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All Journal KEMBARA Wawasan : Jurnal Ilmiah Agama dan Sosial Budaya Al Ibtida: Jurnal Pendidikan Guru MI Elementary: Jurnal Ilmiah Pendidikan Dasar EDUKATIF : JURNAL ILMU PENDIDIKAN Ath Thariq Jurnal Dakwah dan Komunikasi Parameter AR-RIAYAH : Jurnal Pendidikan Dasar Az-Zahra: Journal of Gender and Family Studies Khazanah Akademia SOSIO KONSEPSIA: JURNAL PENELITIAN DAN PENGEMBANGAN KESEJAHTERAAN SOSIAL Journal of Critical Ecology Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif
Yudianto, Asep
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Belajar Nilai Moral Melalui Drama Peraga: Penguatan Karakter Anak Melalui Teater Mini Dwi Cahyo, Edo; Yudianto, Asep; Ulfa, Laili
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 1 No 2 (2025): Edisi Juni 2025
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v1i2.249

Abstract

This community service program aimed to strengthen moral character among elementary school students through drama-based learning. Conducted at MIN 3 Metro, the program involved 25 fifth-grade students and utilized participatory methods, including role-playing, scriptwriting, and drama performances. The activities were designed to enhance emotional intelligence, moral reasoning, and understanding of Pancasila values through experiential learning. Results showed significant improvements: a 72% increase in emotional recognition skills, an 80% reduction in bullying incidents, and 92% of student groups successfully integrating Pancasila principles into their scripts. Qualitative observations revealed profound personal transformations, such as increased confidence in shy students and improved conflict-resolution skills. The program also fostered unexpected outcomes, including the discovery of hidden talents and stronger peer collaboration. Key success factors included student-centered creative processes, simple technological integration for reflection, and strong collaboration with teachers. Challenges such as time constraints were overcome through innovative solutions like "whisper theater" techniques. This initiative demonstrates that drama-based methods can effectively bridge the gap between moral knowledge and real-life application, suggesting its potential for broader implementation in character education programs.
Kepuasan Mahasiswa terhadap Kualitas Pengajaran Dosen, Materi Perkuliahan, Fasilitas Dan Media, Serta Iklim Perkuliahan di Program Studi PGMI Semester V Yudianto, Asep; Annisah, Siti; Apriyanto, Ridwan Eko
PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta Vol. 37 No. 2 (2025): Parameter
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/parameter.372.04

Abstract

This research is motivated by the importance of learning quality in creating an optimal learning experience in higher education. The identified problem is the variation in student satisfaction levels with lecturers' teaching, course materials, facilities and media, and the learning climate. The purpose of this study is to evaluate the level of satisfaction of fifth-semester students of the PGMI Study Program with respect to these four aspects. This study uses a quantitative descriptive method with data collection techniques through a questionnaire that includes indicators of teaching effectiveness, material relevance, facility availability, and a comfortable learning climate. Data were analyzed using descriptive statistics. The results show that students are generally satisfied with lecturers' teaching (75.7%), course materials (78.5%), and the learning climate (78.6%), although there is still a need to develop interactive teaching methods, apply more practical materials, and improve technology-based facilities. In conclusion, the quality of learning in the PGMI Study Program is adequate, but needs to be strengthened in the aspects of methods, applicable materials, technological facilities, and an inclusive learning climate. This study recommends the need for continuous innovation in learning strategies, improved facility support, and the creation of a more conducive academic environment to further increase student satisfaction.
Peran Guru Dalam Meningkatkan Perkembangan Kognitif Siswa : Studi Kasus Pada Kelas 2 MIN 1 Metro Azizah, Elta Nur; Ulfa, Lathifatul; Jannah, Vivi Nurbaiti; Rachmadani, Citra Fitri; Karima, Isma; Yudianto, Asep
Khazanah Akademia Vol. 9 No. 02 (2025): Khazanah Akademia
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jurnalkhazanahakademia.v9i02.442

Abstract

Penelitian ini bertujuan untuk mengetahui peranan guru dalam perkembangan kognitif siswa di sekolah dasar, serta untuk mengidentifikasi faktor-faktor yang mempengaruhi perkembangan kognitif dan hambatan yang dihadapi oleh guru maupun siswa dalam proses tersebut. penelitian ini menggunakan pendekatan kualitatuf deskripti, studi kasus dengan melibatkan guru dan siswa kelas 2 MIN 1 Metro. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi yang berpedoman. Setelah menyelesaikan proses pengumpulan data, peneliti mereduksi, mendisplay data, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa peran guru dalam perkembangan kognitif siswa kelas 2 berkontribusi positif dalam menciptakan suasana kelas yang cukup kondusif dan antusiasme yang tinggi terhadap proses peembelajaran. Kemudian strategi yang digunakan guru dalam proses pembelajaran serta kompetensi yang dimiliki guru menjadi faktor yang diidentifikasi sebagai yang mempengaruhi perkembangan kognitif siswa kelas 2. Adanya siswa berkebutuhan khusus (ABK) dan beberapa siswa yang belum dapat membaca, menulis. dan berhitung menjadi hambatan sekaligus tantangan yang dihadapi oleh guru.  
The implementation of eco-pedagogy-based learning integrated with life skills plays a crucial role in fostering both ecological awareness and personal skills Putri, Galuh Mentari; Yudianto, Asep; Mustadi, Ali
Journal of Critical Ecology Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jcreco.v2i2.2386

Abstract

Background: This investigation examines the implementation of eco-pedagogy integrated with life skills education, aiming to strengthen students’ ecological awareness and personal development. Eco-pedagogy in this context supports learners in understanding environmental issues through direct experience, while life skills education helps them develop essential competencies such as communication, responsibility, and decision-making. Together, these approaches position students not only as knowledge recipients but also as active participants in environmental learning and daily-life problem-solving. Methods: The study uses a qualitative approach involving observation, interviews, and documentation to obtain a comprehensive understanding of learning practices. Participants include the school principal, facilitators, staff, parents or guardians, and students. Data analysis applies the Interactive Analysis model by Miles, Saldana, and Huberman, which encompasses data condensation, data display, and conclusion drawing. This method enables systematic interpretation of the learning design, implementation, evaluation, and its overall effectiveness within the school context. Findings: The results show that the independent curriculum and life skills principles. Implementation is flexible and contextual, integrating daily activities such as outing classes, cooking sessions, and practical environmental projects. Assessment uses report cards, portfolios, and talent mapping to capture cognitive, affective, and psychomotor development. Although the program is supported by the foundation, school leaders, and parents or guardians, challenges persist, including limited infrastructure and varying parental understanding of eco-pedagogy concepts. Conclusion: The integration of eco-pedagogy with life skills education positively contributes to the development of ecological awareness, creativity, discipline, independence, and social interaction among students. Learners become more sensitive to environmental issues and more capable of solving daily problems responsibly. Novelty/Originality: This study provides a unique perspective on combining eco-pedagogy and life skills within the independent curriculum, offering insights for schools aiming to adopt similar innovative approaches.
Co-Authors Ali Mustadi Andi Eka Putra Apriyanto, Ridwan Eko Arifin Dwi Saputra Azizah, Elta Nur Dakhliatunnaviah Dakhliatunnaviah Dwi Cahyo, Edo Fakhrul Mukmin Fauzi Ahmad Muda Harokah, Sisi Isti Fatonah Ita Rodiah, Ita Jannah, Vivi Nurbaiti Karima, Isma Kurniawan, Fahmi Mgr Sinomba Rambe Mokhsein, Siti Eshah Binti Muhammad Abduh Munzir Munzir Nurul Afifah Nurul Afifah Nururi , Imam Nururi, Imam Putri, Galuh Mentari Rachmadani, Citra Fitri Sandi Pratama, M. Guntur Setiawan Edi Wibowo Siti Annisah Sudigdo, Anang Sudirin Sudirin Suridin Suridin Syamsul Arifin Ulfa, Laili Ulfa, Lathifatul Wulansari, Ika Yuni