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Implementasi Pembelajaran Daring dalam Menanamkan Sikap Demokratis pada Siswa Kelas IV Di Sekolah Dasar Negeri Duri Kepa 17 Mohamad Fhadil Abdullah; Nurul Febrianti
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 4 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Aktivitas masyarakat mulai dibatasi, seperti bekerja, sekolah, dan beribadah di rumah untuk mengurangi penyebaran Covid-19. Di bidang pendidikan, dampak Covid-19 dapat dirasakan melalui berbagai aspek (seperti guru, siswa, dan orang tua siswa).kegiatan belajar dilakukan secara daring atau pembelajaran Jarak Jauh dalam rangka pencegahan penyebaran Covid-19. Di SDN Duri Kepa 17, pembelajaran tematik banyak sekali materi-materi yang membuat siswa kesulitan dalam memahami materi yang diberikan oleh guru karena pembelajaran daring. mengetahui hambatan penerapan nilai demokrasi dalam pembelajaran daring di SDN Duri Kepa 17.Penelitian ini menggunakan deskriptif kualitatif dalam pendekatan studi kasus. Penelitian ini memusatkan diri secara intensif pada satu obyek tertentu yang mempelajarinya sebagai suatu kasus. Data studi kasus diperoleh dari pihak yang bersangkutan, dengan kata lain dalam studi ini dikumpulkan dari berbagai sumber.Sekolah menerapkan pembelajaran daring secara keseluruhan yang dapat membentuk sikap demokratis seperti adanya diskusi didalam Whatsapp Group, memecahkan masalah terkait pembelajaran daring yang berlangsung untuk mengambil keputusan.pentingnya sikap demokratis dalam kehidupan sehari-hari terutama dalam lingkungan di sekolah. Hal ini membentuk sikap saling menghargai dengan orang lain, damai, tidak egois, tidak individual dengan kata lain tidak mendahulukan kepentingan diri sendiri melainkan harus mementingkan kepentingan orang banyak juga, serta dengan mudah mengatasi permasalahan dan mengambil keputusan dengan jalan musyawarah.

STEM Education Planning Based on Contextual Issues Sustainable Development Goals (SDGs) Oktian Fajar Nugroho; Silvia Ratna Juwita; Nurul Febrianti
Pedagonal : Jurnal Ilmiah Pendidikan Vol 6, No 2 (2022): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagonal.v6i2.5554

Integration and the practice of addressing real-world issues are crucial components of STEM education. In this study, which was conducted as part of an endeavor to boost students' and instructors' knowledge and interest in STEM education, existing STEM courses have been incorporated into the Indonesian curriculum requirements in order to address real-world problems. This article gives a description of the planning process for after-school STEM education programs, with a focus on significant global issues related to the Sustainable Development Goals (SDGs). At the junior high school level, the present curriculum requirements for all three STEM subjects will be integrated. Document analysis is the principal means of data collection. This consists of the standard papers of three distinct STEM fields, curriculum maps developed for schools, and documents pertaining to "Continuing Development Education." Four possible design problems are inspired by the Sustainable Development Goals (SDGs). These challenges blend standards selected from three distinct STEM domains and include several new interconnected concepts and skills. This description offers a way by which educators may be supported in the production of lessons or other equivalent STEM educational programs or activities by integrating curricular requirements with existing STEM disciplines for many levels and settings relevant to students.

Penguatan Civic Skills melalui Pendidikan Kewarganegaraan dalam Menumbuhkan Partisipasi Mahasiswa sebagai Warga Negara Nurul Febrianti; Syurya Muhammad Nur; Silvia Ratna Juwita
CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan Vol 11, No 1 (2023): Maret 2023
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/civicus.v11i1.13857

This study aims to describe how civic skills are strengthened through Citizenship Education in fostering student participation as citizens. This research is a mix method research with data collection by observation, interviews, and documentation, as well as distributing questionnaires. Participants in this study on qualitative data were lecturers and for quantitative data were 53 students who contracted Civics Learning courses in elementary schools in the Elementary School Teacher Education study program at Esa Unggul University. The results of this study indicate that lecturers provide strengthening of civics skills in Civics Learning courses in Elementary Schools through a project-based learning model, then open space at each meeting for students to be active in the learning process. The results of the analysis of quantitative data, strengthening civic skills through Citizenship Education in fostering student participation as citizens is successful. This can be seen from the survey with the results of Interacting with citizens of other countries to promote personal and shared interests with Agree totaling 91 points; Monitor public events and issues with Agree totaling 123 points; Deliberate and make decisions on public policy issues with Agreed totaling 108 points; Influencing policy decisions on public issues with Agree totaling 100 points; Carry out policy decisions on public issues with Agree totaling 113 points; Taking action to improve political and social life with Agree totals 97 points

STEM Education Planning Based on Contextual Issues Sustainable Development Goals (SDGs) Oktian Fajar Nugroho; Silvia Ratna Juwita; Nurul Febrianti
Pedagonal : Jurnal Ilmiah Pendidikan Vol 6, No 2 (2022): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagonal.v6i2.5554

In the pursuit of enhancing students' and instructors' engagement in STEM education, this study integrates existing STEM courses into the Indonesian curriculum to tackle real-world issues. The primary objective is to address significant global problems aligned with the Sustainable Development Goals (SDGs) at the junior high school level. To achieve this, the current curriculum requirements for all three STEM subjects are interwoven. Document analysis, involving standard papers from three distinct STEM fields, curriculum maps for schools, and materials related to 'Continuing Development Education,' serves as the primary data collection method. This article outlines the planning process for after-school STEM education programs. It draws inspiration from the SDGs, presenting four design challenges that incorporate standards from three STEM domains. These challenges encompass fresh, interconnected concepts and skills. This description provides educators with a framework for creating lessons and STEM educational activities that fuse curricular requirements with existing STEM disciplines, catering to various levels and student settings.

ANALISIS PENERAPAN PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN KREATIVITAS SISWA DI SEKOLAH DASAR: Jurnal Skripsi Adinda Rahma Yundira; Nurul Febrianti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.34164

Education serves not merely as a channel for transferring academic content but also as a space where learners can develop a variety of essential abilities. Among these abilities, creativity is considered a central competence that must be nurtured from the early years of elementary education. Yet, in practice, numerous elementary schools continue to depend on outdated instructional methods, which often restrict opportunities for students to think imaginatively. To overcome this challenge, it is necessary to apply teaching strategies that actively stimulate creative growth, and one promising alternative is the project-based learning model. The objectives of this study are twofold: first, to examine whether project-based learning has a positive effect on enhancing creativity among elementary students, and second, to explore in detail how this instructional model can be practically implemented in classroom contexts. Adopting a qualitative methodology in the form of library research, this study reviews relevant literature and finds that project-based learning strengthens creativity through six systematic stages accompanied by project-oriented activities. These findings suggest that project-based learning provides a valuable contribution as an innovative instructional approach that can be integrated into elementary education to foster students’ creative capacities.

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