Article Per Year (5 Year)
p-Index From 2021 - 2026
1.066
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Holistika : Jurnal Ilmiah PGSD AR-RIAYAH : Jurnal Pendidikan Dasar Journal of Islamic Education Management Saqbe : Jurnal Sains dan Pembelajarannya
Nainggolan, Elsima
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Library & Information Science Materials Science & Nanotechnology Physics Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
EKSPLORASI KESIAPAN DAN HAMBATAN GURU DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SD NEGERI PLAOSAN 1 Nainggolan, Elsima; Annisa, Meidia; Sholihah, Dinda; Alfarizi, Fazlur Rahman; Oktaviani, Nur; Lestari, Lestari; Susanti, Maria Melani Ika; Fianto, Zeva Adi
Jurnal Holistika Vol 8, No 1 (2024)
Publisher : Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/holistika.8.1.86-95

Abstract

 Kurikulum Merdeka telah menjadi titik fokus baru dalam sistem pendidikan Indonesia dan menimbulkan tantangan signifikan bagi para guru terkhusus di tingkat Sekolah Dasar. Penelitian  ini bertujuan untuk mengeksplorasi kesiapan dan hambatan yang dihadapi oleh guru di SD Negeri Plaosan 1 dalam mengimplementasikan Kurikulum Merdeka dalam pembelajaran. Metode penelitian yang digunakan adalah deskripsi kuantitatif dengan teknik pengumpulan data berupa angket, dan wawancara. Analisis data menggunakan statistik deskriptif dengan mengacu pada kriteria penilaian ideal. Sampel penelitian terdiri dari guru kelas, guru olahraga, dan guru agama yang berjumlah 10 orang dengan teknik pengambilan sampel adalah purposive sampling. Hasil temuan menyatakan bahwa rata-rata dari kesiapan guru dalam penerapan Kurikulum Merdeka adalah 81.41 (sangat baik) sedangkan rata-rata dari hambatan guru dalam penerapan Kurikulum Merdeka adalah 70.48 (baik). Dalam hal ini, guru sudah dikatakan siap dalam menerapkan Kurikulum Merdeka namun setiap guru mengalami hambatan yang berbeda-beda dalam praktiknya. Kurikulum Merdeka dapat dijadikan salah satu solusi terbaik dalam meningkatkan pendidikan dengan melibatkan kerjasama yang baik antara pemangku kebijakan, peningkatan keterampilan guru dalam merencanakan dan menyusun perangkat pembelajaran dan pelaksanaan asesmen, serta penyediaan fasilitas yang memadai.
IDENTIFIKASI GAYA BELAJAR SISWA SEKOLAH DASAR GUNA MENGAPLIKASIKAN PEMBELAJARAN BERDIFERENSIASI Fianto, Zeva Adi; Krisgiyanti, Novita Ardian; Cahyani, Bekti Setya; Suci, Siti Nurwita Sekar; Susanti, Maria Melani Ika; Nainggolan, Elsima
Jurnal Holistika Vol 8, No 2 (2024)
Publisher : Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/holistika.8.2.%p

Abstract

Implementasi kurikulum merdeka bermaksud guna memerdekakan siswa dalam pembelajaran. Fakta di lapangan siswa belum terpenuhi kebutuhan dalam kesiapan pembelajaran seperti gaya belajar. Penelitian ini dijalankan guna mengetahui gaya belajar SD K Sengkan guna mengaplikasikan pembelajaran berdiferensiasi. Penelitian ini termasuk penelitian kualitatif deskriptif dan memanfaatkan metode survei. Angket yang disebarkan di kelas 5C SD Kanisius Sengkan digunakan untuk pengumpulan data. Hasil penelitian ini menunjukkan karakteristik siswa pada gaya belajar berbeda-beda. Adapun gaya belajar siswa yang dimiliki meliputi gaya belajar auditorial, visual, maupun kinestetik. Mampu ditarik kesimpulan bahwasanya pembelajaran berdiferensiasi dapat diterapkan dengan memperhatikan gaya belajar dari masing-masing siswa. Guru juga mampu memfasilitasi siswa dalam memberikan materi yang disesuaikan dengan gaya belajar siswa masing-masing.
Implementasi Problem Based Learning Terintegrasi TaRL terhadap Hasil Belajar Kognitif Kelas IV SD Negeri Plaosan 1 Nainggolan, Elsima; Kusumo, Galih; Sekti Hari Purnami
AR-RIAYAH: Jurnal Pendidikan Dasar Vol. 8 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v8i2.11038

Abstract

This research aims to analyze the implementation of the Problem Based Learning (PBL) learning model which is integrated with the Teaching at the Right Level (TaRL) approach on the cognitive learning outcomes of class IV students at SD Negeri Plaosan 1. The sample in this study was 28 students.  Carrying out the diagnostic assessment was carried out using descriptive quantitative research and continued with One-Group Pretest-Posttest Design. The research techniques used are cognitive diagnostic tests, interviews, questionnaires, pretest-posttest, and with data analysis techniques using quantitative descriptive analysis and paired t-test. The findings show that there is an increase in cognitive learning outcomes with the high category 7.14%, the medium category 89.29%, and the low category 3.57%. These results are strengthened by the t-test value with sig 0.000 < 0.005, so it can be concluded that there is a difference in the average value before and after treatment and research show that class IV students have a diversity of characteristics and learning needs and the implementation of TaRL integrated PBL has a significant effect on students' cognitive learning outcomes. Thus, the TaRL integrated PBL model can be used as an innovation in learning with different subjects and at different grade levels.
Identifying Collaboration Skills Through Discovery Learning with A Contextual Approach Nainggolan, Elsima; Purwaningsih, Dyah
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6943

Abstract

Passive learning results in low student collaboration skills and tends to be individualistic in chemistry. Discovery learning with a contextual approach is one solution to overcome this problem. This research aims to find out the improvement of students' collaboration skills through discovery learning with a contextual approach and can be one step to prepare students' adaptive collaboration skills in the future. This research is quantitative research with a sample of 69 students taken using random sampling technique. Data were collected using collaboration skills observation sheets, questionnaires, and interviews. The collaboration skills measured consist of 4 indicators, namely cooperation skills, communication skills, completing tasks, and commitment. Data analysis uses quantitative descriptive methods. The results of this research show that students' collaboration skills using discovery learning with a contextual approach increase at each meeting with an average of 79 collaboration skills (good category).
Validation of Pre-Service STEM Teachers’ Acceptance and Use of Generative Artificial Intelligence Scale: Rasch Model Nainggolan, Elsima; Ramasundrum, Saraswathy A/p; Maulana, Indra
Saqbe: Jurnal Sains dan Pembelajarannya Vol 2 No 1 (2025): Saqbe : Sains dan Pembelajarannya (Maret 2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Generation Z pre-service STEM teachers, recognized as digital natives, possess strong potential to adopt Generative Artificial Intelligence (GAI) in educational contexts and advance its meaningful integration. Accordingly, this study aims to validate an instrument designed to measure their acceptance of and use of GAI. A quantitative cross-sectional survey was administered to 401 pre-service STEM teachers using a UTAUT2–TPB–based instrument. Data were collected via Google Forms and analyzed using Rasch modeling (Winsteps 3.7.3). The results confirm that the instrument possesses strong psychometric properties under the Rasch model. Analysis demonstrated high person (0.94) and item (0.97) reliabilities, well-defined separation indices, and acceptable item fit values, indicating that the scale effectively differentiates respondents and maintains stability across items. The unidimensionality test further supported that the instrument measures a single, coherent construct, reinforcing its internal structural integrity. Overall, these findings verify that the instrument is valid and reliable for assessing GAI acceptance and use among pre-service STEM teachers. The study offers both theoretical and practical contributions by providing a rigorously tested measurement tool to evaluate readiness for GAI adoption and integration in teacher education.
Can Student Learning Engagement Strengthen The Link Between Deep Learning Approach And Perceived Learning? Sukardi Kodrat, David; Irawan, Benny; Nainggolan, Elsima
JoIEM (Journal of Islamic Education Management) Vol. 7 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/joiem.v7i1.7459

Abstract

This study sought to explore how engagement-oriented learning processes support students’ more profound understanding and sustained knowledge retention, thereby offering contributions to both educational theory and practice. A quantitative approach was applied to examine the determinants of perceived learning. The study encompassed 386 students selected from a total population of 7,261 students. Data analysis was carried out using Structural Equation Modeling (SEM) with a Partial Least Squares (PLS) technique to investigate the relationships among three latent constructs: deep learning approach, student learning engagement, and perceived learning. The findings revealed that the deep learning approach significantly influenced perceived learning and had a substantial effect on student learning engagement. Additionally, student learning engagement was found to affect perceived learning significantly. With regard to indirect effects, the results showed that the deep learning approach affected perceived learning through student learning engagement. These results indicate that deep learning strategies not only directly enhance perceived learning but also indirectly strengthen it by promoting higher levels of student engagement, highlighting the mediating role of student learning engagement.
Co-Authors Alfarizi, Fazlur Rahman Annisa, Meidia Benny Irawan Cahyani, Bekti Setya Fianto, Zeva Adi Galih Kusumo Indra Maulana` Indra Maulana Krisgiyanti, Novita Ardian Lestari Lestari Nur Oktaviani Purwaningsih , Dyah Ramasundrum, Saraswathy A/p Sekti Hari Purnami Sholihah, Dinda Suci, Siti Nurwita Sekar Sukardi Kodrat, David Susanti, Maria Melani Ika