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Peningkatan Kemampuan Komunikasi Mahasiswa Melalui Metode Student Team Achievement Division (STAD) Berbasis Lesson Study For Learning Community (LSLC) Didik Iswahyudi; Mochammad Ramli Akbar
Jurnal Inspirasi Pendidikan Vol 8 No 1 (2018): Januari 2018
Publisher : Universitas Kanjuruhan Malang

This research was conducted to improve the communication ability of Pancasila and Citizenship Education (PPKn) Students through Student Team Achievement Division (STAD) method based on Lesson Study for Learning Community (LSLC) with discussion and debate on the subject of Democracy Theory for 6 (six) meetings or Classroom Action Research cycle, using lesson plan and chapter design that was developed together with the curriculum development team of PPKn study program. Based on the research conducted, the conclusions can be drawn are: (1) Lesson study able to give positive effect to the students and lecturers on the learning process that increase from meeting to meeting. (2) Discussion and debate activities in Lesson Study activities from cycle I to VI have significant improvement, ranging from passive discussion to heated debate on the basis of consideration that began empirical on the subject of Democratic Theory. (3) Group or group of students has increased, ranging from passive discussion and dominated by one group, to debate with equal ability in all groups. (4) A more representative class of nomenclature and volume so that discussion and debate are more effective and efficient for good learning process.

Asesment Model Strategi Coping Orangtua Murid untuk Permasalahan Anak Usia Dini Rina Wijayanti; Mochammad Ramli Akbar
Jurnal Inspirasi Pendidikan Vol 8 No 1 (2018): Januari 2018
Publisher : Universitas Kanjuruhan Malang

Penelitian bertujuan untuk mendeskripsikan proses coping yang dilaksanakan oleh orangtua dan untuk mengetahui manfaat dan kendala dari strategi serta proses coping yang sudah diaplikasikannya. Penelitian kualitatif ini menggunakan metode studi kasus, dan teknik analisis model Miles & Huberman. Penelitian ini dilaksanakan pada 7 (tujuh) sekolah di Gugus 9 Sukun Malang. Berdasarkan hasil penelitian yang sudah dilaksanakan, model strategi coping yang dilaksanakan oleh orangtua untuk mengatasi permasalahan anak usia dini adalah menggunakan (1) problem focused coping dan (2) emotional focused coping, melalui mekanisme review permasalahan terlebih dahulu. Emotional focused coping yang dilaksanakan oleh orangtua untuk anak usia dini difokuskan pada tujuan akhir dan bukan pada penyelesaian permasalahan. Proses pembelajaran strategi coping untuk anak usia dini juga memiliki proses yang mirip dengan emotional focused coping, dimana orangtua tidak memiliki peran yang lebih banyak pada proses pembelajaran strategi coping pada anak. Proses pembelajaran strategi coping yang tepat sangat dibutuhkan oleh anak usia dini untuk modal kemampuan anak dalam menangani stress dan menyelesaikan permasalahan dengan cara yang tepat.

Strategi Pengembangan Kurikulum Merdeka Belajar Kampus Merdeka Berbasis Individual Differences Henni Anggraini; Sarah Emmanuel Haryono; Siti Muntomimah; Rina Wijayanti; Mochammad Ramli Akbar
Jurnal Ilmiah POTENSIA Vol 7, No 1 (2022): JANUARI
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jip.7.1.64-74

Kurikulum Merdeka Belajar Kampus Merdeka bertujuan untuk meningkatkan kompetensi lulusan dengan membekali mahasiswa soft skill maupun hard skill yang dibutuhkan oleh dunia kerja. Pengembangan kurikulum Merdeka Belajar-Kampus Merdeka di Program Studi Pendidikan Guru Pendidikan Anak Usia Dini Universitas PGRI Kanjuruhan Malang dengan berbasis individual differences diharapkan mahasiswa dapat memahami karakter dan keberagaman peserta didik sebagai dasar untuk mampu berperan sebagai tenaga pendidik dan kependidikan, konsultan bidang PAUD serta teacherpreneur. Metode yang digunakan adalah metode penelitian deskriptif dengan pendekatan kuantitatif. Subyek penelitian adalah 123 mahasiswa dari Angkatan 2017-2021, dan 16 dosen yang mengajar di Prodi PG-PAUD. Tahapan pelaksanaan penelitian meliputi: Focus group discussion, lokakarya, pembuatan instrumen, survey lapangan, pengolahan dan analisis data, seminar hasil/sosialisasi. Penelitian ini dilaksanakan selama 3 minggu di Universitas PGRI Kanjuruhan Malang. Teknik pengumpulan data menggunakan angket yang memuat aspek strategi implementasi kurikulum, yaitu: perencanaan, dokumen kurikulm, SDM, administrasi, sarana prasarana, dan iklim budaya. Hasil uji validasi yang dilakukan terhadap 30 item, didapatkan 27 item valid, dan 3 item tidak valid, maka tim peneliti memutuskan untuk menggunakan 27 item yang valid untuk proses pengambilan data. Hasil reliabilitas menunjukkan 0,758 yang dapat dikategorikan bahwa angket yang disebarkan reliable untuk menggambarkan strategi implementasi kurikulum

ASESMENT PENDIDIKAN KARAKTER DAN MORAL ANAK USIA DINI DENGAN BASIS KEARIFAN LOKAL Didik Iswahyudi; Mochammad Ramli Akbar
Jurnal Moral Kemasyarakatan Vol 2 No 2 (2017): Desember
Publisher : Universitas PGRI Kanjuruhan Malang

This study aims to assess and describe the process of character education and moral of early childhood with the basis of local wisdom to know the advantages and disadvantages of strategies and processes that have been applied. This research uses the qualitative case study method, & using Miles & Hubberman model analysis technique. This research was conducted in Bandungrejosari Village, Malang City. Based on the research conducted on the advantages of learning process of character and morale of early child have superiority in theme and design which is not in conflict with vision, mission, and goals either from institution or from regulation and appeal from stakeholder, compiled together by all parties with local wisdom identification capital sourced from existing local content and implemented in a varied and comprehensive manner through careful planning and monitoring of joint evaluations. While the weakness of the design is the process of character and moral learning that exist in the location of research is the element of subjectivity of teachers who are still high and the limited resources to explore, analyze, and identify local wisdom from local content so that the character and morale are trying to be formed still at the limit of applying local content and have not formed personality based on local wisdom.

Contextual Weaning Process for 3–4-Year-Old Playgroup Students Mochammad Ramli Akbar; Intan Malina
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol 9, No 2 (2023): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v9i2.48090

This study describes the weaning process for students who are still attached to their parents or caregivers at the start of learning in play groups using contextual learning and describes the factors that influence it. Qualitative descriptive research with the subjects of school principals, teachers, students, and parents in Kemuning Kepanjen playgroup, through the process of observation, interviews, and documentation analysis. The results of the research show that the strategy for weaning students using contextual learning media and infrastructure in a fairly complete learning environment. The chronology of the weaning process is: (1) preparation, (2) weaning process and (3) follow-up. This strategy is supported by quite complete outdoor media, good communication and socialization patterns, participation and support of parents in the environment around the school. The factors that influence the weaning process are (1) early childhood socialization, (2) the initial process of introducing learning to the environment, (3) effective communication patterns between teachers and parents, (4) teacher's strategies during early learning, and (5) media infrastructure that is complete, safe, and easily accessible. There were no significant obstacles in the weaning process, apart from variations in the communication between teachers and parents, and the conditions that were there were interrelated

Peran Orang Tua dalam Membentuk Karakter Kesiapsiagaan Bencana Pertanian pada Anak Usia Dini Eni Rahmawati; Mochammad Ramli Akbar; Rina Wijayanti
Golden Age: Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025): Golden Age : Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/golden_age.v9i1.7595

Penelitian bertujuan mengkaji peran orang tua dalam membentuk karakter kesiapsiagaan bencana pertanian pada anak usia dini. Kesiapsiagaan terhadap bencana, khususnya yang berkaitan dengan sektor pertanian seperti kekeringan, banjir, dan serangan hama, merupakan aspek penting yang perlu ditanamkan sejak usia dini, terutama bagi anak-anak yang tinggal di wilayah rawan bencana pertanian, khususnya di daerah poncokusumo kab malang. Penelitian menggunakan pendekatan kualitatif deskriptif, melibatkan orang tua yang memiliki anak usia dini usia 4-5 tahun di sekolah DWP 2 jambesari dan bermukim di daerah dengan potensi bencana pertanian tinggi sejumlah 14 orang di desa jambesari kevamatan poncokusumo kabupaten malang. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa orang tua memiliki peran strategis sebagai pendidik pertama dan utama dalam membentuk nilai-nilai dasar karakter, seperti peduli lingkungan, tanggung jawab, disiplin, dan kerja sama, yang menjadi fondasi dalam membangun kesiapsiagaan bencana. Selain itu, keterlibatan aktif orang tua dalam kegiatan edukatif berbasis lingkungan dan mitigasi bencana turut memperkuat pemahaman anak terhadap risiko dan cara merespons bencana pertanian secara bijak. Penelitian ini merekomendasikan perlunya sinergi antara keluarga, sekolah, dan komunitas dalam membangun budaya kesiapsiagaan bencana sejak dini.

Permainan Angklung: Meningkatkan Kemampuan Emosi Anak Usia Dini Pitri Andari; Mochammad Ramli Akbar; Rina Wijayanti
Golden Age: Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025): Golden Age : Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/golden_age.v9i1.7665

Pendidikan anak usia dini seringkali berfokus pada aspek kognitif, padahal kemampuan emosional krusial bagi keberhasilan jangka panjang. Banyak anak usia dini menunjukkan hambatan emosional, seperti kesulitan berbagi, mengelola amarah, dan mengekspresikan perasaan positif. Permainan tradisional, khususnya Angklung, memiliki potensi besar sebagai intervensi inovatif untuk mengembangkan kecerdasan emosional anak. Penelitian menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi intensif, wawancara dengan guru dan orang tua, serta dokumentasi. Subjek penelitian adalah enam anak usia 4-6 tahun di KB Ester Sidoasri Sumbermanjing Wetan. Data dianalisis menggunakan model Miles & Huberman, dengan triangulasi Patton untuk validitas. Indikator kemampuan emosional meliputi pengendalian amarah, kesabaran, ekspresi perasaan, empati, penyesuaian diri, dan pemecahan masalah.Hasil observasi selama dua sesi permainan Angklung menunjukkan peningkatan signifikan pada aspek emosi sosial anak. Skor penilaian emosi rata-rata meningkat dari 2,5% (cukup/kurang) menjadi 4,1% (baik/sangat baik). Chezila menunjukkan peningkatan kesabaran dan empati, Elzi menjadi lebih aktif, Alfiando lebih kooperatif, Absyalom lebih percaya diri, BC konsisten positif, MC lebih fokus. Wawancara guru dan orang tua mengkonfirmasi perubahan perilaku positif di sekolah dan rumah. Interaksi kolaboratif dalam bermain Angklung terbukti menstimulasi regulasi diri dan keterampilan sosial.%Penerapan permainan Angklung secara kolaboratif memberikan dampak positif signifikan terhadap perkembangan emosi sosial anak usia dini, meningkatkan empati, pengendalian diri, dan kerja sama. Integrasi musik tradisional ini direkomendasikan dalam kurikulum PAUD untuk pengembangan holistik anak.

Peningkatan Kemampuan Spasial Anak Usia 5-6 Tahun melalui Kegiatan Studi Wisata ke Kebun Kopi di TK DWP Nurul Huda Jabung Malang Ifah Hidayah; Mochammad Ramli Akbar; Sarah Emanuel Haryono
Golden Age: Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 2 (2025): Golden Age : Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/golden_age.v9i2.7694

This study aims to enhance the spatial abilities of children aged 5-6 years through educational field trips to a coffee plantation. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. The research subjects were Group B children at TK DWP Nurul Huda Jabung, Malang, with the researcher acting as the primary instrument as well as the implementer of the actions. The findings indicate a significant improvement in children’s spatial abilities, as reflected in their increased understanding of directional concepts, position, size, and spatial relationships among objects in the surrounding environment. The field trip activities provided authentic and contextual learning experiences that facilitated spatial exploration, visual observation, and active use of spatial language. In addition, these activities enhanced children’s enthusiasm and active participation in the learning process. Therefore, educational field trips to a coffee plantation are proven to be an effective and enjoyable learning method for developing early childhood spatial abilities.

An Analysis of Javanese Language Literacy in Shaping Students’ Polite Character at KB Bina Insani Dampit Halimatus Sa’diyah; Choirul Huda; Mochammad Ramli Akbar
Bulletin of Pedagogical Research Vol. 5 No. 3 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i3.2163

This study aims to analyze the implementation of Javanese language literacy in the formation of polite character among students at KB Bina Insani Dampit. The declining use of the Javanese language and the weakening of polite character among early childhood learners serve as the background for this research. This study employed a descriptive qualitative research design with teachers, students, and parents as the research subjects. Data were collected through observation, interviews, and documentation. The results show that Javanese language literacy is implemented through the habitual use of Javanese krama in daily activities, as well as the use of Javanese culture-based learning media such as traditional children's songs (tembang dolanan), folklore, and traditional games. The process of developing polite character occurs through teachers’ role modeling, the habituation of polite expressions such as “matur nuwun” (thank you), “nyuwun tulung” (please help), and “nyuwun pangapunten” (sorry), and the integration of Javanese etiquette values (unggah-ungguh) in the learning process. The findings also reveal that teachers integrate the traditional game “Ombak-Ombak Banyu” as a cooling-down activity after exercise, which simultaneously functions as a medium for Javanese language literacy through a kinesthetic-musical approach. This approach differs from conventional Javanese language learning, which tends to rely on lectures and vocabulary memorization. Supporting factors include teachers’ commitment, support from the school environment, and collaboration with parents, while the inhibiting factors include children’s limited mastery of krama vocabulary and the dominance of Indonesian language use at home.

Pemanfaatan Media Smart Board Untuk Meningkatkan Kemampuan Membaca Huruf Hijaiyah Anak Usia 5-6 Tahun Di KB Ar-Rohmah I Singosari Choiro Umatin; Mochammad Ramli Akbar; Henni Anggraini
CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah Vol. 3 No. 1 (2026): CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah, Januari 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/cendekia.v3i1.2317

Basic education plays a crucial role in providing students with basic knowledge and skills, including reading skills as a foundation for subsequent learning. Early reading skills, particularly reading the hijaiyah letters, require serious attention because they impact advanced reading skills. Initial observations in class B of KB Ar-Rohmah I Singosari showed that most children aged 5–6 years were unfamiliar with the hijaiyah letters and experienced reading difficulties, resulting in suboptimal learning activities. This situation necessitates the use of engaging learning media that are appropriate to the characteristics of early childhood. This study aims to determine the use of smartboards and their impact on the hijaiyah reading skills of 5–6-year-old children at KB Ar-Rohmah I Singosari. This study used the Classroom Action Research (CAR) method, implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Smartboards were used to visually and interactively display the Hijaiyah letters to help children recognize and read them more easily. The results showed that: the use of smartboards in teaching the Hijaiyah letters at KB Ar-Rohmah I Singosari was implemented through lesson planning, visual and audio presentation of the Hijaiyah letters, teacher pronunciation demonstrations, interactive reading activities, and evaluation of children's development. The use of smartboards proved effective in improving the reading skills of children aged 5–6 years. Improvements were seen in letter recognition, pronunciation accuracy, reading fluency, and self-confidence. In Cycle I, children's reading skills began to improve, while in Cycle II, the improvement became more significant and stable, thus achieving the research success indicator.

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