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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Administrasi Pendidikan Indonesia These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Udin Syaefudin Saud
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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BUILDING CHARACTERS OF PROSPECTIVE SCHOOL TEACHERS THROUGH THE CULTURE OF LITERATION TO IMPROVE PROFESSIONALISM IN TEACHING Puspita, Ari Metalin Ika; Udin Syaefudin Saud; Damaianti, Vismaia S.
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.097 KB)

Abstract

Quality character building needs to be fostered from an early age. Every human being has the potential for good character before birth, but this potential must be continuously fostered through socialization and education from an early age. The Role of Teachers on Character Education, namely the Teacher as a Learning Designer. Here teachers in accordance with the program proposed by the Ministry of National Education are required to play an active role in planning Teaching and Learning Activities by paying attention to various components in the learning system. Character education is a very important key in shaping a child's personality. Apart from at home, character education also needs to be applied in schools and in the social environment. In essence, education has a purpose to help humans become intelligent and grow into good human beings. Formal education is a path of education through school. As an effort to improve the quality of character education, including: character education must contain moral values, character education must also involve aspects of moral knowing, moral feeling, and moral action, the implementation of the character education curriculum must be carried out, applying the concept of DAP (Developmentally Appropriate Practices), using an integrated learning system based on character, character education must be in accordance with the stages of children's moral development, in addition to the need for cooperation with parents of students (co-parenting).
ANALISIS IMPLEMENTASI PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) BAGI GURU SEKOLAH DASAR Junaidin Basri; Udin Syaefudin Saud; Asep Suryana; Eka Prihatin
Jurnal Administrasi Pendidikan Vol 20, No 1 (2023): APRIL 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jap.v27i2.27507

Abstract

This study aims to describe the implementation of the Continuous Professional Development (PKB) program by elementary school teachers in three Teacher Working Groups (KKG) related to the study of input, process, out put and out come using descriptive qualitative methods. The data were obtained through observation, interview and document review. The results of the study found that SD did not have a PKB work program. The indicators can be seen from the inadequate function of school management in planning, implementing, evaluating, organizing and planning the follow-up after PKB implementation. The results show that the aspects of planning, PKB implementation are carried out by KKG, evaluation system based on PKB SIM, while the follow-up plans for schools and teachers have not been carried out continuously and independently in scientific forum activities based on the needs of teachers and schools. The result is that the implementation of PKB has not had an impact on increasing self-development, the ability of teachers to make scientific work and innovation work. Another obstacle is the lack of budget support from the local government and the weak motivation of teachers to improve their competence. Therefore, a more Participatory, Integrated and Holistic PKB (PKB-PTH) implementation model is needed.
Increasing Elementary Teachers' Engineering-Oriented Learning Through the RADEC Training Model Chaerun Anwar; Wahyu Sopandi; Udin Syaefudin Saud
International Conference on Elementary Education Vol. 5 No. 1 (2023): Proceeding The 5th International Conference in Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

PPPPTKIPA's competency training for elementary school teachers through the massively open online training program (DIDAMBA) aims to increase teachers' knowledge and skills in managing learning, which trains students' engineering skills in implementing their creative ideas in problem-solving. The RADEC syntax (Read-Answer-Discuss-Explain-Create learning model) was used to train teachers in engineering-oriented learning, with the Create syntax combined with engineering stages (Proposal-Plan-Decision-Implementation-Evaluation). This training was attended by 14 elementary school teachers from border regions with limited learning infrastructure participating in DIDAMBA, which was conducted online using the LMS (Learning Management System) platform for material delivery, communication (instructorsparticipants, participants), and evaluations. Based on observations made during the activity and participant evaluations, it was determined that the training successfully motivated and enhanced elementary school teachers in border areas regarding managing STEM-based classes. The participants were generally pleased with the training program, except for the duration, which was deemed insufficient to conduct learning simulations.
Transforming TPACK of elementary school teachers: The role of training based on collaboration, practice, and reflection Ai Hayati Rahayu; Ari Widodo; Udin Syaefudin Saud; Muslim
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 1 (2025): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v14i1.p59-70

Abstract

Integrating technology into the learning process requires teachers to possess strong Technological Pedagogical Content Knowledge (TPACK). This study examines the impact of a training approach based on collaboration, practice, and reflection in enhancing elementary school teachers' TPACK and teaching abilities. The research employs a mixed-methods approach with an embedded experimental design. The training participants, totaling 84 individuals, were randomly divided into experimental and control groups, with the subjects participating in a training program designed to promote teacher collaboration, provide hands-on practice experiences, and integrate reflective learning. The instruments include a TPACK questionnaire, lesson plan (RPP) observation sheets, and classroom teaching practice observation sheets. Data analysis was conducted using difference tests and correlation tests. The findings reveal that this training approach significantly improved teachers' understanding and application of TPACK in classroom learning contexts. There was a significant difference in TPACK knowledge between participants in the experimental group and those in the control group. Additionally, this study emphasizes the importance of reflective practice in strengthening the integration of technology, pedagogy, and content knowledge. These findings provide valuable insights for designing professional development programs for educators to effectively enhance their technological and pedagogical competencies.
Co-Authors Ari Widodo Chaerun Anwar Eka Prihatin Junaidin Basri Muslim Puspita, Ari Metalin Ika Rahayu, Ai Hayati Solly Aryza Vismania S. Damaianti, Vismania S. Wahyu Sopandi