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All Journal Jurnal Pendidikan : Riset dan Konseptual Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Elementary School Education
Helda Kusuma Wardani
Pendidikan Dasar IPA-Pascasarjana Universitas Negeri Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Model-Model Evaluasi Pendidikan Dasar (Scriven Model, Tyler Model, dan Goal Free Evaluation) Helda Kusuma Wardani; Fajarsih Darusuprapti; Mami Hajaroh
Jurnal Pendidikan : Riset dan Konseptual Vol 6 No 1 (2022): Volume 6, Nomor 1, Januari 2022
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.49 KB) | DOI: 10.28926/riset_konseptual.v6i1.446

Abstract

Microsoft Office Translator Program evaluation becomes important for educators to understand and do, because every educator must be able to become an evaluator. Program evaluation models are wide variety and their function depends on the type of program evaluated. In education there are at least three types of programs, namely processing programs, services, and general. Evaluation of suitable processing programs is evaluated with the Formative-Summative Evaluation Model or Scriven Model, GOE or Tyler Model, and GFE Model. Two program evaluation models namely Scriven model and Tyler model are used in Indonesia. Both of these models are often used by teachers when designing, implementing, and evaluating their learning programs.
Philosophy Studies in Elementary Schools Helda Kusuma Wardani
Journal of Elementary School Education Vol 3 No 2 Journal of Elementary School Education, (May, 2024)
Publisher : Berpusi Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62966/joese.vi.891

Abstract

When a teacher thinks about why an educational act is done? The answer to that question will boil down to the beginning of the process of the education system. The beginning and estuary of the process of the education system are deep-rooted ideas about education itself which are often referred to as educational philosophy. The need for the study of educational philosophy is urgent to help every Elementary School ( ES ) teacher realize the importance of answering the question "why do educational acts or learning acts do?" Departing from this background, literature study research was carried out which aimed to explain and criticize (1) the philosophical foundations in ES , (2) the role of philosophical foundations in ES, (3) the implementation of philosophy in ES, and (4) ) philosophical problems in ES. A literature study of the philosophy of education in elementary schools found (1) There are 5 (five) educational philosophies implemented in elementary education explicitly or implicitly, namely the educational philosophy of Pancasilaism, progressivism, perennialism, essentialism, and reconstructionism. (2) The role of the foundation of educational philosophy includes the role as a source of formulation of institutional educational objectives or Graduate Competency Standards, a practical role as a source of planning, implementing, and assessing education, and acting as a policy foundation at the macro, messo, and micro levels. (3) The implementation of educational philosophy in education in elementary schools includes planning, implementing, and assessing education. (4) Problems of educational philosophy in ES , including (a) uniformity vs. diversity, (b) the practice of identity politics, (c) teacher comfort zones, (d) dynamics of demands for change, and (e) incremental innovation.
Membangun Minat Baca Siswa SD Melalui Penguatan Literasi Membaca Riyan Hasif Perdana; Lulu Amelia Rahma; Vemita Rahmasari; Intan Audy Setianingrum; Madu Mukti Migunani; Delia Indrawati; Helda Kusuma Wardani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46781

Abstract

ABSTRACT Reading literacy in elementary schools remains a major problem in Indonesia, demonstrated by students' low ability to comprehend, analyze, and draw conclusions from reading material. Although the School Literacy Movement (GLS) has been implemented, its effectiveness tends to decline due to a lack of varied and engaging reading materials. Therefore, integration of literacy programs with learning media appropriate to student characteristics is necessary. This study aims to analyze the effectiveness of integrating the School Literacy Movement (GLS) and picture storybooks in improving elementary school students' reading literacy. The method used was a literature review, with data collection techniques through searching national journal articles in the Google Scholar and SINTA databases for the period 2021-2026. Data were analyzed using content analysis techniques through in-depth reading, grouping, comparison, and synthesis of research findings. The study results indicate that GLS is effective in developing sustainable reading habits, while picture storybooks can increase students' interest and understanding through visual stimuli. The integration of these two approaches has proven to be more optimal than their separate implementations. Therefore, it is recommended that schools manage the GLS program innovatively by providing a variety of reading materials, particularly picture books, to create a more effective and sustainable literacy culture. Furthermore, the results of this study are expected to serve as a foundation for further research to develop more integrated, contextual, and sustainable literacy models in the future.
KESESUAIAN KURIKULUM SEKOLAH DASAR DENGAN TUNTUTAN PERKEMBANGAN SOSIAL DAN TEKNOLOGI Nurrahmah, Hevi Dyah; Pramudita, Dhestya Praba; Septian, Zellina Hilda; Firga Rezhiana; Romi, Febryan Syah; Budiyono, Reisha Cahyarani; Delia Indrawati; Helda Kusuma Wardani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46865

Abstract

Elementary school curricula must be flexible and adaptable to changes over time due to the quick development of social dynamics and technology. The Merdeka Curriculum has been designed to enhance flexibility, creativity, and 21st-century competencies; however, its implementation still faces various challenges. This literature study analyzes the alignment of the elementary school curriculum with social and technological developments by utilizing data from relevant scientific journals and research articles. The findings indicate that, although the curriculum has been designed to be adaptive, its implementation remains limited by factors such as teachers’ competencies, facilities, and support from the educational environment. Therefore, continuous adjustments are necessary to improve the curriculum’s alignment with ongoing social and technological changes. These adjustments can be achieved through improving teacher competencies, developing educational facilities, and strengthening collaboration between schools and the community, so that the elementary school curriculum becomes more effective in enhancing students’ knowledge and skills.
Co-Authors Budiyono, Reisha Cahyarani Delia Indrawati Fajarsih Darusuprapti Firga Rezhiana Intan Audy Setianingrum Lulu Amelia Rahma Madu Mukti Migunani Mami Hajaroh Nurrahmah, Hevi Dyah Pramudita, Dhestya Praba Riyan Hasif Perdana Romi, Febryan Syah Septian, Zellina Hilda Vemita Rahmasari