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All Journal Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Musamus Journal of Primary Education Jurnal Ilmiah Pendidikan Citra Bakti Journal of Classroom Action Research Jurnal Abdimas Ilmiah Citra Bakti (JAICB) Indonesian Journal of Social Research (IJSR) Proceedings Series on Social Sciences & Humanities The Eastasouth Journal of Learning and Educations Jurnal Citra Kuliah Kerja Nyata MIMBAR PGSD FLOBAMORATA JURNAL FLOBAMORATA MENGABDI Jurnal Biosains dan Edukasi Al Ibtida: Jurnal Pendidikan Guru MI
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Elementary School Teacher Education, Universitas Muhammadiyah Kupang
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Integrating Palolai Local Wisdom Through Culturally Responsive Teaching in Baubau Elementary Schools Minsih Minsih; Ratnasari Diah Utami; Maryam Nurlaila; Uslan Uslan; Siti Marpuah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.19950

Abstract

AbstractThis study examines the integration of Palolai local wisdom through the Culturally Responsive Teaching (CRT) approach at elementary schools in Baubau City, Southeast Sulawesi. Using a qualitative ethnographic design, data were collected through observation, interviews, documentation studies, and focus group discussions. Triangulation of sources and methods guaranteed data validity, while data analysis utilized reduction, display, and conclusion techniques. The findings reveal three key outcomes: (1) teachers effectively developed strategies to integrate Palolai wisdom into the independent curriculum via CRT; (2) CRT implementation significantly enhanced student participation in IPAS subjects; and (3) the approach successfully strengthened students' cultural identity within the Baubau community. In conclusion, the CRT approach serves as an effective pedagogical bridge, connecting formal education with local cultural values. The integration of Palolai wisdom not only enriches the curriculum but also fosters both active student engagement and robust cultural identity preservation. This study emphasizes the need to use culturally grounded approaches in education to maintain local heritage while achieving contemporary learning objectives.Keywords: culturally responsive teaching, palolai local wisdom, teacher's role.  AbstrakStudi ini mengkaji integrasi kearifan lokal Palolai melalui pendekatan Pengajaran Responsif Budaya (PKB) di sekolah dasar di Kota Baubau, Sulawesi Tenggara. Dengan menggunakan desain etnografi kualitatif, data dikumpulkan melalui observasi, wawancara, studi dokumentasi, dan diskusi kelompok terfokus. Triangulasi sumber dan metode menjamin validitas data, sementara analisis data menggunakan teknik reduksi, penyajian, dan kesimpulan. Temuan ini mengungkapkan tiga hasil utama: (1) Guru secara efektif mengembangkan strategi untuk mengintegrasikan kearifan Palolai ke dalam kurikulum independen melalui PKB; (2) Implementasi PKB secara signifikan meningkatkan partisipasi siswa dalam mata pelajaran IPAS; dan (3) pendekatan ini berhasil memperkuat identitas budaya siswa dalam komunitas Baubau. Kesimpulannya, pendekatan PKB berfungsi sebagai jembatan pedagogis yang efektif, menghubungkan pendidikan formal dengan nilai-nilai budaya lokal. Integrasi kearifan Palolai tidak hanya memperkaya kurikulum tetapi juga mendorong keterlibatan aktif siswa dan pelestarian identitas budaya yang kuat. Studi ini menekankan perlunya menggunakan pendekatan yang berlandaskan budaya dalam pendidikan untuk melestarikan warisan lokal sekaligus mencapai tujuan pembelajaran kontemporer.Kata kunci: pengajaran responsif budaya, kearifan lokal palolai, peran guru.
The Effectiveness of Flash Card Media-Oriented Group Investigation Learning Models on Learning Outcomes of Elementary Students Ummu Aiman; Dian Meilani; Uslan
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.5111

Abstract

The purpose of this study was to determine the effectiveness of the flash card media-oriented group investigation (GI) learning model on the learning outcomes of elementary students. The approach used in this study is a quantitative approach with pre-experimental methods and the type of One Group Pretest-Posttest design. With the overall population of SD Inpres Oeba 2 class V students 22 people. Sampling using nonprobability sampling saturated sampling where all members of the population are sampled. The data collection technique was obtained from a multiple choice written test. The data analysis technique used descriptive analysis and inferential statistics with the help of the SPSS version 22 application. The results showed that independent t-test data processing obtained a sig value of 0.000 <0.05, then Ha was accepted and H0 was rejected or in other words there was a significant difference between pretest and posttest classes in improving student learning outcomes in the material for the digestive tract of food in humans. Thus, the Flash Card Oriented Group Investigation (GI) learning model can improve the Learning Outcomes of Class V Students of SD Inpres Oeba 2 Kupang City.
The Validation of Local Knowledge-Based Module (LKBM) as Character Development Modul for Elementary School Students in Kupang, Indonesia Uslan Uslan; Mega M Saleh; Bilam S Linome
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6222

Abstract

The purpose of the current research was to validate the local knowledge-based module (LKBM) to elementary school student character in Kupang, Indonesia. The participants of the current research were 78 elementary school students in Kupang, Indonesia. This research is quasi-experimental, utilising descriptive analysis and MANOVA to analyse the data. Therefore, the students were divided into a control group (n = 39) and an experiment group (n = 39). Based on the results, the module was valid and reliable to be used as learning material for character education. It was proved through the improvement in the students character development before, during, and after the use of the module. Other than that, MANOVA analysis proved significant in the students character who follow the learning process with the Local Knowledge-Based Module (LKBM) compared to the group of students who use conventional learning. Therefore, it can be concluded that the module can be used in character education learning process.
Penguatan Kesehatan Mental Guru dalam Pembelajaran Matematika yang Inklusif dan Bebas Kecemasan di Sekolah Dasar Ummu Fajariyah Akbari; Ummu Aiman; Uslan Uslan
Jurnal Flobamorata Mengabdi Vol. 4 No. 1 (2026): JURNAL FLOBAMORATA MENGABDI
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/jfm.v4i1.3361

Abstract

Abstrak: Pembelajaran matematika di sekolah dasar tidak hanya berkaitan dengan kemampuan akademik siswa, tetapi juga dipengaruhi oleh kondisi emosional siswa selama proses belajar. Dalam praktik pembelajaran, guru masih sering menghadapi siswa yang mudah panik, takut terhadap matematika, sulit fokus, menolak mengerjakan tugas, atau menunjukkan perilaku emosional tertentu di kelas. Berdasarkan hasil observasi awal di SD GMIT 07 Oebufu, sebagian guru mengaku belum pernah memperoleh pelatihan terkait kesehatan mental siswa dan masih mengalami kesulitan dalam memberikan respons yang tepat terhadap kondisi emosional siswa selama pembelajaran berlangsung. Oleh karena itu, kegiatan pengabdian ini dilakukan untuk membangun kesadaran kesehatan mental guru sebagai upaya menciptakan pembelajaran matematika yang lebih aman, nyaman, dan bebas kecemasan. Kegiatan melibatkan 21 guru sekolah dasar dan dilaksanakan melalui penyuluhan, pelatihan, serta pendampingan dengan menghadirkan dosen pendidikan matematika dan psikolog perkembangan anak. Data diperoleh melalui angket pre-test dan post-test, observasi, serta diskusi reflektif selama kegiatan berlangsung. Hasil kegiatan menunjukkan adanya peningkatan kesadaran guru terhadap pentingnya kesehatan mental dalam pembelajaran yang dilihat dari peningkatan hasil pre test berada di skor 2,58 dan post test menjadi 3,6. Guru mulai memahami bahwa perilaku siswa tidak selalu merupakan bentuk kenakalan, tetapi dapat berkaitan dengan kondisi emosional dan kecemasan belajar siswa. Guru juga mulai memahami pentingnya memvalidasi emosi siswa, memberikan respons yang lebih tenang dan suportif, serta menghindari pelabelan negatif selama proses pembelajaran matematika berlangsung. Abstract: Mathematics learning in elementary school is not only related to students’ academic abilities but is also influenced by their emotional conditions during the learning process. In classroom practice, teachers still frequently encounter students who panic easily, fear mathematics, have difficulty focusing, refuse to complete assignments, or display certain emotional behaviors. Based on initial observations conducted at SD GMIT 07 Oebufu, several teachers admitted that they had never received training related to students’ mental health and still experienced difficulties in responding appropriately to students’ emotional conditions during learning activities. Therefore, this community service program was conducted to strengthen teachers’ mental health awareness as an effort to create mathematics learning environments that are safer, more comfortable, and free from anxiety. The program involved 21 elementary school teachers and was implemented through educational sessions, training, and mentoring activities involving mathematics education lecturers and a child developmental psychologist. Data were collected through pre-test and post-test questionnaires, observations, and reflective discussions throughout the program. The results showed an improvement in teachers’ awareness of the importance of mental health in learning. Teachers began to understand that students’ behaviors are not always forms of misbehavior but may be related to emotional conditions and learning anxiety. Teachers also became more aware of the importance of validating students’ emotions, providing calmer and more supportive responses, and avoiding negative labeling during mathematics learning activities. Top of Form Bottom of Form This activity demonstrates that strengthening teachers’ mental health awareness can become an important step in supporting mathematics learning that is more inclusive and emotionally safe, particularly in schools that do not yet have counseling services or psychological assistance programs
Co-Authors Abdul Kholik Abdul Syahril Muh Abner Lakapu Abu Saman Buchari Adelina Nitano Adelviana Parera Agnesia Hoar Ahmad Ahmad Yani Amelia Bait Bait Anderianto Milla Ate Apolonia Clementia Mogi Gadhi Asmiati Asmiati Bilam S Linome Bilam S. Linome Budi Kurniawan Debora Selan Dervino I. P. Holbala Deski Halim Sudjani Desti Rahayu Dian Meilani Djalal Fuadi Endang Fatmawati Engly M. J. Nahak Ernawati Ernawati Farhan Suhada Febriana Hoar Fenny Tanalinal Khasna Gamar Abdul Nasir Helmia Tasti Adri Ihwan Ihwan Indo Upik Irfan Missa Ivo Basri K. Jamila Amir Masneno Julaiha Djahamouw Julhidayat Muhsam Mahfud Mahfud Maria Devawanti Fontes Nahak Maria Fenisiana Sose Maria Imakulata Abuk Martensi B Tausbele Martha Bano Leki Martua Ferry Siburian Maryam Nurlaila Mashudi Alamsyah Masna Wahid Mega M Saleh Minsih Monica Kase Muh. Thahirul Hakim Muhaimin H Lamahala Nanda Dwi Rohmah Nofianti Silfeto Noniansi T Taneo Notrianus Ilfan Seran Nur Qurotul Aini Nurdiyah Lestari Nurhabibah Nurhabibah Nuriyah Nurjannah Nurjannah PANJAITAN, MUKTAR B Ramadiansyah Ratnasari Diah Utami Riska Ida Irawan Riski Dan. A. Rame Huki Siagian, Gunaria Siti Marpuah Siti Muthmainnah Yusuf Sonya A.N.B Mnune Sumarni Lamen Sunimbar Suryadi Hasyda Suryadin Hasyda Sya, Mega Febriani Tresly Lilan Tanehe Trivena R.M. Tamonob Ummi Tadzkiroh Ummu Aiman Ummu Fajariah Akbari Valentina Inya Ambu Vebi Elisabet Tanau Weldiana Rame Huky Yunita Luruk Fahik Yunita Nederlina Benu Zahra Khusnul Lathifah