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Evaluasi Kinerja Berdasarkan Standar Komptensi Guru pada Guru Kelas di SD Negeri Randuacir 02 Wahyu Prasetyo; Yohana Setiawan
Edumaspul: Jurnal Pendidikan Vol 5 No 1 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v5i1.1231

Penelitian ini bertujuan untuk mengetahui kinerja guru kelas di SD Negeri Randuacir 02 berdasarkan standar kompetensi guru dari penilaian asesor (kepala sekolah), penilaian diri sendiri, dan penilaian teman sejawat. Jenis penelitian ini termasuk dalam penelitian evaluasi. Model yang digunakan adalah model benchmarking (bangku ukur). Teknik analisis yang digunakan adalah kuantitatif deskriptif. Populasi penelitian ini adalah guru kelas di SD Negeri Randuacir 02. Penelitian sampel guru kelas dilakukan dengan propotional random sampling sebanyak 6 guru. Teknik pengumpulan data menggunakan kuisioner. Dari 57 item terdapat 41 item dinyatakan valid, item- item tersebut memiliki koefisien corrected item to total correlation ≥ 0,20, Hasil analisis kuesioner penilaian kinerja guru diperoleh alpha Cronbach’s= 0,721 sehingga dapat dikatakan memiliki reliabilitas pada kategori tinggi. Teknik analisis data menggunakan analisis statistik deskriptif dengan persentase. Hasil penelitian menunjukkan bahwa : (1) kompetensi pedagogik guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase sebesar 89,42%. (2) kompetensi kepribadian guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase sebesar 92,3%. (3) kompetensi sosial guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase 91,7%. (4) kompetensi profesional guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase 94,4%. Penelitian ini bertujuan untuk mengetahui kinerja guru kelas di SD Negeri Randuacir 02 berdasarkan standar kompetensi guru dari penilaian asesor (kepala sekolah), penilaian diri sendiri, dan penilaian teman sejawat. Jenis penelitian ini termasuk dalam penelitian evaluasi. Model yang digunakan adalah model benchmarking (bangku ukur). Teknik analisis yang digunakan adalah kuantitatif deskriptif. Populasi penelitian ini adalah guru kelas di SD Negeri Randuacir 02. Penelitian sampel guru kelas dilakukan dengan propotional random sampling sebanyak 6 guru. Teknik pengumpulan data menggunakan kuisioner. Dari 57 item terdapat 41 item dinyatakan valid, item- item tersebut memiliki koefisien corrected item to total correlation ≥ 0,20, Hasil analisis kuesioner penilaian kinerja guru diperoleh alpha Cronbach’s= 0,721 sehingga dapat dikatakan memiliki reliabilitas pada kategori tinggi. Teknik analisis data menggunakan analisis statistik deskriptif dengan persentase. Hasil penelitian menunjukkan bahwa : (1) kompetensi pedagogik guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase sebesar 89,42%. (2) kompetensi kepribadian guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase sebesar 92,3%. (3) kompetensi sosial guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase 91,7%. (4) kompetensi profesional guru kelas di SD Negeri Randuacir 02 dalam kategori tinggi dengan rata-rata persentase 94,4%.

PENGEMBANGAN SLIDES AND LADDERS GAME BANGUN DATAR PERSEGI UNTUK MENINGKATKAN PROBLEM SOLVING SISWA SEKOLAH DASAR KELAS 5 Audy Prudencia, Gabriella; Setiawan, Yohana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14116

After the pandemic, mathematics learning media has undergone significant changes in creative and innovative directions, for example board games. Media board games are one of the most attractive media options for students. This research aims to improve the problem-solving ability of grade 5 students through making Slides and Ladders learning media with square flat building material using research and development methods. Sugiyono's Research and Development method has 7 stages, namely: 1) Potential and problems; 2) Collection of information; 3) Product design; 4) Design validation; 5) Design improvement; 6) Product trials; and 7) Product revisions. This study stated successful with a validity rate of 80.61%, a practicality rate of 87.1% and increased effectiveness. It can be seen from the students look enthusiastic and focused judged from being able to understand the material well, understand how to play, understand the 4 stages of solving problems.

Implementation of The Critical Thinking Skills Measurement Instrument Integrated with the Critical and Creative Thinking in Research-Based Learning Model Mawardi Mawardi; Yohana Setiawan; Mawardi; Yohana Setiawan; Suhandi Astuti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.2

This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessment of critical thinking dispositions, and potential subjectivity arising from inconsistent interpretation of assessment criteria. To overcome these limitations, the Critical Thinking Skills Measurement Instrument (CTSMI) integrated with the Critical and Creative Thinking Research-based Learning (CCTRbL) model was developed. This study aimed to examine the validity, effectiveness, implementation fidelity, and user acceptability of the integrated CTSMI. A mixed-methods approach combining a pre-experimental design and Collaborative Action Research (CAR) was employed, involving four lecturers and a hundred undergraduate students. Expert validation by specialists in psychology, linguistics, and educational evaluation produced mean scores of 77.0, 77.8, and 72.0, respectively, confirming the instrument's validity. Empirical testing yielded a Cronbach's alpha coefficient of 0.734, while Corrected Item–Total Correlation values demonstrated that all items met the validity criterion (r ≥ 0.30). Implementation of the CTSMI integrated with the CCTRbL model resulted in a mean critical thinking score of 68, indicating a high level of performance. The findings demonstrate that the CTSMI is a valid and reliable instrument for assessing and promoting university students' critical thinking skills. Furthermore, the instrument exhibited strong user acceptability and was implemented effectively, supporting its applicability as a comprehensive assessment tool for higher education learning environments.

Implementation of The Critical Thinking Skills Measurement Instrument Integrated with the Critical and Creative Thinking in Research-Based Learning Model Mawardi Mawardi; Yohana Setiawan; Mawardi; Yohana Setiawan; Suhandi Astuti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.2

This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessment of critical thinking dispositions, and potential subjectivity arising from inconsistent interpretation of assessment criteria. To overcome these limitations, the Critical Thinking Skills Measurement Instrument (CTSMI) integrated with the Critical and Creative Thinking Research-based Learning (CCTRbL) model was developed. This study aimed to examine the validity, effectiveness, implementation fidelity, and user acceptability of the integrated CTSMI. A mixed-methods approach combining a pre-experimental design and Collaborative Action Research (CAR) was employed, involving four lecturers and a hundred undergraduate students. Expert validation by specialists in psychology, linguistics, and educational evaluation produced mean scores of 77.0, 77.8, and 72.0, respectively, confirming the instrument's validity. Empirical testing yielded a Cronbach's alpha coefficient of 0.734, while Corrected Item–Total Correlation values demonstrated that all items met the validity criterion (r ≥ 0.30). Implementation of the CTSMI integrated with the CCTRbL model resulted in a mean critical thinking score of 68, indicating a high level of performance. The findings demonstrate that the CTSMI is a valid and reliable instrument for assessing and promoting university students' critical thinking skills. Furthermore, the instrument exhibited strong user acceptability and was implemented effectively, supporting its applicability as a comprehensive assessment tool for higher education learning environments.

Implementation of The Critical Thinking Skills Measurement Instrument Integrated with the Critical and Creative Thinking in Research-Based Learning Model Mawardi Mawardi; Yohana Setiawan; Mawardi; Yohana Setiawan; Suhandi Astuti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.2

This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessment of critical thinking dispositions, and potential subjectivity arising from inconsistent interpretation of assessment criteria. To overcome these limitations, the Critical Thinking Skills Measurement Instrument (CTSMI) integrated with the Critical and Creative Thinking Research-based Learning (CCTRbL) model was developed. This study aimed to examine the validity, effectiveness, implementation fidelity, and user acceptability of the integrated CTSMI. A mixed-methods approach combining a pre-experimental design and Collaborative Action Research (CAR) was employed, involving four lecturers and a hundred undergraduate students. Expert validation by specialists in psychology, linguistics, and educational evaluation produced mean scores of 77.0, 77.8, and 72.0, respectively, confirming the instrument's validity. Empirical testing yielded a Cronbach's alpha coefficient of 0.734, while Corrected Item–Total Correlation values demonstrated that all items met the validity criterion (r ≥ 0.30). Implementation of the CTSMI integrated with the CCTRbL model resulted in a mean critical thinking score of 68, indicating a high level of performance. The findings demonstrate that the CTSMI is a valid and reliable instrument for assessing and promoting university students' critical thinking skills. Furthermore, the instrument exhibited strong user acceptability and was implemented effectively, supporting its applicability as a comprehensive assessment tool for higher education learning environments.

Implementation of The Critical Thinking Skills Measurement Instrument Integrated with the Critical and Creative Thinking in Research-Based Learning Model Mawardi Mawardi; Yohana Setiawan; Mawardi; Yohana Setiawan; Suhandi Astuti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.2

This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessment of critical thinking dispositions, and potential subjectivity arising from inconsistent interpretation of assessment criteria. To overcome these limitations, the Critical Thinking Skills Measurement Instrument (CTSMI) integrated with the Critical and Creative Thinking Research-based Learning (CCTRbL) model was developed. This study aimed to examine the validity, effectiveness, implementation fidelity, and user acceptability of the integrated CTSMI. A mixed-methods approach combining a pre-experimental design and Collaborative Action Research (CAR) was employed, involving four lecturers and a hundred undergraduate students. Expert validation by specialists in psychology, linguistics, and educational evaluation produced mean scores of 77.0, 77.8, and 72.0, respectively, confirming the instrument's validity. Empirical testing yielded a Cronbach's alpha coefficient of 0.734, while Corrected Item–Total Correlation values demonstrated that all items met the validity criterion (r ≥ 0.30). Implementation of the CTSMI integrated with the CCTRbL model resulted in a mean critical thinking score of 68, indicating a high level of performance. The findings demonstrate that the CTSMI is a valid and reliable instrument for assessing and promoting university students' critical thinking skills. Furthermore, the instrument exhibited strong user acceptability and was implemented effectively, supporting its applicability as a comprehensive assessment tool for higher education learning environments.

The Efficacy of the "Pojok Ceria" Interactive Bulletin Board in Enhancing Early Number Sense and Self-Directed Learning among First-Grade Students Yohana Setiawan; Keterina Marwa; Alfian Borom; Yulianus Mamji
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i2.23895

This study aims to develop and examine the efficacy of the “Pojok Ceria” (Joyful Corner) interactive bulletin board in addressing the ongoing problems of low student engagement, weak development of early number sense, and limited self-directed learning in primary-level mathematics classes. This study employed a strong R&D framework that combines the development stages model proposed by Sukmadinata with principles of systematic instructional design from the ASSURE model. This study employed a qualitative approach that spanned over two months among the first-grade students of a public school in Indonesia. Through triangulation of observations in the classroom, analysis of student work, and video recordings, combined with Focus Group Discussions (FGDs) for more in-depth insight into a specific issue. This study indicated that the “Pojok Ceria”, designed with interactive activities, manipulatives, and interesting visuals, had a high intervention and practical value and was well accepted by the teachers in terms of usability. Additionally, the Interactive Bulletin Board has proven to be highly effective in promoting student involvement and fostering independent learning. At the same time, it is also effective in exploring number sense concepts among first-graders. These findings provide informative guideposts for effectively developing and implementing engaging learning environments that function well, especially in low-resource educational environments. Although the small sample size limits this study, it suggests a conclusive possibility of interactive media being produced locally. Hence, more longitudinal studies with larger and more diverse samples are needed to confirm and fully generalize the positive consequences.

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