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All Journal Khazanah Pendidikan Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Social, Humanities, and Educational Studies (SHEs): Conference Series MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Jurnal Educatio FKIP UNMA Didaktik : Jurnal Ilmiah PGSD STKIP Subang Renjana Pendidikan Dasar Prosiding Seminar Nasional Hasil-hasil Penelitian dan Pengabdian Pada Masyarakat
Cicih Wiarsih
Universitas Muhammadiyah Purwokerto
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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PELATIHAN DESAIN PEMBELAJARAN TARI BERBASIS PENDIDIKAN KARAKTER ANAK (METODE, PRAKTIK DAN PRODUK) Okto Wijayanti; Cicih Wiarsih; Karma Iswasta Eka
PROSIDING SEMINAR NASIONAL LPPM UMP PROSIDING SEMINAR NASIONAL LPPM UMP 2020
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.75 KB)

Abstract

Permasalahan mitra yang diungkapkan oleh guru SD Muhammadiyah Cipete yakni kurang adanya pengetahuan, kemampuan untuk mendesain pembelajaran tari berbais karakter untuk siswa di SD Muhammadiyah Cipete. Pembelajaran karakter salah satunya dapat diteajarkan melalui pembelajaran seni tari. Keunggulan pembelajaran seni tari berbasis pendidikan karakter yakni diharapkan anak dapat semakin dekat dengan lingkungan sekitar, mengenali karakter teman, sehingga dalam kegiatan belajar mengajar dimungkinkan anak akan lebih peka dan memiliki karakter baik yang mendukung prestasi belajar di sekolah. Ketidakberadaannya guru untuk mengajarkan tari karena keterbatasan kemampuan guru dalam menyusun desain pembelajaran tari berbasis karakter. Pelatihan ini bertujuan untuk memberikan bekal pengetahuan dan keterampilan dalam mendesain pembelajaran tari berbasis karakter. Peserta pelatihan ini adalah 9 orang guru SD Muhammadiyah Cipete. Metode pelaksanaan program yakni ceramah dan demontrasi melalui praktek tari.Program Pelatihan ini dilaksanakan selama 5 pertemuan, mengingat kompetensi yang harus dikuasai mitra yakni dapat memperagakan tari kelompok berbasis pendidikan karakter. Nilai karakter dalam embelajaran tari yakni tnggungjawab, kerjasama dan religius. Pendampingan dilaksanakan setelah kegiatan pelatihan selesai yakni mendampingi guru dari dalam mentransfer ilmu, dan keterampilan tari berbasis karakter kepada siswa di sekolah. Adapun narasumber utama pelatihan ini adalah ketua dan anggota tim pengusul penerapan Ipteks bagi Masyarakat yaitu 2 orang. Mahasiswa yang berjumlah 2 orang berpartisipasi untuk menyampaikan materi pelatihan serta membantu dalam persiapan dan pendokumentasian kegiatan, sebagai bentuk pemberian pengalaman dan pengetahuan mahasiswa yang akan tugas akhir. Metode yang digunakan pada pelatihan ini yaitu ceramah, tanya jawab, diskusi dan praktik. Partisipasi mitra dalam penelitian ini yakni mitra terlibat dalam penyampaian ide, kreativitas, pentas, kostum dan rias tari.. Produk luaran dari pengabdian ini yakni desain pembelajaran tari berbasis karakter dan HAKI berupa produk tari berbasis pendidikan karakter. Siswa, kepala sekolah, komite, guru, orangtua, dan masyarakat bekerjasama, berkolaborasi, bersinergi denganbaik, sehingga desain pembelajaran tari berbasis pendidikan karakter dengan nilai kerjakeras, tanggungjawab, disiplin, kerjasama dan religius dapat diterapkan ke dalam produk tari Sluku-Sluku Bathok dapat diimplementasikan dengan baik.
PERAN GURU DALAM MENGEMBANGKAN KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS 1A SD NEGERI 2 PLIKEN Restiana Magitasari; Cicih Wiarsih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 02 Juni 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i2.3555

Abstract

Early reading skills are a fundamental foundation learning, and students must master them. The first-grade students of class 1A at SD Negeri 2 Pliken exhibit diverse reading abilities, with notable improvement observed among students who previously could not read, now reading better. The activity and creativity of the first-grade teacher significantly influence the fluency and accuracy of children’s reading at the initial learning stage. Therefore, this study aims to determine the role of the teacher in developing the early reading skills of class 1A students at SD Negeri 2 Pliken, along with the supporting and inhibiting factors. The research are the principal, class teacher, and students of class 1A at SD Negeri 2 Pliken. Data collection techniques include observation, interviews, and documentation. The result of this study indicate that the role of the class 1A teacher at SD Negeri 2 Pliken in developing early reading skills is quite effective. The teacher’s roles include organizer, mediator, facilitator, and motivator. As an organizer, the teacher successfully implements a 15-minute literacy habit before lessons begin. As a mediator, the teacher seeks engaging reading materials for students. As a facilitator, the teacher creates an attractive reading corner for students. As a motivator. The teacher supports and appreciates students brave enough to read in front of their peers. The supporting factors include good cooperation between teachers and students, students’ parents, school policies, learning media, and the availability of reading books. The inhibiting factors are internal challenges within the students and time constraints.
Analisis Kesulitan Membaca Pemahaman pada Siswa Sekolah Dasar Aira Mahgi Agnesya; Cicih Wiarsih
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107205

Abstract

Reading comprehension difficulties among elementary school students remain a common issue, yet they have not been extensively studied, despite their significant impact on students academic performance and literacy skills. This study aims to describe the factors contributing to students' difficulties in understanding reading materials and to identify the strategies employed by teachers, parents, and schools to address these challenges. A qualitative approach with a case study design was used, involving 11 fifth-grade students from fifth grade C at SD Negeri Ledug, selected through purposive sampling. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. The findings indicate that reading comprehension difficulties stem from internal factors, such as low reading interest, weak memory, and limited vocabulary; as well as external factors, including limited instructional time, lack of parental support, an unconducive learning environment, and the influence of digital devices. The strategies implemented to overcome these issues include learning assistance from teachers and parents, and the implementation of school-based literacy programs. The study concludes that a synergistic collaboration between teachers, parents, and schools is essential in enhancing students' reading comprehension skills. Kesulitan membaca pemahaman pada siswa sekolah dasar masih sering terjadi, namun belum banyak dikaji secara mendalam, padahal hal ini memengaruhi prestasi akademik dan kemampuan literasi. Penelitian ini bertujuan untuk mendeskripsikan faktor penyebab kesulitan memahami isi bacaan dan strategi yang diterapkan oleh guru, orang tua, dan sekolah. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan 11 siswa kelas VC SD Negeri Ledug yang dipilih melalui teknik purposive sampling. Data diperoleh melalui observasi, wawancara, dan dokumentasi, serta dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa kesulitan membaca pemahaman disebabkan oleh faktor internal, seperti rendahnya minat baca, lemahnya daya ingat, dan keterbatasan kosakata; serta faktor eksternal seperti waktu pembelajaran yang terbatas, kurangnya dukungan orang tua, lingkungan belajar tidak kondusif, dan pengaruh gawai. Strategi yang dilakukan meliputi pendampingan belajar oleh guru dan orang tua, serta pengadaan program literasi sekolah. Penelitian ini menyimpulkan pentingnya sinergi antara guru, orang tua, dan sekolah dalam meningkatkan keterampilan membaca pemahaman siswa.
Analisis Kesulitan Membaca Permulaan pada Siswa Sekolah Dasar Pipit Pratiwi; Cicih Wiarsih
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107414

Abstract

Early reading is an important basic skill for students. Early reading is the main foundation that influences subsequent reading ability. This study aims to describe the difficulties of early reading in second grade students at SDN 1 Kedungwuluh, the factors that cause difficulties in early reading, and the efforts made by teachers to overcome difficulties in early reading. The research method used is qualitative with a case study approach. The sample consists of 18 students in Class II B of SDN 1 Kedungwuluh, selected using purposive sampling. Data collection was conducted through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. The results of the study indicate that: (1) six students experienced early reading difficulties, namely (a) difficulty recognizing letters, (b) omission or substitution, (c) difficulty spelling, (d) adding letters, and (e) reversing letters; (2) the factors causing reading difficulties were (1) psychological factors, (2) family environment factors, and (3) to overcome early reading difficulties, the following measures were taken: (a) teachers providing reading guidance programs, (b) using the SAS method. This study concluded that the involvement of teachers, parents, and students is necessary through the implementation of appropriate strategies and continuous support.Membaca permulaan merupakan keterampilan dasar yang penting bagi siswa. Membaca permulaan menjadi fondasi utama yang memengaruhi kemampuan membaca selanjutnya. Penelitian ini bertujuan untuk mendeskripsikan kesulitan membaca permulaan pada siswa kelas II B SDN 1 Kedungwuluh, faktor penyebab yang mempengaruhi kesulitan membaca permulaan, dan upaya yang dilakukan guru dalam mengatasi kesulitan membaca permulaan. Metode penelitian ini adalah kualitatif dengan jenis studi kasus. Sampel pada penelitian ini adalah sswa kelas II B SDN 1 Kedungwuluh yang berjumlah 6 siswa dengan teknik pengambilan sampel menggunakan teknik purposive sampling. Pengumpulan data dengan menggunakan teknik observasi, wawancara dan dokumentasi, selanjutnya dianalisis menggunakan model Miles and Huberman. Berdasarkan hasil penelitian menunjukkan bahwa: siswa mengalami kesulitan membaca permulaan, yaitu kurang mengenali huruf, penghilangan atau penggantian, kesulitan mengeja, penambahan huruf dan pembalikkan huruf; faktor penyebab kesulitan membaca yaitu faktor psikologis dan faktor lingkungan keluarga; untuk mengatasi kesulitan membaca permulaan antara lain: guru memberikan program bimbingan membaca, menggunakan metode SAS. Penelitian ini menyimpulkan memerlukan keterlibatan guru, orang tua, dan siswa melalui penerapan strategi yang tepat serta dukungan yang terus-menerus.
KESIAPAN GURU SEKOLAH DASAR DALAM IMPLEMENTASI KURIKULUM MERDEKA PADA PEMBELAJARAN IPS KELAS IV DI SDN 2 KALIMANAH WETAN Mutiara Hamida Salsabila; Cicih Wiarsih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 3 (2024): Volume 10 No. 03 September 2024 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.3556

Abstract

The advancement of the educational system to keep pace with the progress of the timeswhether in cultural, societal, knowledge, or technological aspectsrequires changes in Indonesia's curriculum. Therefore, teachers' readiness is key to successfully implementing the curriculum. This study aims to assess the readiness of elementary school teachers in implementing the Merdeka Curriculum specifically for Social Studies in Grade IV at SDN 2 Kalimanah Wetan. The study evaluates teachers' cognitive, physical, psychological, and financial readiness using observation, interviews, and documentation. A qualitative approach with a phenomenological method was used. Data were collected through interviews with the principal, Grade IV teachers, and seven Grade IV students regarding their readiness to implement the Merdeka Curriculum. The findings indicate that Grade IV teachers understand the concepts and principles of the Merdeka Curriculum. This is evidenced by the preparation of teaching modules, Learning Objectives (CP), and Learning Activity Programs (ATP) that align with the characteristics of the Merdeka Curriculum. Social Studies teaching has also implemented differentiated learning.
Co-Authors Aira Mahgi Agnesya Asih Ernawati Asih Ernwati Dedy Irawan Defi Sulistiowati Dhi Bramasta, Dhi Dhuhita Ayuning Tyas Diyah Ayu Windiasari Dwiki Ambarwati Elia Irma Sari Karma Iswasta Eka khikmatul masrohah Mutiara Hamida Salsabila Ninda Nur Afifah Okto Wijayanti Pipit Pratiwi Restiana Magitasari Rohma Uswatun Khasanah Yudha Febrianta Yulia Nur Maulida