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<![CDATA[Based on the research results, Elementary School Teachers still emphasized on cognitive and psychomotor domain in social education learning. Therefore, the learning achievement of Social Education was still meaningless in studentsâ real life. In Law No. 2 ]]>
<![CDATA[Senen, Anwar]]>
<![CDATA[ Dinamika Dinamika Volume VI, Nomor 2, September 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Purwokerto ]]>
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<![CDATA[Based on the research results, Elementary School Teachers still emphasized on cognitiveand psychomotor domain in social education learning. Therefore, the learningachievement of Social Education was still meaningless in studentsâ real life. In Law No.20/2003 explained that the aims of national education were: to make students creative,autonomous, democratic, and responsible. To develop social education material becamemore meaningful, teachers needed to implement constructivistic paradigm.Key words: Social Education learning, constructivistic paradigm]]>
<![CDATA[The evaluation of authentic assessment implementation of Curriculum 2013 in Elementary School ]]>
<![CDATA[Wangid, Muhammad Nur]]>;
<![CDATA[Mustadi, Ali]]>;
<![CDATA[Senen, Anwar]]>;
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol 21, No 1 (2017) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/pep.v21i1.15779
<![CDATA[This research was aimed to evaluate the implementation of authentic assessment of elementary school in Province of Yogyakarta and also to know the obstacles of its implementation. This was an evaluative research by a Stake's evaluation model approach. The results of observation in compare to the standard of assessment should be criteria to determine the succeed. This research subjects were elementary teachers in Province of Yogyakarta. Observation, interview, and documentation were used to gather data. The research showed that: (1) Planning (antecedents) stage or understanding towards authentic assessment planning has not been fulfilled the standard to be categorized as Good with percentage of 68.75%; (2) Process (transaction) or implementation stage that obtained 63.41% in percentage was classified in Good category; (3) Outcome stage or authentic assessment report showed 68.48% in percentage and should be categorized Good. The implementation of authentic assessment in Province of Yogyakarta elementary schools have not 100% met the standard. Therefore, results from this research finding were expected to be tools to improve performance from all stakeholders.]]>
<![CDATA[Challenges for Elementary School Teachers in Attitude Assessment during Online Learning ]]>
<![CDATA[Fauzani, Ratna Ainun]]>;
<![CDATA[Senen, Anwar]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 5, No 3 (2021) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v5i3.33226
<![CDATA[This study aims to describe the various challenges faced by teachers in assessing attitudes through online learning in elementary schools during Covid-19. This study used a qualitative method with a type of phenomenology. The data collection was carried out through interviews and focus group discussion (FGD) through Google Meet and WhatsApp and open questionnaires via Google Form. The technique in analyzing the data was finding specific themes and looking for the relationships between them to achieve a proper understanding. The results show that the challenges in assessing attitudes faced by the teacher included six themes, namely understanding, planning, implementing, and reflecting on attitude assessment, the condition of parents and students, and mastery of media and learning tools. These various challenges showed advices and recommendations for schools and policymakers to improve the quality in teaching practices. ]]>
<![CDATA[Pengembangan Media Convertible Book Berbasis Scientific Approach Untuk Meningkatkan Pemahaman Konsep dan Karakter Peduli Lingkungan ]]>
<![CDATA[Ariani Rahmawati]]>;
<![CDATA[Anwar Senen]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 11 No 2 (2021) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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<![CDATA[The aims of the research are (1) to develop a convertible book bases on scientific approach to improve the concept understanding and care-for-environmental character, (2) to reveal the effectiveness of the developed convertible book to improve the concept understanding and care-for-environmental character of grade IV students of elementary schools in Moga sub-district. The research uses Research and Development (R & D) model with reference to product development by Borg & Gall. The subject of research are students of elementary schools in Moga sub-district. The validity of the developed convertible book was analyzed by converting to five quantitative criteria. The effectiveness of the convertible book in improving the concept understanding and care-for environmental character was analyzed by N-gain score, t-test and MONOVA at the significance level of 0.05. The result of the research showed that the convertible book fulfilled the feasibility criteria according to the validation by material expert and media expert, teachers’ responses and students’ responses which was in a good of very feasible category. The convertible book was effective to improve the students’ concept understanding and care-for-environmental character. The result of the t-test at sig. 0.05 showed the effect of the use of the media and test MANOVA, that there was significant effect between experiment and control class at 0.00.]]>
<![CDATA[Tantangan Guru Sejarah: Pesan Sejarah sebagai Konsep Pendidikan Nilai ]]>
<![CDATA[Anwar Senen]]>;
<![CDATA[Imam Barnadib]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol 2, No 3 (2000) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/pep.v2i3.2090
<![CDATA[Keberhasilan guru sejarah menyampaikan pesan sejarah sebagai suatu nilai moral yang perlu difahami siswa, terletak pada bagaimana cara guru mengembangkan materi pelajaran di depan kelas. Penggunaan metode pengajaran secara tepat yang dikemas secara kreatif akan memungkinkan pesan sejarah dapat disampaikan kepada siswa. Penekanan pada pesan sejarah ini penting, karena selama ini masih terkesan bahwa mata pelajaran sejarah hanya dianggap sebagai pengetahuan hafalan sejumlah peristiwa masa lalu. Hal demikian menyebabkan pemahaman siswa terhadap pelajaran sejarah sebatas pada pengetahuan deskriptif konsep apa, di mana, kapan dan mengapa suatu peristiwa sejarah terjadi, menjadi dasar mempelajari sejarah. Dalam kerangka memori tidaklah keliru. Tetapi sejarah sebagai mata pelajaran di sekolah dalam konsep pendidikan masih jauh dari harapan. Sebagai konsep pendidikan, pelajaran sejarah dapat bercerita kepada siswa. Oleh sebab itu, metode pengajaran sejarah oleh gum dengan pendekatan moral akan lebih tepat digunakan. Pendekatan moral sebagai konsep belajar mengajar lebih memungkinkan menjadikan pelajaran sejarah dinamis dalam menyikapi situasi yang berkembang dalam kehidupan berbangsa dan bernegara. Dengan demikian bahwa belajar sejarah memiliki dimensi masa lalu, kini dan akan datang akan terjawab melalui pendekatan moral dalam konsep pembelajarannya.]]>
<![CDATA[MENGEMBANGKAN PEMBELAJARAN IPS DALAM PERSPEKTIF PARADIGMA KONSTRUKTIVISTIK (Upaya Implementatif Kebijakan Kurikulum 2013 pada Sekolah Dasar) ]]>
<![CDATA[Anwar Senen]]>
<![CDATA[ Dinamika Jurnal Ilmiah Pendidikan Dasar Dinamika Volume VI, Nomor 2, September 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Purwokerto ]]>
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DOI: 10.30595/dinamika.v6i2.908
<![CDATA[Based on the research results, Elementary School Teachers still emphasized on cognitive and psychomotor domain in social education learning. Therefore, the learning achievement of Social Education was still meaningless in students’ real life. In Law No. 20/2003 explained that the aims of national education were: to make students creative, autonomous, democratic, and responsible. To develop social education material became more meaningful, teachers needed to implement constructivistic paradigm]]>
<![CDATA[Can children's religiosity be built through family's religious culture and the discipline in attending TPA at school? ]]>
<![CDATA[Tampi Prehadini]]>;
<![CDATA[Anwar Senen]]>;
<![CDATA[Ali Mustadi]]>
<![CDATA[ Jurnal Prima Edukasia Vol 9, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v9i1.35484
<![CDATA[This study aims to find out the effects of family’s religious culture and the discipline in attending ‘Taman Pendidikan Al Qur’an (TPA) at school on the first grade students’ religiosity. This study used the ex-post facto quantitative approach, while the population was all first grade student in Pengasih District, Kulon Progo regency with a total of 585 students, then 238 of them were taken randomly as the sample. The technique for collecting data was using three questionnaires, such as students’ religiosity, family’s religious culture, and the discipline in attending TPA at school questionnaire. The research instrument was tested to 120 students. The validity test of the instrument used was the content validity with expert judgement technique, whereas the difference power index tested by product moment correlation formula. Instruments’ reliability was using Cronbach’s Alpha formula. The analysis of prerequisite test that had been used are the normality, linearity, and multi-collinearity test. Data analysis that used was multiple regression. The result shows that: 1) family’s religious culture partially gives significant effect on first grade students’ religiosity; 2) the discipline in attending TPA at school partially doesn’t give significant effect on first grade students’ religiosity; and 3) family’s religious culture and the discipline in attending TPA at school simultaneously give significant effect on first grade students’ religiosity with the effect is 5.2%.]]>
<![CDATA[Pelatihan Implementasi Pembelajaran Tematik (Learning by Doing) Berbasis Diversity dalam Meningkatkan Kemampuan Literasi Siswa Sekolah Dasar di Era Digital ]]>
<![CDATA[Fery Muhamad Firdaus]]>;
<![CDATA[Anwar - Senen]]>
<![CDATA[ Jurnal Pengabdian Masyarakat: Pemberdayaan, Inovasi dan Perubahan Vol 1, No 2 (2021): JPM: Pemberdayaan, Inovasi dan Perubahan ]]>
Publisher : <![CDATA[Penerbit Widina, Widina Media Utama ]]>
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DOI: 10.59818/jpm.v1i3.38
<![CDATA[Kegiatan pengabdian pada masyarakat ini dilaksanakan atas dasar kebutuhan dari kelompok sasaran. Tujuan dilaksanakan kegiatan ini untuk memberikan wawasan dan keterampilan kepada guru SD dalam mengembangkan dan mengimplementasikan pembelajaran tematik berbasis diversity dalam meningkatkan kemampuan literasi siswa sekolah dasar di era digital. Pelatihan dan pendampingan ini diikuti oleh 40 guru SD di lingkungan Dinas Pendidikan Kabupaten Sleman. Metode yang digunakan dalam PPM ini yaitu pelatihan, diskusi dan curah pendapat, serta pendampingan dalam merancang RPP berdiferensiasi dan melaksanakan pembelajaran tematik berbasis diversity dalam meningkatkan kemampuan literasi siswa sekolah dasar di era digital. Adapun tahapan kegiatan meliputi perencanaan, pelaksanaan dan evaluasi dan tindak lanjut. Berdasarkan postes dan penilaian terhadap produk yang dihasilkan peserta, maka pemahaman dan keterampilan peserta untuk mengembangkan dan mengimplementasikan pembelajaran tematik berbasis diversity dalam meningkatkan kemampuan literasi siswa sekolah dasar di era digital dapat dinyatakan sudah terampil dan baik.]]>
<![CDATA[How Rural Students Accomplish Online Learning During Pandemic: A Study from Elementary School in Indonesia ]]>
<![CDATA[Medita Ayu Wulandari]]>;
<![CDATA[Ahmad Sudi Pratikno]]>;
<![CDATA[Anwar Senen]]>;
<![CDATA[Faridillah Fahmi Nurfurqon]]>
<![CDATA[ Jurnal Basicedu Vol 6, No 3 (2022): June Pages 3200-5500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v6i3.2720
<![CDATA[The Covid-19 pandemic has impacted all areas of life. Based on government restrictions, all educational institutions have implemented online learning. This study investigates elementary students' online learning experiences in rural areas. It refers to the data collected about: students learning motivation, students learning requirements and students' social skills. Data was collected through an online survey. Data were analyzed through three stages of Miles & Huberman, namely data reduction, data presentation, and conclusion drawing. The results showed that during the Covid-19 pandemic, online learning was less effective for elementary students in rural areas. The value of this study is for comprehending what factors support and interfere with the learning satisfaction of elementary students in rural areas related to online learning during the Covid-19 pandemic.]]>
<![CDATA[Analysis of Student Needs for Context-Based Teaching Materials and Creativity to Improve Science Literacy of Elementary School Students ]]>
<![CDATA[Rahmani Rahmani]]>;
<![CDATA[Maulidar Maulidar]]>;
<![CDATA[Ali Mustadi]]>;
<![CDATA[Anwar Senen]]>
<![CDATA[ JURNAL SERAMBI ILMU Vol 22, No 1 (2021): JURNAL SERAMBI ILMU ]]>
Publisher : <![CDATA[UNIVERSITAS SERAMBI MEKKAH ]]>
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DOI: 10.32672/si.v22i1.2754
<![CDATA[Teaching materials are one of the important components needed in the learning process. With the appropriate teaching materials, it is hoped that it can help the smooth running of learning activities. Science is a compulsory subject for elementary school students. Science contains all things related to nature. Teaching materials that have been used in learning activities are teaching materials made by the government. The purpose of this study was to determine the needs of students for context-based teaching materials and creativity to improve the scientific literacy of elementary school students. The research subjects were students from several elementary schools in Peukan Bada District, 25 students were used as the source of interview data. Data were collected using interviews and open questionnaires for students. The research data were analyzed descriptively qualitatively. Based on the research data, it can be concluded that it is necessary to develop context-based teaching materials and creativity. Context and creativity-based teaching materials were chosen because they can facilitate students to learn, both with educators and independently. Context-based teaching materials and creativity are teaching materials that are packaged in a comprehensive and schematic manner. This study is also part of a study on the development of teaching materials on the topic of human and animal organism.]]>
