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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Education and Human Development Journal Jurnal Lentera Edukasi
Stefanus Christian Relmasira
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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INOVASI KEPEMIMPINAN KEPALA SEKOLAH DALAM MEWUJUDKAN PARADIGMA BARU PENDIDIKAN BERBASIS LINGKUNGAN DAN KOMUNITAS DI SD NEGERI WATES Destiyani, Gati; Stefanus Christian Relmasira; Herry Sanoto
Jurnal Lentera Edukasi Vol. 3 No. 3 (2025): Edisi : September
Publisher : Bakti Cendekia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70305/jle.v3i3.147

Abstract

Kepemimpinan kepala sekolah merupakan faktor kunci dalam mendorong inovasi dan mewujudkan paradigma baru pendidikan. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis secara mendalam berbagai inovasi kepemimpinan yang diimplementasikan oleh Kepala Sekolah SD Negeri Wates dalam mengubah sekolah dari kondisi konvensional menuju sekolah yang berparadigma baru, dengan fokus pada pendidikan berbasis lingkungan dan komunitas. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan melalui wawancara mendalam dengan kepala sekolah. Analisis data dilakukan secara tematik untuk mengidentifikasi pola-pola inovasi dan dampaknya. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan kepemimpinan inovatif melalui (1) perumusan visi kontekstual yang berwawasan lingkungan; (2) implementasi program-program spesifik seperti Sekolah Adiwiyata dengan berbagai kegiatan turunan (Saberpungli Sadewa, Tana Basa, Jawara Sadewa); (3) inovasi fisik yang mentransformasi wajah sekolah seperti pembangunan gapura; dan (4) pembangunan kemitraan strategis dengan berbagai pihak eksternal. Inovasi-inovasi ini berhasil menggeser paradigma pendidikan di SD Negeri Wates menjadi lebih berpusat pada siswa, kontekstual, kolaboratif, dan relevan dengan kebutuhan lokal. Dampak transformatif terlihat pada peningkatan motivasi siswa dan guru, tumbuhnya kepercayaan masyarakat, serta terwujudnya sekolah sebagai pusat pembelajaran yang dinamis dan inspiratif.
Developing a Generative AI-Assisted Training Module for Integrated Digital Big Book in Guidance and Counseling to Enhance Elementary Teachers’ Pedagogical Competence Chrisma Prateila Kusumaningsih; Yari Dwikurnaningsih; Stefanus Christian Relmasira
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8618

Abstract

This study aims to develop and evaluate the effectiveness of a Generative AI-based training module in enhancing the pedagogical competence of elementary school teachers, particularly in integrating Guidance and Counseling (BK) services into daily instructional practices. The study involved a sample of 72 elementary school teachers drawn from six schools within a single educational cluster. The participants were selected using a cluster random sampling technique, ensuring that each school had an equal probability of being assigned to either the experimental or control group. The findings indicate that the Generative AI-based training module significantly improved teachers’ pedagogical competence, as evidenced by an average N-Gain score of 73.28%. The module effectively enhanced teachers’ conceptual understanding and practical ability to integrate BK services into classroom instruction, while simultaneously promoting a pedagogical approach that fosters students’ character development and socio-emotional competencies. This study concludes that the integration of AI in education, particularly through the development of Digital Big Book media, not only enriches instructional content but also reinforces essential social and ethical values required in 21st-century learning environments. Furthermore, the study recommends extending future research to a broader range of schools and investigating specific AI tools to examine the long-term impact, scalability, and sustainability of the competencies acquired by teachers.
INTEGRATING DEEP LEARNING APPROACHES INTO MATHEMATICS INSTRUCTION TO IMPROVE FORMULA MASTERY IN GRADE 5 Christina Yulinda Prihasti; Stefanus Christian Relmasira
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48809

Abstract

This study was motivated by the low level of mathematical formula mastery among fifth-grade elementary school students due to surface learning, causing students to memorize formulas without understanding the concepts. This study aimed to analyze the effect of the Deep Learning approach through the Discovery Learning model on students’ mastery of mathematical formulas compared with the Cooperative Learning model. This study employed a quasi-experimental method using a non-equivalent control group design. The sample consisted of 38 fifth-grade students at SDN Kandangan 02 and SDN Kandangan 03. Data were collected using a hybrid test and analyzed through normality, homogeneity, and Independent Samples T-Test using IBM SPSS. The results showed that the experimental group I achieved a higher posttest mean score (73.684) than the experimental group II (58.947). The t-test result indicated a significant difference between the two groups with t = 2.657 and significance value 0.012 < 0.05. Therefore, the Deep Learning approach through the Discovery Learning model was more effective in improving students’ mastery of mathematical formulas.
AN EVALUATION OF MATHEMATICS INSTRUCTION IN FOSTERING CREATIVE PROBLEM-SOLVING SKILLS AMONG GRADE 3 STUDENTS Caroline Cindy Pratiwi; Stefanus Christian Relmasira
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48819

Abstract

This research is motivated by field conditions where third-grade elementary school students often associate mathematics learning with feelings of fear, difficulty, and exhaustion, which ultimately hinders the emergence of Creative Problem Solving (CPS) skills. This study aims to describe students' problem-solving processes and difficulties, analyze the teacher's role as a facilitator, and evaluate the implementation of creative problem-solving instruction. A quantitative approach utilizing a Quasi-Experimental Design (Two-Treatment Design) was employed. The research sample consisted of a student group at SDN Jogoyasan receiving the Problem Based Learning (PBL) model and a student group at SDN Keditan receiving the Discovery Learning (DL) model. Data were collected through test techniques (pretest-posttest) and non-test methods (Y-Chart reflection instrument), which were analyzed statistically using SPSS and qualitatively using MAXQDA 2020 software. Hypothesis testing results revealed that both learning models had a highly significant effect on improving students' CPS abilities (p < 0.001). The PBL class experienced a Gain Score increase of 20.71 points, while the DL class increased by 18.46 points. Qualitative findings indicated that the use of concrete learning media and the creation of a Joyful Learning environment effectively transformed negative emotions into metacognitive awareness (Mindful Learning), making students braver and more enthusiastic in exploring problem-solving strategies. In conclusion, the integration of PBL and DL models with a Deep Learning approach is effectively implemented to enhance the CPS skills of third-grade elementary school students.
Co-Authors Caroline Cindy Pratiwi Chrisma Prateila Kusumaningsih Christina Yulinda Prihasti Destiyani, Gati Herry Sanoto Yari Dwikurnaningsih