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All Journal Equilibrium: Jurnal Pendidikan Pendekar : Jurnal Pendidikan Berkarakter ABDIMAS SILIWANGI JURNAL PENDIDIKAN TAMBUSAI Journal on Education FONDATIA Jurnal Pendidikan dan Konseling Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Attadib: Journal of Elementary Education AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan Dasar Perkhasa JURNAL BIOSHELL Jurnal Pengabdian Dharma Wacana JGK (Jurnal Guru Kita) Innovative: Journal Of Social Science Research JS (Jurnal Sekolah) JOP
Primanita Sholihah Rosmana
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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PENGARUH NILAI PENDIDIKAN KARAKTER PADA K13 DALAM MENGATASI PERILAKU BULLYING SISWA Primanita Sholihah Rosmana; Sofyan Iskandar; Shadrina Afra Khairunnisa; Muthia Nur Azhar; Afifah Nur Amatullah Qomariyah
Pendekar: Jurnal Pendidikan Berkarakter Vol 5, No 1 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v5i1.8240

Abstract

Abstrak: Penelitian ini menganalisis bagaimana penerapan nilai pendidikan karakter pada kurikulum 2013 dalam mengatasi perilaku bullying siswa. Hasil penelitian membuktikan bahwa perilaku bullying masih terjadi pada tingkat pendidikan dasar. Hal ini berdampak pada korban yang mengalami trauma hingga dewasa. Kemudian diterapkan kurikulum 2013 yang menitikberatkan pada pendidikan karakter anak sebagai sarana untuk mengatasi perilaku bullying siswa. Namun kenyataannya implementasi pendidikan karakter ini kurang didukung dengan program di luar mata pelajaran yang diberikan dalam menunjang keberhasilan kurikulum 2013. Transparansi nilai yang tidak sesuai dengan kenyataan menyebabkan kurangnya introspeksi diri pada diri siswa. Sehingga penguatan karakter perlu dikembangkan dengan tujuan sebagai pedoman awal bagi peserta didik dalam menghadapi tantangan perjalanan hidup. Penelitian ini dilakukan dengan metode kuantitatif survey dan data penelitian disajikan dalam bentuk gambar grafik disertai dengan penjelasan deskripsi. Dengan hal ini analisis data yang dilakukan melalui jawaban responden karena metode yang diterapkan oleh peneliti akan mengungkapkan data faktual berdasarkan realita informasi sesuai pengungkapan paran responden sesuai dengan keadaan yang dialami.Abstract:  This study analyzes how the application of character education values in the 2013 curriculum in overcoming students' bullying behavior. The results of the study prove that bullying behavior still occurs at the basic education level. This has an impact on victims who experience trauma into adulthood. Then the 2013 curriculum was applied which focuses on children's character education as a means to overcome student bullying behavior. However, in reality, the implementation of character education is not supported by programs outside of the subjects provided in supporting the success of the 2013 curriculum. Transparency of values that are not by reality causes a lack of self-introspection in students. So character strengthening needs to be developed to be an initial guide for students in facing the challenges of life's journey. This research was conducted using a quantitative survey method and the research data were presented in the form of graphic images accompanied by descriptions. With this, data analysis is carried out through respondents' answers because the method applied by the researcher will reveal factual data based on the reality of information according to the disclosure of respondents according to the circumstances experienced.
Pengaruh Gadged Di Kurikulum 2013 Di Masa Pandemi Primanita Sholihah Rosmana; Sofyan Iskandar; Chika Apriyanti; Muzdalifah; Fajar Citra Wibisono
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 2 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (237.258 KB) | DOI: 10.31004/jpdk.v4i2.3937

Abstract

Pengaruh gadged tidak lepas dari kehidupan masyarakat sehari-hari pada masa pandemi terutama bagi kegiatan pembelajaran kurikulum 2013 . Kurikulum 2013 di masa pandemi mengalami banyak tantangan yang harus dihadapi terutama bagi guru. Pada kurikulum 2013 ini menekankan pada keseimbangan aspek kognitif, aspek afektif, dan aspek psikomotor. Jadi pembelajaran tidak hanya memberatkan pada aspek kognitif saja. Tujuan penulisan ini berfokus kepada mahasiswa, pelajar, dan guru dimana mereka merupakan orang – orang yang berkaitan langsung dengan proses pembelajaran daring dan kurikulum 2013. Metode yang digunakan adalah penelitian kuantitatif dengan pengumpulan data melalui survey online. Penelitian kualitatif juga merupakan penelitian yang dilakukan dengan cara mendeskripsikan hasil penelitian dalam bentuk kata – kata pada suatu konteks yang alamiah. Hasil suvey menunjukan sebanyak 35 responden dengan probalitas berbeda. Berdasarkan survey para responden beranggapan bahwa penggunaan gadged di kurikulum 2013 di masa pandemi sangat berpengaruh dalam proses pembelajaran. Dalam hal ini peran gadged dalam proses pembelajaran. Kata Kunci: gadged, kuantitatif, kurikulum.
Evaluasi Program Pembelajaran PTM Terbatas Primanita Sholihah Rosmana; Sofyan Iskandar; Devin Tria Saputro; Rinanda Achirani Dewi; Shafa Nurul Aulia
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 2 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.659 KB) | DOI: 10.31004/jpdk.v4i2.3951

Abstract

Covid-19 sudah memberikan banyak dampak terhadap berbagai bidang, salah satunya bidang pendidikan. Pembelajaran Tatap Muka terbatas merupakan solusi yang diberikan oleh KEMENDIKBUD melalui surat Keputusan Bersama Menteri Pendidikan dan Kebudayaan, Menteri Agama, Menteri Kesehatan, dan Menteri Dalam Negeri Nomor 03/KB/2021, Nomor 384 Tahun 2021, Nomor HK.01.08/MENNKES/4242/2021, Nomor 440-717 Tahun 2021 tentang Panduan Pembelajaran di Masa Pandemi Coronavirus Disease 2019 (Covid-19) atau yang disebut sebagai Surat Keputusan Bersama (SKB) Empat Menteri. Tujuan dari penelitian ini antara lain untuk melihata bagaimana pelaksanaan dari PTM terbatas. Penulis dalam penulisannya menggunakan penelitian kualitatif metode deskriptif. Prosedur Penelitian dilakukan dengan cara penyebaran angket terhadap responden. Berdasarkan hasil penelitian, penulis mendapatkan bahwa tidak semua sekolah melaksanakan PTM terbatas. Didalam pelaksanaan PTM terbatas masih terdapat kekurangan seperti kurangnya fasilitas protokol kesehatan. Serta terdapat beberapa sekolah yang masih belum bisa memenuhi syarat yang sudah ditentukan oleh KEMENDIKBUD. PTM terbatas memiliki kekurangan serta kelebihan. Adapun siswa lebih banyak merasakan ketidakefektivan dalam belajar dikarenakan oleh beberapa faktor
Urgensi Kurikulum Darurat Covid dalam Pembelajaran Jarak Jauh Primanita Sholihah Rosmana; Sofyan Iskandar; Nopi Krisnawati; Azzahra Elisa Putri; Fitria Hermawan
AS-SABIQUN Vol 4 No 1 (2022): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i1.1667

Abstract

The curriculum is an important role in achieving educational goals with various components contained in it. In the existing situations and conditions, the curriculum changes. One of them is the COVID-19 emergency curriculum which is given specifically in a pandemic condition. This research is a descriptive qualitative research which is expected to provide an overview of the importance of the current curriculum. This curriculum is adapted to the distance learning process. Distance learning is a learning process that is carried out face-to-face and there is no direct interaction. Every educator must be able to implement the curriculum that applies to current conditions. With the advancement of technology and the need for changes and improvements, the curriculum is easily implemented in every educational unit. The respondents in this study were given to the general public and became parties who knew the curriculum such as teachers, lecturers and students. Data collection techniques used through e-questionnaire with google form media. From the results of this study, it can be stated that the covid emergency curriculum can be implemented for distance learning with various adjustments made and is expected to provide knowledge and be able to develop for the better.
Kebebasan dalam Kurikulum Prototype Primanita Sholihah Rosmana; Sofyan Iskandar; Hilma Fauziah; Nadiyah Azzifah; Weby Khamelia
AS-SABIQUN Vol 4 No 1 (2022): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i1.1683

Abstract

The 2022 prototype curriculum is a curriculum implemented in the Driving School Program which refers to the Pancasila student profile to fortify students' abilities and character as an important part of implementing learning. The purpose of this study is to discuss freedom in the application of the 2022 prototype curriculum. This study uses a type of library research or literature study with a descriptive method. The purpose of implementing this type of research is to be able to provide a description of the findings of a literature study sourced from articles, journals, websites, or books related to the topic under study. The prototype curriculum is an educational program that is one of the choices (decisions) to make recovery in the implementation of learning. This curriculum structure contains teaching and learning that refers to achievement. The prototype curriculum that will be implemented by the Ministry of Education and Culture in the 2022/2023 academic year has very good goals, specifically requiring more dynamic and versatile progress by providing teachers with adaptability to carry out learning cycles that are for learning projects. To achieve this, the help and hard work of various groups should try to understand the superior teaching of the Indonesian language and develop it further.
Efektivitas Penggunaan Metode Karyawisata dalam Proses Pembelajaran Kurikulum 2013 Primanita Sholihah Rosmana; Sofyan Iskandar; Mila Oksanti; Siti Aulia Khasanah; Widia Triyana
AS-SABIQUN Vol 4 No 1 (2022): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i1.1687

Abstract

In the educational process, the existence of learning activities is a major part of the learning process. In the learning process, optimal learning outcomes can be achieved by students are able to interpret learning well and students can experience it directly. So that teachers need to prepare strategies and learning methods that can improve student learning outcomes, one of which is the field trip learning method. The purpose of this study is to find out and understand the effectiveness of using the field trip learning method for elementary school students. The type of research used in this research is descriptive qualitative using the questionnaire method. From the diagram of the effectiveness of the field trip method, 45.7% of respondents agree or think that the use off the field trip method is effective in supporting the learning process. And most respondents as much as 54.3% considered that the use of the field trip method might have a good influence on the learning process.
Strategi Guru Dalam Memanfaatkan Pembelajaran Berbasis Digital pada Kurikulum Darurat COVID-19 Sofyan Iskandar; Primanita Sholihah Rosmana; Ai Siti Nuratilah; Amelia Putri Cahyani; Moch Deannandra Fazrian
AS-SABIQUN Vol 4 No 1 (2022): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i1.1694

Abstract

The emergence of the Covid-19 pandemic has affected the education system in various parts of the world including Indonesia. These influences include changing the education system where schools are required to continue to run in a new situation, namely the Covid-19 pandemic. The learning carried out is required to adjust to the existing circumstances by the way distance learning (PJJ) is implemented. According to the results of literature studies that have been conducted that the teacher's strategy in utilizing digital-based learning in the Covid-19 emergency curriculum began to be applied in schools at every level of education ranging from elementary school to high school / vocational school. This research was conducted using qualitative descriptive methods that aim to determine the influence of technology on learning, the reasons why mastery of technology is very important, and to know the challenges and obstacles experienced by teachers and students in the application of this emergency curriculum. By knowing these things, therefore the use of good technology must be mastered by teachers in order to be able to create innovations in learning so that the implementation of this emergency curriculum can be maximized in its implementation.
Penggunaan Kurikulum Darurat dalam Meningkatkan Kualitas Pembelajaran Pada Masa Pandemi Covid-19 Primanita Sholihah Rosmana; Sofyan Iskandar; Intan Dwi Yanti; Alya Zhulfarani; Fanny Rahmasari; Vika Ikram Nurfadhilah
AS-SABIQUN Vol 4 No 1 (2022): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i1.1699

Abstract

The curriculum is the most important part of the field of education, if there is no curriculum, learning may not be carried out properly. In this Covid-19 pandemic, the government through the Ministry of Education and Culture is working to ensure that learning can run well even though learning can be carried out online. The latest policy issued by the government is an emergency curriculum in education units under special conditions. The emergency curriculum is a simplification of the existing curriculum without reducing the substance and learning itself. The implementation of the emergency curriculum during the Covid-19 pandemic had a good influence on learning activities. Learning is a learning activity that is facilitated by teachers so that it can improve and develop cognitive aspects that improve thinking power and increase students' knowledge. The respondents in this study were shown to students, students, teachers and lecturers. This study aims to explore information regarding the use of the emergency curriculum in improving the quality of learning during the Covid-19 pandemic. The data collection technique used is through an e-questionnaire with google forms. The results of the study can show that the emergency curriculum can improve the quality of learning during the Covid-19 pandemic.
Tantangan Kurikulum 2013 Untuk Menghadapi Pembelajaran di Era Modern Primanita Sholihah Rosmana; Sofyan Iskandar; Masruroh Masruroh; Metaninda Permata Ayu; Anis Hidayatul Ummah
FONDATIA Vol 6 No 1 (2022): MARET
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (373.699 KB) | DOI: 10.36088/fondatia.v6i1.1701

Abstract

The rapid advancement of data and correspondence innovation in all areas of life has marked the beginning of the 21st century. the Indonesian government for this situation continues to strive to further develop the parts of teaching at each level economically by changing the world of training improvement. One of them is to implement 21st century inventive learning structures. The type of technique used in this research is library research. This strategy limits its implementation to only using library resources to obtain research information, without directing field research, collecting library information, perusing, recording, and handling disparate data on improving education plans in Indonesia to face the demands of 21st century capabilities through various related sources. The basic standards of 21st century learning include: training must be cooperative (teaching must work together), learning must be organized (learning must have organization), guidance must be student focused (learning focused on students), schools should be included with the community (schools should be coordinated with the local area). There are two things such as two basic methodologies in the discovery of K-13 which are very closely related to the needs of the 21st century, namely demand and logical methodologies that are used as references in creating different 21st century inventive learning models.
URGENSI PENGEMBANGAN KURIKULUM DALAM PENDIDIKAN SISWA SEKOLAH DASAR Primanita Sholihah Rosmana; Sofyan Iskandar; Deti Indah Kiranti; Ismaya Febriyanti; Septy Qurrotu Aini Farradhillah; Yunita Sari
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 8, No 1 (2022): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v8i1.1551

Abstract

In implementing education, the curriculum occupies a strategic position in determining the quality of educational output. In addition, in its development the curriculum must pay attention to the existing foundations such as the philosophical foundation, psychological basis, sociological basis and also the basis of science and technology. The curriculum is always changing according to changes that occur in society which are also the impact of the curriculum itself. The curriculum is not static, but dynamic and is constantly influenced by changes in the underlying factors. In developments and changes in the curriculum, it is intended to be better than the previous curriculum. In its implementation, this study uses a qualitative research type with a literature study method, where this method is used to get the main answers to problems in the urgency of the curriculum development foundation. The analysis used is descriptive analysis, which intends to explore and clarify an existing phenomenon or social reality.
Co-Authors Acep Ruswan Adela Agnia Adela Fauziah Adela Fauziah Adesti Novita Sari Adesti Novita Sari Afidlotul Azizah Afifah Nur Amatullah Qomariyah Aflahatul Fazriyah Agung Febriyano Ai Siti Nuratilah Alfi Nasthi Fauziah Alida Zia Fatimah Alifia Nur Azizah H. A Alifia Nur Azizah H.A Aliza Wulandari Alsya Rahma Fadillah Alya Amrina Rosyada Alya Zhulfarani Amelia Putri Cahyani Andini Nursyahbani Anggi Rahma Dewi Lesmana Anis Hidayatul Ummah Anis Khoirunnisa Anisa Mutiara Illahi Annisa Apriliyani Annisa Nafira Anti Oktaviani Arini Nurfadilah Asep Sujana Asthiyani Kholida Atikah Putri Audrey Rosdiana Putri Ayang Ranisa Rahma Ayang Ranisa Rahma Azeera Azzahra Elisa Putri Azzahra Salsabila Aldila Bintang Muhibuttobari Suparman Cantika Maharani Chika Apriyanti Delia Apriliani Deti Indah Kiranti Devin Tria Saputro Dinda Fitriani Dinda Nurainun Fazrin Dona Reza Sudirja Dwi Maulidawanti Dwi Novitasari Dzulfa Nur Firdaus Edis Eriansyah Putri Eka Ariya Mutiara Eldyana Citra Laksita Elisa Nur Azizah Elvyn Kemala Azzahra Elvyn Kemala Azzahra Erna Suwangsih Faddyasinta Sahnabila Rahmadika Fadia Fazilatun Nisa Faiza Zalfa Hafizha Fajar Citra Wibisono Fanny Rahmasari Farihah Ayuni Farras Adzra Nisrina Fenita Oktaviani Rachmat Fiksi Kirana Sarizaen Firra Dwi Nur'Ani Fitria Hermawan Fya Syaikha Fatimah Gaida Farhatunnisa Ghaida Nur Hanifah Giar Anugrah Pratama Giar Anugrah Pratama Hanie Khaerunnisa Hanifah Tri Nur Fadillah Hanifah Tri Nur Fadillah Hilma Fauziah Hilma Innayah Putri Ica Nurhikmah Ica Nurlaela Ighna Zahra Habibina Iis Mayanti Indah Amalia Putri Indah Fitria Indah Permata Yuliani Intan Dwi Yanti Intan Fadila Irna Fitri Andini Ismaya Febriyanti Kanda Ruskandi Kartika Sari Keysha Kholillah Alqindy Khaila Syanin Khalishah Nurul Salamah Kharisma Nurul Khusnah Khomsanuha Amanaturrizqi Lisa Nabila Luthfi Wulandari Masruroh Masruroh Mega Rosafina Mega Rosafina Metaninda Permata Ayu Mila Jamilah Nur Qomariah Mila Oksanti Millania Nurlaela Moch Deannandra Fazrian Mufidatul Husna Muflihun Akbar Syarif Hidayat Muslimah Apriliya Muthia Nur Azhar Muzdalifah Nadiyah Azzifah Nadya Berchmans Hami Natasya Febriana Nenden Sukmayati Nevi Septiani Nia Rosniati Niken Ayundah Putri Nisa Nur Fauziyah Nisrina Nurbaiti Nisrina Nurbaiti Nita Melia Nopi Krisnawati Novia Ramanda Novita Cahya Ningrum Novita Cahya Ningrum Nur Annisa Nur Fitri Halimah Nur Rahmawati Nurfenti Widiya Nengsih Nurfenti Widiya Nengsih Nurul Fitriyani Roisussalamah Oktaviani Oktaviani Pani Herlina Peni Rosa Pingkan Fireli Pramudita Dwi Partisan Nurdian Saputri Puput Trisnawati Puput Trisnawati Rachma Nurfitria Rahmah Nafiisah Rangga Sunaryo Prayogo Ranisa Devi Rayi Safitri Reina Farhanah Miftah Rerey Realistiya Resa Azahra RIfa Aminah Salsabila Rina Rohimah Rinanda Achirani Dewi Rinanda Aprillionita Riska Trisnawati Riska Zulfa Luthfiyyah Ro'fatannuroh Ro'fatannuroh Rofatannuroh Rofatannuroh Rufaidah Natasya Amalia Rury Amaliatik Salsa Maria Salsabila Alifia Prabowo Salsabila Alifia Prabowo Septiani Panca Wardani Septiani Panca Wardani Septy Qurrotu Aini Farradhillah Shadrina Afra Khairunnisa Shafa Kamila Putri Angaraini Shafa Nurul Aulia Shafina Alya Arfaiza Shavega Julia Robin Shavega Julia Robin Shela Amelia Sintia Ulhaq Siti Aulia Khasanah Sofyan Iskandar Sofyan Iskandar Sofyan Iskandar Sofyan Iskandar Sofyan Iskandar Sofyan Iskandar Sofyan Iskandar, Sofyan Suci Dwi Pratammy Supriatna Supriatna Syachna Karunia Eka Putri Tegar Selaras Gustavisiana Tiominar Febrianti Puspita Sari Tiominar Febrianti Puspita Sari Ummyatul Salsabhila Vanny Nurulita Zahra Vika Andria Sukmawati Vika Ikram Nurfadhilah Virlee Isfa’lana Al-fath Wanda Hamidah Weby Khamelia Widia Syavaqilah Widia Triyana Widya Ningrum Fitriani Wilda Nur Laila Winda Ros Citra Windy Aledya Rosyani Yesi Agustia Yosi Anggia Margaret Tambunan Yunia Nurhaliza Yunita Sari