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Kuntoro Kuntoro
Universitas Muhammadiyah Purwokerto
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Character-loaded Children's Reading as a Builder of Pancasila Student Profiles Kuntoro Kuntoro; Sudarmi Sudarmi
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.775

Abstract

This study aims to determine the character value of children's reading in the Indonesian language book “I Can” Class I Elementary School. It contains Pancasila Student Profiles in the Independent Curriculum. In this book there is a reading: Duk! Duk1, Be Careful1, Caca Can, Beware of Germs!, Animal Parade, Mimi Bravei, Kiki and Gaga, Bimo at the Market, Bayu Don't Know. Character is a form of personality or character of a person that comes from a collection of policies and is manifested through behavior that is in accordance with ethics/moral principles. Character is formed through a learning process in several places, such as at home, school, and in the neighborhood where they live. The method used in this research is content analysis method. Based on the results of research on children's reading there are several character values contained in the Pancasila Student Profile. Pancasila students are the embodiment of Indonesian students as lifelong students who have global competence and behave in accordance with Pancasila values, with six main characteristics: faith, fear of God Almighty, and noble character, global diversity, mutual cooperation, independence, critical reasoning, and creative Indonesian students are lifelong students who have global competence and behave according to Pancasila values.
Learning Fairy Tales Using E-Modules Assisted by Illustration Images for Grade VI Elemantary School Students Anastasia Titin Rosnawati; Kuntoro Kuntoro
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.776

Abstract

This study aims to see that the use of e-modules in learning fairy tales can be used as an alternative teaching material in 21st century learning. Where 21st century learning presents a learning process that pays attention to the steps of discovery and concept development independently by students. The type of data used in this research is secondary data. The method used in this study is a qualitative description. The data obtained is compiled, analyzed, and concluded to get conclusions about the literature study. Based on the research results, students want learning to use interesting media. The use of interesting learning media makes learning more fun. The use of e-modules assisted by illustrations on fairy tale material is effectively used in learning.
Enhancing Listening Skills through Paired Storytelling Model with Wayang Cartoon Media in Indonesian Language Learning Khafid Taftahjani; Kuntoro Kuntoro; Pujiani Pujiani
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.816

Abstract

This research is motivated by the fact that Indonesian language learning, particularly in listening skills, faces various challenges for both students and teachers. Students lack interest and feel bored, while teachers struggle to cultivate students' motivation and have difficulties in implementing and selecting innovative and varied teaching models that align with the learning material. There are also challenges in developing teaching materials. Teaching still relies on conventional and classical methods through strategies, approaches, and teaching methods that have not fostered productive thinking habits. Teachers should be skilled in selecting teaching media to ensure effective and enjoyable teaching and learning processes and enhance students' competence in listening to fairy tales. By utilizing the paired story telling learning model through the "Wayang Kartun" media, it is expected that students' ability to comprehend the content of a fairy tale will improve. This research aims to contribute information and insights on how the paired story telling model with the "Wayang Kartun" media can be used to understand the content of a fairy tale.
Learning Pantun through Character-Educated Smart Pantun Web by Utilizing Local Wisdom Sati Sati; Kuntoro Kuntoro
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.827

Abstract

The use of digital technology that is increasingly widespread in the world of education, spurred researchers to present the Pantun Learning Website presented in www.samrtpantun.com named "GET RID OF SAD WITH PANTUN". This research uses the R&D development model (Borg & Gall, 1983). The Borg and Gall development model has relatively long stages because there are 10 steps of implementation. This website is equipped with E-modules and interactive Quiz. The material about pantun is packaged in an e-module by utilizing local wisdom that contains character education. While the Quiz is a reflection of the material on the e-modules to measure the ability of students about the pantun material by looking at the scores displayed. The research subjects were fifth grade students in South Cilacap District. Data collection techniques in this study were observation and student response questionnaire. The results showed that students prefer to learn pantun through the web www.smartpantun.com. This is evidenced by the number of students who open the smartpantun website, and the learning outcomes of students on the quiz presented on average 87.27.
Cultural Meaning of the Change of Jaro Rajab Tradition Complex Saka Tunggal Mosque Cikakak Village Panca Bayu Kunhartati; Laily Nurlina; Kuntoro Kuntoro
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.842

Abstract

This research focuses on extracting data regarding the cultural meaning contained in traditional ceremonies in Cikakak Village, namely Change Jaro Rajab or Penjaroan. The research was conducted by collecting data through observation and interview techniques, and descriptive qualitative semantic cultural theory was used to examine the data. The cultural meaning of the jaro rajab dressing activity is illustrated in the offerings in the form of 7 young coconuts, Chicken gecok, Nasi Penggel, Terbangan, Pilgrimage and Tahlil traditions at the main tomb, and the presence of a locksmith. Change Jaro Rajab is one of the traditions that must be maintained in order for it to be introduced to future generations as a picture of grounded local wisdom and as a picture of people's lives who love their ancestors. This work is
KONSTRUKSI TEORETIS INSTRUMEN PENILAIAN MENULIS TEKS DESKRIPSI KELAS VII BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) Mashudi Mashudi; Kuntoro Kuntoro
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i1.8998

Abstract

ABSTRACT Descriptive text writing skills are an important competence in the Merdeka Curriculum Phase D, requiring students’ observational abilities and imaginative expression. However, assessment practices in schools still tend to focus on Lower Order Thinking Skills (LOTS) and have not fully accommodated the demands of Higher Order Thinking Skills (HOTS). This study aims to formulate a comprehensive HOTS-based assessment instrument model for descriptive text writing. The research employs a qualitative approach using a library research method through the analysis of scholarly literature, language learning evaluation theories, and educational policy documents. Data were collected through documentation and analyzed using content analysis techniques, including data reduction, data display, and conclusion drawing, with data validity strengthened through source triangulation. The findings indicate that HOTS-based writing assessment requires the development of cognitive indicators at the C4 level (analyzing the interrelationships among object details), C5 (evaluating the effectiveness of figurative language use), and C6 (creating original descriptive texts from a unique perspective). The formulated assessment instrument takes the form of an essay test based on visual stimuli, emphasizing authentic assessment and the use of at least three senses. The assessment rubric is analytical–holistic, with the highest weighting placed on diction and figurative language (40%) and text structure (30%). The conclusion of this study confirms that a HOTS-based descriptive text writing assessment instrument is capable of fostering students’ critical and creative thinking skills more optimally. Theoretically, this study enriches the conceptual framework of language learning evaluation, and practically, it serves as a reference for teachers in designing meaningful and challenging writing assessments. ABSTRAK Keterampilan menulis teks deskripsi merupakan kompetensi penting dalam Kurikulum Merdeka Fase D yang menuntut kemampuan observasi dan ekspresi imajinatif siswa. Namun, praktik penilaian di sekolah masih cenderung berfokus pada Lower Order Thinking Skills (LOTS) dan belum sepenuhnya mengakomodasi tuntutan Higher Order Thinking Skills (HOTS). Penelitian ini bertujuan merumuskan model instrumen penilaian menulis teks deskripsi berbasis HOTS secara komprehensif. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan melalui analisis literatur, teori evaluasi pembelajaran bahasa, serta dokumen kebijakan pendidikan. Data dikumpulkan melalui dokumentasi dan dianalisis menggunakan teknik analisis isi yang meliputi reduksi data, penyajian data, dan penarikan simpulan, dengan keabsahan data diperkuat melalui triangulasi sumber. Hasil kajian menunjukkan bahwa penilaian menulis berbasis HOTS menuntut pengembangan indikator kognitif pada level C4 (menganalisis keterkaitan detail objek), C5 (mengevaluasi efektivitas penggunaan majas), dan C6 (menciptakan teks deskripsi orisinal dengan sudut pandang unik). Instrumen penilaian yang dirumuskan berbentuk tes uraian berbasis stimulus visual yang menekankan penilaian autentik dan penggunaan minimal tiga pancaindra. Rubrik penilaian bersifat analitik-holistik dengan pembobotan utama pada aspek pilihan kata dan majas sebesar 40% serta struktur teks sebesar 30%. Simpulan penelitian ini menegaskan bahwa instrumen penilaian menulis teks deskripsi berbasis HOTS mampu mendorong kemampuan berpikir kritis dan kreatif siswa secara lebih optimal. Secara teoretis, kajian ini memperkaya konsep evaluasi pembelajaran bahasa, dan secara praktis dapat dijadikan acuan bagi guru dalam menyusun asesmen menulis yang bermakna dan menantang.
Analysis of RADEC Learning Model in Improving Students Learning Outcomes at SD Negeri Karangjengkol 01, Kesugihan, Cilacap Puput Lestari; Kuntoro Kuntoro
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1697

Abstract

This study aims to analyze the application of the RADEC (Reading, Answering, Discussing, and Explaining) learning model in improving student learning outcomes at SD Negeri Karangjengkol 01, Kesugihan, Cilacap. The approach used in this study is descriptive qualitative research, which focuses on understanding the learning process and its impact on student learning outcomes. Data were collected through interviews with teachers, direct observation of learning activities, and document analysis in the form of student learning outcomes. The results of the study indicate that the application of the RADEC model can improve student learning outcomes, especially in terms of understanding subject matter and communication skills. Through reading, answering, discussing, and explaining activities, students more active and involved in the learning process, which leads to improved learning outcomes. In addition, the application of this model can also increase students learning motivation, making them more interested and enthusiastic in participating in learning. Based on these findings, it is suggested that the RADEC learning model can be applied more widely in elementary schools to improve the effectiveness and quality of learning.
Analysis of Jerold E. Kemp Learning Model on Students Learning Outcomes at SD Negeri Kuripan 04, Kesugihan, Cilacap Ima Yuni Pasaningsih; Kuntoro Kuntoro
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1698

Abstract

This study aims to analyze the effect of the Jerold E. Kemp learning model on student learning outcomes at SD Negeri Kuripan 04, Kesugihan, Cilacap. This study uses a descriptive qualitative approach that aims to describe in depth how the application of the Kemp learning model can affect student learning outcomes at SD Negeri Kuripan 04, Kesugihan, Cilacap. The subjects in this study were teachers and grade V students involved in the learning process. Data were collected through observation, interviews, and documentation. The results showed that the Kemp learning model which focuses on structured and continuous planning can increase student involvement in teaching and learning activities. The application of clear and systematic steps in this model makes it easier for teachers to deliver material, and motivates students to be more active in understanding the subject matter. Based on these findings, it can be concluded that the application of the Jerold E. Kemp learning model has a positive impact on student learning outcomes, by improving student understanding and skills at SD Negeri Kuripan 04, Kesugihan, Cilacap.
Analysis of the Direct Instruction Model in Mathematics Learning on Number Factors Material in Grade 4A at SDN Mertasinga 06 Cilacap for the 2024/2025 Academic Year Susy Abidin; Kuntoro Kuntoro
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1715

Abstract

This study was conducted in the fourth grade of SDN Mertasinga 06 Cilacap using the direct instruction model in the Mathematics subject on number factors. It can be concluded that the use of the direct instruction model in Mathematics learning can improve students' learning outcomes. Students showed enthusiasm when lessons were delivered directly, especially when combined with engaging games. Data were collected by the teacher through interviews, direct observation during the learning process, and document analysis in the form of students' learning results. The study findings indicate that the implementation of the direct instruction model enhances students' learning outcomes, particularly in terms of understanding the lesson material and communication skills. Through activities such as reading, answering questions, discussing, and explaining, students were more actively involved in the learning process, which ultimately led to improved learning outcomes. Additionally, the direct instruction model increased students' learning motivation, making them more interested and excited about every learning activity. Based on these findings, it is recommended that the direct instruction model be more widely implemented in elementary schools to enhance the effectiveness and quality of learning.
Implementation of the Pancasila Student Profile (P5) Strengthening Project to Develop Students’ Attitude of Responsibility at State Elementary School 4 Karangrau Hayatun Ni’mah; Kuntoro Kuntoro
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1746

Abstract

The purpose of this study was to describe the implementation of the Pancasila Student Profile Strengthening Project (P5) in fostering students' attitudes of responsibility at Elementary School 4 Karangrau. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation of the implementation of P5 activities integrated into learning and school activities. The results showed that P5 activities provide opportunities for students to learn to be responsible through real activities, such as dividing tasks, managing joint activities, and reflecting on Pancasila values. The role of teachers as facilitators is very important in directing students to internalize the values of responsibility. The obstacles faced include limited time and resources, but can be overcome through collaboration between teachers and students. In conclusion, the implementation of the P5 Project contributes positively to the formation of students' responsible character gradually and sustainably.
Co-Authors Aam Lusyana Agus Supriyanto Anastasia Titin Rosnawati Ari Kusmiyati Catur Andiyanto Hayatun Ni’mah Ima Yuni Pasaningsih Intan Surya Pratiwi Khafid Taftahjani Khomsah Nur Laeli Laily Nurlina Mashudi Mashudi Muslimah Muslimah Mutiara Indah Fitria Panca Bayu Kunhartati Pujiani Pujiani Puput Lestari Rohfi Hestuti Santhy Hawanti Sati Sati Sri Astuti Sudarmi Sudarmi Sugito Sugito Supriyanto Supriyanto Susy Abidin Tutut Tugiati Y Suyitno