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Sustainable Development 2030: Primary School Education Policy based on Multicultural Education Sari, Erika; Marfilinda, Riri; Noor, Ady Ferdian
International Journal of Universal Education Vol. 2 No. 2 (2024): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v2i2.9152

The global education development agenda is reflected in Goal 4 (SDG4) of the 2030 Sustainable Development Agenda, which was adopted by countries around the world, including Indonesia. Indonesia strives to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030 through various government policies. The policy aims to reconfigure the entire education system to support and encourage curriculum and learning, so that all critical targets and goals (SDGs) of the 2030 agenda for sustainable development can be achieved.The education system in Indonesia is derived from Indonesian culture and society. This is what differentiates the system in Indonesia from other countries, we are different from the United States, Australia, different from neighboring countries such as Malaysia and Thailand. Indonesian education is part of cultural sovereignty, not just political sovereignty. The birth of the education system in Indonesia came from the grassroots of society. The education sector needs to be improved in terms of the system, actors including teachers and students, as well as cultivating tolerance in the classroom with various educational policies. Education now makes measuring human abilities the main and most important indicator. However, it is impossible for education to measure human abilities to limit, reduce and ultimately hide human abilities from themselves because humans have diversity. 262 million people are expected to be university students worldwide by 2025. The government is an institution that has the authority to make and take decisions in the form of policies regarding education. Policies regarding education depend on the problems that occur. The current problem is differences in understanding and thinking about diversity. Diversity includes cultural values that exist in society. Cultural values come from the place of residence and society, which is local wisdom which is the basis of multicultural education. Keyword: Sustainable Development, Policy, Multicultural Education, Primary Schools

The Impact of Chromebook Integration on Student Engagement and Learning Outcomes in a Rural Junior High School: A Case Study at Junior High School Satap 4 Sematu Jaya Mudasir, Mudasir; Noor, Ady Ferdian
International Journal of Universal Education Vol. 3 No. 1 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i1.10552

In the digital era, educational technology integration is becoming increasingly important, particularly in rural schools that lag in technology access and utilization. This study aims to analyze the impact of Chromebook use on student engagement and learning outcomes at SMP Satap 4 Sematu Jaya, a rural school that has recently adopted these devices. The research used a case study with data collection techniques through observation, interviews, document analysis, and questionnaires. Analysis was conducted qualitatively (thematic) and quantitatively (descriptive statistics). The results showed a significant increase in student engagement, both cognitively, emotionally, and behaviorally, after implementing Chromebooks. As many as 85% of students felt more motivated and were able to access digital learning resources that were previously unavailable. Average grades in Mathematics and Science increased by approximately 10% compared to before the use of Chromebooks. Furthermore, there was an increase in students' digital literacy, including the ability to search for information and collaborate online. However, the study also identified obstacles, such as limited internet access, a lack of teacher training, and inequality of access at home for students from low-income families. These findings confirm that Chromebook integration can improve engagement and learning outcomes in rural schools if supported by adequate infrastructure, teacher training, and equitable access. In conclusion, technologies like Chromebooks have the potential to narrow the education gap in remote areas, but their success requires implementation strategies that adapt to local conditions.

DIGITALISASI PENGEMBANGAN HUMA GANTUNG DAN PEMANFAATAN EQUALIZER DALAM ASESMEN AWAL KESIAPAN BELAJAR SISWA SMKN-2 KASONGAN Martallata, Ria; Nurbudiyani, Iin; Noor, Ady Ferdian
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i1.8719

This study aims to address the gap in basic drawing skills among tenth-grade Building Information Modeling and Design (DPIB) students at SMK Negeri 2 Kasongan through the development of a tiered learning strategy, HUMA GANTUNG, and an initial assessment instrument using a digital equalizer. The problem stems from varying student competencies in reading drawings, understanding standard measurements, and using scales, which hinder mastery of essential material. Using a Research and Development (R&D) method with the ADDIE model, this study involved students, teachers, and expert material and media validators. The development process included needs analysis, material design from concrete to abstract, digital-based product development, phased implementation, and evaluation. The findings indicate that HUMA GANTUNG effectively facilitates a systematic learning flow, supported by a digital equalizer that comprehensively maps students' learning readiness profiles. Expert validation results indicated product feasibility with scores of 81–85%, while practicality tests reached 88–95%. The effectiveness test significantly increased the average score from 79 (pre-test) to 95 (post-test) with an N-gain of 0.8367 (high category), as well as a jump in material comprehension from 60% to 100%. It was concluded that the integration of HUMA GANTUNG and a digital equalizer is a feasible, practical, and effective solution for improving the readiness and learning outcomes of vocational students. ABSTRAK Penelitian ini bertujuan untuk mengatasi kesenjangan kemampuan dasar menggambar siswa kelas X Desain Pemodelan dan Informasi Bangunan (DPIB) di SMK Negeri 2 Kasongan melalui pengembangan strategi pembelajaran berjenjang HUMA GANTUNG dan instrumen asesmen awal equalizer digital. Latar belakang masalah berakar pada variasi kompetensi siswa dalam membaca gambar, memahami ukuran standar, dan menggunakan skala yang menghambat penguasaan materi esensial. Menggunakan metode Research and Development (R&D) dengan model ADDIE, penelitian ini melibatkan siswa, guru, serta validator ahli materi dan media. Proses pengembangan mencakup analisis kebutuhan, perancangan materi dari konkret ke abstrak, pengembangan produk berbasis digital, implementasi bertahap, dan evaluasi . Temuan menunjukkan bahwa HUMA GANTUNG efektif memfasilitasi alur belajar yang sistematis, didukung oleh equalizer digital yang mampu memetakan profil kesiapan belajar siswa secara komprehensif. Hasil validasi ahli menunjukkan kelayakan produk dengan skor 81–85%, sementara uji kepraktisan mencapai 88–95%. Secara signifikan, uji efektivitas memperlihatkan peningkatan nilai rata-rata dari 79 (pre-test) menjadi 95 (post-test) dengan N-gain 0,8367 (kategori tinggi), serta lonjakan pemahaman materi dari 60% menjadi 100%. Disimpulkan bahwa integrasi HUMA GANTUNG dan equalizer digital merupakan solusi layak, praktis, dan efektif untuk meningkatkan kesiapan serta hasil belajar siswa vokasi.

Karyaku Bermakna Dan Berdampak: Penilaian Portofolio Tematik Berbasis Paradigma Baru Pendidikan Kewarganegaraan Untuk Siswa Sekolah Dasar Ady Ferdian Noor; Sri Endang Mugi Rahayu; Herman Herman; Irvan Mahendra; Erika Sari
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.509

Paradigma baru Pendidikan Kewarganegaraan sebagai konteks psikopedagogi/ andragogi dan sosial budaya bagi setiap warga negara. Warga negara mengimplementasikan paradigma baru sebagai perwujudan partispasi dan tanggung jawab warga negara. Asesmen portofolio sebagai salah satu bentuk asesmen berbasis kelas melalui pengumpulan bukti autentik dari peserta didik. Asesmen berfungsi dan berperan menutupi kelemahan asesmen dilakukan selama ini. Sistem asesmen yang digunakan di sekolah dasar cenderung hanya melihat hasil belajar siswa dan mengabaikan proses pembelajaran, sehingga nilai akhir yang dilaporkan kepada orang tua dan pihak terkait hanya menyangkut ranah kognitif. Sikap, minat, motivasi dan keterampilan proses lainnya hampir tidak pernah tersentuh. Tujuan penelitian yaitu untuk mengungkap asesmen portofolio tematik pada mata pelajaran Pendidikan Kewarganegaraan yang dikaitkan dengan mata pelajaran lain, kurikulum 2013, e-portofolio, guru, reorientasi paradigma Pendidikan Kewarganegaraan, dan paradigma baru Pendidikan Kewarganegaraan. Asesmen portofolio berbasis paradigma baru diolah melalui data penelitian yang telah dilakukan untuk menghasilkan simpulan baru. Metode meta analisis menggunakan analisis deskriptif kualitatif. Data yang digunakan adalah artikel terkait asesmen portofolio tematik, paradigma baru Pendidikan Kewarganegaraan, dan siswa sekolah dasar. Hasil penelitian yaitu asesmen portofolio tematik Pendidikan Kewarganegaraan perlu dilaksanakan dan dikembangkan sesuai dengan paradigma baru secara berkelanjutan dan sistematis di sekolah dasar. Pengembangan portofolio memerlukan sinergi antara pemerintah dan sivitas pendidikan. Pengembangan portofolio Pendidikan Kewarganegaraan juga harus mulai mengintegrasikan unsur e-portofolio sehingga dapat meningkatkan kemampuan siswa dalam menghadapi era industri 4.0. Kesimpulannya, siswa pada akhirnya memiliki kemampuan sesuai dengan paradigma baru Pendidikan Kewarganegaraan, yaitu sebagai wahana pengembangan kemampuan, watak, dan karakter warga negara yang demokratis, bertanggung jawab, dan berbudi luhur/beradab.

DIGITALISASI PENGEMBANGAN HUMA GANTUNG DAN PEMANFAATAN EQUALIZER DALAM ASESMEN AWAL KESIAPAN BELAJAR SISWA SMKN-2 KASONGAN Ria Martallata; Iin Nurbudiyani; Ady Ferdian Noor
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i1.8719

This study aims to address the gap in basic drawing skills among tenth-grade Building Information Modeling and Design (DPIB) students at SMK Negeri 2 Kasongan through the development of a tiered learning strategy, HUMA GANTUNG, and an initial assessment instrument using a digital equalizer. The problem stems from varying student competencies in reading drawings, understanding standard measurements, and using scales, which hinder mastery of essential material. Using a Research and Development (R&D) method with the ADDIE model, this study involved students, teachers, and expert material and media validators. The development process included needs analysis, material design from concrete to abstract, digital-based product development, phased implementation, and evaluation. The findings indicate that HUMA GANTUNG effectively facilitates a systematic learning flow, supported by a digital equalizer that comprehensively maps students' learning readiness profiles. Expert validation results indicated product feasibility with scores of 81–85%, while practicality tests reached 88–95%. The effectiveness test significantly increased the average score from 79 (pre-test) to 95 (post-test) with an N-gain of 0.8367 (high category), as well as a jump in material comprehension from 60% to 100%. It was concluded that the integration of HUMA GANTUNG and a digital equalizer is a feasible, practical, and effective solution for improving the readiness and learning outcomes of vocational students. ABSTRAK Penelitian ini bertujuan untuk mengatasi kesenjangan kemampuan dasar menggambar siswa kelas X Desain Pemodelan dan Informasi Bangunan (DPIB) di SMK Negeri 2 Kasongan melalui pengembangan strategi pembelajaran berjenjang HUMA GANTUNG dan instrumen asesmen awal equalizer digital. Latar belakang masalah berakar pada variasi kompetensi siswa dalam membaca gambar, memahami ukuran standar, dan menggunakan skala yang menghambat penguasaan materi esensial. Menggunakan metode Research and Development (R&D) dengan model ADDIE, penelitian ini melibatkan siswa, guru, serta validator ahli materi dan media. Proses pengembangan mencakup analisis kebutuhan, perancangan materi dari konkret ke abstrak, pengembangan produk berbasis digital, implementasi bertahap, dan evaluasi . Temuan menunjukkan bahwa HUMA GANTUNG efektif memfasilitasi alur belajar yang sistematis, didukung oleh equalizer digital yang mampu memetakan profil kesiapan belajar siswa secara komprehensif. Hasil validasi ahli menunjukkan kelayakan produk dengan skor 81–85%, sementara uji kepraktisan mencapai 88–95%. Secara signifikan, uji efektivitas memperlihatkan peningkatan nilai rata-rata dari 79 (pre-test) menjadi 95 (post-test) dengan N-gain 0,8367 (kategori tinggi), serta lonjakan pemahaman materi dari 60% menjadi 100%. Disimpulkan bahwa integrasi HUMA GANTUNG dan equalizer digital merupakan solusi layak, praktis, dan efektif untuk meningkatkan kesiapan serta hasil belajar siswa vokasi.

Pelatıhan Percaya Diri Melalui Pembelajaran Mata Kuliah Filosofi Pendidikan dan Pendidikan Nilai Bagi Mahasiswa PPG FKIP Universitas Muhammadiyah Palangkaraya Ady Ferdian Noor; Bulkani Bulkani; Asep Solikin; Haryadi Haryadi; Iin Nurbudiyani; A'am Rifaldi Khunaifi; Adi Firman
Bijaksana: Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2026): Bijaksana: Jurnal Pengabdian Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/bijaksana.v4i1.13057

Tujuan pelatihan yaitu untuk melatih percaya diri melalui pembelajaran mata kuliah Filosofi Pendidikan dan Pendidikan Nilai sehingga mahasiswa mampu memiliki pemahaman filosofi membelajarkan dan filosofi mengkonstruk pembelajaran berupa soft skill. Peserta pelatihan adalah mahasiswa prodi Pendidikan Profesi Guru (PPG) berjumlah 21 orang terdiri dari 18 perempuan dan 3 laki-laki. Metode pelatihan yaitu Learning Management System (LMS) Kemendikdasmen, identifikasi permasalahan diri sendiri melalui kegiatan intropeksi diri, studi kasus, diskusi berkelompok di kelas, dan mengajar di sekolah dasar. Pelaksanaan menggunakan LMS dan luring di ruang kelas FKIP Universitas Muhammadiyah Palangkaraya. Waktu pelatihan antara bulan Februari – Mei 2026. Temuan pelatihan ini yaitu masih ada kurang dapat intropeksi diri terkait kelebihan dan kekurang, kurang percaya diri dalam berbicara, kurang jelas dalam artikulasi, dan menyampaikan materi pada mahasiswa prodi PPG FKIP Universitas Muhammadiyah Palangkaraya.

Critical Thinking Skills Based on Huma Betang Values in Prospective Elementary School and Special School Teachers Ady Ferdian Noor; Munawir Yusuf; Kokom Komariah
International Journal of Universal Education Vol. 4 No. 1 (2026): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v4i1.12689

Critical thinking skill is an essential competence for educators in the era of disruption, yet its development is often detached from socio-cultural contexts. This paper aims to explore the integration of Huma Betang local wisdom values into the development of critical thinking skills for prospective Elementary School and Special Education teachers. Huma Betang, as the life philosophy of the Dayak people in Central Kalimantan, offers fundamental pillars such as Belom Bahadat (ethics), Hapakat (deliberation), Handep (collaboration), and Equality. Through a descriptive-conceptual analysis method, this discussion demonstrates that the internalization of Huma Betang values can transform critical thinking indicators (analysis, evaluation, and inference) into more humanistic and inclusive practices. For prospective elementary teachers, these values strengthen their character in instilling basic reasoning in students. For prospective special education teachers, the value of equality in Huma Betang serves as a critical basis for advocacy and curriculum adaptation for children with special needs. The results of the discussion are that the curriculum includes integrated learning of local wisdom Huma Betang which produces teachers who are not only logically intelligent, but also wise in acting culturally (inclusive, humanistic, and contextual).

Bhinneka Tunggal Ika in the Frame of Huma Betang's Philosophy Herman Herman; Ady Ferdian Noor; Rusmaniah Rusmaniah; Wening Mustikaningsih
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 1 (2023): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v9i1.6245

Background: Indonesia is rich in diversity, which is caused by the spread of the population across many islands, so it has many differences in religion, ethnicity, race, and culture. The large number of differences will be vulnerable to division and intimidation. Aim: This research aims to integrate the values of the Huma Betang philosophy which is also embodied in the Bhinneka Tunggal Ika frame. This research uses a qualitative descriptive and literature study approach where researchers collect data from various literature sources and journals. Results and Dıscussion: The results of the research show that the philosophy of Huma Betang has the same meaning as the five precepts that Huma Betang has meaning 1) Belief in the Almighty God or Religious Values (Hatala) Dayak people believe in the existence of God; 2) Just and Civilized Humanity, the Value of Justice and Belom Bahadat which has the meaning of life must be fair to all God's people and have good manners; 3) Indonesian Unity or called Handep Hapakat & Isen Mulang, namely the spirit of cooperation and the spirit of never giving up; 4) Democracy led by the wisdom of decisions in representative deliberations, Hapakat Basara & Hupungkal Lingu Nalatai Hapangajan Karendem Malempang means uniting in resolving a problem by consensus so that everything can reach a common agreement; 5) Social Justice for all Indonesian People, also called Belum penyang hinje simpei or living in harmony and peace for the sake of shared prosperity. Conclusion: Huma Betang's philosophy has values that are relevant to Bhinneka Tunggal Ika, which is contained in the motto and ideological foundation of the Indonesian state. In the Huma Betang philosophy, it has the same meaning as the five precepts contained in Pancasila.

Utilization of Tjilik Riwut Posters as Learning Media in Class IV Civics Learning at State Elementary School 3 Petuk Ketimpun Ade Irma Suryani; Allyn Noviary; Andika Trisna; Karaya Nuril M. R.; Ady Ferdian Noor; Mahmud Mahmud; Noor Anita Ulfah; Revi Citra Dewi; M Fatchurahman; Iin Nurbudiyani
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 2 (2024): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v9i2.6815

Aim: This research aims to describe the use of Tjilik Riwut poster media in civics learning for elementary school students. Method: The approach used in this research is qualitative with a descriptive type. The data collection technique is observation, unstructured interviews, and direct involvement in the development of this poster learning media. The subjects in this research were fourth grade students at SDN 3 Petuk Katimpun. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The research instrument is an observation sheet, to find out which is more effective, learning using poster media or regular learning using books and whiteboards. Conclusion: The conclusion is that poster media can build effectiveness in learning. Tjilik Riwut's poster media, which uses a projector, is considered effective and really helps better learning. Students generally like things they have never seen before. Class IV students, namely 15 students or 90% liked it and responded that learning using poster media was effective. Learning using poster media is very useful and teachers are very supportive because learning using poster media makes students happier and happier.

Pelatihan Berpikir Analisis dengan Peta Konsep Berbantuan Media Gambar bagi Mahasiswa Program Studi PGSD FKIP Universitas Muhammadiyah Palangkaraya Ady Ferdian Noor; Asep Solikin; Iin Nurbudiyani; Endang Sri Estimurti; Windari Sabela; Een Rose; Fairuz Andhira Binadari; Qurrota A'yuni
Bijaksana: Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2024): Bijaksana: Jurnal Pengabdian Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/bijaksana.v2i1.7130

Tujuan pelatihan yaitu untuk membelajarkan kemampuan belajar bermakna dan kemampuan mengajar sistematikc bagi mahasiswa prodi PGSD FKIP Universitas Muhammadiyah Palangkaraya sehingga sewaktu pembelajaran materi, siswa mudah menerima materi dan bersemangat dalam belajar. Peserta pelatihan adalah mahasiswa prodi PGSD FKIP Universitas Muhammadiyah Palangkaraya yang berjumlah 51 orang terdiri dari dua kelas. Metode yang digunakan yaitu semua mahasiswa melakukan praksis berpikir analisis dengan melihat media gambar yang ditampilkan kemudian mempraktikkan melalui maju ke depan untuk menulis ke white board melalui apa yang dilihat pada media gambar. Pertama, menulis kosa kata; Kedua, mengkonsep seperti peta untuk kosa kata yang telah ditulis menjadi rangkaian kosa kata yang dipisahkan dengan tanda pisah dari beberapa kosa kata; dan Ketiga, beberapa kosa kata yang telah dipeta konsepkan dan diberi tanda pisah atau hubung kemudian dibuat menjadi kalimat. Temuan pelatihan ini yaitu mahasiswa masih kurang memliki komampuan untuk berpikir konsep melalui merangkai kalimat yang dituliskan dan hasil pelatihan diperoleh bahwa mahasiswa mulai memiliki kemampuan menyusun kalimat dan kemampuan beripikir analisis. Simpulan yaitu pelatihan berpikir analisis mampu mengembangkan kemampuan berpikir untuk memetakan masalah, mencari masalah, dan menemukan gagasan serta menghubungkan antar bagian gagasan bagi mahasiswa prodi PGSD FKIP Universitas Muhammadiyah Palangkaraya.

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