhadap peningkatan kualitas pembelajaran di kelas, efektivitas manajemen sekolah, dan penguatan karakter profil pelajar Pancasila. Temuan ini menegaskan pentingnya peran kepala sekolah sebagai agen perubahan yang dapat mengintegrasikan supervisi manajerial dalam mendukung keberhasilan Kurikulum Merdeka di tingkat sekolah dasar. Education is a critical aspect of human resource development, where curriculum plays a vital role in guiding the learning process. The Independent Curriculum is an educational innovation aimed at providing schools with flexibility and autonomy to develop contextual and relevant learning. In this context, the role of the school principal as a managerial leader is crucial for the successful implementation of the curriculum. Therefore, this study aims to comprehensively examine the role of managerial supervision carried out by the school principal in the implementation of the Independent Curriculum at SDN 2 Tual. A qualitative method with a case study approach was employed to gain an in-depth understanding of the supervisory practices within the curriculum implementation context. Data collection techniques included direct observation, in-depth interviews with the principal, teachers, and staff, as well as document review related to school program implementation. The collected data were analyzed using qualitative thematic analysis to identify significant patterns and themes. The findings reveal that the principal of SDN 2 Tual demonstrates a strong commitment to managerial supervision, which encompasses school vision and mission planning, organizational development, optimal utilization of resources, fostering an innovative and conducive school culture, operational curriculum development, as well as monitoring, evaluation, and reporting of program implementation. This supervisory role contributes significantly to improving classroom learning quality, enhancing school management effectiveness, and strengthening the character of the Pancasila Student Profile. The results highlight the principal's critical role as a change agent capable of integrating managerial supervision to support the successful implementation of the Independent Curriculum at the elementary school level
Penerapan Model Pembelajaran Cooperative Integrated Reading Composition (CIRC) Terhadap Keterampilan Membaca Siswa Sekolah Dasar Negeri Percontohan PAM Makassar Fitriyani, Fitriyani; Hamsiah, Andi; Hamid, Sundari
Jounal of Primary Education Vol 6 No 1 (2025): Bosowa Journal of Education, Desember 2025
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i1.6208

Abstract

Penelitian ini bertujuan untuk menganalisis keterkaitan antara penerapan Kurikulum Merdeka dengan kemampuan membaca pemahaman siswa sekolah dasar di Kecamatan Rappocini, Kota Makassar. Kurikulum Merdeka dirancang untuk memberikan fleksibilitas pembelajaran yang sesuai dengan karakteristik dan kebutuhan siswa, melalui pendekatan diferensiasi, pembelajaran berbasis proyek, dan integrasi teknologi. Pendekatan kualitatif dengan metode deskriptif digunakan dalam penelitian ini, melalui observasi dan wawancara terhadap guru serta siswa di beberapa sekolah dasar. Hasil penelitian menunjukkan bahwa siswa yang belajar melalui Kurikulum Merdeka menunjukkan peningkatan dalam pemahaman teks, keterlibatan membaca, serta kemampuan berpikir kritis dan analitis. Selain itu, ditemukan bahwa keberhasilan penerapan kurikulum ini sangat dipengaruhi oleh faktor internal seperti kondisi tubuh, intelegensi, motivasi, minat, dan kematangan siswa. Di sisi lain, faktor eksternal seperti dukungan keluarga, metode pengajaran guru, serta ketersediaan fasilitas belajar turut menjadi penentu keberhasilan. Kendala-kendala dalam implementasi meliputi minimnya pelatihan guru, kurangnya sumber bacaan, serta keterbatasan akses teknologi. Temuan ini merekomendasikan perlunya kolaborasi antara guru, sekolah, keluarga, dan pemerintah dalam mendukung ekosistem literasi yang inklusif dan berkelanjutan. Penelitian ini memberikan kontribusi terhadap pengembangan strategi pembelajaran literasi yang kontekstual dan transformatif di tingkat pendidikan dasar. This study aims to analyze the correlation between the implementation of the Merdeka Curriculum and elementary school students’ reading comprehension skills in Rappocini District, Makassar City. The Merdeka Curriculum is designed to provide learning flexibility that aligns with students’ characteristics and needs, utilizing differentiated instruction, project-based learning, and technology integration. A qualitative descriptive approach was employed in this research, using observation and interviews with teachers and students from several elementary schools. The findings reveal that students engaged in the Merdeka Curriculum demonstrate improved text comprehension, reading engagement, and critical as well as analytical thinking skills. Moreover, the study identifies that successful curriculum implementation is significantly influenced by internal factors such as physical condition, intelligence, motivation, interest, and emotional maturity. In addition, external factors including family support, teaching methods, and access to learning facilities also determine the effectiveness of literacy development. Key challenges in implementation include limited teacher training, lack of reading resources, and restricted access to technology. These findings suggest the need for collaboration among teachers, schools, families, and policymakers to support an inclusive and sustainable literacy ecosystem. This study contributes to the development of contextual and transformative literacy learning strategies at the elementary education level.
Pengaruh Model Pembelajaran Value Clarification Technique (VCT) IPAS Siswa SD Negeri 84 Kendari Rahmawati, Rahmawati; Yunus, Muhammad Yunus; Hamid, Sundari
Jounal of Primary Education Vol 6 No 2 (2026): Bosowa Journal of Education, Juni 2026
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i2.6210

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Value Clarification Technique (VCT) berbantuan media pembelajaran audio visual terhadap hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) siswa sekolah dasar. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar IPAS akibat pembelajaran konvensional yang masih berpusat pada guru dan kurang memfasilitasi keterlibatan aktif siswa. Pendekatan penelitian yang digunakan ialah metode eksperimen semu dengan desain non-equivalent control group design, yang melibatkan dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen mendapatkan perlakuan berupa penerapan model pembelajaran VCT berbantuan media audio visual, sedangkan kelompok kontrol diajar menggunakan metode pembelajaran konvensional. Subjek penelitian meliputi siswa kelas V SD Negeri 84 Kendari dengan jumlah 56 siswa yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa tes hasil belajar dan lembar observasi aktivitas siswa. Hasil analisis menunjukkan adanya peningkatan signifikan hasil belajar siswa pada kelompok eksperimen dibandingkan dengan kelompok kontrol. Penggunaan model VCT memungkinkan siswa untuk mengklarifikasi nilai, menumbuhkan pemahaman konseptual, serta meningkatkan motivasi belajar melalui pembelajaran bermakna. Sementara itu, media audio visual berperan penting dalam menghadirkan pengalaman konkret dan memperkuat pemahaman konsep ilmiah yang diajarkan. Hasil penelitian ini menegaskan bahwa penerapan model VCT berbantuan media audio visual merupakan pendekatan efektif dalam meningkatkan hasil belajar IPAS sekaligus mengembangkan nilai-nilai karakter pada siswa sekolah dasar. This study aims to analyze the effect of implementing the Value Clarification Technique (VCT) learning model assisted by audio-visual learning media on the learning outcomes of elementary school students in Natural and Social Sciences (IPAS). The background of this research lies in the low learning achievement in IPAS, which is mainly caused by conventional teacher-centered learning that does not fully engage students in active participation. The study employed a quasi-experimental method using a non-equivalent control group design consisting of an experimental group and a control group. The experimental group received instruction through the VCT model assisted by audio-visual media, while the control group was taught using conventional teaching methods. The participants were fifth-grade students of SD Negeri 84 Kendari, totaling 56 students selected through a purposive sampling technique. Research instruments included learning outcome tests and student activity observation sheets. The analysis revealed a significant improvement in the experimental group’s learning outcomes compared to the control group. The use of the VCT model enabled students to clarify values, strengthen conceptual understanding, and enhance learning motivation through meaningful experiences. Meanwhile, the integration of audio-visual media provided concrete representations of abstract concepts, making the learning process more engaging and effective. These findings indicate that applying the VCT model supported by audio-visual media is an effective approach to improving IPAS learning outcomes while simultaneously fostering moral and character development among elementary school students.
FILOSOFI KI HADJAR DEWANTARA TERHADAP PEMBENTUKAN KARAKTER MURID SEKOLAH DASAR: PERSPEKTIF DEEP LEARNING DI ERA DIGITAL Andi Sukma; Hida Handayani; Musdalifah; Rosita; Burhan; Sundari Hamid
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13468

Abstract

This study was motivated by the suboptimal implementation of Ki Hadjar Dewantara’s educational philosophy in elementary school learning, particularly in addressing the challenges of the digital era that have contributed to shifts in students’ character values. The purpose of this study was to analyze the relevance of Ki Hadjar Dewantara’s educational philosophy to the character development of elementary school students from the perspective of deep learning in the digital era.This study employed a qualitative approach with a case study design, as it focused on an in-depth investigation of learning practices in elementary schools that implement the philosophical values of Ki Hadjar Dewantara. The research subjects were selected purposively and included school principals and teachers. Data collection techniques consisted of in-depth interviews, observations, and documentation, while data analysis was conducted using thematic analysis through data categorization, pattern identification, and contextual interpretation of learning practices.The findings revealed that the implementation of Ki Hadjar Dewantara’s philosophy in deep learning practices significantly contributed to students’ character development, including independence, responsibility, empathy, and self-awareness. Learning activities that emphasized meaning-making, reflection, and active student engagement enabled these values not only to be understood cognitively but also to be internalized in students’ daily learning experiences.Therefore, the integration of Ki Hadjar Dewantara’s educational philosophy and the deep learning approach serves as an important foundation for developing elementary school students’ character that is humanistic, adaptive, and relevant to the demands of the digital era.
Co-Authors A Vivit Angeriani A. Rizal A. Rizal AA Sudharmawan, AA Abd. Rahman Pilang Abdul Rahman Pillang Abdurrachman Rahim Abner Buttu Sarira Adhayani, Sri Adhayani Agustiani, Andi Agustinus Jarak Patandean Akib, Tahirah Alwi, Nurlinda Amaliah, Andi Rezky Amiirullah, Amiirullah Andi Etty Cahyani Andi Rajmawati Andi Sukma Annisa Dwi Putri Annisa Imaniah, Andi Nurul Anwar, Muhammad Anwar Arsyad, Susalti Nur Arwini Puspita Arwini Puspita Asdar Asdar Ashar, Dian Ekawati Asmi Aminuddin Asminur, Asminur Astini Astini Aswira, Dhani Ayu Lestari Burhan Burhan Burhan Burhan Burhan Burhan, Burhan Cahyani, Andi Etty Chornelia, Chornelia Darma, Darma Deni Tenouye Elsiana Tappi' Mangampang Elvira, Fifi Enjelin Sinar Ernawati Ernawati Fachry Abda El Rahman Fathimah Az Zahra Nasiruddin Fathimah Az-Zahra Nasiruddin Feri Firmansyah, Feri Fitrini, Waode Uzli Fitriyani Fitriyani Hafid Hafid Hajrawati, Hajrawati Hamdayani Hamdayani Hamsiah, Andi Hamsiah, Andi Harianto, I Wayan Henri Harsinah Rafiudin Henderina Oualeng Herawati Herawati Herdakospian, Herdakospian Hetti Herawati Hida Handayani Idris, Nureni Ifa Safira Ifa Safira Irpawanti, Irpawanti Jainuddin Jainuddin Jamaluddin, Jaja Jamilah Jamilah Julsari Karopak Juminah Juminah Kadir, Jusriadi Karim, Virawaty Abdul Kennedy, Bryan Lily Amir Lisa Gabriella Rapa' Madjid, Syahria Magfirah, Nursakina Mahathir Muhammad Marlina, Santy Marlina Marwati Maryam, Anna Mas'ud Muhammadiah Masni Masni Megawati, Andi Mersy Angriani Mudrifah Mudrifah Muh Reza Muh Yusran Yunus Muhammad Idris Muhammad Yunus Muhammad Yunus Yunus, Muhammad Yunus Muliati Muliati, Muliati Musdalifah Nasiruddin, Fathimah Az’zahra Nasri, Sitti Hafiyah Nur Awalia Susanti Nur Hayatun Loan Nur Khafifah Nur Lindah Sari Nurnanenci Nurwidyayanti Nurwidyayanti P Purwanto Pillang, Abd. Rahman Priscilia Indah Palangi Rafiuddin, Harsinah Rahmah Rahmah Rahmaniah, Rahmaniah Rahmawati, Rahmawati Rahmawati, Resky Rahyuni Rahyuni Rajmawati, Andi Renden , Sarlita Reni Dangon Reni Rezki Risma Risma, Risma Rosita Rosmawati Rosmawati Rosmawati Rosmawati Rosnani Rosnani Rusni Rusni, Rusni Sahruddin, Alphian Saiful Anwar Salim, Soma Salmiati Salmiati Sarira, Abner Buttu SATRIA Seli Laen Siatta, La Sinar, Sinar Siti Rahmaniah St Muriati, St St. Muriati St. Muriati Sumarni Sumarni Sumiati Sumiati Sunarsi, Sunarsi Supardi Supardi Syahrani, Amalia Razkya Syahria Madjid Syahriah Madjid Syamsuddin , Syamsinar Syamsul Bahri Syuaib, Nur Khatifah Syurawahyuni, Syurawahyuni Tismi Dipalaya, Tismi Tungka, Andi Tenri Usman, Nurwahidah WA ODE DARNIA Darni Wirahandayani, Andi Yunus Yunus Yusak Maryunianta Zubaidah Lapi