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All Journal Pendidikan Sekolah Dasar AIJER: Algazali International Journal Of Educational Research Child Education Journal Alpen: Jurnal Pendidikan Dasar Journal of Innovation and Research in Primary Education
Ganes Gunansyah
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Bahan Ajar IPS di Sekolah Dasar Ganes Gunansyah,
Pendidikan Sekolah Dasar Vol 5, No 6 (2009)
Publisher : Pendidikan Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Capabilities inherent in the figure of one professional teacher relates to the ability to develop the field of science instructional materials that are occupied or in accordance with the curricular context and needs of learners (pedagogical content knowledge). In the Government Regulation (PP) Number 19 of 2005 provision 20, hinted that the teachers are expected to develop teaching materials, which then reinforced through the Regulation of the Minister of National Education (Permendiknas) Number 41 year 2007 about Standard Process, which among other things about the learning process that requires planning for educators on the educational unit to develop Learning Implementation Plan (RPP). Teachers are expected to further develop and implement instructional materials in learning. However, important issues often faced by teachers in the learning activity is to select or determine the teaching materials or instructional materials that are appropriate in order to help students achieve competence. Based on the structure of the SBC, IPS study materials include the ability to understand a set of facts, concepts, and generalizations about (1) social and cultural systems, (2) people, places and environments, (3) economic behavior and welfare, (4) time, continuity and changes, (5) national and state systems. This paper was based on the importance of conceptual analysis of teaching materials for teachers to avoid a mistake to identify the types of learning materials and be able to meet the elements kecakupan, adequacy and depth of learning materials so that the level of student mastery of competencies contained in the Competency Standards (SK) and Basic Competency ( KD) can be achieved
Landasan Filosofis Bimbingan Keterampilan Berbahasa Indonesia Bagi Siswa Sekolah Indonesia Davao Filipina Yunia Tiara Riski; Huda, Muhammad; Budi Purwoko; Ganes Gunansyah
AIJER: Algazali International Journal Of Educational Research Vol. 7 No. 1 (2024): OKTOBER (2024)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/aijer.v7i1.1468

Abstract

In the 21st century, communication skills have become the main competency that must be possessed to face global challenges and build national identity. The Indonesian School of Davao (SID) provides Indonesian language tutoring for students born and raised in the Philippines. This article aimed to review these guidance activities from the perspective of the philosophy of science, covering practical, theoretical, and philosophical foundations, as well as their contribution to students and teachers in the educational context at SID. Researchers used the library study research method, which uses library materials or literature as the main source of information. The results showed that language guidance and literacy programs practically helped students adapt to a multilingual environment and strengthen national identity. In theory, language learning is based on language acquisition theory which emphasizes the importance of social interaction, reinforcement, and contextual learning to motivate students. Philosophically, the Indonesian language is seen as a symbol of national identity, which is the main means of instilling national values, shaping students' character, and preparing them to contribute to global society.
The Role of Indigenous Culture-Based Augmented Reality Media in Improving Cultural Understanding in Elementary Schools Hidayat, Arif Nur; Ganes Gunansyah; Ari Metalin Ika Puspita
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1373

Abstract

Cultural learning in elementary schools (SD) has an important role in building national identity and instilling local wisdom values from an early age. However, students' low interest in cultural learning is a challenge for educators. The development of digital technology, especially Augmented Reality (AR), offers innovative solutions in enhancing a more interactive and engaging learning experience. This research aims to explore the role of local Indonesian indigenous culture-based AR media, particularly related to Javanese cultural elements, in improving the cultural understanding of elementary school students. A qualitative method was employed, involving semi-structured interviews with three elementary school teachers from Taman, Buduran, and Candi Districts in Sidoarjo Regency. The findings indicate that teachers are aware of the importance of cultural learning but face challenges in making the content appealing to students. AR is perceived as a promising tool to increase engagement by visualizing cultural objects such as traditional houses, clothing, and folklore through interactive media. However, barriers such as limited digital infrastructure, insufficient teacher training, and lack of localized AR content remain significant obstacles. In conclusion, while AR technology has strong potential to enhance cultural learning in Indonesian elementary schools, its success depends on cross-sectoral collaboration in content development, ongoing teacher professional development, and improved access to supporting technologies.
Development of validation instruments for BIPA teaching material in Mindanao, Philippines Yunia Tiara Riski; Nurul Istiq’faroh; Sukartiningsih, Wahyu; Neni Mariana; Ganes Gunansyah; Muhammad Nur Huda
Jurnal Pendidikan Anak Vol 7 No 1 (2025): Child Education Journal April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i1.7245

Abstract

This research aimed to develop validation instruments for Indonesian language for Foreign Speakers (BIPA) teaching materials based on the Pancasila Student Profile (P3) that is contextual and relevant for students of the Indonesian Basic Knowledge Course (KPDI) in Mindanao, Southern Philippines. KPDI is an initiative of the Indonesian Consulate General in Davao City as a form of Indonesian education service, which would serve as a bridge to formal education at the Indonesian School of Davao (SID). This research used a step of research and development (R&D) approach with a 4D model (define, design, develop, disseminate), which focuses on the develop step, specifically the development of instruments to test the validity, practicality, and effectiveness of teaching materials being developed. The instruments developed include validation questionnaires by experts in terms of material, language, media, and graphics; observation sheets; teacher and student response questionnaires; as well as reading comprehension tests, which are analyzed using the N-Gain test. It is hoped that the results of the instruments developed can become a reference in preparing BIPA teaching materials, which not only improve students' Indonesian language skills but also instill Indonesian national character values ​​through the Pancasila Student Profile approach.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM PENINGKATAN HASIL BELAJAR MUATAN BAHASA INDONESIA MATERI PANTUN KELAS V SDN LAKARSANTRI II/473 Lailatul Munawaroh, Anisa Fitri; Ganes Gunansyah; Mimyn Putri Muldash
Alpen: Jurnal Pendidikan Dasar Vol. 9 No. 2 (2025): Juli-Desember 2025
Publisher : FKIP Universitas Wiraraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24929/alpen.v9i2.405

Abstract

ABSTRAK Rendahnya hasil belajar siswa kelas V SDN Lakarsantri II/473 pada mata pelajaran Bahasa Indonesia, khususnya pada materi pantun. Hal ini disebabkan oleh pembelajaran yang kurang disesuaikan dengan kebutuhan individu masing-masing siswa. Oleh karena itu, penelitian ini bertujuan untuk menerapkan pembelajaran berdiferensiasi guna meningkatkan hasil belajar siswa pada materi pantun. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang melibatkan tiga tahapan, yaitu pra tindakan, Siklus I, dan Siklus II. Pada tahap pra tindakan, dilakukan observasi awal untuk mengetahui kondisi pembelajaran dan hasil belajar siswa sebelum intervensi. Tahap Siklus I melibatkan penerapan awal pembelajaran berdiferensiasi, diikuti dengan evaluasi dan refleksi untuk perbaikan pada Siklus II. Hasil penelitian menunjukkan peningkatan yang signifikan dalam hasil belajar siswa setelah penerapan pembelajaran berdiferensiasi. Pada observasi awal, 73% siswa berada dalam kategori rendah, 12% sedang, dan 15% tinggi. Setelah Siklus I, hasil belajar menunjukkan perbaikan dengan 50% siswa berada dalam kategori rendah, 35% sedang, dan 15% tinggi. Peningkatan paling signifikan terjadi pada Siklus II, di mana hanya 20% siswa berada dalam kategori rendah, 25% sedang, dan 55% tinggi. Penerapan pembelajaran berdiferensiasi terbukti efektif dalam meningkatkan hasil belajar siswa pada materi pantun. Kata Kunci: Pembelajaran Berdiferensiasi, Hasil Belajar, SDN Lakarsantri II/473 ABSTRACT The low learning outcomes of class V students at SDN Lakarsantri II/473 in Indonesian language subjects, especially in rhyme material. This is caused by learning that is not adapted to the individual needs of each student. Therefore, this research aims to apply differentiated learning to improve student learning outcomes in pantun material. The research method used is Classroom Action Research (PTK) which involves three stages, namely pre-action, Cycle I, and Cycle II. At the pre-action stage, initial observations were carried out to determine the learning conditions and student learning outcomes before the intervention. Cycle I stage involves the initial implementation of differentiated learning, followed by evaluation and reflection for improvement in Cycle II. The research results show a significant increase in student learning outcomes after implementing differentiated learning. In initial observations, 73% of students were in the low category, 12% were medium, and 15% were high. After Cycle I, learning outcomes showed improvement with 50% of students in the low category, 35% medium, and 15% high. The most significant increase occurred in Cycle II, where only 20% of students were in the low, 25% medium and 55% high categories. The application of differentiated learning has proven to be effective in improving student learning outcomes in pantun material. Keywords: Differentiated Learning, Learning Outcomes, SDN Lakarsantri II/473
Co-Authors Ari Metalin Ika Puspita Arif Nur Hidayat, Arif Nur Budi Purwoko Lailatul Munawaroh, Anisa Fitri Mimyn Putri Muldash Muhammad Huda Muhammad Nur Huda Neni Mariana Nurul Istiq’faroh WAHYU SUKARTININGSIH Yunia Tiara Riski