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All Journal Cakrawala Pendidikan Jurnal Pendidikan IPA Indonesia International Conference on Education and Language (ICEL) Pedagogi : Jurnal Penelitian Pendidikan JPsd ( Jurnal Pendidikan Sekolah Dasar ) Biodidaktika : Jurnal Biologi dan Pembelajarannya Al Ishlah Jurnal Pendidikan EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan : Riset dan Konseptual Jurnal Bidang Pendidikan Dasar Indonesian Journal of Educational Counseling Indonesian Journal of Islamic Educational Management JURNAL PENDIDIKAN GLASSER ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Penelitian dan Penilaian Pendidikan Jurnal Pendidikan Terbuka Dan Jarak Jauh Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Jurnal PTK dan Pendidikan Tunas: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Jurnal Pendidikan Jurnal Studi Guru dan Pembelajaran Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL EduBasic Journal: Jurnal Pendidikan Dasar Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Ilmiah Wahana Pendidikan Jurnal Sinestesia Cokroaminoto Journal of Primary Education LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Journal for Lesson and Learning Studies Indonesian Journal of Instruction Jurnal Basicedu Jurnal Pendidikan Indonesia (Japendi) Research Horizon Jurnal Pendidikan IPA Indonesia Edumaspul: Jurnal Pendidikan
Amalia Sapriati
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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Pengaruh Kepemimpinan Kepala Sekolah dan Lingkungan Kerja terhadap Kinerja Guru di SD Negeri se-Kabupaten Bintan Asep Mukti; Amalia Sapriati; Bambang Aryan Soekisno
Indonesian Journal of Islamic Educational Management Vol 5, No 1 (2022): IJIEM
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijiem.v5i1.16390

Abstract

Sekolah merupakan salah satu lembaga alternatif pelayanan pendidikan. Sekolah sebagai suatu lembaga yang memiliki visi, misi, tujuan dan fungsi sehingga memerlukan tenaga profesional, tata kerja organisasi dan sumber-sumber yang mendukung baik finansial maupun non finansial salah satunya adalah guru. Peningkatan kualitas pembelajaran dipengaruhi oleh kinerja guru. Kinerja guru yang optimal jika diintegrasikan dengan komponen-komponen yang ada di sekolah, diantaranya kepala sekolah dan lingkungan sekolah. Tujuan penelitian ini adalah untuk mengetahui pengaruh kepemimpinan kepala sekolah terhadap kinerja guru, lingkungan kerja terhadap kinerja guru, dan pengaruh kepemimpinan kepala sekolah bersama-sama dengan lingkungan kerja terhadap kinerja guru di SD Negeri Se-Kabupaten Bintan. Teknik pengumpulan data dengan menggunakan angket, wawancara, dan observasi. Item angket yang diberikan telah dianalisis validitas dan reliabilitas. Hasil penelitian ini menunjukkan bahwa (1) kepemimpinan kepala sekolah berpengaruh signifikan terhadap kinerja guru (2) lingkungan kerja berpengaruh signifikan terhadap kinerja guru (3) kepemimpinan kepala sekolah dan lingkungan kerja sama-sama berpengaruh signifikan terhadap kinerja guru.
The Inquiry Skills of Teachers in Elementary School Ucu Rahayu; Rif'at Shafwatul Anam; Mestika Sekarwinahyu; Amalia Sapriati
Jurnal Ilmiah Sekolah Dasar Vol 6 No 2 (2022): May 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i2.46909

Abstract

Inquiry skills are important skills possessed by a teacher. This study aims to analyze the inquiry skills of elementary school teachers and analyze the need for developing these skills in the lecture process in the elementary school teacher. This study uses a quantitative descriptive method with a survey design. Participants in this study amounted to 49 teachers. Data was collected using test instruments given to participants and interviews about their understanding of inquiry-based learning. Then the answers are analyzed and classified. The results showed that the teacher's inquiry skills needed to be improved because of the four groups of inquiry skills, both conceptualizing and planning design, implementation, analysis and interpretation, and communicating all were in the "weak" category, this was indicated by the average percentage of respondents in each group below 50%. The majority of respondents do not have a science education background. They also do not have sufficient knowledge about inquiry-based learning, especially in using it in the learning process. However, they agree that inquiry skills are important skills to be developed for students. Therefore, we need a lecture program that can facilitate elementary school teachers to be able to develop their inquiry skills so that science learning in elementary schools can be even more optimal.
UJIAN BERBASIS KOMPUTER (UBK): Studi Kasus Penyelenggaraan Ujian Amalia Sapriati; Minrohayati Minrohayati
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 10 No. 2 (2009)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (76.071 KB)

Abstract

Universitas Terbuka (UT) is an Open and Distance University in Indonesia. Since 2004, UT had developed a system for computer-based examination (UBK). This system was presented firstly on 2007. This paper addresses UT experience in conducting computer-based examination,The purpose of this research is to describe the implementation of the exam system and to identify problems which arose during implementation. Data is collected based on the student responds of the questionnaire, interview and the observer report. Data was collected in May and November 2008. 31 respondents were the students who registered and took computer-based examination at four Regional Offices in UT. Quantitative data were analyzed by using SPSS 15.0 for Windows. The results of the research revealed that (1) the main reason students took computer based examination was to improve their grades, (2) the students reported that they have good enough competencies in basic computer skills. In addition they described that they have registered computer based examination online by themselves, (3) the implementation of at their regional offices was good, (4) however students expected that there should be quality improvement in this kind of examination, especially in aspects of exam socialization, information, quota and session of student examination.
Hubungan Penggunaan Media Pembelajaran Video serta Sikap Ilmiah Siswa terhadap Hasil Belajar Sumarni Sumarni; Tian Belawati; Amalia Sapriati
Jurnal PTK dan Pendidikan Vol 8, No 1 (2022): Januari - Juni
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ptk.v8i1.6171

Abstract

ujuan penelitian ini adalah (1) mengetahui hubungan pembelajaran dengan menggunakan video (2) mengetahui sikap ilmiah dengan hasil belajar di sekolah SD kelas V. Penelitian ini merupakan penelitian eksperimen semu dengan post-test only control group design. Hasil penelitian menunjukkan bahwa pembelajaran dengan menggunakan video lebih tinggi dibanding dengan menggunakan media pembelajaran konvensional. Adanya hubungan sikap ilmiah terhadap hasil belajar IPA secara signifikan. Tidak terdapat hubungan antara media pembelajaran dan sikap ilmiah siswa terhadap hasil belajar IPA. Implikasi dari penelitian ini adalah guru harus ditekankan harus meningkatkan kreativitas dan inovatif dalam penggunaan media pembelajaran sehingga siswa lebih tertarik dan menarik ketika dalam proses belajar.
The Effect of Multimedia Assisted Scientific Learning Strategies and Scientific Attitudes on Critical Thinking Ability in Class IV Elementary School Students in IPA Dwi Putamayanti; Happy Karlina Marjo; Amalia Sapriati
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4385

Abstract

This study aims to analyze the effect of the interaction of the application of multimedia-assisted scientific learning and scientific attitudes on the critical thinking skills of fourth grade elementary school students in science subjects. The study used a quasi-experimental method with a 2 x 2 factorial design, with a population of 60 students and a sample of 30 students in class IV. The research instrument is in the form of tests and questionnaires that have been tested and tested for validity and reliability. After being given treatment to the two experimental classes, the results obtained (1) there is a difference between the application of multimedia-assisted scientific learning strategies and scientific learning strategies without multimedia significantly on the critical thinking skills of fourth grade elementary school students, namely 79.17 and 70, respectively. 73. (2) there is a difference between high scientific attitude and low scientific attitude towards students' critical thinking skills in elementary schools, namely 81.46 and 69.91. (3) there is an interaction between scientific learning strategies and scientific attitudes towards students' critical thinking skills, which is 0.033. The conclusion of this research is that there is an interaction between multimedia-assisted scientific learning strategies and scientific attitudes towards critical thinking of elementary school students in science subjects.
The Effect of Problem Posing, CUPs and Critical Thinking on HOTS-Based Learning Achievement Ika Dewi Lestari; M. Japar; Amalia Sapriati
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.021 KB) | DOI: 10.35445/alishlah.v14i3.737

Abstract

This study aimed to determine the effect of the learning model, which consists of problem posing and conceptual understanding procedures (CUPs) and critical thinking on learning outcomes-oriented (HOTS) on the content of mathematics lessons. The research was conducted at a state elementary school in Jakarta, with a sample of 68 students. The independent variables are learning models and critical thinking, while the dependent variable is HOTS-oriented learning outcomes on the content of mathematics lessons. The method is an experimental method with a 2 x 2 research design. Data were analyzed using normality, homogeneity and Anova tests; Tukey's test was also used as a follow-up test. The results showed: 1) there were differences in the learning outcomes of HOTS-oriented mathematics between students who used the problem-posing learning model and students who used the CUPs learning model; 2) there are differences in HOTS-oriented mathematics learning outcomes between students who have high critical thinking skills and those who have low critical thinking skills; 3) there is an interaction effect between learning models and critical thinking on HOTS-oriented mathematics learning outcomes; 4) there are differences in HOTS-oriented mathematics learning outcomes for students who have high critical thinking skills between those using the problem-posing learning model and the CUPs model; 5) there is no difference in the learning outcomes of HOTS-oriented mathematics students who have low critical thinking skills between those using the problem-posing learning model and the CUPS model. The conclusion of the research is the problem posing learning model and critical thinking skills affect the HOTS-oriented learning outcomes of mathematics lessons. This implies that problem posing and CUPs are effective learning models in improving learning outcomes, so they can be taken into consideration and as new alternatives for teachers.
Pengaruh Kepemimpinan Transformasional dan Supervisi Klinis Terhadap Kinerja Guru Sekolah Dasar Negeri Gugus 21 Kecamatan Ciputat Timur Sisca Desiyanti; Ajat Sudrajat; Amalia Sapriati
Jurnal Sinestesia Vol. 12 No. 1 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kepemimpinan transformasional adalah kemampuan kepala sekolah untuk mempengaruhi orang lain agar dapat menyelesaikan tujuan yang diharapkan oleh seseorang atau organisasi. supervisi klinis diartikan sebagai bentuk bimbingan yang bertujuan untuk meningkatan profesionalitas guru berdasarkan kebutuhannya melalui siklus yang sistematis dimulai dari perencanaan, observasi kelas dan pertemuan balikan secara obyektif tentang penampilan mengajar yang nyata. Kinerja guru adalah bentuk perwujudan dari hasil kerja, unjuk kerja dan prestasi kerja yang sesuai dengan aturan norma dan etika yang telah disepakati. Tujuan Penelitian ini adalah: 1) menganalisis pengaruh kepemimpinan transformasional terhadap kinerja; 2) menganalisis pengaruh supervisi klinis terhadap kinerja; dan menganalisis pengaruh kepemimpinan trasnformasional dan supervisi klinis secara bersama-sama terhadap kinerja guru Sekolah Dasar Negeri di Wilayah Gugus 21 Kecamatan Ciputat Timur. Jenis penelitian ini menggunakan penelitian Model kuantitatif dengan menggunakan analisis regresi. Pengujian menggunakan SPSS 22.0. Sampel penelitian berjumlah 136 guru diperoleh dengan metode random sampling teknik slovin. Hasil uji t diperoleh taraf signifikansi variabel kepemimpinan transformasional sebesar 0,000 dan supervisi klinis sebesar 0,000 < 0,005 artinya terdapat pengaruh kedua variabel terhadap variabel kinerja guru. Hasil uji F menunjukkan nilai taraf signifikansi 0,000 < 0,005 artinya bahwa variabel kepemimpinan transformasional dan supervisi klinis secara bersama-sama dan signifikan berpengaruh terhadap kinerja guru. Hasil uji koefisien determinasi sebesar 0,447 atau sebesar 44,7 %. Hal ini berarti bahwa sebesar 44,7 % variasi yang terjadi pada variabel kinerja guru dapat dijelaskan oleh variasi dari variabel kepemimpinan transformasional dan supervisi klinis. Sementara itu 55,3 % merupakan kontribusi variabel bebas lainnya. Kesimpulannya adalah bahwa secara bersama-sama dan signifikan variabel kepemimpinan transformasional dan supervisi klinis berpengaruh terhadap kinerja guru.
PEMBELAJARAN TEMATIK TERPADU BERBASIS PENGEMBANGAN BERPIKIR KRITIS DAN BERPIKIR KREATIF PADA SISWA KELAS V SEKOLAH DASAR Sariaman Sariaman; Tahmid Sabri; Amalia Sapriati
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 13, No 2: July 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v13i2.35881

Abstract

Tujuan penelitian ini adalah untuk menggambarkan pelaksanaan pembelajaran tematik terpadu berdasarkan pengembangan pemikiran kritis dan pemikiran kreatif, untuk menganalisis hasil belajar siswa dan mengevaluasi hubungan antara pelaksanaan pembelajaran tematik terpadu, kegiatan berpikir kritis dan kegiatan berpikir kreatif pada hasil belajar siswa. Pendekatan penelitian adalah pendekatan metode campuran. Instrumen pengumpulan data terdiri dari lembar pengamatan pelaksanaan pembelajaran tematik terpadu, kegiatan berpikir kritis dan berpikir kreatif siswa, tes, pedoman wawancara dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan guru dalam melaksanakan pembelajaran tematik terpadu memperoleh nilai 59 dengan kriteria cukup baik, kegiatan berpikir kritis siswa memperoleh skor 62 dengan kriteria baik, kegiatan berpikir kreatif memperoleh nilai 60 dengan kriteria cukup, hasil tes tertulis memperoleh nilai rata-rata 66 dengan kriteria cukup dan hasil evaluasi menunjukkan bahwa terdapat hubungan yang signifikan antara kemampuan guru dalam melaksanakan pembelajaran tematik terpadu, kegiatan berpikir kritis, kegiatan berpikir kreatif pada hasil belajar siswa.
Reflection Habituation on The Online Tutorial Mestika Sekarwinahyu; Amalia Sapriati; Ucu Rahayu
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 23 No. 2 (2022)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v23i2.4256.2022

Abstract

This study aims to produce a reflective learning program that can be applied to the online tutorial for the final project to improve students' reflective thinking skills. Through a series of phased activities, a reflective learning program using discussion as the core of activities followed by reflection activities using the Gibbs’ reflective cycle has produced a reflective learning program in an online tutorial that is ready to be tested. The test was conducted to measure the students' reflective thinking level before and after using the program using the Kember reflective thinking level instrument. The study show that the program has the main characteristic of sharpening students' reflective thinking skills.  After using the program, students' reflective thinking skills showed an increase in the highest score at the critical reflection level. The program has the advantage that students will get used to doing reflection and can practice higher-order thinking skills through discussion activities. Program limitations occurred because of the effect of program characteristics, namely, students must have high motivation, discipline, and independent learning, students must have sufficient computer and IT skill.  The program has the potential to increase the ability of reflection to support a change/shift towards a higher level of reflective thinking.
Evaluasi Pendidikan Inklusi Di Sekolah Dasar Kecamatan Koja Jakarta Utara Fitriana Fitriana; Ika Lestari; Amalia Sapriati
Jurnal Studi Guru dan Pembelajaran Vol. 5 No. 2 (2022): Mei - Agustus 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.5.2.2022.1677

Abstract

The implementation of inclusive education aims to provide education for all, including children with special needs. The type of specialty that is most often encountered is slow learner. Adjustments need to be made by schools, both in terms of curriculum, educational facilities and infrastructure and learning systems. This is a separate obstacle in its implementation. The CIPP evaluation study used a descriptive qualitative method. Interviews, observations, questionnaires, and literature research became the research objects, and the research objects were principals and teachers. The results of the evaluation show that there is no element of inclusive education in school development plans and special budgets that have an impact on school management, without day-to-day financial or material assistance, without a curriculum tailored to the needs and development of students, and teachers ill-prepared to develop and implement plan Individual learning, school facilities and infrastructure that are not appropriate and the learning process is not in accordance with the accommodative curriculum.At the same time, the assessment criteria did not meet the minimum procedural standard criteria. Various aspects of the CIPP evaluation concluded that the readiness of schools to implement inclusive education still needs to be improved
Co-Authors Agustini, Ella Yuliarti Ajat Sudrajat Ajat Sudrajat Akmala, Maulida Intan Amastini, Fitria Anam, Rifat Shafwatul Andriyansah . Aprijani, Dwi Astuti Ardi Dwi Susandi Arnida Suryani Artanti, Yuli Asep Mukti Astri Dwi Jayanti Suhandoko Bambang Aryan Soekisno ChatGPT, ChatGPT Christian, Erica Wahyu Dewi Nasien Dhina Maylani Rusdha Djazimi, Ika Rifqiawati Dwi Putamayanti Fitria Amastini Fitriana Fitriana Happy Karlina Marjo Hartingsih, Hartingsih Hartiningsih Hartiningsih Haryanto Haryanto Haryanto Haryanto Hery Widijanto I Gusti Agung Komang Diafari Djuni Hartawan Ika Dewi Lestari Ika Lestari Irah Sumirah Isfarudi Isti Rokhiyah Japar, M Jodi, Sutriyana Kismiati, Dyah Aniza Lestari, Neng Elis Seri Lestari, Samih Linda Zakiah Lukman Samboteng & Rulinawaty Kasmad M. Japar Maman Rumanta Maya Puspitasari, Maya Mestika Sekarwinahyu Minrohayati . Mohamad Yunus, Mohamad Muhammad Yunus Mulhayati, Fazkhur Fajar Nina Nina PUJI LESTARI Purwoningsih, Tuti Puryati Puryati Puryati Puryati, Puryati Puspitasari, Kristanti Ambar Raifita, Raifita RAIS HIDAYAT, RAIS Riandi Marisa Rida Oktorida Khastini Rokhiyah, Isti Rokhiyah, Isti Romdhania, Laely Sardius, Sardius Sariaman Sariaman Sarkadi, Sarkadi Sembiring, Maximus Gorky Sendi Ramdhani Sisca Desiyanti Siti Julaeha Siti Julaeha, Siti SITI MARIAM Sri Dewi Nirmala Sri Widaningsih, Sri Suciati Suciati Sudarti Sudarti Sugilar Sugilar Sugilar, Sugilar Suhandoko, Astri Dwi Jayanti Suharni Sukara Sukanan, Wuni Wandira Sumarni Sumarni Sunardi . Suroyo Suroyo Tahmid Sabri Tarihoran, Naf'an Tarihoran, Naf’an Tetei Rostiawati Tian Belawati Tian Belawati, Tian Tita Rosita Tita Rosita Uciatun, Uciatun Ucu Rahayu Ulfah, Yayu Maria Utami, Khairani Putri Vita Kurniawati Wahyu Minarti, Fitri Yoyoh Kurniawati Yuyun Yuyun Zakirman Zakiyah Darajat Zarkasih Zarkasih Zarkasih Zarkasih