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All Journal CARADDE: Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Learning and Instruction (IJLI) Jurnal Basicedu Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Jurnal Pengabdian Kepada Masyarakat Tadzkirah: Jurnal Pendidikan Dasar Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Sosial Humaniora Jurnal Pendidikan dan Kebudayaan
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Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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ANALISIS PERILAKU LESS-INTERACTION SISWA DALAM PROSES PEMBELAJARAN KELAS Salwa Najmira; Naila Insani; Levina Amelia Maharani; Rizty Azzahra Sastradipura; Deti Rostika
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 5 (2023): Volume 09 No. 05 Desember 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i5.2344

Abstract

ABSTRACT This research aims to analyze students' less-interaction behavior in the classroom learning process. Less-interaction refers to the level of student participation and involvement that is less in active interaction with learning materials, teachers, and fellow classmates. This research was conducted using academic literature as well as related primary and secondary sources. The results of the research show that there are variations in the level of students' lack of interaction, which is reflected in the lack of active participation in class discussions, inactivity in group assignments, and lack of initiative in seeking understanding. addition. In addition, interpersonal communication between students is also limited, reducing opportunities for the exchange of ideas and mutual understanding. Factors that contribute to less-interaction behavior include students' discomfort in speaking in public, lack of motivation towards learning material, as well as technical obstacles that arise. related to the use of technology in learning. Some students may feel uncomfortable or lack confidence in speaking in front of the class, while others may prefer to learn independently without much social interaction. The implications of these findings highlight the need for learning strategies that can increase participation and engagement students, such as the use of interactive teaching methods, increasing social support, and developing student communication skills. In addition, implementing an approach that takes into account individual learning styles and minimizes technical barriers can be effective steps to overcome students' less-interaction behavior. These findings have important implications for designing more inclusive and interactive learning. Teachers can develop learning strategies that encourage active participation, provide extra support for students who tend to lack interaction, and create a classroom environment that supports collaboration. Thus, increasing student interaction can increase learning effectiveness and create a more positive learning experience. ABSTRAK Penelitian ini bertujuan untuk menganalisis perilaku less-interaction siswa dalam proses pembelajaran kelas. Less-interaction merujuk pada tingkat partisipasi dan keterlibatan siswa yang kurang dalam interaksi aktif dengan materi pembelajaran, guru, dan rekan sekelas. Penelitian ini dilakukan dengan menggunakan literatur akademis serta sumber-sumber primer dan sekunder terkait.Hasil penelitian menunjukkan bahwa terdapat variasi dalam tingkat less-interaction siswa, yang tercermin dalam kurangnya partisipasi aktif dalam diskusi kelas, ketidakaktifan dalam tugas kelompok, dan minimnya inisiatif dalam mencari pemahaman tambahan. Selain itu, komunikasi interpersonal antara siswa juga terbatas, mengurangi peluang untuk pertukaran ide dan pemahaman bersama.Faktor-faktor yang berkontribusi terhadap perilaku less-interaction meliputi ketidaknyamanan siswa dalam berbicara di depan umum, kurangnya motivasi terhadap materi pembelajaran, serta kendala-kendala teknis yang terkait dengan penggunaan teknologi dalam pembelajaran.Beberapa siswa mungkin merasa tidak nyaman atau kurang percaya diri dalam berbicara di depan kelas, sementara yang lain mungkin lebih suka belajar secara mandiri tanpa banyak interaksi sosial.Implikasi temuan ini menyoroti perlunya strategi pembelajaran yang dapat meningkatkan partisipasi dan keterlibatan siswa, seperti penggunaan metode pengajaran yang interaktif, peningkatan dukungan sosial, dan pengembangan keterampilan komunikasi siswa. Selain itu, penerapan pendekatan yang memperhitungkan gaya belajar individu dan meminimalkan hambatan teknis dapat menjadi langkah-langkah yang efektif untuk mengatasi perilaku less-interaction siswa. Penemuan ini memiliki implikasi penting untuk perancangan pembelajaran yang lebih inklusif dan interaktif. Guru dapat mengembangkan strategi pembelajaran yang mendorong partisipasi aktif, memberikan dukungan ekstra bagi siswa yang cenderung less-interaction, dan menciptakan lingkungan kelas yang mendukung kolaborasi. Dengan demikian, peningkatan interaksi siswa dapat meningkatkan efektivitas pembelajaran dan menciptakan pengalaman pembelajaran yang lebih positif.
Pengembangan Kopi Spesialti Sebagai Strategi Pemberdayaan Petani dan Penguatan Ekonomi Lokal Komariah Komariah; Dinie Anggraeni Dewi; Agil Nanggala; Deti Rostika; Asep Rudi Nurjaman; Siti Hawa
Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/jpkm.v6i1.3856

Abstract

Indonesia merupakan produsen kopi terbesar keempat di dunia, dengan Desa Margamukti, Kabupaten Bandung Barat, sebagai salah satu sentra kopi Arabika Java Preanger. Meskipun memiliki potensi agroekologi yang mendukung, sebagian besar petani masih menjual kopi dalam bentuk bahan mentah dengan harga rendah akibat keterbatasan pemahaman standar kopi spesialti, praktik pascapanen, serta akses pasar. Program Pengabdian kepada Masyarakat (PkM) ini bertujuan mengembangkan kopi spesialti sebagai strategi pemberdayaan petani dan penguatan ekonomi lokal melalui pendekatan pelatihan dan pendampingan partisipatif. Metode yang digunakan meliputi survei awal, pelatihan teknis pengolahan pascapanen kopi spesialti, pendampingan branding dan pemasaran digital, serta evaluasi berbasis pre-test dan post-test. Hasil kegiatan menunjukkan peningkatan pemahaman petani mengenai standar kopi spesialti sebesar 32%, perbaikan praktik panen selektif dan pascapanen, serta potensi peningkatan harga jual kopi hingga 20–30% dibandingkan harga sebelum intervensi. Selain itu, terbentuknya identitas produk dan kesiapan pemasaran digital menunjukkan penguatan kapasitas ekonomi dan sosial petani. Kebaruan program ini terletak pada integrasi peningkatan kualitas kopi spesialti dengan pendekatan pemberdayaan partisipatif yang memperkuat civic empowerment petani sebagai aktor utama dalam rantai nilai kopi lokal, sehingga berkontribusi terhadap keberlanjutan ekonomi masyarakat desa.
Meningkatkan Kreativitas Siswa Kelas 1 Sd Melalui Program Semester Kurikulum Merdeka Materi SBDP Zihan Suryani; Deti Rostika
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 3 No. 2 (2023): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v3i2.1652

Abstract

Over time, the education system in Indonesia has undergone many changes. The curriculum in Indonesia has also changed to become an independent curriculum which is synonymous with independent learning. The method used in this research is descriptive qualitative method, and the data collected for this research is through observation. the result of this research is that the implementation of the independent curriculum in class 1 at SDN Permata Biru has been carried out according to the provisions. The independent curriculum is a curriculum that emphasizes intracurricular activities and projects to strengthen the Pancasila Student Profile (P5). Implementation of the semester program through class 1 art projects is carried out every week in semester 2. With different material each week students can produce works and study happily in accordance with the concept of independent learning. The benefits resulting from this semester program project activities are interesting to study because they are related to student creativity.
Analisis Faktor Dan Dampak Perilaku Hiperaktif Siswa Sekolah Dasar Kelas Rendah Terhadap Hasil Belajar Azi Miftah Rizqi; Belva Saskia Permana; Haldini Reygita; Deti Rostika; Ranu Sudarmansyah
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 1 (2024): Maret : Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i1.2723

Abstract

The hyperactive behavior of students poses a serious challenge in the school learning process. This article employs a literature review method to identify the factors causing hyperactive behavior in elementary school students, particularly in lower grades, and analyze its impact on learning outcomes. Hyperactive disorder in children has been recognized in the medical field since the early 20th century, characterized by an inability to stay still, lack of self-control, and heightened activity levels. Factors contributing to hyperactive behavior stem from various aspects, including psychological factors, overindulgence, lack of discipline, pleasure orientation, sensor nerve weaknesses, genetic factors, prenatal factors, and environmental factors. The impact of hyperactive behavior on students hinders the learning process, diminishes focus and concentration, and affects the understanding of materials. Students exhibiting hyperactive behavior may encounter difficulties in socializing, family conflicts, and serious social issues, influencing their social-emotional development and learning environment, creating disruptions in the classroom and affecting classmates. Quality education should be able to accommodate the needs of students with hyperactive behavior to ensure optimal social, emotional, and academic development for each child.
Co-Authors Afa Zahra Agil Nanggala Agita Ayu Diah Pitaloka Alifa Nur Latifah Alvira Oktavia Safitri Amalia Dwi Pertiwi Anisa Nur Padilah Anisa Nurhasanah Annisa Azzahra Julianty Arfi Purnama Nur Indah Asep Rudi Nurjaman Ayung Candra Padmasari Azi Miftah Rizqi Azi Miftah Rizqi Belva Saskia Permana Chica Awaliyah Della Septia Denis Desfriyati Devi Asriani Dewi, Dinie Anggraeni Dianisa Wahyuni Dina Siti Hanifa Dinda Oktaviana Dinda Rahma Endah Parawangsa Fahmi Candra Permana Farina Trias Alwasi Feri Hidayatulloh Firmandyah Feronika Manalu Frysca Amanda Putri Furi Furnamasari, Yayang Galuh Nur Insani Haldini Reygita Hikmatul Ghina Hilda Fahira Iga Ghufrani Juniarti Ilham Maulana Aditia Iqbal Resa Artirestu Jannah Mutiarani Pradana Komariah Komariah Larasati Dewi Levina Amelia Maharani Lutvia Ainun Hazizah Melani Khalimatu Sa'diyah Muhammad Luthfi Mutia Ade Syafitri Nabilla Nur Fauziah Naila Insani Nandia Kiranti Nishfa Syahira Azima Nur Laeli Asyahidah Nurassyifa Qurotul Aini Puji Ayu Handayani Putri Nur Anggraeni Ramanda Putri Mardiyyana Ranu Sudarmansyah Ridha Haifarashin Ridla Adawiyyah Risfa Khoerunisa Harliani Rizty Azzahra Sastradipura Salsa Nabila Marcella Kalalo Salwa Najmira Sefhiana Andara Shalaisa Saputri Shalwa Rizkya Salsabila Siti Aisyah Nurfatimah Siti Hawa Sri Wulandari Syafa Herdiani Syofiyah Hasna Tita Aulia Vioreza Dwi Yunianti Widianti Nurohmah Yeyen Sormin Yona Wahyuningsih, Yona Zaskia Putri Aulia Azzahra Zihan Suryani Zulfa Ishmah Rahadatul Aisy