Garuda - Garba Rujukan Digital

MENELISIK PERKEMBANGAN HOLISTIK PESERTA DIDIK TERHADAP PENGUATAN PENDIDIKAN KARAKTER DI SEKOLAH DASAR Naila Tsaqinah; Navilla Ratu Bilqis; Rahmawati Eka Saputri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.8169

This research intends to investigate the connection between students' overall development and the promotion of character education in elementary schools. Character education is critical in developing a generation that succeeds not just academically but also morally, with honesty, compassion, and social responsibility. Using a descriptive qualitative methodology through literature review, this study examines how the application of a holistic approach can aid in the overall growth of student character. The results suggest that comprehensive education, which includes cognitive, emotional, social, physical, and spiritual elements, has a beneficial impact on students' self-awareness, attitudes, and behavior. Furthermore, the effectiveness of these programs is strongly influenced by cooperation between schools, parents, and communities. These results highlight the value of using comprehensive education as a primary approach for sustainably increasing character education in elementary schools.

PENGEMBANGAN BUKU DIGITAL UNTUK MEDIA MENINGKATKAN MOTIVASI BELAJAR Rahmawati Eka Saputri; Aisha Nur Saleha; Nur Rizki Aulia; Saidah Nur Permata
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8735

This article reports on the development of digital books as a medium to increase learning motivation of grade IV students. This research aims to develop digital books as innovative learning media to increase students' learning motivation. The background of this research is the low interest of students in learning caused by the use of conventional learning media that is less interesting. The subjects of the limited trial were elementary school students at the middle grade level. Data were collected through observation, questionnaire on learning motivation, and interview. The results showed that the digital book developed was feasible to use based on the assessment of material experts, media experts, and positive responses from students. In addition, there was an increase in learning motivation after students used the digital book in the learning process. Thus, the digital media book developed proved to be effective as an alternative learning media that can increase student learning motivation.

PERAN GURU DALAM PENGELOLAAN KELAS TERHADAP HASIL BELAJAR SISWA Rahmawati Eka Saputri; Nabila Indriani; Siti Khoirunnisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.8970

Penelitian ini bertujuan untuk mengetahui bagaimana guru mengatur kelas supaya suasana belajar jadi nyaman dan mendukung siswa kelas IV di SDN 3 Ciledug agar bisa belajar dengan baik. Metode yang dipakai dalam penelitian ini adalah studi kasus dengan pendekatan kualitatif. Penelitian ini melibatkan tiga guru sekolah dasar yang memiliki latar belakang, pengalaman, dan cara mengajar yang berbeda-beda. Dalam kegiatan belajar mengajar, guru punya peran yang sangat penting. Keberhasilan guru dalam mengelola kelas sangat berpengaruh terhadap tercapainya tujuan pembelajaran.Dari kajian teori yang ada, pengelolaan pembelajaran bisa berjalan lancar kalau guru mampu menjalankan perannya sebagai pengatur proses belajar, misalnya dengan menciptakan suasana kelas yang nyaman dan memanfaatkan fasilitas yang ada dengan baik. Prestasi belajar siswa bisa meningkat jika guru menerapkan berbagai cara, seperti memberikan soal latihan, tugas di luar kelas, kegiatan eksperimen, menyampaikan hasil belajar, kerja sama dengan orang tua, menggunakan media pembelajaran, dan memberikan bimbingan belajar. Hasil dari penelitian ini menunjukkan bahwa setelah kelas dikelola dengan baik, nilai siswa meningkat dari kisaran 60–90 menjadi 75–95. Temuan ini menunjukkan bahwa pengelolaan kelas yang tepat bisa membantu siswa meraih prestasi yang lebih baik, baik dari sisi akademik maupun non-akademik.

PENDIDIKAN KARAKTER BERBASIS SEKOLAH: PERAN GURU, ORANG TUA, DAN EKSTRAKURIKULER DALAM MEMBENTUK AKHLAK MULIA DI MI AL–WASATIYAH TANGERANG Avita Putri Dianti; Aulia Putri Velani; Arfikah Zahiroh; Rahmawati Eka Saputri
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 4 (2025): PeTeKa : Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i4.%p

The results of the study indicate that school-based character education at MI Al-Wasatiyah Tangerang runs effectively through the integration of the roles of teachers, parents, and extracurricular activities. . And also through observations and interviews, MI Al-Wasatiyah fosters moral values through daily habituation programs where children are required to read the Quran, pray dhuha and so on as well as to integrate values into the curriculum and teaching methods, and the importance of teachers as models and mentors. Parents and extracurricular activities contribute to implementation, but there is room for improvement in personal direction and parental participation. The quality of character education must be improved through training teachers, guidance engineering systems, digital tracking, and system management and providing effective communication strategies to parents for optimal results. This study concludes that MI Al-Wasatiyah has achieved a significant level of success in character education programs, with a note on the need to increase personal guidance for 20% of 40 students, namely 8 students who still need special attention, as well as the development of a digital tracking system for continuous monitoring of student progress. As for 80% of the 40 students, namely around 32 other students, they do not require special attention.

PERAN GURU DALAM MEMBENTUK EMOSIONAL TERHADAP PRESTASI BELAJAR SISWA SEKOLAH DASAR Dela Rachmayana; Desyani Islamiyati; Endah Puspita Ningtyas; Rahmawati Eka Saputri
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 4 (2025): PeTeKa : Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i4.1300-1304

This study aims to reveal the role of teachers in shaping students' emotional aspects and its impact on academic achievement at the elementary school level. Using a descriptive qualitative approach, data were collected through observation and interviews with four students and two teachers. The results showed that three out of four students (75%) felt more motivated to learn due to emotional support from their teachers, and all students (100%) reported feeling comfortable in the classroom when they had a positive emotional connection with the teacher. Furthermore, 75% of the students stated that their academic performance improved after developing an emotional bond with the teacher. On the other hand, all teachers (100%) acknowledged the importance of emotional relationships in the learning process, although one teacher (50%) experienced initial difficulties in understanding students' diverse personalities. These findings emphasize that a teacher's role goes beyond delivering academic content; it also includes serving as an emotional companion who influences students' motivation, comfort, and overall academic success.

ANALISIS GAYA KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI SD NEGERI Syafani Mayang Septi; Yeni Nuraeni; Rahmawati Eka Saputri
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13850

Principal leadership plays a strategic role in creating a work environment that supports improvements in teaching quality and teacher instructional performance. In the context of changing demands in education, principals are expected not only to manage schools but also to implement participative and adaptive leadership while providing policies and facilities that address teachers' needs. This study aims to analyze the principal's leadership style, teachers' mastery of basic teaching skills, and the relationship between school leadership policies and teachers' instructional performance at SD Negeri Cibodas 6, Tangerang City. This study employed a descriptive qualitative approach. Primary data were obtained from the principal and three Grade V teachers, while secondary data were obtained from school profile documents and the 2024 Education Report Card. Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed through data reduction, data presentation, and conclusion drawing using source and technique triangulation. The findings indicate that: (1) the principal applies a democratic-participative leadership style combined with Hersey-Blanchard's situational leadership through directing, coaching, supporting, and delegating approaches according to teachers' conditions and readiness; (2) the three teachers demonstrate good mastery of basic teaching skills, including opening and closing lessons, explaining materials using technological support, asking HOTS-based questions, facilitating discussions, managing classrooms, providing reinforcement, and implementing differentiated instruction for small groups and individual learners; and (3) the principal's policies, particularly transparent RKAS management and the provision of digital learning facilities, support teacher creativity, motivation, and workplace comfort. These findings indicate that participative and adaptive leadership, supported by transparent policies and adequate learning facilities, creates a work environment that supports the development of teachers' instructional performance. ABSTRAK Kepemimpinan kepala sekolah memiliki peran strategis dalam menciptakan lingkungan kerja yang mendukung peningkatan kualitas pembelajaran dan kinerja mengajar guru. Dalam konteks perubahan tuntutan pembelajaran, kepala sekolah tidak hanya berperan sebagai pengelola sekolah, tetapi juga perlu menerapkan kepemimpinan yang partisipatif dan adaptif serta menyediakan dukungan kebijakan dan fasilitas sesuai dengan kebutuhan guru. Penelitian ini bertujuan untuk menganalisis gaya kepemimpinan kepala sekolah, penguasaan keterampilan dasar mengajar guru, serta keterkaitan kebijakan kepala sekolah dengan kinerja mengajar guru di SD Negeri Cibodas 6 Kota Tangerang. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Sumber data primer terdiri atas kepala sekolah dan tiga guru kelas V, sedangkan data sekunder diperoleh dari dokumen profil sekolah dan Rapor Pendidikan 2024. Data dikumpulkan melalui observasi partisipan, wawancara mendalam, dan studi dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: (1) kepala sekolah menerapkan gaya kepemimpinan demokratis-partisipatif yang dipadukan dengan kepemimpinan situasional Hersey-Blanchard melalui pendekatan directing, coaching, supporting, dan delegating sesuai kondisi dan kesiapan guru; (2) ketiga guru menunjukkan penguasaan keterampilan dasar mengajar yang baik, meliputi keterampilan membuka dan menutup pembelajaran, menjelaskan materi berbantuan teknologi, mengajukan pertanyaan berbasis HOTS, membimbing diskusi, mengelola kelas, memberikan penguatan, serta melaksanakan pembelajaran kelompok kecil dan perseorangan berbasis diferensiasi; dan (3) kebijakan kepala sekolah berupa transparansi pengelolaan RKAS dan penyediaan fasilitas digital mendukung kreativitas, motivasi, dan kenyamanan kerja guru. Temuan menunjukkan bahwa kepemimpinan yang partisipatif dan adaptif, didukung kebijakan transparan serta fasilitas pembelajaran yang memadai, menciptakan lingkungan kerja yang mendukung pengembangan kinerja mengajar guru.

ANALISIS GAYA KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI SD NEGERI Syafani Mayang Septi; Yeni Nuraeni; Rahmawati Eka Saputri
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13850

Principal leadership plays a strategic role in creating a work environment that supports improvements in teaching quality and teacher instructional performance. In the context of changing demands in education, principals are expected not only to manage schools but also to implement participative and adaptive leadership while providing policies and facilities that address teachers' needs. This study aims to analyze the principal's leadership style, teachers' mastery of basic teaching skills, and the relationship between school leadership policies and teachers' instructional performance at SD Negeri Cibodas 6, Tangerang City. This study employed a descriptive qualitative approach. Primary data were obtained from the principal and three Grade V teachers, while secondary data were obtained from school profile documents and the 2024 Education Report Card. Data were collected through participant observation, in-depth interviews, and document analysis, and were analyzed through data reduction, data presentation, and conclusion drawing using source and technique triangulation. The findings indicate that: (1) the principal applies a democratic-participative leadership style combined with Hersey-Blanchard's situational leadership through directing, coaching, supporting, and delegating approaches according to teachers' conditions and readiness; (2) the three teachers demonstrate good mastery of basic teaching skills, including opening and closing lessons, explaining materials using technological support, asking HOTS-based questions, facilitating discussions, managing classrooms, providing reinforcement, and implementing differentiated instruction for small groups and individual learners; and (3) the principal's policies, particularly transparent RKAS management and the provision of digital learning facilities, support teacher creativity, motivation, and workplace comfort. These findings indicate that participative and adaptive leadership, supported by transparent policies and adequate learning facilities, creates a work environment that supports the development of teachers' instructional performance. ABSTRAK Kepemimpinan kepala sekolah memiliki peran strategis dalam menciptakan lingkungan kerja yang mendukung peningkatan kualitas pembelajaran dan kinerja mengajar guru. Dalam konteks perubahan tuntutan pembelajaran, kepala sekolah tidak hanya berperan sebagai pengelola sekolah, tetapi juga perlu menerapkan kepemimpinan yang partisipatif dan adaptif serta menyediakan dukungan kebijakan dan fasilitas sesuai dengan kebutuhan guru. Penelitian ini bertujuan untuk menganalisis gaya kepemimpinan kepala sekolah, penguasaan keterampilan dasar mengajar guru, serta keterkaitan kebijakan kepala sekolah dengan kinerja mengajar guru di SD Negeri Cibodas 6 Kota Tangerang. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Sumber data primer terdiri atas kepala sekolah dan tiga guru kelas V, sedangkan data sekunder diperoleh dari dokumen profil sekolah dan Rapor Pendidikan 2024. Data dikumpulkan melalui observasi partisipan, wawancara mendalam, dan studi dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: (1) kepala sekolah menerapkan gaya kepemimpinan demokratis-partisipatif yang dipadukan dengan kepemimpinan situasional Hersey-Blanchard melalui pendekatan directing, coaching, supporting, dan delegating sesuai kondisi dan kesiapan guru; (2) ketiga guru menunjukkan penguasaan keterampilan dasar mengajar yang baik, meliputi keterampilan membuka dan menutup pembelajaran, menjelaskan materi berbantuan teknologi, mengajukan pertanyaan berbasis HOTS, membimbing diskusi, mengelola kelas, memberikan penguatan, serta melaksanakan pembelajaran kelompok kecil dan perseorangan berbasis diferensiasi; dan (3) kebijakan kepala sekolah berupa transparansi pengelolaan RKAS dan penyediaan fasilitas digital mendukung kreativitas, motivasi, dan kenyamanan kerja guru. Temuan menunjukkan bahwa kepemimpinan yang partisipatif dan adaptif, didukung kebijakan transparan serta fasilitas pembelajaran yang memadai, menciptakan lingkungan kerja yang mendukung pengembangan kinerja mengajar guru.

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