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STUDI PERBANDINGAN SISTEM PENDIDIKAN DI INDONESIA DENGAN MALAYSIA Devi Ristyana Puji Lestari; Nurul Istiq’faroh; Hitta Alfi Muhimmah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 3 (2024): Volume 09 No. 03 September 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i3.15773

This research compares the education systems in Indonesia and Malaysia using a literature review study method. The main objective of this research is to identify differences in curriculum structure, teaching methods, educational policies, student outcomes, challenges and opportunities, as well as the implementation of educational policies during the COVID-19 pandemic in the two countries. The research results show that Indonesia applies the 2013 Curriculum (K-13) which emphasizes developing student competencies in aspects of knowledge, skills and attitudes, while Malaysia uses the National Curriculum which focuses on mastery of Malay, English, science, mathematics and moral education. and citizenship. Teaching methods in Indonesia vary and technology is starting to be implemented in urban schools, while Malaysia is more advanced in the integration of educational technology and 21st Century Learning approaches. Education policy in Indonesia includes a 12-year compulsory education program and School Operational Assistance (BOS), while Malaysia implements 11 year compulsory education program and Malaysia Education Blueprint 2015-2025. Student achievements in national exams and international tests such as PISA show that both countries still need to improve the quality of their education. The main challenge in Indonesia is the gap in education quality between urban and rural areas and limited facilities, while Malaysia faces the challenge of the gap between urban and rural schools as well as differences in quality between national schools and types of nationality. The COVID-19 pandemic forced both countries to adopt distance learning, with various obstacles and solutions being implemented. In conclusion, although there are many challenges, there are also great opportunities to improve the quality of education in Indonesia and Malaysia through appropriate policies, innovation in teaching methods, and the use of technology. Keywords: comparison of education systems, indonesian education system, malaysian education system

PROYEK PROFIL PELAJAR PANCASILA SEBAGAI SARANA PENINGKATAN KARAKTER SISWA: TINJAUAN LITERATUR SISTEMATIS Yuliwinarti, Evy Marita; Wahyu Sukartiningsih; Hitta Alfi Muhimmah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Press.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21060

Character education is one of the main priorities in the education system in Indonesia. Currently, character education in Indonesia faces significant challenges. Character education creates a school environment that supports the ethical and responsible development of learners, through concrete examples and teaching of good universal values. The Pancasila Learner Profile is a concept developed by the Indonesian government to strengthen character education in schools. The research method used in this study is SLR (Systematic Literature Review). Data collection is done by identifying or reviewing articles that have the same research topic. The article used is the latest publication period 2022-2024. This article contains the implementation of the Pancasila Student Profile Project through three stages, namely planning, implementation and evaluation. The implementation stage also goes through several steps, namely: (1) Opening, (2) Delivery of P5 material, (3) Preparation of the P5 program. (4) P5 practice. (5) Evaluation of the level of teacher understanding of P5. In addition, there were several supports and obstacles that occurred during the implementation of P5. Supports include: 1) consistency and commitment from the school to implement P5; 2) collaboration of students and teachers; 3) the ability of teachers to implement P5; 4) active participation from parents; 5) support from the community and the environment, and; 6) complete facilities and infrastructure. While the obstacles found were: (1) differences in perceptions between facilitators due to the lack of preparedness of facilitators' mindset in implementing P5; (2) inadequate resources; (3) resistance from some students or parents to changes in learning approaches; (4) budget limitations; and (5) difficulties in character assessment. Keywords: Independent Curriculum, Pancasila Learner Profile Project, Student Character

TINJAUAN LITERATUR SISTEMATIS TENTANG PERUNDUNGAN DI SEKOLAH DASAR: POLA, PENYEBAB, DAN INTERVENSI PENCEGAHAN Puspitasari, Wiwin; Hitta Alfi Muhimmah; Mochammad Nursalim; Nurul Istiq'faroh; Budi Purwoko
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 1 (2025): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/ibtidaiyah.v6i1.1884

This study aims to systematically examine the phenomenon of bullying in primary schools, focusing on its patterns, causes, and preventive interventions. Bullying in primary education is a serious issue that can affect students’ social,emotional, and academic development. The study employs a systematic literature review (SLR) approach on 20 scientific articles published between 2019 and 2023, selected from reputable academic databases. Thematic analysis using a descriptive-qualitative approach was conducted to identify key trends and findings related to bullying. The results reveal that verbal and social bullying are the most frequently occurring patterns atthe primary schoollevel. Major causes include low emotional literacy, insufficient teacher and school supervision, andn negative influences from family and community environments. Effective interventions are those involving collaborative efforts among schools, families, and communities. In conclusion, bullying prevention in primary schools requires comprehensive and collaborative strategies that address not only the perpetrators and victims but also the broader educational environment.

TREN RISET SUPERVISI AKADEMIK KEPALA SEKOLAH DI SEKOLAH DASAR : SISTEMATIK LITERATUR REVIEW Sri Widyawati; Hitta Alfi Muhimmah; Hendratno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20118

In the context of primary education, the role of school principals as academic supervisors is critical to improving the quality of learning and student learning outcomes. This study aims to identify research trends related to academic supervision by principals in primary schools and its effect on teacher motivation and performance. The method used in this study is Systematic Literature Review (SLR), which involves searching and analyzing 13 scientific articles from the google scholar database within the time span of 2019 to 2024. The results showed that effective academic supervision, which involves data-driven and collaborative approaches, can improve teacher performance and student learning outcomes. In addition, the use of technology in academic supervision was shown to speed up the monitoring and evaluation process, allowing for faster feedback to teachers. The study also found that principals who apply distributive leadership can improve the efficiency of supervision by involving other staff in the process. The conclusion of this study emphasizes that to improve the quality of education in primary schools, principals need to be further trained in academic supervision skills and adequate policy support should be provided. Further research is needed to explore more specific academic supervision practices at the primary school level in order to understand the different dynamics compared to other levels of education Keywords : Academic Supervision, Principle, teacher performance

KESESUAIAN PERAN GURU PADA STRATEGI RESOLUSI KONFLIK UNTUK MENINGKATKAN EMPATI DAN KETERAMPILAN SOSIAL SISWA DI SEKOLAH DASAR Mahzumi, Ahmad; Hitta Alfi Muhimmah; Budi Purwaka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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

Conflicts in elementary school environments are a common phenomenon and can affect relationships among students as well as their social-emotional development. Teachers, as facilitators of learning, play a crucial role in implementing conflict resolution strategies that not only solve problems but also enhance students' empathy and social skills. The purpose of this study is to evaluate how effectively teachers can use conflict resolution techniques to help elementary school students become more empathetic and socially adept. Social and emotional development in students can be influenced by frequent conflicts in elementary school settings. Through an educational approach, teachers can effectively guide and facilitate conflict resolution. This study employs a qualitative methodology and a case study design, which includes document analysis, interviews, and observations in multiple elementary schools. According to the research findings, instructors can enhance students' social skills—such as their capacity for cooperation, clear communication, and peaceful problem-solving—by acting as mediators, facilitators, and role models in implementing empathy-based conflict resolution techniques. More structured instruction is needed to foster a harmonious and productive learning environment.

Peran Scaffolding pada Zone of Proximal Development (ZPD) Berdasarkan Teori Vygotsky di Kelas 2 SDN Sambikerep 1/479 Kota Surabaya Furoivisha, Najwa Amalia; Hitta Alfi Muhimmah
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 2 (2026): JURNAL MULTIDISIPLIN ILMU AKADEMIK (JMIA) April 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i2.9288

Learning in lower elementary school grades requires learning support tailored to the needs and developmental levels of students. One relevant approach to support this process is the application of scaffolding within the Zone of Proximal Development (ZPD) framework. This study aims to describe the forms and stages of scaffolding implementation, the role of teachers in optimizing students' ZPD, responses and development of student learning abilities, and the challenges and strategies teachers face in implementing scaffolding in second-grade classrooms at SDN Sambikerep 1/479. This study used a qualitative approach with a descriptive approach. The subjects included one second-grade teacher and second-grade students. Data collection was conducted through in-depth interviews, non-participatory observation, and documentation. Data were analyzed through coding, categorizing, and drawing conclusions based on the research focus. Data validity was strengthened through triangulation of sources and techniques. The results indicate that scaffolding implementation is not limited to academic activities but begins as teachers build relationships and become familiar with students' daily lives. Scaffolding is implemented in a gradual and flexible manner through non-academic mentoring, initial assistance, adjustments to task difficulty, and gradual withdrawal of support based on student development. Teachers act as facilitators in optimizing students' Zone of Proximal Development (ZPD) by recognizing individual abilities, providing contextual learning support, and managing the classroom to support the mentoring process. The implementation of scaffolding has a positive impact on student responses, demonstrated by increased self-confidence, learning independence, and positive social interactions. The main challenges in implementing scaffolding include differences in student abilities and limited learning time, which are addressed through adaptive and flexible learning strategies. This study concludes that the implementation of scaffolding that is sustainable and responsive to student needs can support the optimization of ZPD and the learning development of lower-grade students.

Inovasi SIGRA (Satgas Inspiratif Gerakan Ramah Anak) sebagai Upaya Penguatan Karakter Disiplin Murid Sekolah Dasar Hendra Santoso; Hitta Alfi Muhimmah; Raden Roro Nanik Setyowati
Patria Educational Journal (PEJ) Vol 6 No 2 (2026): Volume 6 Nomor 2 Juni 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/pej.v6i2.2785

Disciplined character is an essential aspect of personality development among elementary school students. This study aims to describe the need for developing and designing SIGRA (Inspirational Child-Friendly Movement Task Force) as an innovation to strengthen students’ discipline character at SDN Wonokusumo VI/45 Surabaya. The study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal, teachers, and students selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model. The findings revealed that disciplinary problems, such as tardiness, bullying, and classroom misconduct, were still prevalent despite the implementation of various character education programs. Furthermore, the existing programs had not optimally involved students as agents of change. Therefore, SIGRA was developed by integrating the concepts of student agency, peer leadership, and positive school culture to encourage students’ active participation in fostering disciplinary habits. The findings contribute to the development of a more participatory, sustainable, and child-friendly character education model in elementary schools. Keywords: SIGRA, discipline character, positive school culture, student agency, elementary school.

Inovasi SIGRA (Satgas Inspiratif Gerakan Ramah Anak) sebagai Upaya Penguatan Karakter Disiplin Murid Sekolah Dasar Hendra Santoso; Hitta Alfi Muhimmah; Raden Roro Nanik Setyowati
Patria Educational Journal (PEJ) Vol. 6 No. 2 (2026): Volume 6 Nomor 2 Juni 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/pej.v6i2.2785

Disciplined character is an essential aspect of personality development among elementary school students. This study aims to describe the need for developing and designing SIGRA (Inspirational Child-Friendly Movement Task Force) as an innovation to strengthen students’ discipline character at SDN Wonokusumo VI/45 Surabaya. The study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal, teachers, and students selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model. The findings revealed that disciplinary problems, such as tardiness, bullying, and classroom misconduct, were still prevalent despite the implementation of various character education programs. Furthermore, the existing programs had not optimally involved students as agents of change. Therefore, SIGRA was developed by integrating the concepts of student agency, peer leadership, and positive school culture to encourage students’ active participation in fostering disciplinary habits. The findings contribute to the development of a more participatory, sustainable, and child-friendly character education model in elementary schools. Keywords: SIGRA, discipline character, positive school culture, student agency, elementary school.

Digitalisasi Layanan Kartu Tamu untuk Meningkatkan Keamanan dan Pengelolaan Akses di Sekolah Ramah Anak Yoga Juliansyah; Fiena Saadatul Ummah; Hitta Alfi Muhimmah
Patria Educational Journal (PEJ) Vol. 6 No. 2 (2026): Volume 6 Nomor 2 Juni 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/pej.v6i2.2799

Keamanan dan ketertiban merupakan fondasi utama terwujudnya Sekolah Ramah Anak (SRA) sesuai Peraturan Menteri PPPA Nomor 8 Tahun 2014, khususnya pada indikator sarana dan prasarana. Namun, upaya penguatan keamanan sekolah melalui sistem administrasi digital masih sangat terbatas. Penelitian ini bertujuan mendeskripsikan pengembangan Kartu Tamu Digital sebagai inovasi administrasi yang berorientasi pada penguatan keamanan dan ketertiban dalam mewujudkan SRA di SD Negeri Kampung Rawa 02 Jakarta Pusat. Pendekatan Research and Development (R&D) model ADDIE digunakan dengan pengumpulan data melalui observasi, wawancara, dan analisis kebutuhan. Temuan menunjukkan sistem pencatatan tamu manual menyebabkan lemahnya kontrol akses, ketidaktertiban administrasi, dan potensi ancaman keamanan peserta didik. Kartu Tamu Digital dikembangkan sebagai solusi berbasis web dengan QR Code yang mencakup fitur input identitas, kontrol akses, pencatatan otomatis, dan dasbor manajemen, sehingga peserta didik terlindungi dari potensi intimidasi pihak luar. Kata Kunci: kartu tamu digital; keamanan sekolah; ketertiban sekolah; sekolah ramah anak; inovasi administrasi

Pengembangan Media Reward Activity untuk Meningkatkan Disiplin Positif dan karakter Peserta Didik Kelas III Sekolah Dasar Nur Afiffah; Hitta Alfi Muhimmah
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 3 No. 1 (2026): Februari : Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v3i1.2934

This research aims to create a real character education media through a reward system called Reward Activity as a facility for teachers in controlling the discipline and politeness of third-grade elementary school students. This research uses R&D procedures with the ADDIE model which includes Analyze, Design, Develop, Implement and Evaluate. The subjects of this research were third-grade elementary school students at two schools, namely SDN 2 Sumberagung for small group trials and SDN Sambangrejo for large group trials. Information was obtained through interviews, observations, expert validation questionnaires, user reaction questionnaires and pretests and posttests. The research results show that the Reward Activity media has a media validity of 86% (very valid), practicality of 97% from students and 98% from teachers. The effectiveness test obtained high results with an N-Gain value of 0.75 for discipline character and 0.77 for politeness character. Based on the above data, the Reward Activity media is declared feasible, instant and efficient in improving the discipline and politeness of third-grade elementary school students.

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