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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED JURNAL PENDIDIKAN TAMBUSAI Indo-MathEdu Intellectuals Journal Progressive of Cognitive and Ability Journal of Creative Student Research Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) JGK (Jurnal Guru Kita) Innovative: Journal Of Social Science Research JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial Jurnal Pendidikan Matematika Cendikia Pendidikan INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Journal Innovation In Education Jurnal Intelek Insan Cendikia Jurnal Pengabdian Masyarakat (JURDIMAS) Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Thiflun : Jurnal Pendidikan Dasar Jurnal Merah Putih Sekolah Dasar International Journal of Educational Practice and Policy
Nurhudayah Manjani
Universitas Negeri Medan
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Transportation Other

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Readiness of Preservice Teacher Students to Integrate Local Wisdom into Mathematics Instruction Nurhudayah Manjani
International Journal of Educational Practice and Policy Vol. 2 No. 2 (2024): December 2024
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/ijepp.v2i2.0250

Abstract

This study explores the readiness of preservice teacher students to integrate local wisdom into mathematics instruction. With the growing emphasis on culturally relevant pedagogy, this research seeks to understand how PGSD students at Universitas Negeri Medan perceive the role of local wisdom in teaching mathematics. The study specifically examines students’ awareness of local cultural practices, their perceptions of the relevance of integrating these practices into math instruction, and their self-assessed confidence in applying such knowledge. A stratified random sampling technique was employed to select second- and third-year students enrolled in mathematics education courses. Data was collected through a structured Likert-scale questionnaire. The findings reveal that while students generally show high awareness and positive perceptions of local wisdom, some aspects, particularly those related to its practical application in mathematics, still require further development. Furthermore, students’ confidence in integrating local wisdom into their teaching practice varied, with some expressing uncertainty. The study concludes that although preservice teachers acknowledge the value of local wisdom, their readiness to implement it in the classroom requires more targeted training and exposure.
HAMBATAN EVALUASI PEMBELAJARAN BERDIFERENSIASI KURIKULUM MERDEKA DI SEKOLAH DASAR Ikhwaturraiyuna, Ikhwaturraiyuna; Chairunisa, Siti; Sinaga, Regita; Nababan, Ayu; Laia, Yufema; Manjani, Nurhudayah
Jurnal Merah Putih Sekolah Dasar Vol. 2 No. 5 (2025): MEI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i5.71955

Abstract

The Merdeka Curriculum emphasizes the importance of differentiated learning evaluation tailored to the needs, readiness, and characteristics of students. However, in its implementation in elementary schools, teachers still face various obstacles. This study aims to analyze the obstacles experienced by elementary school teachers in implementing differentiated learning evaluation based on the Merdeka Curriculum. This study uses a descriptive qualitative approach with data collection techniques in the form of interviews and observations of elementary school teachers. Data analysis was conducted thematically to identify patterns and main themes of obstacles that arose. The results show that the main obstacles faced by teachers include limited conceptual understanding of differentiated evaluation, difficulties in designing varied evaluation instruments, low technological literacy in implementing evaluation, as well as high administrative workload and lack of managerial support. These findings emphasize the need to strengthen teacher competencies through continuous training, improve technological literacy, and provide adequate institutional support so that the implementation of differentiated learning evaluation in the Merdeka Curriculum can run optimally in elementary schools.
PENERAPAN EVALUASI FORMATIF DALAM PEMBELAJARAN SAINS UNTUK MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH DASAR Novianti, Auni Afifah; Sitanggang, Artha Uli; Kristy, Clodia; Warasi, Kristin Natalia; Saputri, Rima Melati; Manjani, Nurhudayah
Jurnal Merah Putih Sekolah Dasar Vol. 2 No. 3 (2025): JANUARI 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i3.72176

Abstract

This study aims to analyze the implementation of formative evaluation in Natural Science (IPA) learning at SDN 060858 Medan and its impact on improving students’ learning outcomes. The research employed a qualitative descriptive approach to gain an in-depth understanding of how formative evaluation is applied during the learning process. Data were collected through classroom observations and literature studies. The results indicate that formative evaluation was implemented systematically through three main stages: planning, implementation, and follow-up. During the learning process, teachers applied various formative evaluation techniques such as oral questioning, simple experiments, short quizzes, written reflections, and group discussions. These activities enabled teachers to monitor students’ understanding continuously and provide immediate feedback. The findings show that formative evaluation contributes positively to students’ conceptual understanding, learning motivation, and active participation in science learning. Students became more confident in expressing their ideas and showed better comprehension of scientific concepts. In addition, formative evaluation allowed teachers to adjust instructional strategies based on students’ learning needs, making the learning process more adaptive and meaningful. Therefore, formative evaluation can be considered an effective evaluation strategy to improve the quality of science learning and students’ learning outcomes at the elementary school level.
EFEKTIVITAS EVALUASI FORMATIF DALAM MENINGKATKAN PRESTASI BELAJAR SISWA SEKOLAH DASAR Siregar, Intan Suriani; Situmorang, Putri Claudia; Sihombing, Aisyah; Khairiyah, Annisa; Daulay, Yudha Darmansyah; Manjani, Nurhudayah
Jurnal Merah Putih Sekolah Dasar Vol. 2 No. 4 (2025): MARCH 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i4.72178

Abstract

This study aims to examine the effect of formative assessment on elementary school students’ learning achievement. The background of this research is the limited implementation of formative assessment in classroom learning, where assessment practices tend to focus on summative tests rather than continuous evaluation of the learning process. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The study was conducted at a public elementary school in Bandung during the 2024/2025 academic year. The participants consisted of two fifth-grade classes, with one class assigned as the experimental group implementing formative assessment strategies and the other as the control group using conventional assessment methods. Data were collected over a six-week period through learning achievement tests and classroom observations. The results of the data analysis revealed a significant difference in post-test scores between the experimental and control groups. Students who experienced formative assessment showed higher learning achievement compared to those who received conventional assessment. In addition, formative assessment was found to increase student motivation, participation, and engagement in the learning process. These findings indicate that formative assessment is effective in improving students’ learning achievement and supporting a more meaningful and student-centered learning environment in elementary schools.
ANALISIS EVALUASI PEMBELAJARAN PPKN DALAM PENGUATAN NILAI KARAKTER SISWA SEKOLAH DASAR Syifa, Anzilnii Asy; Pasaribu, Debora Keiko; Sitompul, Arika Angelia; Laurencia, Rachell Maretta; Manjani, Nurhudayah
Jurnal Merah Putih Sekolah Dasar Vol. 2 No. 4 (2025): MARCH 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i4.72332

Abstract

This study aims to analyze the results of learning evaluation in Pancasila and Citizenship Education (PPKn) to assess the strengthening of character values among elementary school students. Learning evaluation serves not only to measure cognitive achievement but also to assess affective and psychomotor aspects related to character development. This research employed a descriptive qualitative approach with a case study method conducted at SDN 060791 Medan Area. Data were collected through classroom observations, in-depth interviews with the PPKn teacher, and documentation analysis of assessment rubrics, teacher journals, and students’ assignments. The findings indicate that PPKn learning evaluation can identify the reinforcement of character values such as responsibility, discipline, cooperation, honesty, and patriotism. Evaluation instruments used include attitude rubrics, project-based assignments, behavioral observations, and student self-reflections. However, several challenges were identified, including limited instructional time, administrative workload, and the lack of systematically structured affective assessment instruments. Therefore, PPKn learning evaluation needs to be designed in a systematic and continuous manner to function as an effective reflective tool for strengthening character education in elementary schools.
Co-Authors Ade Vilya Ramadhani Aisyah Perangin-angin, Nur Ambarita, Citrawati P. Amelia Nainggolan, Nengsi Ananda Tampubolon Anandita Nasution, Almira Anandita Nasution, Vitri Andri K Sitanggang Angraini, Heni Apiek Gandamana Apriani Sinuraya, Rika Aprilia, Nada Arlina Situmorang, Dini Aulya Sagala, Thesa Azra Zulaikha Siregar, Tasya Azzarah, Sevia Banurea, Tresia Pebrianti Batubara, Diva Nurjannah Bilqis, Yasyifa Bintang Panggabean, Xena Bunga Ayu Albani Cahaya Putri, Salsabilla Caroldion Br Siburian, Parasina Celine Soraya Laura Manurung Chafiana, Enda Chairunisa, Siti Chandra Wibowo, Chandra Chatena Munte, Chade Christian Simanjuntak Clodia Kristy Cucut Susanto, Cucut Damanik, Widya Afriliani Damayanti, Nina Afria Danita, Tiara Yasmin Daulay, Yudha Darmansyah Delfi Wulandari Deyrizky Parinduri Dwi Aprilia Harahap, Rizki Dwi Tarisya Dwi Wana, Cici Egita Purba, Diva Eka Rismaynarti Br Purba Elia Monica Elisabet Br Siagian, Erika ELVI MAILANI ELVI MAILANI Estetika, Mei Vina EVI JUNITA Fernando, Louis Ezra Fitri Namira, R. Nazra Frans Lolo Osvaldo Tumanggor Grace Monica Nababan Halisa, Nur Haslinda Haslinda, Haslinda Heni Angraini Herawati Purba Herlin Aryani Sibarani Hottua Diningrat Naibaho Hudinta, Nazhila Eidewis Humairoh, Nazwa Ibnatun Salis Ikhwaturraiyuna, Ikhwaturraiyuna Iklhas, Muhammad Ima Kurniati Dongoran Irma Nurmalita Nababan Iswatun Hasanah ISWATUN HASANAH Isyrofirrahmah Br.Nst Junita, Evi Khairiyah, Annisa Khairunisa, Alvina Kharismayanda Kharismayanda Kharismayanda, Mardhiyah Kharismayanda, Mardiyah Khovifa, Nurul Kristiana Purba, Novi Kristy, Clodia Laia, Yufema Laurencia, Rachell Maretta Leony Cecilia Manurung Lidwina Roulina Turnip Lilyana, Grace Lubis, Laila Hidayati Lubis, Putri Ramadhani Manalu, Raiga Yesica Manurung, Tiani Saulina Mardiyah Kharismayanda Marisa Br Sembiring May Kurnia Jelita Maya, Mutiah Dina Maysaroh, Suci Melly Br Bangun Meyliana Perwita Saragih Muhammad Ikhlas Muhammad Takwin Machmud Muliyanti, Anggi Munthe, Diva Aulia Mutiah Sinaga Nababan, Ayu Nababan, Irma Nurmalita Nababan, Rohani Nabilah Nabilah Nabilla Nabilla Nadia, Asma Natalia Rama Kudadiri Natalia Silalahi Natalia Silalahi, Natalia Nazwa Dewi Tianda Nina Afria Damayanti Ningsih, Mia Ningsih, Ria Septya Nisa, Putri Rahma Noer Risky Ramadhani Nopianti, Tami Novan Trisan Hutagalung Novianti, Auni Afifah Novianty, Silmy Nur Afniasty Siregar Nurdiansah, Nurdiansah Pakpahan, Novi Sesilian Palupi, Lola Pasaribu, Debora Keiko Pasaribu, Mutia Rahma Fadhila Pratama, Hermalia Putri Pratiwi, Yuyun Pujiati, Indah Kasih Purba, Anggun Swi Purba, Dearni Asri Br Putri Fajrina, Fildzah Putri, Ribka Trifena Putri, Suci Amalia Putri, Zahra Rahmadini, Riris Rahmawati, Siska Ramadhani, Noer Risky Ratno, Suyit Realita Baijura Purba Rehan Shafira Riani Tazkia Hadi Rif’an, Muhammad Rini Juliani Sipahutar Risky Winarta Naibaho Rizky, Shaqilla ROBENHART TAMBA Ryan I Sihotang, Ryan Safana Nur Rizky Saprina Marbun Saputri, Rima Melati Sari, Nopyta Sartika Putri Ruth Angel Sihombing Sasmitha, Fanny Sela Maranata Shakila, Eka Putri Shella Husna Maharani Siahaan, Stevi Adinda Sibarani, Herlin Aryani Sihite, Delfi Sihombing, Aisyah Simanjuntak, B. Sarmauli Simanjuntak, Christy Wulandari Simanullang, Patricia Simare, Fanny A. Sinaga, Regita Sinambela, Destrina Sipahutar, Rini Juliana Sipahutar, Rini Juliani Siregar, Aswan Hawari Siregar, Hanif Luthfi Siregar, Intan Suriani Sitanggang, Andri K Sitanggang, Artha Uli Siti chairunisa Sitompul, Arika Angelia Situmorang, Elfi Lumongga Situmorang, Putri Claudia Sri Halimah Suci Rahmadani Br Sinurat, Putri Sulkifly, Muhammad Suri, Etika Syahrial SYAHRIAL SYAHRIAL Syahrial Syahrial Syahroini, Syahroini Syifa, Anzilnii Asy Tarigan, Rasta Yuli Kristiani Br Tarigan, Revandika Adrianta Tessalonika Faivy Simatupang Tondang, Bella Tumiwa, Joseph Vidy Vicy Gultom Viona Aulia Siregar Warasi, Kristin Natalia Wulandari Wulandari Yesica P J A Siallagan Yoel Martua Sipahutar