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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Humanities, Social Sciences, and Education
Fara Diba Catur Putri
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Sinergi Pembelajaran Sosial-Emosional dan Teknologi AR dalam Penguatan Nilai Kewarganegaraan Fara Diba Catur Putri
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 8 (2025): Edisi Oktober 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i8.323

Abstract

The development of digital technology has presented new opportunities in education, including in strengthening civic values ​​in elementary schools. One relevant approach is social-emotional learning (SEL), which focuses on developing empathy, responsibility, and social awareness. The integration of Augmented Reality (AR) technology into this learning model is believed to increase student emotional and cognitive engagement through immersive and contextual learning experiences. This article is a literature review that aims to examine the synergistic role of social-emotional learning and AR technology in strengthening civic values ​​in elementary school students. Analysis was conducted on various national and international studies that highlight the effectiveness of AR in stimulating social interaction, value reflection, and active student participation in character-based learning. The study results indicate that the integration of AR and SEL can enrich the PPKn learning experience through visualization of social situations, empathy simulations, and collaborative activities that instill national values. In addition, AR technology also increases motivation and a sense of ownership of moral and social values. Thus, the synergy between social-emotional learning and AR has the potential to become a strategic innovation in civics (PPKn) education, helping to shape a young generation with character, empathy, and a strong sense of national awareness.
ANALISIS KESALAHAN MENULIS HURUF KAPITAL SISWA KELAS II DI SEKOLAH DASAR NGERI KEBALEN 07 Auliya Putri, Sheva; Fara Diba Catur Putri; Hafizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40006

Abstract

This study aims to analyze the forms of capitalization errors made by second-grade students at Kebalen 07 Public Elementary School. Capitalization errors are still frequently found in students' writing, so a more in-depth study is needed to determine the types of errors and the factors that influence them. This study uses a qualitative method with a case study design to describe in depth the errors that appear in writing activities. The research subjects consisted of second-grade students as the main informant and second-grade teachers as supporting informants. Data collection techniques were carried out through observation, interviews, and documentation of students' writing results. Data were analyzed using coding techniques to facilitate grouping findings and drawing conclusions. The results of the study indicate that there are still various errors in capitalization, especially in capitalizing at the beginning of sentences, proper names, place names, and the use of capital letters after periods. Factors causing errors include students' lack of understanding of the rules of capitalization, low interest and motivation of students in learning to write, as well as limited time and learning strategies used by teachers. This study emphasizes the importance of strengthening writing learning that is more interesting, focused, and appropriate to students' needs to minimize capitalization errors at the elementary school level.
IMPLEMENTASI TATA KELOLA BERBASIS PARTISIPASI GURU DALAM PENGEMBANGAN PROGRAM SEKOLAH DI SDN BAHAGIA 01 Fira Atsaqifa; Fara Diba Catur Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.39613

Abstract

This study examines the implementation of school governance based on teacher participation within the framework of School-Based Management (SBM) at SDN Bahagia 01. The research is grounded in the problem of limited teacher involvement in decision-making processes, which may hinder school effectiveness and sustainability of educational programs. The purpose of this study is to describe the level of teacher participation, identify governance patterns, and analyze the implications of participatory governance for school quality improvement. A qualitative descriptive approach was employed, involving the school principal, teachers, and educational staff as research subjects. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis. Data analysis followed the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings reveal that teacher participation at SDN Bahagia 01 is highly evident in the planning and implementation stages, and moderately to highly present in program evaluation. Participatory leadership by the principal fosters collaboration, strengthens teachers’ sense of ownership and responsibility, and encourages instructional innovation. Overall, the study concludes that school governance based on active teacher participation contributes significantly to the effectiveness of School-Based Management and supports continuous improvement in school quality.
Co-Authors Auliya Putri, Sheva Fira Atsaqifa Hafizah