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All Journal BUAH HATI Visipena Jurnal Basicedu Didaktik : Jurnal Ilmiah PGSD STKIP Subang Getsempena English Education Journal Didaktika: Jurnal Kependidikan Jurnal Cakrawala Pendas Jurnal Elementaria Edukasia
Nurrohmatul Amaliyah
Universitas Muhammadiyah Prof. DR. HAMKA
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALYSIS OF THE VALUE OF NATIONALISM IN LEGO-LEGO DANCE IN LOCAL CONTENT LEARNING IN ELEMENTARY SCHOOLS Mahmud Abdullah Noho; Nurrohmatul Amaliyah
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3459

Abstract

Traditional culture is an important means of instilling nationalistic values in the younger generation. This study aims to analyze the nationalistic values contained in the traditional Lego-Lego dance culture and describe the application of these values in local content learning at Cokroaminoto 1 Islamic Elementary School in Kalabahi. The research method used is descriptive qualitative with an ethnographic approach. Data were obtained through observation, interviews, and documentation, then analyzed in depth to find the meaning of nationalistic values in each element of the dance. The research involved 1 local content teacher, 1 principal, and 1 class consisting of 30 students as informants. Data analysis used the Miles and Huberman interactive model, which included data reduction, data presentation, and conclusion drawing. The results showed that nationalistic values were strongly reflected in the music and dance components, which were then internalized through contextual learning based on local culture. The implications of this study confirm that the integration of nationalistic values in local content is an effective strategy for teachers to strengthen the nationalistic character of students from an early age. The contribution (novelty) of this study lies in the use of regional arts as a pedagogical medium that not only preserves local culture but also systematically constructs the strengthening of nationalistic character in the context of basic education.
THE ROLE OF DIGITAL LITERACY AND LEARNING MOTIVATION ON STUDENTS’ CRITICAL THINKING Uum Sri Utami; Nurrohmatul Amaliyah
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3485

Abstract

This study aims to examine the role of digital literacy and learning motivation in students' critical thinking skills. This study employed a quantitative approach using a correlational design. The fourth-grade students at several public elementary schools in the Pegadungan subdistrict were selected as the sample of this research. The research sample consisted of 128 students. Data were obtained through tests measuring critical thinking skills and questionnaires assessing digital literacy and learning motivation. Data analysis was performed using multiple linear regression tests. The results showed a significant relationship between digital literacy (r = 0.331; p < 0.05) and learning motivation (r = 0.223; p < 0.05) with students’ critical thinking skills. Simultaneously, both variables had a positive and significant effect on students' critical thinking skills (R = 0.438; Sig. = 0.000). These findings indicate that students with higher levels of digital literacy and stronger learning motivation tend to demonstrate better critical thinking abilities. In conclusion, improving students’ access to digital resources and fostering intrinsic learning motivation can contribute significantly to the development of critical thinking skills. The findings of this study suggest that educators should integrate technology-based learning activities and motivational teaching strategies into classroom instruction to support the enhancement of critical thinking skills in elementary educatio
EVALUASI IMPLEMENTASI KURIKULUM MERDEKA DALAM MEMBANGUN KARAKTER MANDIRI PADA SISWA SDN JAGAKARSA 05 PAGI Urip Mujiyati; Nurrohmatul Amaliyah; Abd. Rahman A. Ghani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18837

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya pembentukan karakter mandiri siswa dalam menghadapi tantangan pendidikan abad dua puluh satu melalui implementasi Kurikulum Merdeka. Tujuan penelitian ini adalah untuk mengevaluasi pelaksanaan Kurikulum Merdeka dalam membangun karakter mandiri siswa di SDN Jagakarsa 05 Pagi. Penelitian menggunakan pendekatan kualitatif dengan model evaluasi Context, Input, Process, Product. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan angket kepada siswa kelas lima. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka memberikan kontribusi positif terhadap peningkatan karakter mandiri siswa. Pada aspek konteks, terdapat dukungan kebijakan dan komitmen sekolah. Pada aspek input, masih diperlukan peningkatan kapasitas guru dan sarana prasarana. Pada aspek proses, pelaksanaan pembelajaran berbasis projek menunjukkan variasi dalam pengintegrasian nilai karakter. Pada aspek produk, terjadi peningkatan kemandirian siswa yang ditunjukkan melalui inisiatif, tanggung jawab, dan kepercayaan diri dalam belajar. Meskipun demikian, terdapat kendala berupa keterbatasan sumber daya, kurangnya pelatihan guru, serta tantangan dalam mengintegrasikan nilai karakter dalam kehidupan sehari-hari siswa. Penelitian ini merekomendasikan penguatan pelatihan berkelanjutan dan peningkatan kolaborasi antara sekolah, orang tua, dan pemangku kepentingan untuk mendukung implementasi kurikulum yang berorientasi pada pembentukan karakter siswa. Kata Kunci: Kurikulum Merdeka, Karakter mandiri, evaluasi CIPP, Profil Pelajar Pancasila, Pendidikan dasar
ANALISIS FAKTOR PENYEBAB KESULITAN SISWA DALAM PEMBELAJARAN TEMATIK DI KELAS IV SDN SRENGSENG SAWAH 11 PAGI JAKARTA SELATAN TAHUN AJARAN 2021/2022 Mutia Azzahra; Nurrohmatul Amaliyah
Jurnal Cakrawala Pendas Vol. 8 No. 3 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v8i3.2677

Abstract

Pembelajaran tematik menekankan siswa untuk berpartisipasi secara aktif dalam kegiatan pembelajaran, sehingga siswa dapat diharapkan memperoleh pengalaman secara langsung sesuai dengan kebutuhan siswa. Penelitian ini bertujuan untuk mendeskripsikan kesulitan dalam pembelajaran tematik dan faktor-faktor yang menyebabkan kesulitan pada siswa. Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan pendekatan deskriptif. Sumber data pada penelitian ini, yaitu guru kelas IV, 9 siswa kelas IV, dan orang tua siswa kelas IV SDN Srengseng Sawah 11 Jakarta Selatan. Metode pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan model Milles and Huberman dengan cara reduksi, penyajian, dan kesimpulan. Hasil penelitian ini menunjukkan kesulitan-kesulitan yang dialami siswa kelas IV dalam pembelajaran tematik, yaitu (1) siswa pasif ketika menjawab pertanyaan guru, (2) siswa aktif ketika bercanda dengan teman, (3) materi terlalu banyak, (4) siswa perlu menalar untuk memahami materi, (5) siswa merasa bingung, dan (6) siswa merasa bosan. Selain itu, faktor-faktor yang menyebabkan siswa kesulitan dalam pembelajaran tematik, yaitu (1) sikap siswa, (2) pemahaman siswa, (3) minat siswa, (4) kemampuan intelektual siswa, (5) perhatian orang tua.
Co-Authors Abd. Rahman A. Ghani Atika Helmi Putri Budhi Akbar Dindha Aulia Rivai Inas Fauziah Farda Irdalisa Lilis Suryatie Mahmud Abdullah Noho Marwah Sholihah Mutia Azzahra Urip Mujiyati Uum Sri Utami Yunidawati Yunidawati Zakiyah Nuraini