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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Cakrawala Kependidikan Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Guru Membangun Jurnal Visi Ilmu Pendidikan Jurnal Manajemen Pendidikan Manajemen Pendidikan E-Dimas: Jurnal Pengabdian kepada Masyarakat jurnal niara Edukasi: Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Bimbingan dan Konseling Ar-Rahman Jurnal Pembelajaran Prospektif Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran JURNAL EDUCATION AND DEVELOPMENT RISTEKDIK : Jurnal Bimbingan dan Konseling JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Journal on Education Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Academy of Education Journal JPDI (Jurnal Pendidikan Dasar Indonesia) Indonesian Journal of Education and Mathematical Science Asatiza: Jurnal Pendidikan Jurnal Pendidikan Kewarganegaraan Edunesia : jurnal Ilmiah Pendidikan Jurnal Pendidikan Dasar Perkhasa G-Couns: Jurnal Bimbingan dan Konseling Journal of Educational Review and Research Didaktika: Jurnal Kependidikan Jurnal Ilmiah Wahana Pendidikan Juwara : Jurnal Wawasan dan Aksara Journal of Educational Management and Instruction (JEMIn) Jurnal Kajian Pembelajaran dan Keilmuan Jurnal Dunia Pendidikan Jurnal Basicedu Jardiknas - Jurnal Pendidikan dan Sosial Jurnal Indonesia Sosial Teknologi Innovative: Journal Of Social Science Research Journal of Mandalika Literature Jurnal Inovasi Pendidikan Cendikia Pendidikan Liberosis: Jurnal Psikologi dan Bimbingan Konseling Digulis: Jurnal Pengabdian Pada Masyarakat Manajemen Pendidikan J-CEKI
Luhur Wicaksono
Bimbingan Dan Konseling FKIP Universitas Tanjungpura Pontianak
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PENGARUH PERILAKU ASERTIF TERHADAP PENYESUAIAN SOSIAL SISWA SMP NEGERI 17 PONTIANAK Wardah; M. Asrori; Wicaksono, Luhur
Liberosis: Jurnal Psikologi dan Bimbingan Konseling Vol. 11 No. 3 (2025): Liberosis: Jurnal Psikologi dan Bimbingan Konseling
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3287/liberosis.v11i3.11998

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh perilaku asertif terhadap penyesuaian sosial siswa di SMP Negeri 17 Pontianak. Populasi penelitian terdiri dari siswa kelas VIII dengan jumlah 215 orang, dan sampel yang diambil sebanyak 30% dari populasi, yaitu 64 siswa. Metode yang digunakan adalah survei dengan instrumen angket yang mengukur perilaku asertif dan penyesuaian sosial. Hasil penelitian menunjukkan bahwa perilaku asertif siswa berada pada kategori tinggi dengan persentase 70,61%, sedangkan penyesuaian sosial siswa berada pada kategori sedang dengan persentase 61,83%. Ada pengaruh yang signifikan antara perilaku asertif terhadap penyesuaian sosial (R = 0,156 signifikansi / probabilitas 0,000 < 0,05) atau perilaku asertif berpengaruh terhadap penyesuaian sosial secara signifikan pada taraf kepercayaan 97,6%. Sedangkan penyesuaian sosial dipengaruhi oleh perilaku asertif sebesar 2,4% sementara sisanya dipengaruhi oleh sebab-sebab lain. Dengan demikian hipotesis diterima.
Leadership Principal Instruction in Implementation Independent Curriculum in Schools Upper Intermediate Sungkalang, Agustinus; Wicaksono, Luhur; Ulfah, Maria
Jurnal Ilmiah Mandala Education (JIME) Vol 10, No 3 (2024): Jurnal Ilmiah Mandala Education ( Agustus)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v10i3.7370

Abstract

This research aims to analyze and find out the principal's instructional leadership in implementing the independent curriculum, especially at Santo Fransiskus Assisi Pontianak High School, North Pontianak District, West Kalimantan Province. This form of research uses a qualitative approach with a case study type of research. There were four research subjects, namely, the principal, deputy principal for curriculum, deputy principal for student affairs, and teachers. The data collection method is carried out using techniques interviews , observations , and documentation . Data analysis uses data reduction , data presentation and withdrawal conclusion / verification . The results of this research show that the principal has carry out leadership teaching well and effectively so that in communicating vision and mission school as well as apply ikm carried out according to objectives . As for leadership strategies instruction carried out by the school principal namely , (1) give exemplary , (2) dialogue with teachers, (3) effective communication , (4) facilitating teachers, (5) supervising effective . Important steps have been taken taken show that the principal own commitment and focus on achievement implementation of SMEs. By applying leadership instructional show work climate created at St Francis High School Assisi Pontianak is running effective , conducive , and running optimally.   
Educational Financing Management in Improving the Quality of Education at MTS Walisongo Pontianak Wahyuni, Efa Sri; Wicaksono, Luhur; Ulfah, Maria
Jurnal Ilmiah Mandala Education (JIME) Vol 10, No 1 (2024): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v10i1.6654

Abstract

Education financing is one of the central systems in education. This study aims to find out about financing to support the implementation of education. This research is a descriptive research with a qualitative approach. The results of the study show that the use of education financing is oriented towards the head of educational operational financing that supports improving the quality of education that is right on target by fulfilling the school financial management governance system that must be understood in the implementation of education financing, namely the concept of education budgeting, classifying activities, determining standardization, and determining costs unit in education budgeting. Education financing management has three important stages, namely planning, implementation stage and evaluation (evaluation) stage. These three stages when applied to financial management are the financial planning (budgeting) stage, and the implementation (accounting) stage, and the appraisal or auditing stage. With an education financing management system, it is hoped that it will be able to support, guarantee the development of the quality and quality of education and the process of organizing teaching and learning activities.
Economics and Education Financing: Literature Review Jasmine, Khariza Arnita; Ulfah, Maria; Wicaksono, Luhur
Jurnal Ilmiah Mandala Education (JIME) Vol 10, No 1 (2024): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v10i1.6644

Abstract

This research analyzes the basic concept of education financing and how it impacts on improving the quality of education. This research uses book research methods. As education managers and stakeholders, the government and society have made various strategic efforts to achieve this. National education standards are one of the government's tasks. One of the eight national standards set by the National Education System Law Number 20 of 2003 is financing standards. Education financing is an important part of education management. Public awareness to bear the costs of education will essentially give the community the strength to be responsible for the provision of education. Implementation of PP no. 19 of 2005 has implications for the need to develop financing standards which include standardization of education cost components which include operational costs, investment costs and personal costs. In accordance with the amended 1945 Constitution, the Indonesian State has given the government a mandate to set the education budget at 20 percent of the state budget as stated in Article 31 Paragraph 4.
PENGARUH MODEL PEMBELAJARAN BERDIFERENSIASI TERINTEGRASI DENGAN METODE MULTISENSORI TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS 1 SEKOLAH DASAR Rahmani, Siti; Wicaksono, Luhur; Pratiwi, Widya Rizky
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 16, No 1 (2025): APRIL
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v16i1.4469

Abstract

ABSTARKSiswa kelas 1 Sekolah Dasar mengalami kesulitan dalam memahami konsep dasar Bahasa Indonesia, yang terlihat dari rendahnya kemampuan membaca, menulis, dan berbahasa. Keterampilan awal seorang anak harus diamati melalui bagaimana mereka berkomunikasi, membaca, dan menulis. Siswa sulit memahami konsep huruf dan kata, siswa juga sulit untuk melafalkan kata dan memahami isi bacaan. Penelitian ini bertujuan untuk menguji penerapan model pembelajaran berdiferensiasi terintegrasi dengan metode multisensori dapat mempengaruhi hasil belajar Bahasa Indonesia siswa kelas 1 sekolah dasar dan juga untuk mengetahui penerapan model pembelajaran berdiferensiasi terintegrasi metode multisensori dapat meningkatkan hasil belajar Bahasa Indonesia siswa kelas 1 Sekolah Dasar. Penelitian ini merupakan penelitian eksperimen menggunakan pretest-posttest control group design. Sampel dalam penelitian ini diambil dengan menggunakan teknik pengambilan Sampling Purposive pada dua sekolah berjumlah 31 orang. Siswa kelas 1 SD Negeri 22 Empunak sebagai kelompok eksperimen dan siswa kelas 1 SD Negeri 12 Bekuan sebagai kelompok kontrol. Pengumpulan data dilakukan melalui tes hasil belajar. Teknik analisis data yang digunakan adalah analisis data deskriptif kuantitatif. Hasil analisis data menunjukkan bahwa 0,2% selisih pada kelas eksperimen terdapat pengaruh yang signifikan pada penerapan model pembelajaran berdiferensiasi terintegrasi metode multisensori dan 7,1% pada kelas kontrol . Hasil uji normalitas dengan menggunakan Wilcoxon Signed Ranks antara model pembelajaran berdiferensiasi terintegrasi metode multisensori pada kelas eksperiman dan metode ceramah pada kelas kontrol berdasarkan hasil Postest  Pretest (Asymp. Sig(2-tailed) nilai 0,001 lebih kecil dari 0,05 terdapat pengaruh yang signifikan. Mean Rank kelas eksperimen yaitu 9,00 lebih besar daripada kelas kontrol yaitu 7,50 terjadi peningkatan nilai. Sedangkan Sum of Ranks kelas eksperimen 153,00 lebih besar dari kelas kontrol yaitu 105,00. Hasil uji homogenitas menggunakan uji Mann Whitney menunjukkan bahwa terdapat perbedaan (Asymp. Sig(2-tailed) nilai 0,046 lebih kecil dari 0,05 H0 ditolak H1 diterima. Sehingga dapat disimpulkan bahwa penerapan model pembelajaran terdiferensiasi terintegrasi metode multisensori dapat mempengaruhi hasil belajar Bahasa Indonesia siswa kelas 1 sekolah dasar dan penerapan model pembelajaran berdiferensiasi terintegrasi metode multisensori juga dapat meningkatkan hasil belajar Bahasa Indonesia siswa kelas 1 sekolah dasar.Kata kunci: Model Pembelajaran Berdiferensiasi, Metode Multisensori, Hasil Belajar ABSTRACTFirst-grade elementary school students experience difficulties in understanding the basic concepts of the Indonesian language, as evidenced by their low reading, writing, and speaking skills. A child's early skills should be observed through how they communicate, read, and write. Students find it difficult to understand the concept of letters and words, and they also struggle to pronounce words and comprehend the content of reading materials. This study aims to test whether the application of a differentiated learning model integrated with the multisensory method can affect the Indonesian language learning outcomes of first-grade elementary school students and also to determine whether the application of a differentiated learning model integrated with the multisensory method can improve the Indonesian language learning outcomes of first-grade elementary school students. This research is an experimental study using a pretest-posttest control group design. The sample in this study was taken using the purposive sampling technique from two schools, totaling 31 individuals. First-grade students from SD Negeri 22 Empunak as the experimental group and first-grade students from SD Negeri 12 Bekuan as the control group. Data collection was conducted through learning outcome tests. The data analysis technique used is quantitative descriptive data analysis. The results of the data analysis show that a 0.2% difference in the experimental class has a significant impact on the application of the differentiated learning model integrated with the multisensory method, and a 7.1% difference in the control class. The results of the Normality Test using the Wilcoxon Signed Ranks between the differentiated learning model integrated with the multisensory method in the experimental class and the lecture method in the control class based on the Posttest Pretest results (Asymp. Sig(2-tailed) value of 0.001 is less than 0.05, indicating a significant effect). The Mean Rank of the experimental class, which is 9.00, is greater than that of the control class, which is 7.50, indicating an increase in value. Meanwhile, the Sum of Ranks for the experimental class, 153.00, is greater than that of the control class, 105.00. The results of the homogeneity test using the Mann Whitney test indicate that there is a difference (Asymp. Sig(2-tailed) value of 0.046 is less than 0.05, H0 is rejected, H1 is accepted). Therefore, it can be concluded that the application of a differentiated learning model integrated with multisensory methods can affect the Indonesian language learning outcomes of first-grade elementary school students, and the application of a differentiated learning model integrated with multisensory methods can also improve the Indonesian language learning outcomes of first-grade elementary school students.Keywords: Differentiated Learning Model, Multisensory Method, Learning Outcomes
PENGARUH PEMANFAATAN CHATGPT TERHADAP KOMPETENSI GURU (KOMPENTENSI PEDAGOGIK DAN KOMPETENSI PROFESIONAL) Padmiono, Padmiono; Putri, Dewi Artati Padmo; Wicaksono, Luhur
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 16, No 1 (2025): APRIL
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v16i1.4515

Abstract

ABSTRAKPenelitian ini bertujuan untuk menganalisis pemanfaatan Chat GPT oleh guru Sekolah Dasar di Kelompok Kerja Guru Wilayah II Kecamatan Dedai, khususnya dalam meningkatkan kompetensi pedagogik dan profesional. Penelitian ini menggunakan pendekatan metode campuran (Mix Methods). Pendekatan desain penelitian metode campuran melibatkan proses pengumpulan, analisis, dan penggabungan hasil penelitian kuantitatif dan kualitatif dalam satu penelitian menyeluruh. Hasil penelitian menunjukkan bahwa pemanfaatan Chat GPT berada pada kategori sedang dengan persentase 58,33%. Penggunaan Chat GPT memberikan manfaat signifikan dalam meningkatkan kompetensi guru, terutama dalam memahami karakteristik murid, menyusun kurikulum interaktif, serta menerapkan teori pembelajaran. Guru merasa lebih percaya diri dalam menyusun bahan ajar yang kreatif dan efektif. Di sisi kompetensi profesional, Chat GPT membantu guru dalam menguasai materi pelajaran dan mengelola kelas dengan lebih baik. Meskipun demikian, terdapat tantangan terkait waktu dan praktek yang perlu diatasi untuk memaksimalkan potensi Chat GPT. Faktor-faktor yang mempengaruhi pemanfaatan termasuk kemudahan akses dan antarmuka yang user-friendly, meskipun kendala seperti keterbatasan waktu eksplorasi fitur, informasi yang kadang kurang spesifik, dan kebutuhan untuk memverifikasi informasi menjadi tantangan. Pelatihan dan bimbingan yang lebih intensif diperlukan agar penggunaan Chat GPT dapat optimal. Secara keseluruhan, sikap dan persepsi guru terhadap penggunaan Chat GPT sangat positif, dan mereka melihat potensi besar dalam meningkatkan kualitas pengajaran serta kompetensi sebagai pendidik. Penelitian ini menyimpulkan bahwa penggunaan Chat GPT memberikan dampak positif terhadap kompetensi pedagogik dan profesional guru, meskipun tantangan dalam penggunaannya perlu diatasi melalui dukungan berkelanjutan.Kata Kunci: Pemanfaatan Chat GPT,Kompetensi Pedagogik,Kompetensi ProfesionalABSTRACTThis research aims to analyze the use of ChatGPT by elementary school teachers in the Region II Teacher Working Group, Dedai District, especially in improving pedagogical and professional competence.This research uses a mixed methods approach. The mixed methods research design approach involves the process of collecting, analyzing, and combining quantitative and qualitative research results in one comprehensive research. The research results show that ChatGPT utilization is in the medium category with a percentage of 58.33%. Using ChatGPT provides significant benefits in increasing teacher competence, especially in understanding student characteristics, developing interactive curricula, and applying learning theories. Teachers feel more confident in preparing creative and effective teaching materials. On the professional competency side, ChatGPT helps teachers master subject matter and manage classes better. However, there are time- and practice-related challenges that need to be overcome to maximize ChatGPT's potential. Factors influencing utilization include ease of access and a user-friendly interface, although obstacles such as limited time for feature exploration, sometimes less specific information, and the need to verify information are challenging. More intensive training and guidance is needed so that ChatGPT can be used optimally. Overall, teachers' attitudes and perceptions towards the use of ChatGPT are very positive, and they see great potential in improving the quality of teaching and competence as educators. This research concludes that the use of ChatGPT has a positive impact on teachers' pedagogical and professional competence, although challenges in its use need to be overcome through ongoing support.Keywords: Utilization of Chat GPT, Pedagogical Competency, Professional Competency
HUBUNGAN KREATIVITAS DAN PEMANFAATAN TEKNOLOGI TERHADAP HASIL BELAJAR MATA PELAJARAN MATEMATIKA PADA SISWA KELAS V SEKOLAH DASAR NEGERI 1 SERAWAI KABUPATEN SINTANG Dhoy, Margaretha; Wicaksono, Luhur; Sudirman, Sudirman
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 16, No 1 (2025): APRIL
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v16i1.4517

Abstract

ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh kreativitas belajar dan pemanfaatan teknologi terhadap hasil belajar mata pelajaran Matematika pada siswa kelas V Sekolah Dasar Negeri 1 Serawai Kabupaten Sintang. Penelitian ini menggunakan pendekatan kuantitatif, dengan pengumpulan data dilakukan melalui observasi langsung dengan wawancara pada siswa kelas V Sekolah Dasar Negeri 1 Serawai, Kabupaten Sintang. Berdasarkan hasil analisis data, diperoleh beberapa kesimpulan utama.Pertama, hasil uji hipotesis secara parsial (uji t) menunjukkan bahwa kreativitas belajar memiliki pengaruh positif dan signifikan terhadap hasil belajar, dengan nilai t-hitung sebesar 2,349 dan signifikansi 0,028 (< 0,05). Kedua, pemanfaatan teknologi juga memiliki pengaruh positif dan signifikan terhadap hasil belajar, dengan nilai t-hitung sebesar 2,256 dan signifikansi 0,034 (< 0,05). Ketiga, secara simultan, kreativitas belajar dan pemanfaatan teknologi memiliki pengaruh positif dan signifikan terhadap hasil belajar, dengan nilai f-hitung sebesar 15,811 dan signifikansi 0,000 (< 0,05).Hasil penelitian menunjukkan bahwa guru dapat memanfaatkan teknologi seperti LCD dan komputer untuk meningkatkan kreativitas serta semangat belajar siswa, terutama dalam mata pelajaran matematika. Penggunaan media pembelajaran berbasis teknologi dapat mengurangi kebosanan siswa selama proses pembelajaran sehingga mendorong siswa berbagi ide juga direkomendasikan untuk menciptakan suasana belajar yang lebih menyenangkan dan interaktif.Kata Kunci: Kreativitas belajar, pemanfaatan teknologi, hasil belajarABSTRACTThis research aims to analyze the influence of learning creativity and the use of technology on learning outcomes in Mathematics subjects in class V students at Serawai 1 Elementary School, Sintang Regency. This research uses a quantitative approach, with data collection carried out through direct observation with interviews with class V students at Serawai 1 Elementary School, Sintang Regency. Based on the results of data analysis, several main conclusions were obtained. First, the results of partial hypothesis testing (t test) showed that learning creativity had a positive and significant influence on learning outcomes, with a calculated t-value of 2.349 and a significance of 0.028 (<0.05). Second, the use of technology also has a positive and significant influence on learning outcomes, with a t-value of 2.256 and a significance of 0.034 (< 0.05). Third, simultaneously, learning creativity and the use of technology have a positive and significant influence on learning outcomes, with an f-count value of 15.811 and a significance of 0.000 (<0.05). The research results show that teachers can utilize technology such as LCDs and computers to increase students' creativity and enthusiasm for learning, especially in mathematics subjects. The use of technology-based learning media can reduce student boredom during the learning process so that encouraging students to share ideas is also recommended to create a more enjoyable and interactive learning atmosphere.Keywords: Learning creativity, use of technology, learning outcomes
PENGARUH PEMBELAJARAN KONTEKSTUAL MELALUI KEBUN SEKOLAH BERBANTUAN TRADISI HANOP DAYAK UUD DANUM TERHADAP HASIL BELAJAR DAN PENGUATAN KARAKTER PESERTA DIDIK KELAS VI SEKOLAH DASAR Undan, Andreas; Wicaksono, Luhur; Suhandoko, Astri Dwi Jayanti
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 16, No 1 (2025): APRIL
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v16i1.4573

Abstract

ABSTRAKImplementasi pendidikan karakter di Indonesia masih menghadapi berbagai tantangan, seperti perluasan akses layanan, belum optimalnya penerapan pendidikan karakter di sekolah, serta peran keluarga dan masyarakat yang belum maksimal. Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran kontekstual melalui kebun sekolah sebagai kelas alam dengan pendekatan tradisi Hanop Dayak Uud Danum terhadap hasil belajar dan penguatan karakter murid kelas VI di Desa Batas Nangka, serta membandingkan efektivitasnya dengan pembelajaran konvensional.Metode penelitian ini menggunakan kuasi eksperimen dengan desain nonequivalent control group. Instrumen yang digunakan meliputi tes hasil belajar, lembar observasi karakter, dan angket. Teknik pengumpulan data dilakukan melalui tes, observasi, dan dokumentasi. Analisis data menggunakan aplikasi SPSS Statistik 04 dengan uji normalitas, uji homogenitas, dan uji hipotesis. Hasil penelitian menunjukkan adanya perbedaan signifikan antara pembelajaran kontekstual melalui kebun sekolah berbantuan tradisi Hanop Dayak Uud Danum dan pembelajaran konvensional terhadap hasil belajar serta karakter siswa. Namun, interaksi antara pendekatan kontekstual dengan karakter siswa tidak memiliki pengaruh signifikan terhadap hasil belajar. Kesimpulannya, penggunaan metode pembelajaran kontekstual melalui kebun sekolah dengan tradisi lokal dapat menguatkan karakter siswa dan meningkatkan hasil belajar. Disarankan agar metode ini diterapkan lebih luas dengan menyesuaikan tradisi lokal lainnya untuk meningkatkan efektivitas pendidikan karakter di sekolah dasar.Kata Kunci: Pembelajaran Kontekstual, Kebun Sekolah, Karakter, Hanop DayakABSTRACTThe implementation of character education in Indonesia still faces various challenges, such as expanding access to services, the less than optimal implementation of character education in schools, and the role of families and communities that are not yet maximized. This study aims to describe the effect of contextual learning through school gardens as natural classrooms with the Hanop Dayak Uud Danum tradition approach on learning outcomes and character strengthening of grade VI students in Batas Nangka Village, and to compare its effectiveness with conventional learning. This research method uses a quasi-experimental design with a non equivalent control group. The instruments used include learning outcome tests, character observation sheets, and questionnaires. Data collection techniques are carried out through tests, observations, and documentation. Data analysis uses the SPSS Statistics 04 application with normality tests, homogeneity tests, and hypothesis tests. The results of the study showed a significant difference between contextual learning through school gardens assisted by the Hanop Dayak Uud Danum tradition and conventional learning on learning outcomes and student character. However, the interaction between the contextual approach and student character does not have a significant effect on learning outcomes. In conclusion, the use of contextual learning methods through school gardens with local traditions can strengthen student character and improve learning outcomes. It is suggested that this method be applied more widely by adapting other local traditions to improve the effectiveness of character education in elementary schools.Keywords: Contextual Learning, School Garden, Character, Hanop Dayak
Implementasi Manajemen Berbasis Sekolah untuk Meningkatkan Mutu Pendidikan di SMA Negeri 1 Sungai Kakap Kabupaten Kubu Raya Hendra Wahyudin; Usman Radiana; Luhur Wicaksono
Manajemen Pendidikan Volume 19, No 2, Tahun 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jmp.v9i2.6694

Abstract

The implementation of school-based management is expected to increase the independence of schools in allocating available resources. This study used a descriptive method with a qualitative approach. The method for determining subjects was done using the Purposive Sampling technique. Data collection techniques consisted of observation, interviews, and documentation. Data analysis used an interactive model by Milles and Huberman. The technique for checking data validity used source triangulation, technical triangulation, time triangulation, and member checks. The research results obtained are as follows: (1) school-based management planning is carried out by formulating, establishing, and developing the school’s vision, mission, and goals, identifying school needs, and compiling a work program, (2) implementation is conducted by creating an organizational structure, carrying out various school activities according to the school work program, and following the principles of independence, partnership, transparency, and accountability, (3) evaluation is done by monitoring programs, conducting school self-evaluation, and assessing the achievement of work programs, (4) supporting factors include complete and appropriate facilities and infrastructure, quality teachers and educational staff, good partnerships with various parties, a unique school culture, and a strong sense of nationalism, (5) inhibiting factors include the unavailability of water sources in the school environment and the suboptimal empowerment of teachers and educational staff. In conclusion, the implementation of school-based management has improved the quality of education at Senior High School 1 Sungai Kakap, Kubu Raya Regency.
Robmanjar: Robot Teman Belajar Stimulator Literasi Anak Usia Dini Sulistyawati, Sulistyawati; Sujaini, Herry; Salam, Urai; Aunurrahman, Aunurrahman; Wicaksono, Luhur
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 4 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i4.5927

Abstract

Perkembangan teknologi digital membuka peluang baru dalam dunia pendidikan anak usia dini. Salah satu tantangan dalam pendidikan anak usia dini adalah bagaimana menstimulasi minat baca dan menulis sejak dini. Tujuan penelitian ini untuk mengembangkan media pembelajaran inovatif berbasis robot bernama Robmanjar dalam upaya meningkatkan kemampuan literasi anak. Penelitian ini menggunakan metode eksperimen dengan desain One-Group Pretest-Posttest Design. Subjek penelitian adalah 15 anak Kelompok Bermain SPNF SKB Kota Pontianak usia 5-6 tahun. Pengumpulan data dilakukan sebelum dan sesudah perlakuan menggunakan tes kemampuan literasi. Analisis data menggunakan uji-t berpasangan untuk membandingkan nilai rerata sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan pada kemampuan literasi baca dan tulis anak setelah menggunakan media pembelajaran Robmanjar. Penggunaan teknologi robot dalam pembelajaran dapat menjadi alternatif yang menarik dan efektif untuk meningkatkan minat belajar anak. Hasil penelitian ini memberikan kontribusi penting dalam pengembangan media pembelajaran berbasis teknologi untuk anak usia dini.
Co-Authors A.A. Ketut Agung Cahyawan W Abas Yusuf Ade Mirza Adi Sugiarto Afrianzi, Zigi Afriyani, Nina Agus Subagio Agusnani, Agusnani Agustina, Rati Ahgni, Nur ahmad yani Alimudin, Muhammad Alkautsar, Mohamad Abraham Amalia, Alisha Amalia, Yanti Amallia Putri Amallia Putri Amallia Putri Amallia Putri Amallia Putri Amrazi Zakso Ana Fergina Ana Fergina Ana Fergina Andini Linarsih Anggi Susanti Anisa, Nyaik Annisa Setyanti, Annisa Anshari, Hadi Mulya Anysa, Fitri Aprianda Febiola Ardhini, Merry Arni, Sarah Asrori Asrori Asrori Asrori, Muhamad Asrosi, Asrosi Astuti, Nita Wahyu Aunurrahman Aunurrahman Aunurrahman Aunurrahman Ayu Rizkia Sapitri Azharuddin Azharuddin, Azharuddin Aziz, Irfan Abdul Badiah, Lailatul Bistari Busri Endang Candra Maulana, Candra Chandra Chandra Chin, Shi Cindy Aprilianensi Citra Dewi Dafid Ginting Dakabesi, Eklopas Dakabesi Dani Ariyadi Dayang Tiara Andina Putri Debi Hanizar Desi Kurniasih Desi Milasari Desinta, Desinta Devi Dewi Padmo, Dewi Dewi Wiranda Dhoy, Margaretha Dwi Maya Khairunnisa Elda, Serpiana Endang Sulastri Eni Rosnija Ernawati Fadli, Muhammad Rijal Fadlun, Egwan Fatmawati Fatmawati Fazarudin Fazarudin Fazarudin, Fazarudin Firmina, Firmina Fitri Yani Fitriani Fitriani Florensia Vera N Gunawan, Putra H. M. Asrori H. M. Asrori Hadi Tomi Halida Halida Halida Halida Handayani, Noly Hartoyo, Aji Sadewo Wahyu Eka Hasanah, Ulfatul Hastuti, Natalia Helaria, Helaria Hendra Wahyudin Hendra Wahyudin Heni Mayasari Herman Nganas Herry Sujaini Husni Syahrudin Iis Mulyati ILHAM Ilhamdi, Hikmah Illuminata Novianti Indah Sulasmiwati Indri Astuti Indri Astuti Indri Astuti Irena Cahayani Iwan Ramadhan Izdihar, Rafa Izza Fazira Jasmine, Khariza Arnita Jayatra, Rizky Jelisti Utami Jems Sopacua Juhata, Juhata Justiadila, Shabrina Rizki Kamaruzzaman Kamaruzzaman Kesi, Kesi Kukuh Wijayanto Kurniati Kurniati Kurniawan, Danni Candra Kusdiyanto, Ari Kusgiyanti, Ety Labret, Anassia Larasanti, Julia Lestiani, Elfira Lion, Dominikus Luthfiah, Qonita M Asrori M Asrori, M M. Asrori M. Asrori M. 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Saber, Florentina Merry Safitri Tuponawati Saifudin Saifudin Santri Tri Wansih Saputra, Ardianus Imen Sari, Yulinda Sarima Sarima Sendayu, Fendahapsari Singgih Setiawati, Yulita Simamora, Fetandralia Medita Simatupang, Anggi Nauli Sisca Dwi Septiarini Sisilawati, Sisilawati Siska, Dominika Siswanto, Roni Siti Muniroh Siti Rahmawati Solikhin, Teddy Fadhly Sosialisman, Sosialisman Sri Tatminingsing Sri Yulianti Suchi Suci Ramadhani, Suci Suciati Suciati Suciati, Rizkya Sudirman Sudirman Suhandoko, Astri Dwi Jayanti Suhardi, Sonia Suharto Suharto Sukmawati Sukmawati Sukmawati Sukmawati Sulistyarini, Sulistyarini Sulistyawati Sulistyawati Sulistyowati, Cicik Sumita, Sumita Sundari Sundari Sungkalang, Agustinus Suri, Maria Hesty Suryadi Suryadi Suryanto Suryanto Sya ban, Gusti Syafruddin Syafruddin Syawaluddin Syawaluddin, Syawaluddin Tamam, Badrot Tati Rajati Terusianita, Elisabeth Tiara Benita Tulus Junanto Tulus Junanto Umaroh Umaroh, Umaroh Undan, Andreas urai salam Usman Radiana Usman Radiana Utari, Dhanty Suci Utari, Piaty Venny Karolina Vilkanova Mila Vitaria Esther Brigitha Wahyudi Wahyudi Wahyudi Wahyudi Wahyuni, Efa Sri Wardah Warneri . 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