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All Journal APTEKINDO QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies Jurnal Ilmiah Wahana Pendidikan JURNAL ILMIAH MATEMATIKA (JIMAT) JURNAL PENDAS (Pendidikan Sekolah Dasar) Jurnal Ilmiah Matematika (JIMAT) Jurnal Pendidikan dan ekonomi (JUPEK)
Yetni Marlina
STKIP Kie Raha
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformasi Budaya literasi di SDN 36 Kota Ternate: Dampak Program Kampus Mengajar Angakatan 4 Marlina, Yetni
PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini Vol. 7 No. 1 (2024): Juni
Publisher : Fakultas Pendidikan, Universitas Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/primearly.v7i1.2882

Abstract

The Teaching Campus is one of the Independent Learning Campus (MBKM) programs which aims to help improve literacy, numeracy, technology adaptation and school administration. The presence of this campus teaching program provides opportunities for students throughout Indonesia to improve their soft skills and hard skills. The aim of this research is to determine the form of implementation of the teaching campus program, the obstacles faced and the impact of the teaching campus program on student literacy culture at SDN 36 Kota Tenate. This research uses a qualitative approach with a case study type of research. Data collection techniques use observation, interview and documentation techniques. Based on the data that has been taken, it shows that the implementation of the campus teaching program for class 4 at SDN 36 Tenate City is in the form of creating a School Literacy Movement (GLS) program, creating Reading Corner media, activating the library, pulling the lucky string, and a literacy map. The obstacles faced in implementing campus teaching programs include a lack of coordination between the central government and regions/schools as well as inadequate facilities and infrastructure. The impact of the implementation of the 4th generation campus teaching program on student literacy culture can be seen from the results of students' literacy ability tests using the MBKM portal which shows a change of 25.64% from 0-100%. So the programs implemented by teaching campus students can have an impact on students' literacy culture, even though it is small if measured from the specified range.
Kurikulum Merdeka : Tantangan Pembelajaran IPS Pada Siswa Sekolah Dasar Studi Kasus Di SD Negeri 26 Kota Ternate Rahmat Muhdar; Marlina , Yetni
PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini Vol. 7 No. 2 (2024): Desember
Publisher : Fakultas Pendidikan, Universitas Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/primearly.v7i2.3443

Abstract

The aim of carrying out this research is to describe planning, implementation, supporting and inhibiting factors, as well as solutions in differentiated learning in the Merdeka curriculum in science and science subjects at SDN 26 Ternate City. This research uses qualitative research with a case study design. Data was collected through interviews, observation and documentation. The subjects of this research consisted of the school principal, class IV teacher, and three class IV students. Test the validity of the data using triangulation of techniques and sources. Then the data was analyzed using the Miles and Hubermen technique with three stages, namely data reduction, data presentation, and drawing conclusions. The results obtained were that teachers made learning plans by mapping learning needs through diagnostic assessments and then creating teaching modules based on the results of the mapping. It is known that class IV students consist of visual, auditory and kinesthetic learning styles. In its application, teachers carry out learning differentiation of content, processes and products. Supporting factors come from enthusiastic students, a pleasant learning atmosphere, students feeling safe and comfortable, and adequate infrastructure. Meanwhile, the main inhibiting factor in learning is that it takes longer. The solution taken by the principal and teachers is to reflect together every week.
Co-Authors H. Mukhidin Mammy Boriri Muhdar, Rahmat Rahmat Muhdar Sangadji, Harina Sufri Saleh Zulaeha, Ode