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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
HITTA ALFI MUHIMMAH
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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 In Build
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

Abstract

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

Abstract

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

Abstract

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.
KEPEMIMPINAN TRANSFORMASIOANAL KEPALA SEKOLAH DI ERA KURIKULUM MERDEKA PADA SEKOLAH DASAR: TINJAUAN LITERATUR REVIEW Umy Latifah; Hitta Alfi Muhimmah; Nurul Istigh'faroh; Hendratno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 December 2024 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.v9i04.20165

Abstract

The implementation of merdeka curriculum is heavily influenced by style and patterns of leaders in a school. Transformational leadership is an approach which is expected to bring positive changes in school management and successful implementation of merdeka curriculum. This research aims to compile a systematic review of the transformational leadership in merdeka curriculum at the elementary school.This research will conduct a literature review to identify previous findings regarding the influence of school principals' transformational leadership on implementation process of Merdeka Curriculum in various contexts, especially at the school level. This research uses a Systematic Literature Review (SLR) approach with data sources from journal literature. SLR is a systematic method for collecting, critically reviewing, and integrating the results of various previous studies related to topics you want to know in depth. This research discusses the role of the principal's transformational leadership in implementing the merdeka Curriculum in Elementary School. School principals who apply transformational leadership encourage changes in learning, improve teacher’s performance, and create a conducive work environment. Futhermore, the importance of training and developing transformational leadership skills for school principals are giving teachers space to innovate in learning, then monitoring and evaluation of implementation curriculum.The expected impact of this research is to improve the quality of school's principal , facilitate good collaboration, and create an educational environment that is more adaptive and relevant with student needs, finally supports the sustainable success of the Merdeka Curriculum. Keywords: Transformational Leadership, School Principals, Independent Learning Curriculum.
Co-Authors Budi Purwoko Devi Ristyana Puji Lestari HENDRATNO Mochammad Nursalim Nurul Istigh'faroh Nurul Istiq'faroh Nurul Istiq’faroh Puspitasari, Wiwin Umy Latifah WAHYU SUKARTININGSIH Yuliwinarti, Evy Marita