Articles
<![CDATA[Mencapai Kompetensi Pedagogi : Dampak Pengawasan Efektif ]]>
<![CDATA[Eko Sulistiono]]>;
<![CDATA[Diki Kurniawan]]>
<![CDATA[ SEMINAR NASIONAL PENINGKATAN MUTU PENDIDIKAN Vol. 1 No. 1 (2020): Seminar Nasional Peningkatan Mutu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Samudra ]]>
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<![CDATA[Kompetensi pedagogik guru merupakan salah satu kompetensi yang harus dmiliki oleh seorang guru untuk lebih memahami karakteristik peserta didik sehingga pembelajaran menjadi lebih efektif. kepala sekolah mengadakan supervisi pembelajaran untuk meningkatkan dan menjamin mutu pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh supervisi pembelajaran terhadap kompetensi pedagogik guru di SMP Muhammadiyah Kota Jayapura. Penelitian ini menggunakan pendekatan kuantitatif. Populasi penelitian berjumlah 30 orang dengan sampel berjumlah 25 orang dengan mengunakan metode random sampling. Teknik pengumpulan data menggunakan kuesioner dan dianalisis mengunakan SPSS 16. Hasil penelitian berdasarkan perhitungan dengan bantuan program SPSS 16 adalah sebagai berikut; (1.) supervisi pembelajaran yang dilakukan oleh kepala sekolah sudah baik, hal ini dibuktikan dengan hasil rata - ratanya adalah 85.08., (2.) kompetensi pedagogik guru sudah baik, hal ini dibuktikan dengan hasil rata – rata adalah 77, 12., (3.) adanya pengaruh positif dan signifikan, supervisi pembelajaran oleh kepala sekolah terhadap kompetensi paedagogik guru , hal ini ditunjukkan pada koefisien determinasi R Square ( R2) sebesar 0,113 dan nilai F hitung sebesar 2,810 dari db 24.]]>
<![CDATA[PELAKSANAAN PELATIHAN BERBASIS KEBUTUHAN DI BERBAGAI NEGARA: META SINTESIS KOMPONEN PELATIHAN ]]>
<![CDATA[Eko Eko Sulistiono]]>;
<![CDATA[Rembulan Catra Banyu Biru]]>
<![CDATA[ NOKEN : Jurnal Pengelolaan Pendidikan Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Cenderawasih ]]>
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DOI: 10.31957/noken.v1i2.1486
<![CDATA[This research was conducted to synthesize the process of implementing training based on needs which is limited to the identification process, the learning process, and the evaluation process. The study was conducted using the meta-synthesis method on seven manuscripts of research results on farmer training in several countries. The results of the synthesis show that (1) the need-based training needs identification process is carried out directly to the training participants, either by survey or oral interview, (2) training participants are also involved in designing the learning process, (3) in several countries evaluation is carried out before the training is carried out (pre-test) and after the training is completed (post-test), then using a survey to find out the extent of the participants' abilities, however, there is also an evaluation that is only carried out after the training is done by observing changes experienced by the training participants. The implications of these findings can be used as a reference for other trainings wishing to adopt the identification process, the learning process, and the evaluation process from several other countries.Keywords: needs-based training; identification of needs; learning process; evaluation process]]>
<![CDATA[MEMUPUK KEBERAKSARAAN: BERINOVASI DALAM PERSPEKTIF BELAJAR SEPANJANG HAYAT ]]>
<![CDATA[Mustakim Mustakim]]>;
<![CDATA[Eko Sulistiono]]>;
<![CDATA[Iip Saripah]]>;
<![CDATA[Fahmi Dinni]]>
<![CDATA[ Comm-Edu (Community Education Journal) Vol 4, No 1 (2021): Volume 4 Nomor 1 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/comm-edu.v4i1.6738
<![CDATA[Many studies have suggested the relationship between innovation and lifelong learning that are interrelated. However, it is still difficult to find research that takes the viewpoint of innovation as an implication of a lifelong learning process which cultivates literacy. By collecting conceptual literatures on innovation and lifelong learning, this article aims to provide a perspective view of the concept of lifelong learning in innovation. This article also contributes to encourage adults to have the mindset to always learn without being limited by space and time in creating innovation so as to avoid being illiterate again. The findings of this article suggest the idea that innovation can create learning processes. Even in the learning process, it can have implications for innovation. In the future research requires a significant amount of time to examine various perspectives and conceptual issues related to innovation seen in the perspective of lifelong learning.]]>
<![CDATA[SANTRIPRENEUR: EDUCATION ON EMPOWERMENT OF STUDENTS THROUGH AGRIBUSINESS ACTIVITIES ]]>
<![CDATA[Rahmat Fahmi]]>;
<![CDATA[Asep Saepudin]]>;
<![CDATA[Eko Sulistiono]]>;
<![CDATA[Rika Fitri Ramadani]]>
<![CDATA[ Empowerment : Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah Vol 11, No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi Bandung ]]>
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DOI: 10.22460/empowerment.v11i1p28-34.2223
<![CDATA[This research was motivated by efforts to increase the entrepreneurial skills of students through agribusiness activities in the framework of empowerment. Islamic boarding school is the oldest non-formal educational institution in Indonesia which is engaged in the religious sector. This Islamic boarding school is oriented towards developing the entrepreneurial spirit of the santri with the ultimate goal so that the students can open a business unit and be independent. This study described the implementation of empowerment of students through agribusiness activities related to the input, process, and impact of empowerment This research was used qualitative methods with interview, observation, and documentation techniques. The research findings show that: (1) input for empowerment, namely students, natural resources, curriculum, capital / funds, and partnerships; (2) the empowerment process is carried out through several stages, namely (1) business training; (2) capitalization; (3) assistance; and (4) marketing; (3) the impact of empowerment is that there are many santri alumni of Islamic boarding schools who are independent and able to explore through the management of idle land into agricultural, livestock and fishery areas in increasing the income assets of the established business groups]]>
<![CDATA[Perilaku Orangtua Dalam Menstimulasi Anak Pada Masa Kandungan (Prenatal) ]]>
<![CDATA[Purnomo Purnomo]]>;
<![CDATA[Eko Sulistiono]]>;
<![CDATA[Joni Rahmat Pramudia]]>;
<![CDATA[Cucu Sukmana]]>
<![CDATA[ Tunas Siliwangi Vol 8, No 2 (2022): VOLUME 8 NO 2, OKTOBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/ts.v8i2p90-100.2794
<![CDATA[Prenatal stimulation is an adult's conscious effort to develop all of each person's potential to develop optimally, in sync with the development of each child. Ideally both parent and mother can implement child stimulation within the womb. However, parents have been found to have a roadblock to application of prenatal stimulation, a lack of family social support. Benefits derived, along with parents knowing information related to stimulating children in prenatal times, parents may also become cadres that can eventually cross one another. A common goal in this study is to analyze the behavior of core family members in stimulating the development of children made by both father and mother. The study used a quantitative descriptive method using the survey method using a targeted sample of 150 domestic heads (KK). Research indicates that most parents have prenatal child stimulation behaviors, especially with 100% or total parental physical stimulation. Much of the behavior that has been done is religious and immoral by 97%, mothers' health stimulation by 80%, 61% cognitive stimulation, and a small percentage go through art of 41%. The medical condition of an expectant mother is affected by the emotional social condition of 59% of cravings and stress.]]>
<![CDATA[Analisis Scaffolding Dalam Penerapan Model Project Based Learning Pada Pembelajaran Sosiologi ]]>
<![CDATA[Rizki Amaliya]]>;
<![CDATA[Safhirah Wulandah]]>;
<![CDATA[Achmad Hufad]]>;
<![CDATA[Eko Sulistiono]]>
<![CDATA[ Syntax Literate Jurnal Ilmiah Indonesia ]]>
Publisher : <![CDATA[Syntax Corporation ]]>
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DOI: 10.36418/syntax-literate.v8i1.11265
<![CDATA[Pembelajaran berbasis Student Center menekankan pada tingkat partisipasi siswa dalam proses pembelajaran. Salah satu cara yang dapat dilakukan untuk meningkatkan partisipasi adalah dengan menyediakan teknik scaffolding dan project based learning (Project Based Learning). Tujuan dari penelitian ini adalah untuk memberikan gambaran tentang implementasi scaffolding dan project based learning (PjBL) secara terpisah dan bagaimana kombinasi scaffolding dan PjBL secara kombinasi dapat diterapkan dalam pembelajaran sosiologi. Metode dalam penelitian ini menggunakan tinjauan pustaka yang sistematis. Berdasarkan proses kajian pustaka, peneliti menggunakan 3 sumber buku, 16 artikel bereputasi nasional, dan 4 artikel bereputasi internasional. Kata kunci dalam pencarian literatur adalah scaffolding, project based learning, dan sociology learning. Hasil penelitian menunjukkan bahwa scaffolding dapat diberikan pada proses sintaksis pembelajaran di PjBL sehingga kedua hal tersebut dapat mengoptimalkan kemandirian belajar dan meningkatkan keterampilan abad 21 lainnya seperti kreativitas, kolaborasi, komunikasi, dan berpikir kritis.]]>
<![CDATA[Urgensi Kurikulum Merdeka dalam Pembelajaran Sosiologi pada Pendidikan Abad 21 ]]>
<![CDATA[Safirah Wulandah]]>;
<![CDATA[Achmad Hufad]]>;
<![CDATA[Eko Sulistiono]]>
<![CDATA[ Jurnal Sosialisasi: Jurnal Hasil Pemikiran, Penelitian dan Pengembangan Keilmuan Sosiologi Pendidikan Volume 10, Nomor 1 Maret 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/sosialisasi.v1i1.41771
<![CDATA[Kurikulum merdeka yang didesain oleh Menteri Pendidikan menjadi jawaban dalam pendidikan abad 21 pada pembelajaran sosiologi. Dengan penerapan student centered learning atau berfokus pada siswa, pendidikan dirancang dengan menyesuaikan pendidikan abad 21 ini dalam pembelajaran sosiologi. Dalam kurikulum merdeka menjadi bentuk perbaikan dan penyempurnaan dari kurikulum sebelumnya untuk mengatasi learning loss dan memenuhi kebutuhan masyarakat. Artikel ini menggunakan pendekatan kualitatif dengan metode library research atau studi kepustakaan yang diperoleh dari berbagai sumber seperti jurnal, artikel dan buku. Adapun hasil dari penelitian ini ialah bahwa kurikulum menjadi urgensi dalam pendidikan abad 21 dalam pembelajaran sosisologi dengan beberapa konsep kurikulum merdeka yang mendukung. Dengan adanya penerapan kurikulum merdeka dan pendidikan abad 21 dalam pembelajaran sosiologi, guru dituntut untuk mengkombinasikan strategi, model, metode dan media pembelajaraan yang kreatif dan sesuai dengan perkembangan zaman siswa agar pembelajaran sosiologi menjadi menyenangkan dan membuat siswa menjadi lebih paham. Dengan penerapan student centered learning, siswa diharapkan mampu menjadi warga negara yang senantiasa manjadi problem solver untuk mengatasi permasalahan dalam kehidupan masyarakat dengan kemampuan analisis dan eksplorasi dari berbagai sumber pembelajaran. Oleh karena itu, kurikulum merdeka memiliki peran penting dalam pembelajaran sosiologi dan pendidikan abad 21.]]>
<![CDATA[Digital Learning Culture in The Pandemic Period for Adults at The Community Learning Center (CLC) in Bandung ]]>
<![CDATA[Uyu Wahyudin]]>;
<![CDATA[Purnomo ‎]]>;
<![CDATA[Eko Sulistiono]]>;
<![CDATA[Muhammad Faisal Najmudin]]>;
<![CDATA[Apriza Hongko Putra]]>
<![CDATA[ Lembaran Ilmu Kependidikan Vol 51, No 2 (2022): September: Curriculum and Learning, Inclusive Education and Equity ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lik.v51i2.44495
<![CDATA[Community Learning Center (CLC) as a community education unit, has a participatory local approach to program requirements and implementation. During the Covid pandemic, all educational learning unit activities in Bandung were directed by the use of distance learning channels, using the internet as a learning channel. However, the pandemic is a global problem with a fluctuating and urgent number of developments, so the readiness of the education unit is a problem, because the majority of the population studying CLC are adults without school age. This study uses a quantitative descriptive approach with survey methods to 43 CLC institutions in the city of Bandung with 228 respondents as research residents. The results of the study show that CLC has facilitated learning residents to discuss by providing zoom meeting services, google meet and utilizing Whatsapp as a learning channel. Digital-based adult learning education has been implemented in CLC throughout the city of Bandung in the learning system, although there are still some CLC that are needed along with readiness for digitization. The inhibiting factor is for residents who study the category of adult digital immigrants, they still need to be assisted by the closest people to operate digital devices.]]>
<![CDATA[Analisis Perbandingan Kurikulum Pendidikan Korea Selatan dan Indonesia ]]>
<![CDATA[Hawa Rani Sukma]]>;
<![CDATA[Achmad Hufad]]>;
<![CDATA[Eko Sulistiono]]>
<![CDATA[ Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i2.4949
<![CDATA[Abstrak Penelitian ini bertujuan untuk menganalisis dan mencari tahu secara lebih mendalam terkait perbandingan antara kurikulum pendidikan Korea Selatan dan Indonesia. Jenis penelitian yang digunakan pada penelitian ini yaitu studi kepustakaan. Sumber data pada penelitian ini berasal dari jurnal atau artikel ilmiah. Jurnal dalam penelitian ini diperoleh melalui google scholar dengan jumlah jurnal yang diperoleh sebanyak 11 jurnal. Hasil penelitian menunjukkan bahwa terdapat perbedaan diantara kedua Negara yaitu pada kurikulum pendidikannya. Kurikulum pendidikan Korea Selatan memiliki focus pada pemberian bekal kompetensi kepada peserta didik agar siap terjun ke dalam dunia kerja. Sedangkan kurikulum Indonesia berfokus untuk menjawab tantangan era revolusi 4.0. Oleh karena itu, Indonesia perlu mengambil beberapa contoh dari kurikulum pendidikan Korea Selatan terutama dalam mempersiapkan bekal agar peserta didik siap terjun ke dunia kerja mengingat di Negara ini masih banyak masalah pengangguran yang belum terselesaikan. Kata kunci: Perbandingan Kurikulum, Korea Selatan, Indonesia]]>
<![CDATA[Efforts to Improve the Quality of Early Childhood Education ]]>
<![CDATA[Nurul Fahimah]]>;
<![CDATA[Shinta Mutiara Puspita]]>;
<![CDATA[Eko Sulistiono]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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DOI: 10.33487/edumaspul.v8i2.8769
<![CDATA[This research is motivated by the fact that PAUD teachers are required to have competencies that include pedagogical, personal, professional, and social to support children's development optimally. Teachers play an important role in efforts to develop their students' motor skills, so that children become individuals who develop according to their development and are more independent. The aim of this research is to determine efforts to improve the quality of early childhood education. This research uses a qualitative research design, this research involves PAUD teachers as resource persons. Based on the research results, it shows that teacher competence is a determining factor in teacher success in carrying out their duties to facilitate children's development. The four teacher competencies (professional, pedagogical, personality and social competencies) must always be developed and improved to maintain the quality and improve the quality of learning activities in schools. Support from various parties is important in the process of increasing teacher competency.]]>
