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All Journal Jurnal Dikdas Jurnal Inspirasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial PAEDAGOGIA JURNAL PENDIDIKAN TAMBUSAI Jurnal Banua Oge Tadulako Jurnal Elementaria Edukasia
Huber Yaspin Tandi, Elfika Arif Firmansyah
FKIP Universitas Tadulako
Humanities Education Social Sciences Other

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Journal : Jurnal Elementaria Edukasia

 1 
Presepsı Guru Dan Sıswa Terhadap Penerapan Pembelajaran Berdıferensıası Berbasıs Project Mata Pelajaran Senı Budaya Merdeka Belajar vera angelina pasik pesik; Andi Imrah Dewi; Arif Firmansyah; Kadek Hariana
Jurnal Elementaria Edukasia Vol. 7 No. 1 (2024): Maret
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i1.8850

Abstract

This research aims to determine the Teachers' and students' perceptions of the implementation of project-based differentiated learning in arts and culture subjects, the concept of independent learning in class IV at SDN 15 Palu. This research uses qualitative research with descriptive methods. Data collection techniques use observation, interviews, questionnaire distribution and documentation. Based on the research results, the researchers obtained findings including that the perceptions of teachers and students regarding the implementation of project-based differentiated learning in class IV at SDN 15 Palu were very good. Although project-based differentiated learning has not been implemented well and according to the actual concept. However, the homeroom teacher for class IV was very satisfied with the results of implementing this learning, because it was able to create an active and enjoyable class atmosphere. So that existing learning objectives can be achieved well. Meanwhile, students' perceptions or responses to the application of differentiated learning are also very good, seen from the responses given by students during the learning process and based on the results of the questionnaire which shows that; Of the 28 students, 96.43% of students felt happy, interested and understood the learning that had taken place. only 5 people felt bored during the learning process, and as many as 24 people or 85.71% of students wanted this kind of learning to always be applied in their class. So it can be concluded that the response of teachers and students to the application of differentiated learning is very good, in fact it has a very big impact on the learning process in the classroom.
Improving Students' Social Interaction through Nojapi-Japi Traditional Game at SD Negeri Kele'I: English Andi Imrah Dewi; Delviana Kristina Wendur; Arif Firmansyah; Kadek Hariana
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9367

Abstract

The decline in academic achievement and student social interaction is partly due to the excessive use of technology by students at school and at home. In order to maintain social interaction in the classroom and ensure students are more familiar with the culture around them, the influence of changes in modern technology must be balanced with traditional learning media. However, this study identified a low social interaction of students in learning in class IV SDN Kele'I East Pamona District. The research method employed was classroom action research based on the Kemmis and McTaggart flow. The objective of this study was to enhance students' social interaction in social studies subjects in class IV SDN Kele'i by implementing the traditional game nojapi-japi. This study utilized class IV SDN Kele'i, which comprised 20 individuals, including 11 female students and 9 male students. Data collection was conducted on student and teacher activities. The results of the study indicated that 70% of students demonstrated sufficient social interaction skills, 25% exhibited limited skills, and 5% displayed very poor skills. The overall average score for Cycle I was 62.25%. Therefore, it was deemed necessary to continue the study in Cycle II. The results of the second cycle of the study indicated that 30% of students exhibited exemplary social interaction skills, 45% demonstrated proficient social interaction abilities, and 25% demonstrated satisfactory social interaction skills, with an average score of 82.75%.
Co-Authors Agustina Isai Ntee Andi Imrah Dewi Delviana Kristina Wendur Elfika Elfika Huber Yaspin Tandi Jeisi Riska Merdekawati Mentu Kadek Hariana M Rizky Djanggola Mardi Lestari Muchdar Muchdar Munarti Sinanang Nashrullah . Nur Fadhilatu Rahmah, Nur Fadhilatu Nurul Fitriah Aras Pahriadi, Pahriadi Rahayu Rahayu Rizal, Rizal vera angelina pasik pesik Yun Ratna Lagandesa