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Analisis Program Unggulan Masyarakat Religius Menuju Masyarakat Madani Berbasis Model CIPP Roid Ismail Ardho; Harun Joko Prayitno; Murfiah Dewi Wulandari; Laili Etika Rahmawati; Rasidi
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 9 No. 2 (2021): September 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v9i2.17376

Permasalahan karakter yang menjadi fokus dalam penelitian adalah degradasi moral pada anak sekolah dasar di Kota Magelang. Pemerintah Kota Magelang mempunyai program unggulan yaitu masyarakat religius menuju masyarakat madani. Adanya program unggulan dari pemerintah Kota Magelang, merupakan solusi menangani permasalahan karakter dengan menanamkan karakter religius pada anak-anak usia sekolah dasar. Penelitian bertujuan mendeskripsikan capaian program unggulan masyarakat religius menuju masyarakat madani di sekolah dasar Muhammadiyah Kota Magelang. Rancangan penelitian yang digunakan adalah evaluasi program CIPP (Context, Input, Process, dan Product). metode penelitian yaitu deskriptif. Subjek penelitian adalah sekolah dasar Muhammadiyah Kota Magelang, dengan melibatkan siswa, guru, kepala sekolah, bahkan orang tua siswa. Pengumpulan data penelitian ini berupa observasi, wawancara, studi dokumen, maupun angket yang mengungkap data mengenai analisis program masyarakat religius menuju masyarakat madani di sekolah dasar Muhammadiyah Kota Magelang. Hasil analisis evaluasi dari tahapan, disimpulkan bahwa program masyarakat religius menuju masyarakat madani yang telah dilaksanakan di SD Muhammadiyah 1 dan 2 Alternatif Kota Magelang, dapat dikategorikan efektif. Namun masih terdapat kesenjangan pada masing-masing tahapan evaluasi

Peningkatan Keterampilan Sosial Melalui Model Cooperative Learning Berbasis Kecerdasan Interpersonal pada Pembelajaran IPS Kelas IV di Era New normal Roid Ismail Ardho; Atto' Maulana
Paedagogie Vol 17 No 1 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v17i1.6987

This study aims to test the Cooperative Learning model based on interpersonal intelligence in social studies subjects is able to improve the social skills of fourth grade elementary school students. The research design used was CAR using 3 cycles with 6 meetings. The research subjects in this study were 32 students, who had low social skills. The variables in the study consisted of 3 variables, namely input variables: Fourth grade students have low social skills, process variables: the use of Interpersonal Intelligence-based Cooperative Learning Learning Models in Social Studies Subjects Class IV, output variables: improve students' social skills in the new normal era. The data collection in this research is in the form of observations that reveal data about the development of social skills in Cooperative Learning activities based on interpersonal intelligence. The results showed that the social skills of SD Muhammadiyah 1 Alternatif Kota Magelang students increased. Before the action was taken, most of the students had low and moderate social skills. However, in Cycle III, it can be seen that there was an increase in students' social skills, namely (6.3%) having good category social skills and (93.3%) having very good social skills category. The conclusion is that the social skills of fourth grade students at SD Muhammadiyah 1 Alternatif Kota Magelang can be improved when children are invited to apply learning using a Cooperative Learning model based on interpersonal intelligence.

Peningkatan Keterampilan Sosial Melalui Model Cooperative Learning Berbasis Kecerdasan Interpersonal pada Pembelajaran IPS Kelas IV di Era New normal Ardho, Roid Ismail; Maulana, Atto'
Paedagogie Vol 17 No 1 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v17i1.6987

This study aims to test the Cooperative Learning model based on interpersonal intelligence in social studies subjects is able to improve the social skills of fourth grade elementary school students. The research design used was CAR using 3 cycles with 6 meetings. The research subjects in this study were 32 students, who had low social skills. The variables in the study consisted of 3 variables, namely input variables: Fourth grade students have low social skills, process variables: the use of Interpersonal Intelligence-based Cooperative Learning Learning Models in Social Studies Subjects Class IV, output variables: improve students' social skills in the new normal era. The data collection in this research is in the form of observations that reveal data about the development of social skills in Cooperative Learning activities based on interpersonal intelligence. The results showed that the social skills of SD Muhammadiyah 1 Alternatif Kota Magelang students increased. Before the action was taken, most of the students had low and moderate social skills. However, in Cycle III, it can be seen that there was an increase in students' social skills, namely (6.3%) having good category social skills and (93.3%) having very good social skills category. The conclusion is that the social skills of fourth grade students at SD Muhammadiyah 1 Alternatif Kota Magelang can be improved when children are invited to apply learning using a Cooperative Learning model based on interpersonal intelligence.

KEPEMIMPINAN INSTRUKSIONAL KEMITRAAN KELUARGA DALAM PENGUATAN LITERASI SISWA SEKOLAH DASAR Roid Ismail Ardho; Jaka Nugraha; Syahrul Febru Arista
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55846

The low literacy skills among elementary school students remain a critical educational challenge that cannot be resolved by schools alone. This study aims to analyze the principal's instructional leadership strategies in establishing family partnerships to strengthen students' reading and writing skills. Utilizing a qualitative approach with a case study design, data were gathered through in-depth interviews, non-participatory observations, and documentation tracking involving the principal, teachers, and parents. The data were then analyzed using the interactive model of Miles, Huberman, and Saldana. The results revealed three simultaneous managerial strategies: the formulation of a collaborative literacy covenant with the school committee, the implementation of dual-track pedagogical capacity building through teachers’ learning communities and parenting classes, and the arrangement of a routine monitoring system using daily reading logbooks. This integrated framework effectively shifted the literacy habituation from the classroom to the domestic space, achieving a 75% parental compliance rate. In conclusion, the synergy between instructional leadership and family engagement creates learning continuity that successfully mitigates students' literacy lag in elementary education.

Praktik Integrasi Kearifan Lokal dalam Pembelajaran Tematik di Sekolah Dasar Kabupaten Brebes Roid Ismail Ardho
JOURNAL OF EDUCATION FOR ALL Vol 4 No 1 (2026): Journal of Education For All
Publisher : Yayasan Arrahman Nahdlatul Wathan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61692/edufa.v4i1.497

This study aims to describe the integration of local wisdom in thematic learning at elementary schools in Brebes Regency. A qualitative descriptive approach was employed involving 25 elementary school teachers selected purposively. Data were collected through classroom observations, semi-structured interviews, and documentation studies, and analyzed using interactive analysis techniques consisting of data reduction, data display, and conclusion drawing. The findings indicate that 72% of teachers have integrated local wisdom into thematic learning, primarily through the use of local cultural examples, traditional stories, and community-based learning resources. In terms of planning, 60% of teachers included local wisdom in learning modules or activities, while only 32% explicitly formulated learning objectives or indicators oriented toward local wisdom. The integration of local wisdom was found to enhance students’ learning engagement, contextual understanding, and character development, particularly in values related to cooperation, respect, and environmental awareness. Constraints identified include limited instructional resources, time constraints, and insufficient training related to local wisdom-based learning. This study concludes that although the integration of local wisdom in thematic learning has been implemented by most teachers, systematic support and professional development are needed to optimize its application.

Eksplorasi Persepsi Guru Sekolah Dasar tentang Implementasi Kecerdasan Buatan dalam Pembelajaran di Kelas Roid Ismail Ardho; Muammar Rizqan Permana
JOURNAL OF EDUCATION FOR ALL Vol 3 No 2 (2025): Journal of Education For All
Publisher : Yayasan Arrahman Nahdlatul Wathan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61692/edufa.v3i2.323

This study explores primary school teachers' perceptions regarding the implementation of Artificial Intelligence (AI) in classroom learning in Magelang Regency, Central Java. Employing a qualitative approach with an interpretive phenomenological design, in-depth interviews were conducted with 10 primary school teachers. Thematic analysis revealed four main themes reflecting their perceptions: (1) Initial Understanding of AI, (2) Potential of AI in Enhancing Learning, (3) Challenges of AI Implementation, and (4) Hopes and Support Needs. The findings indicate that teachers' understanding of AI is largely basic, predominantly derived from social media and popular applications rather than formal pedagogical training. Nevertheless, they expressed significant enthusiasm for AI's potential to personalize learning, provide interactive learning media, and enhance assessment efficiency. However, this enthusiasm is tempered by substantial implementation challenges, particularly limited infrastructure and inconsistent internet access (90% of teachers), alongside a universal lack of adequate pedagogical AI training (100% of teachers). Concerns about AI software costs, availability, and data ethics also surfaced. To optimize AI utilization, teachers strongly desire comprehensive and continuous practical training, provision of adequate infrastructure and resources, clear AI curriculum development guidelines, and the establishment of professional learning communities. This study underscores the urgent need for holistic support to prepare primary school teachers for an AI-supported educational era.

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