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Merdeka Belajar dalam Perspektif Ki Hajar Dewantara Rini Budiwati; Endang Fauziati
Elementa: Jurnal Pendidikan Guru Sekolah Dasar Vol 4 No 1 (2022): Periode Maret - Juni
Publisher : Program Studi PGSD STKIP PGRI Banjarmasin

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As we know, Merdeka Learning is a program created by the Minister of Education, Culture, Research and Technology, Nadiem Makarim, which aims to make learning more enjoyable. This can be implemented in teacher and student innovation in the form of teacher innovation in delivering material accompanied by student innovation and creativity in learning. Taman Siswa as an educational place that was founded on the initiative of Ki Hajar Dewantara has principles that are in accordance with independent learning. These principles are: the individual's right to self-determination, independent learners, community members must be enlightened by education, education must be comprehensive, and the struggle for independence which is synonymous with free learning. Ki Hajar Dewantara's idea is that education is essentially the basis and effort to develop and advance culture, which is based on the values, rules or norms of mysticism and culture that exist in the community. Where culture belongs to every generation. Caring for independence in education can be started from how to develop independence starting from the classroom, education that emphasizes creativity, taste and initiative. Children as students in schools are human figures who are entitled to guidance, because they have their own nature, therefore, as educators, we have a duty to guide them to achieve their life goals. This is the security and happiness they want as members of a human being or society. stract describes in general the issue of the research reported in the manuscript.

ANALISIS STRATEGI PEMBELAJARAN DISCOVERY LEARNING PADA PEMBELAJARAN MATEMATIKA TERHADAP PENINGKATAN KEMANDIRIAN PESERTA DIDIK KELAS 5 SD Rini Budiwati; Achmad Fathoni
Jurnal Elementary:Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar Vol 5, No 2: Juni 2022
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/elementary.v5i2.8790

Matematika merupakan mata pelajaran di mana siswa harus mampu menjawab permasalahan yang relevan dengan kehidupan sehari-hari. Ciri-ciri ilmu Matematika hierarkis dan terstruktur, berpikir secara secara logis dan sistematis ,siswa berpikir kreatif rasional. Namun, sebagian besar anak-anak ini tidak memiliki kebebasan belajar, pembelajaran masih sangat bergantung pada guru. Penelitian ini bertujuan untuk melihat seberapa efektif metode pembelajaran Discovery Learning dalam meningkatkan kemandirian siswa SD, khususnya pada siswa kelas 5. Metode yang digunakan pada penyusunan penelitian ini adalah kuantitatif deskriptif, yaitu menggunakan instrumen observasi. Masih adanya ketergantungan para siswa kepada guru, siswa kurang aktif terlibat maka salah satu gaya belajar yang dapat membantu siswa memperoleh kemandirian adalah pembelajaran penemuan.. Data peningkatan kemandirian siswa disajikan dalam rubrik, yang dilakukan selama pembelajaran. Sebelum menggunakan strategi pembelajaran Discovery Learning, kemandirian siswa hanya sekitar 10 orang dari 25 orang atau 40 % siswa belum mandiri. Terjadi peningkatan sehingga mencapai 84 % terdapat 21 siswa sudah mulai mandiri. Mathematics is a subject where students must be able to answer problems that are relevant to everyday life. The characteristics of hierarchical and structured mathematics, think logically and systematically, students think creatively rationally. However, most of these children do not have the freedom to learn, learning is still very dependent on the teacher. This study aims to see how effective the Discovery Learning learning method is in increasing the independence of elementary school students, especially in grade 5 students. The method used in the preparation of this research is descriptive quantitative, namely using an observation instrument. There is still dependence of students on teachers, students are not actively involved, so one of the learning styles that can help students gain independence is discovery learning. Data on increasing student independence is presented in a rubric, which is carried out during learning. Before using the Discovery Learning learning strategy, the independence of students was only about 10 people out of 25 people or 40% of students were not independent. There was an increase so that it reached 84% there were 21 students who had started to be independent.

Analisis Buku IPAS Kelas IV Kurikulum Merdeka Ditinjau dari Miskonsepsi Rini Budiwati; Ani Budiarti; Ali Muckromin; Yulia Maftuhah Hidayati; Anatri Desstya
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4566

Penelitian ini bertujuan untuk mengidentifikasi buku ajar ilmiah kelas IV Kurikulum Merdeka Kemendikbudristek 2021 yang mengandung kesalahpahaman. Metodologi yang dipergunakan pada riset ini adalah deskriptif kualitatif, dan alat/media yang dipergunakan untuk pengumpulan data adalah lembar pengamatan dan prosedur dokumentasi. Buku ajar IPAS Kelas IV Kemendikbud Tahun 2021 dijadikan sebagai sumber data kajian. Menggunakan metode analisis data dalam penelitian ini mengarah kepada tingkatan misidentifiction, overgeneralization, oversimpelfications, obselete concept and term dan under generalizations. Kategori misidentifivation kesalahan identifikasi dan kesalahan penjelasan proses muncul jika penjelasan topik dalam buku berbeda dengan buku referensi. Kategori overgeneralization jika gagasan itu hanya menggambarkan sebagian dari item atau masalah IPA. Kategori oversimpelfications Jika penjelasan buku acuan tentang suatu pokok bahasan lebih teliti dari pada penjelasan dalam buku teks. Kategori obselete concept and term Jika pengertian dijelaskan terlalu luas (tanpa menyebutkan pengecualian), bahkan ketika dijelaskan dalam buku referensi atau literatur lain, akan ada grafik tanpa deskripsi potongan. Kategori under generalizations jika frase baru diperkenalkan di buku referensi, namun istilah nama yang digunakan untuk mengilustrasikan subjek di buku teks adalah istilah yang sudah ketinggalan zaman. Berlandaskan pertimbangan riset, didapatkan hasil bahwasannya ada materi miskonsepsi pada Buku IPAS Kurikulum Merdeka untuk siswa, kategori misidentification tidak ada, kategori overgeneralization terdapat 1 konsep yaitu tentang fotosintesis, kategori oversimpelfications terdapat 4 konsep ialah bagian tubuh tumbuhan, penyerbukan, gaya otot, dan gaya gravitasi.

Management of children special needs with emotional and behavioral disorders through education services Ani Budiarti; Ali Muckromin; Rini Budiwati; Choiriyah W; Minsih Minsih
At-Tajdid: Jurnal Ilmu Tarbiyah Vol. 12 No. 1 (2023): At-Tajdid
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

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This study aims to identify and analyze the characteristics, types of disorders, factors that cause disturbances, methods that can be used to help control emotions in children with special needs, and types of educational services that are appropriate for children with special needs with emotional and behavioral disorders. The background of this research is that there are many incidents that occur in schools, it is certain that there are some children who have disabilities or children with special needs. There have been many incidents where children with special needs receive less attention and are discriminated against normal (discriminatory) students in order to obtain a proper education. The method used was data collection from children with special needs where the research was conducted coupled with competent literature references with descriptive nature. From this research, the data obtained were analyzed in a qualitative descriptive manner, so that qualitative descriptive variations could be seen. So that children with special needs with emotional and behavioral disorders can accurately find out the characteristics which consist of learning achievement, intelligence, social, immature emotions, withdrawal behavior and service models. Education which includes segressive, integrated, inclusive education services

Analisis Buku IPAS Kelas IV Kurikulum Merdeka Ditinjau dari Miskonsepsi Rini Budiwati; Ani Budiarti; Ali Muckromin; Yulia Maftuhah Hidayati; Anatri Desstya
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4566

Penelitian ini bertujuan untuk mengidentifikasi buku ajar ilmiah kelas IV Kurikulum Merdeka Kemendikbudristek 2021 yang mengandung kesalahpahaman. Metodologi yang dipergunakan pada riset ini adalah deskriptif kualitatif, dan alat/media yang dipergunakan untuk pengumpulan data adalah lembar pengamatan dan prosedur dokumentasi. Buku ajar IPAS Kelas IV Kemendikbud Tahun 2021 dijadikan sebagai sumber data kajian. Menggunakan metode analisis data dalam penelitian ini mengarah kepada tingkatan misidentifiction, overgeneralization, oversimpelfications, obselete concept and term dan under generalizations. Kategori misidentifivation kesalahan identifikasi dan kesalahan penjelasan proses muncul jika penjelasan topik dalam buku berbeda dengan buku referensi. Kategori overgeneralization jika gagasan itu hanya menggambarkan sebagian dari item atau masalah IPA. Kategori oversimpelfications Jika penjelasan buku acuan tentang suatu pokok bahasan lebih teliti dari pada penjelasan dalam buku teks. Kategori obselete concept and term Jika pengertian dijelaskan terlalu luas (tanpa menyebutkan pengecualian), bahkan ketika dijelaskan dalam buku referensi atau literatur lain, akan ada grafik tanpa deskripsi potongan. Kategori under generalizations jika frase baru diperkenalkan di buku referensi, namun istilah nama yang digunakan untuk mengilustrasikan subjek di buku teks adalah istilah yang sudah ketinggalan zaman. Berlandaskan pertimbangan riset, didapatkan hasil bahwasannya ada materi miskonsepsi pada Buku IPAS Kurikulum Merdeka untuk siswa, kategori misidentification tidak ada, kategori overgeneralization terdapat 1 konsep yaitu tentang fotosintesis, kategori oversimpelfications terdapat 4 konsep ialah bagian tubuh tumbuhan, penyerbukan, gaya otot, dan gaya gravitasi.

Academic Supervision of Independent Curriculum Implementation at Elementary School Rini Budiwati; Anam Sutopo; Yulia Maftuhah Hidayati; Choiriyah Widyasari
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3824

This research aimed to examine academic supervision, including planning, implementing, and evaluating learning at a state elementary school in Kedungpilang, Wonosamodro, Boyolali. The respondents in this study were school principals, class 1 teachers, and class 4 teachers. The technique for selecting samples used purposive sampling, which is a method for sampling data sources with several considerations. The principal is implementing academic supervision for grade 1 teachers and grade 4 teachers, who have implemented the independent curriculum, while other classes are still using the 2013 curriculum. This research method is a qualitative phenomenology with a case study. The data were collected through observation, interviews, and documentation. Data analysis techniques used were flow, data reduction, and data presentation at the verification stage. Testing the validity of the data was carried out by using a triangulation approach. The academic supervision results for two teachers during the planning stage were both in the suitable category, with recap values of 86% and 89%, respectively. During the implementation stage, the class 1 teacher received a score of 86% in the excellent category, while the class 4 teacher achieved a score of 91% in the outstanding category. In the evaluation stage, both teachers were again in the excellent category, with recap scores of 86% and 85%, respectively.

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