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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Elementary: Jurnal Ilmiah Pendidikan Dasar International Journal of Artificial Intelligence Research Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Indonesian Journal of Primary Education Pedagogik Journal of Islamic Elementary School Edukasi Islami: Jurnal Pendidikan Islam Jurnal Riset Pendidikan Dasar Jurnal Basicedu Journal on Education Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Gema Wiralodra Jurnal Ilmiah Pendidikan Citra Bakti PROSIDING Seminar Nasional FKIP Universitas Muslim Maros Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Basicedu Jurnal Guru Pencerah Semesta (JGPS) Sipakaraya : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Indonesia Indonesian Journal of Primary Education Edumaspul: Jurnal Pendidikan Compass: Journal of Education and Counselling
Idawati Idawati
Magister Pendidikan Dasar, Universitas Muhammadiyah Makassar
Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MANAJEMEN MUTU PENDIDIKAN DASAR: PENDEKATAN TQM DAN EDM Muthiyah Salsabilah; Suardi; Idawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11447

Abstract

The urgency of this study arises from the suboptimal integration of Total Quality Management (TQM) principles and School Self-Evaluation (EDM) in managing the quality of basic education, particularly in ensuring continuous, data-driven improvement. Previous studies have predominantly examined TQM or EDM separately, resulting in a limited understanding of their combined implementation within elementary school contexts. This study aims to analyze the implementation of basic education quality management through the integration of TQM and EDM, as well as to identify the supporting and inhibiting factors influencing its application. A descriptive qualitative approach was employed, utilizing in-depth interviews, observations, and document analysis as primary data collection techniques. The collected data were analyzed using thematic analysis. The findings indicate that EDM functions as a strategic foundation for quality planning and control through the PPEPP cycle (Establishment, Implementation, Evaluation, Control, and Improvement), which aligns closely with core TQM principles such as continuous improvement, stakeholder involvement, and evidence-based decision making. These results imply that the integration of TQM and EDM strengthens a systematic and sustainable quality management system in elementary schools. The novelty of this study lies in an integrative conceptual framework that positions EDM as a strategic instrument in the implementation of TQM within basic education, an area that has received limited scholarly attention. This research contributes theoretically to the advancement of educational quality management studies and practically provides guidance for schools and policymakers in improving basic education quality through self-evaluation-based management.
MOTIVASI DALAM PENDIDIKAN Nur Sri Putri Muis; Azwa Alif Alisa; A. Rahma Febriana; Idawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11511

Abstract

Learning motivation is a crucial factor influencing the success of the learning process. Students with high motivation tend to demonstrate persistence, active participation, and optimal learning outcomes. This paper aims to examine the concept of motivation in education, including the definition of learning motivation, motivational theories, types of intrinsic and extrinsic motivation, functions of motivation, and its role in the learning process. This study employs a literature review by analyzing theories from experts in psychology and education. The findings indicate that motivation functions as a driving force, a direction setter, and a reinforcement of students’ learning behavior. Teachers play a strategic role in fostering learning motivation by creating a supportive learning environment and applying appropriate instructional strategies.
AUDIT KURIKULUM OPERASIONAL SEKOLAH (KOS) DAN IMPLEMENTASI KURIKULUM MERDEKA DI SEKOLAH DASAR M. Fadli mubarak; Suardi; Idawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 01 Maret 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.11513

Abstract

This research was conducted due to the challenges in managing the School Operational Curriculum (KOS) within the Independent Curriculum framework, which sometimes only reaches the administrative level without in-depth reflection at the elementary school level. The purpose of this study was to evaluate the KOS document, analyze the implementation of differentiation and integration of the Pancasila Student Profile, and examine the curriculum evaluation mechanism at SDN 92 Burrung. The method used was descriptive qualitative research with data collection techniques through interviews, observations, document studies, and questionnaires with the principal and teachers. The results showed that the KOS document was up-to-date, but the implementation of differentiated learning still needed strengthening in terms of products and processes, while the integration of P5 was running according to plan. These findings demonstrate the importance of regular internal audits to maintain the quality of curriculum management. The novelty of this study is the contextual curriculum audit approach in rural elementary schools that combines direct observation with teacher reflection. This study provides recommendations for curriculum improvement based on field data for elementary education practitioners.
ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA KELAS 1 SEKOLAH DASAR Asty Septiani Asran; Dina Nadira Cahyani; Selvi; Idawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11875

Abstract

Mathematics learning in the early grades of elementary school plays a crucial role in developing students’ foundational numeracy skills. However, many first-grade elementary school students still experience difficulties in learning mathematics, particularly in understanding basic numeracy concepts and simple arithmetic operations. This study aims to analyze in depth the mathematics learning difficulties experienced by first-grade elementary school students and the factors contributing to these difficulties. This research employed a qualitative approach with a descriptive research design. Data were collected through classroom observations during mathematics learning activities and semi-structured interviews with classroom teachers and several students. The collected data were analyzed using data reduction, data display, and conclusion drawing techniques. The results indicate that students experience difficulties in recognizing number symbols, understanding number values, and performing simple addition and subtraction operations. In addition, students demonstrate low self-confidence, limited learning motivation, and difficulties in comprehending word problems. The contributing factors to these learning difficulties include differences in students’ initial numeracy abilities, limited use of concrete learning media, and less varied instructional methods. The study concludes that mathematics learning difficulties among first-grade elementary school students are complex and multidimensional, involving cognitive, affective, and pedagogical aspects. Therefore, it is necessary to implement contextual learning strategies, utilize concrete learning media, and apply instructional approaches that are appropriate to the developmental characteristics of early-grade students.
Pengaruh Model Pembelajaran Inquiry Terhadap Minat Belajar Siswa Pada Mata Pelajaran Ips Kelas V UPT SD Negeri 4 kelara Kabupaten Jeneponto Helmi Arsyad; Idawati; Fitri Yanty Muchtar
COMPASS: Journal of Education and Counselling Vol. 1 No. 3 (2024): Compass: Journal of Education and Counselling, February 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v1i3.419

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pemberian model inquiri dalam pembelajaran IPS pada kelas V UPT SD Negeri 4 Kelara Kabupaten Jeneponto. Jenis penelitian ini adalah penelitian pre-eksperimental design dengan menggunakan jenis penelitian one grup pretest-posttest design. Prosedur penelitian meliputi observasi, pelaksanaan tindakan, dan analisis data. Teknik pengumpulan data meliputi pemberian angket, lembar Observasi sedangkan Subjek dalam penelitian ini adalah siswa kelas V UPT SD Negeri 4 Kelara Kabupaten Jeneponto dengan jumlah siswa sebanyak 22. Hasil penelitian menujukkan bahwa terdapat perbedaan yang signifikan sebelum dan sesudah penerapan model inquiry terhadap hasil belajar, dimana nilai rata-rata hasil posttest lebih tinggi yakni 86,36 dibandingkan dengan nilai rata-rata hasil pretest yakni 61,36. maka diperoleh tHitung > tTabel atau 454,44> 1.721. Sehingga dapat disimpulkan bahwa penerapan model inquiry berpengaruh terhadap minat belajar IPS siswa kelas V UPT SD Negeri 4 Kelara Kabupaten Jeneponto
Efektivitas Program Anti Perundungan Berbasis Empati dalam Mewujudkan Sekolah Yang Ramah dan Bersahabat di SD Negeri Kakatua Makassar Idawati Idawati; Musdalifah Syahrir; Andi Arbaina Fariza; Indri Ramadhani; Al Husnul Khatimah Mz; Mahyaya Nur; ST. Rosmi R; Nurul Mawaddah
Sipakaraya : Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2026): Sipakaraya : Jurnal Pengabdian Masyarakat
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/sipakaraya.v4i2.6120

Abstract

Kasus perundungan di lingkungan sekolah masih menjadi masalah yang berdampak pada kesejahteraan psikologis, hubungan sosial, serta iklim pembelajaran peserta didik. Kondisi ini menuntut adanya upaya kolaboratif antara sekolah, guru, dan pihak terkait untuk membangun lingkungan belajar yang aman, ramah, dan bersahabat melalui penguatan nilai empati dan kepedulian sosial. Berdasarkan kebutuhan tersebut dilaksanakan kegiatan PKM berupa program anti perundungan berbasis di SD Negeri Kakatua Makassar. Program dilaksanakan oleh tim dosen dan mahasiswa melalui tiga tahap, yaitu perencanaan, pelaksanaan, evaluasi, dan tindak lanjut dengan bentuk kegiatan berupa edukasi, pelatihan, deklarasi anti perundungan, dan pemilihan duta anti bullying di sekolah. Hasil pelaksanaan kegiatan PKM menunjukkan bahwa peserta didik memberikan respons yang sangat positif dengan nilai rata-rata angket sebesar 92%, yang mencerminkan tumbuhnya empati, kepedulian sosial, dan komitmen dalam mencegah perundungan di lingkungan sekolah. Peningkatan pemahaman peserta didik terhadap materi pencegahan perundungan juga tampak melalui perbandingan hasil pretest dan posttest, di mana nilai setelah program menunjukkan peningkatan yang bersifat signifikan dibandingkan dengan sebelum pelaksanaan program. Selain itu, hasil angket kepuasan mitra (guru atau pihak sekolah) mencapai 97%, yang menunjukkan bahwa program dinilai relevan, bermanfaat, dan mendukung terwujudnya iklim sekolah yang ramah, bersahabat. Hasil kegiatan pengabdian kepada masyarakat menegaskan bahwa program anti perundungan berbasis empati yang dilaksanakan berdampak positif dalam memperkuat pemahaman, sikap empati, serta membangun kesadaran peserta didik terhadap pencegahan perundungan, sehingga mendukung terwujudnya lingkungan sekolah yang ramah dan bersahabat di SD Negeri Kakatua Makassar.
Filsafat Pragmatisme dalam Pendidikan: Analisis Konseptual dan Implementasi dalam Praktik Pembelajaran Modern Muh. Niamur Ridho; Fatima Azzahra; Idawati Fadollah; Srilestari Srilestari
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3094

Abstract

Pragmatisme merupakan salah satu aliran filsafat yang memiliki pengaruh besar dalam dunia pendidikan. Pendekatan ini menekankan pengalaman dan refleksi sebagai dasar dalam proses pembelajaran, sehingga relevan untuk dianalisis dalam konteks pendidikan modern.  Penelitian ini bertujuan untuk menganalisis konsep dasar pragmatisme dalam pendidikan dan implementasinya dalam praktik pembelajaran modern. Penelitian ini menggunakan pendekatan kualitatif dengan metode telaah pustaka atau studi pustaka. Data penelitian dikumpulkan dari artikel dan buku tentang filsafat pendidikan. Hasil penelitian menunjukkan bahwa pragmatisme telah memberikan pengaruh signifikan terhadap praktik pendidikan modern melalui pembelajaran berbasis pengalaman, pendekatan pemecahan masalah, dan prinsip pendidikan demokratis. Kesimpulan dari penelitian ini yakni pragmatisme dalam pendidikan menekankan pentingnya pengalaman langsung, pembelajaran berbasis pemecahan masalah, serta pendekatan yang fleksibel dan demokratis dalam proses belajar-mengajar. Dari hasil kajian literatur, ditemukan bahwa prinsip-prinsip pragmatisme telah banyak diterapkan dalam praktik pembelajaran modern, terutama dalam metode pembelajaran aktif, student-centered learning, dan pendekatan berbasis proyek. Dengan memberikan ruang bagi peserta didik untuk bereksperimen dan merefleksikan pengalaman mereka, pragmatisme berkontribusi pada peningkatan kualitas pendidikan yang lebih relevan dengan kebutuhan zaman. Oleh karena itu, implementasi pragmatisme dalam pendidikan perlu terus dikembangkan agar dapat memberikan manfaat yang lebih optimal bagi peserta didik dan dunia pendidikan secara keseluruhan.
Analysis of The Independent Curriculum Concept Through The Constructivist Philosophy of Education and The Philosophy of Ki Hadjar Dewantara Idawati Idawati; Andi Arbaina Fariza Fariza; Witasari Witasari
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3140

Abstract

This research aims to determine and analyze perceptions of the constructivist philosophy and Ki Hadjar Dewantara's philosophy in relation to the independent curriculum. This research uses a qualitative approach with a literature review or literature study method. Research data was collected from articles and books about the educational philosophy and philosophy of Ki Hadjar Dewantara. Data validation and analysis was carried out using document triangulation. The results of the research or findings show that the independent curriculum is based on educational philosophy views, namely the philosophical views of constructivism and the philosophy of Ki Hadjar Dewantara. The constructivist philosophy believes that constructivist learning is relevant to independent learning programs which can be viewed from learning methods that focus on learning that focuses on cognitive maturity and gives freedom to students to be able to explore and explore their learning experiences independently. Meanwhile, Ki Hadjar Dewantara's philosophy provides a different philosophical basis for how education is implemented and internalized optimally. The relationship or connection between Ki Hadjar Dewantara's educational concept and the independent curriculum is part of Tri Rahayu's educational philosophy. This educational concept focuses on the fun or happiness of students. In the independent curriculum, the concept of student-centered learning is implemented, and teachers act as motivators and facilitators. The flow of constructivist educational philosophy and the philosophy of Ki Hadjar Dewantara is very relevant to the dynamics of the independent curriculum, this is evident from every view and meaning implied therein.
The Effect of Conceptual Change Approach Through Discussion Activities in Social Studies Learning on Concept Mastery and Student Social Sensitivity Utami Febriani; Muhammad Basri; Idawati Idawati
Pedagogik Journal of Islamic Elementary School Vol. 5 No. 2 (2022): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v5i2.2812

Abstract

This study aims to determine the effect of the conceptual change approach through discussion activities on students' mastery of concepts and social sensitivity in social studies learning. The research method is quasi-experimental with a non-equivalent control group design. This study used a saturated sample of 50 students consisting of 25 in class VA as the control class and 25 in class VB as the experimental class. Data collection techniques were carried out using tests and questionnaires. The research data were analyzed through descriptive and inferential analysis using SPSS 25. Based on the results of the study, it can be concluded that the model of understanding the concept through discussion activities in social studies learning affects the mastery of concepts and social sensitivity of fifth-grade students at the State Elementary School 117 Inpres Kurusumange, Maros Regency.
Co-Authors A. Elfikasari A. Rahma Febriana Abd. Azis Muslimin Abd. Aziz Abdul Azis Muslimin Abdul Aziz Muslimin Afratunnisa Suardi Ainun Jariah Ainun Taswira Ainun Tsaqifah Al Husnul Khatimah Mz Andi Arbaina Fariza Andi Arbaina Fariza Fariza Andi Triulianti Annisa Waliyyu Rusman Armawanti Yuanata Asrul Sila Asty Septiani Asran Aulia Rezkyana Agus Azis Muslimin Azwa Alif Alisa Babo, Rosleny Bakri Bakri Daniel Happy Putra Dina Nadira Cahyani Dita Amelia Azmi Fatima Azzahra Fiqra Amaliah ZR Fitri Yanty Muchtar Fitriani Fitriani Gusnita Gusnita Hamzah Hadis Hardianto Hardianto Hardiyanti R. Hasan Hasan Hasdah Haking Hastati Helmi Arsyad Hempri Alfred Kirwelakubun Hikmah Idris Hikmawati Hulyatul Auliya Arisma Ibrahim Idafitriana Idafitriana Idris, Irfandi Iis Shalihah Indri Ramadhani Intan Junaeda Istiqama Izaz Ulwan Amin Jumriati Jusmiati Jusmiati Lailatul Faizah Lirmawati Lirmawati Lisa Bela M. Fadli mubarak Mahrani Mahyaya Nur Miftahul Amalia Akhmad Moh. Ariadi Putra Mudrika Mudrika Muflhiha Mustari Muh Fahrul Nur Muh Usri Muh. Azhar Muh. Niamur Ridho Muhaimin Salam Muhajir Muhajir Muhajir Muhajir Muhammad Al Fajri Muhammad Basri Muhammad Nawir Muhammad Nawir Munirah Kusnadi, Munirah Musdalifah Syahrir Muthiyah Salsabilah Mutmainnah N Nursalam Ni’ma Wati Norah Faistah Nur Aeni Nur Izza Nur Laila Nur Setiawati Nur Sri Putri Muis Nurain Nurain Nurasmin Nurhayana Nurhidayah Nurlina Nurlina Nursafitri Nursalam . Nursalam Nursalam Nurul Fitriah Nurul Hidayah Nurul Istiqamah Nurul Magfirah Nurul Mawaddah Nurul Muhklisah Nurul Pratiwi Nurwahidah Putri Wulandari Radhlyatul Fitri Rahma Maulida Rahmawati Rahmawati Raudah Nailati Reski Amalia Reski Permata Sari Rieka Kartika Aulia Rakhmat Rima Yanti Risda Risky Nuramelyah Rosliah Rosliah Rosmiati Rosmiati Rosmiati Rusmawati Rusmawati Sahabuddin Sahabuddin Salim Hasan Saqjuddin S selvi Sitti Aisyiah Sitti Nur Annisa Muharyati Sitti Nurpaida Sitti Rumaisha Srilestari Srilestari ST. Nurwafiqah Maghfirah ST. Rosmi R Suardi Suci Istiqamah Suci Ramadani Sumarni Sudarni Sudarni Suhardiman Sunusi Suharni Herman Suleha Zubair Sulfasyah Sulfasyah Suratmi Dahlan Syahid, Akhmad Syamsuddin, Agustan Syarifuddin Cn Sida Syarifuddin Cn. Sida Syarifuddin Sida Tarman A. Arif Tria Mulya Utari Ummul Muchrana Utami Febriani Wahrani Sudirman Widiawati Witasari Witasari Yayu Andika Amin Yulia