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All Journal Journal on Education EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Transformasi Pendidikan Indonesia
Siti Maryam Pane
Universitas Graha Nusantara
Education Environmental Science Mathematics Social Sciences Other

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Studi Eksplorasi Muatan Pendidikan Karakter dalam Tradisi Makkobar Boru pada Masyarakat Batak Angkola Siti Maryam Pane; Cipto Duwi Priyono; Salman Alparis Sormin
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 2 (2022): April Pages 1601- 3200
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (139.144 KB) | DOI: 10.31004/edukatif.v4i2.2380

Abstract

Masalah pokok yang dikemukakan sebagai landasan penelitian ini adalah kerisauan tentang pendidikan karakter yang belum maksimal saat ini, sehingga diperlukan kajian pendidikan karakter bermuatan lokal. Tujuan penelitian yang akan dicapai dalam penelitian ini yaitu untuk menemukan dan menguji muatan pendidikan karakter dalam tradisi makkobar boru pada masyarakat Batak Angkola di Kota Padangsidimpuan. Metode penelitian Metode penelitian yang digunakan untuk memperoleh data penelitian menggunakan metode kualitatif eksploratif. Data penelitian  dianalisis dengan Teknik Miles dan Huberman yang terdiri dari pengumpulan data, kondensasi data, display data dan penarikan kesimpulan. Hasil penelitian menemukan dua aspek penting dalam tradisi makkobar boru yaitu masyarakat Batak Angkola masih mempertahankan tradisi makkobar boru  sebagai salah satu cara mentransmisikan nilai-nilai kebudayaannya kepada anak pada saat menikah. Kemudian dalam tradisi makkobar boru terdapat sejumlah nilai-nilai pendidikan karakter antara lain: nilai religius, nilai jujur dan setia, nilai toleransi, nilai bekerja keras dan nilai bertanggung jawab. Sebagai kesimpulan dari hasil penelitian ini adalah tradisi makkobar boru merupakan bagian dari proses pelestarian nilai-nilai luhur budaya masyarakat Batak Angkola melalui sejumlah ritual yang sarat akan makna pendidikan.
Kepraktisan Bahan Ajar Konsep Dasar IPS Bermuatan Karakter Lokal Dengan Pendekatan Model Problem Based Learning Salman Alparis Sormin; Siti Maryam Pane; Melisa Putri Harahap; Cipto Duwi Priyono; Rahimul Harahap
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 5, No 2 (2023): April
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v5i2.5187

Abstract

Penelitian ini berawal dari kerisauan pendidik akan minimnya bahan ajar yang sesuai dengan kebutuhan peserta didik khususnya bagi mahasiswa Asli Papua. Penelitian ini bertujuan untuk mengetahui kepraktisan bahan ajar Konsep Dasar IPS bermuatan karakter lokal dengan pendekatan model Problem Based Learning. Metode yang digunakan dalam penelitian ini adalah metode pengembangan model ADDIE (Analysis, Design, Develop, Implement, and Evaluate). Berdasarkan uji kepraktisan yang dilakukan melalui validasi ahli dengan mengajukan indikator kepraktisan diperoleh informasi bahwa: (1). Desain dan tampilan memperoleh rerata sebesar 87 % masuk kategori sangat praktis, (2). Penggunaan huruf dan tulisan diperoleh rerata sebesar 87,5 % masuk kategori sangat praktis, (3). Penyajian materi diperoleh rerata 86,67 % masuk kategori sangat praktis, (4). Penggunaan diperoleh rerata 88,5 % masuk kategori sangat praktis, (5) Manfaat diperoleh rerata 88 % masuk kategori sangat praktis, dan efisiensi bahan ajar diperoleh rerata 90 % masuk kategori sangat praktis.Berdasarkan hasil uji kepraktisan yang dilakukan seperti yang telah dikemukakan di atas, dapat disimpulkan bahwa bahan ajar Konsep Dasar IPS bermuatan karakter lokal dengan menggunakan Model Problem Based Learning sangat praktis digunakan oleh mahasiswa dalam pembelajaran mata kuliah Konsep Dasar IPS, khususnya mahasiswa Asli Papua di Prodi PGSD Universitas Musamus.
Mengurai Kurikulum Pendidikan Ilmu Sosial (Social Science Education) di Negara Ukraina: Apakah ada Relevansi dan Implikasi Untuk Kurikulum Pendidikan IPS di Indonesia? Salman Alparis Sormin; Erlina Wiyanarti; Dharma Gyta Sari Harahap; Muhammad Yusuf Ritonga; Siti Maryam Pane
Journal on Education Vol. 7 No. 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8220

Abstract

This article is a comparative study of the social science education curriculum in Ukraine and its implications for the social studies curriculum in Indonesia. Ukraine, which experienced a major transformation in its education system after its independence from the Soviet Union, has adopted a competency-based approach that focuses on the development of critical thinking skills, civic values, and global awareness. This curriculum is designed to form patriotic citizens who are able to adapt to local and global dynamics, with the integration of European educational standards. On the other hand, social studies education in Indonesia emphasizes more on strengthening the values ​​of Pancasila, national insight, and cultural diversity. This article uses a literature study method to analyze the relevance and possibility of adopting elements of the Ukrainian curriculum into social studies education in Indonesia. The results of the analysis show that the Ukrainian competency-based approach can enrich the Indonesian social studies curriculum, especially in the development of analytical skills, understanding of democracy, and adaptation to global challenges.
Sosialisasi Penggunaan Strategi Inkuiri mengembangkan Kinestetik Di SMA Negeri 1 Angkola Barat Tahun Pelajaran 2023-2024 Elnila Caniago; Siti Maryam Pane; Rizki Fadila; Fita Delia Gultom; Candra Irawan; Nova Christina Dewi
Jurnal Transformasi Pendidikan Indonesia Vol. 1 No. 1 (2023): JTPI - Oktober
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/b261f596

Abstract

The curriculum is a learning program that aims to advance education in schools. Much has been done to advance the world of education, especially in curriculum development which has undergone changes from time to time. This is done to advance students to become better students in achieving learning with more optimal results in accordance with mutual expectations. Students are given the freedom to choose a learning style that suits their interests and talents, which is one of the characteristics of an independent curriculum. Students have different learning styles consisting of visual, audiotorial and kinesthetic learning styles, which are types of learning styles that make students have different learning interests. Learning also requires an interesting strategy in developing student learning, with an interesting strategy students can become more enthusiastic and more interested in learning. This is the basis for teachers to develop themselves into creative, innovative teachers who can make students into material that must be advanced in the world of education.The training carried out at SMA Negeri 1 Angkola Barat is expected to provide solutions for teachers in overcoming learning problems and provide input in developing more creative and innovative teachers.
Pelatihan Pengembangan Pembelajaran Berdifrensiasi Bagi Guru di SD Negeri 2002005 Aek Tampang Kota Padangsidimpuan Siti Maryam Pane; Helmalia Putri; Dalilah Amaliah Putri Lubis; Salman Alparis Sormin
Jurnal Transformasi Pendidikan Indonesia Vol. 2 No. 2 (2024): JTPI - April
Publisher : Yayasan Perguruan Kampus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65474/2whnf435

Abstract

This training activity began with the problems faced by teachers at SD Negeri 2002005 Aek Tampang Padangsidimpuan City related to a lack of understanding of differentiated learning. As a result, the government's independent curriculum implementation policy has not run optimally. The aim of this training activity is to provide knowledge and skills in preparing and implementing differentiated learning. The method used in this service is the training and mentoring method. Participants in this training were 10 teachers, principals and school supervisors. Based on the results of the initial test data processing carried out before the training was carried out, information was obtained that 60% of the training participants were categorized as having sufficient understanding of differentiated learning. Furthermore, after the training there was an increase in knowledge and skills where 80% of the training participants were in the very good category in planning and implementing differentiated learning. So it can be concluded that through structured training and mentoring can improve teachers' skills in designing and implementing differentiated learning.
Co-Authors Candra Irawan Dalilah Amaliah Putri Lubis Dharma Gyta Sari Harahap Elnila Caniago Erlina Wiyanarti Fita Delia Gultom Helmalia Putri Melisa Putri Harahap Muhammad Yusuf Ritonga Nova Christina Dewi Priyono, Cipto Duwi Rahimul Harahap Rizki Fadila Salman Alparis Sormin Salman Alparis Sormin