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All Journal International Journal of Evaluation and Research in Education (IJERE) TRIHAYU: Jurnal Pendidikan Ke-SD-an Taman Cendekia : Jurnal Pendidikan Ke-SD-an JMIE (Journal of Madrasah Ibtidaiyah Education) Literasi : Jurnal Ilmu Pendidikan Jurnal Indonesia Mengabdi ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Jurnal Warta Desa (JWD) Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Bangun Desa : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Sosial dan Konseling Journal of Islamic Education and Ethics Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Jurnal Pendidikan Nusantara Jurnal Indonesia Mengabdi Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK)
An-Nisa Apriani
Universitas Alma Ata
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Public Health Social Sciences Other

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Analisis Implementasi Kurikulum Merdeka pada Pembelajaran IPAS Berdiferensiasi Kelas V SD Muhammadiyah Karangturi Budiman, Budiman; Apriani, An-Nisa; Sari, Indah Perdana; Ismanto, Ismanto
Literasi: Jurnal Ilmu Pendidikan Vol 16, No 2 (2025)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2025.16(2).255-277

Abstract

IPAS adalah pembaruan dari mata pelajaran dalam Kurikulum Merdeka yang sebelumnya ada dalam kurikulum terdahulu. Mata pelajaran IPAS dalam Kurikulum Merdeka tidak terlepas dari pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi harus mencakup tiga komponen, yaitu diferensiasi konten, diferensiasi proses, dan diferensiasi produk. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan Kurikulum Merdeka dalam pembelajaran IPAS berdiferensiasi di kelas V, faktor-faktor pendukung dan penghambatnya, serta dampak dari pelaksanaan Kurikulum Merdeka terhadap pembelajaran IPAS berdiferensiasi di SD Muhammadiyah Karangturi. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah kepala sekolah, guru kelas, dan siswa. Pengumpulan data dilakukan melalui wawancara, observasi, dokumentasi, dan angket. Instrumen penelitian yang digunakan adalah pedoman wawancara, pedoman observasi, pedoman dokumentasi, dan angket. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Dalam penelitian ini, keabsahan data dijamin melalui triangulasi sumber, triangulasi teknik, dan triangulasi waktu. Hasil penelitian menunjukkan bahwa pelaksanaan Kurikulum Merdeka dalam pembelajaran IPAS berdiferensiasi dilakukan melalui tahapan perencanaan, pelaksanaan, dan evaluasi. Faktor pendukung dalam pelaksanaan pembelajaran IPAS berdiferensiasi di kelas V meliputi kemudahan akses terhadap informasi serta tersedianya sarana dan prasarana yang mendukung. Sementara itu, faktor penghambatnya antara lain waktu yang dibutuhkan cenderung lebih lama serta adanya persepsi dari siswa bahkan orang tua yang merasa diperlakukan secara berbeda. Dampak dari pelaksanaan Kurikulum Merdeka terhadap pembelajaran IPAS berdiferensiasi di kelas V SD Muhammadiyah Karangturi adalah guru menjadi lebih aktif dalam berkolaborasi dengan guru lain. Selain itu, dampak terhadap siswa adalah mereka menjadi lebih mandiri, merasa senang, dan aktif dalam mengikuti pembelajaran berdiferensiasi.
Students’ character based on gender, grade, and school: religious, nationalism, integrity, independent and cooperative Apriani, An-Nisa; Perdana, Riki; Harun, Harun; Sari, Indah Perdana; Wuryandani, Wury; Salim, Ahmad; Wahyudi, Andi; Riwayani, Riwayani
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.29347

Abstract

This study aims to describe students’ character value and reveal the relationship of character values in elementary school children based on gender, grade and type of the school. The character values analyzed include religion, nationalism, integrity, independence, and cooperative values. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Jeffrey’s amazing statistics program (JASP) software and students’ character values was categorized and described according to the aspect, gender, grade, and type of the school. Character of elementary school children (CESC) questionnaire was used as an instrument in this study. CESC have very good internal consistency (0.80 to 0.87) and have suitability construct model. The respondent of this study was 862 students obtained through the stratified random sampling randomly technique in elementary school at Yogyakarta Province. The result of this study confirmed that the students’ character value is a high level. The lowest aspect is integrity (2.40), while the highest aspect is religious (3.16). There is a relationship between the character values: religion, nationalism, integrity, independent, and cooperative values. It indicates that policymakers or teachers should improve students’ character value by training or applying a learning model that focuses explicitly on students’ character.
The Influence of the STEM-Based I-LVEP Model in Instilling Nationalism Character in Elementary School Students Agustina, Shintia Dwi; Apriani, An-Nisa; Sari, Indah Perdana; Suryandari, Suryandari
Journal of Islamic Education and Ethics Vol. 3 No. 2 (2025): July 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v3i2.82

Abstract

The establishment of student character is paramount in Indonesia’s teaching. The absence of strong moral principles in students can result in selfishness and ignorance toward the welfare of the country. These actions are caused by an identity crisis due to students’ weak personality, the demands of a modern lifestyle, and limited knowledge about the nationalism character. Hence, this study examined the impact of the STEM-based I-LVEP model in instilling students’ nationalism character. A quasi-experiment with an associative quantitative approach was adopted, equipped with a pretest-posttest non-equivalent control group design. The population comprised fourth-grade students at SDN Ngebel. The experimental and control groups consisted of 44 students, determined using purposive sampling. This study employed observational data. The statistical analysis utilized a t-test, with a parametric independent sample t-test, unveiling that the t-count surpassed the t-table at a significance level of 0.05. The hypothesis testing demonstrated that the STEM-based I-LVEP learning model impacted students’ nationalism character, making it an effective approach for instilling the character. It provides a noteworthy commitment in teaching students to act respectfully, appreciate differences, maintain solidarity, live in harmony, and deliver flexibility to others. These findings can serve as the basis for learning media focusing more on instilling the nationalism character since elementary school.
Pengaruh Pendekatan Etnopedagogi Terhadap Sikap Inklusif Siswa Kelas III SDN Krapyak Wetan Pada Pembelajaran Pendidikan Pancasila Maftu Hatuz Zahro; Indah Perdana Sari; An-Nisa Apriani; Ismanto Ismanto
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v4i2.5009

Abstract

An inclusive attitude needs to be fostered in elementary school students so that they can appreciate differences and work together. However, there are still students who show a lack of appreciation for differences. The ethnopedagogical approach was chosen because it integrates the values of local wisdom into learning. This study aims to determine the effect of the ethnopedagogical approach on the inclusive attitudes of third-grade students at SDN Krapyak Wetan in Pancasila Education lessons. The study employed a quantitative research design using a quasi-experimental method with a Nonequivalent Control Group Design. This study was conducted at SDN Krapyak Wetan with a sample of 47 students, consisting of 25 students in the experimental class and 22 students in the control class. Data were collected using questionnaires and observation sheets. Data analysis involved tests of normality, homogeneity, and the Independent samples t-test. The results showed that the average inclusive attitude score in the experimental class increased from 46.8 to 52.8. The results of the independent samples t-test on the posttest showed a significance value of p < 0.001, indicating a significant difference between the experimental and control classes. Thus, the ethnopedagogical approach had a significant effect on improving the inclusive attitudes of third-grade students at SDN Krapyak Wetan in Pancasila Education lessons.
PENERAPAN KURIKULUM MERDEKA DALAM PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS DI SLB WIYATA DHARMA 4 GODEAN Aulia Az Zahra; Naa’il Eka Mukhbita; Ulla Khoirotun Nisaq; Karen Tri Murti; Ainur Yandi; Muhammad Asril Sermaf; An-Nisa Apriani
Jurnal Pendidikan Nusantara Vol. 11 No. 1 (2026): Jurnal Pendidikan Nusantara
Publisher : lembaga Sepercenter

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the implementation of the Merdeka Curriculum in learning for Children with Special Needs at SLB Wiyata Dharma 4 Godean. This research employed a descriptive qualitative approach, with data collected through interviews with Special Education teachers. The Merdeka Curriculum is implemented adaptively by adjusting school conditions and students’ characteristics while still referring to the established learning outcomes. Learning activities are designed through lesson plans and teaching modules developed based on the results of students’ initial assessments. The learning system applies study groups that are organized according to students’ abilities rather than grade levels. The dominant learning methods used are direct instruction and hands-on practice utilizing concrete learning media. Assessment is conducted through formative and summative assessments tailored to the abilities and needs of students with special needs. The results indicate that the implementation of the Merdeka Curriculum supports effective learning for students with special needs, although challenges related to students’ unstable emotional conditions remain.
Implementasi Kebijakan Sekolah Dalam Perencanaan, Pelaksanaan, Dan Evaluasi Pembelajaran Anak Berkebutuhan Khusus Di SLB Pamardi Putra Haifa ‘Inayatun ‘Azizah; Dinda Kardila; Farah Fadhilah Fatih; An-Nisa Apriani
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.1325

Abstract

Special Needs Schools (SLB) play a strategic role in providing educational services for students with special needs who have diverse characteristics and needs. Learning in SLB remains based on national policies and curricula, but its implementation is adapted to the abilities, needs, and conditions of students. This article aims to describe school policies in planning and implementing learning in SLB, the role of the principal in supporting teacher performance, factors supporting the educational process, student characteristics, learning methods, evaluation systems, and the role of parents in supporting children's education. The research method used is descriptive qualitative with a field study approach through observation and interviews. The results of the study indicate that learning flexibility, collaboration between stakeholders, and the application of a humanistic approach are key factors in the successful implementation of education in SLB.
Implementasi Pendidikan Nilai Nasionalisme Dalam Pembelajaran Living Values An-Nisa Apriani; Yusinta Dwi Ariyani
Literasi: Jurnal Ilmu Pendidikan Vol. 8 No. 1 (2017)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2017.8(1).59-73

Abstract

This research aims to investigate the implementation of educational values of nasionalism in the living values learning process on the preparation class at SD Tumbuh 1 Yogyakarta. The data were collected by qualitative-descriptive method. Participants of this research included the principal, the teachers, and the students. The object of this research is the process of living values learning. The data were collected by observation, interview, and documentation. The researcher used observation sheets and interview guides as the instruments of this research.  The data were analyzed by descriptive-analyzed technique and applied Miles and Huberman model. Many steps of data analysis were conducted, included measuring data reduction, displaying data, and conclusion. The validity of the data were checked by triangulation.The result showed that the implementation of educational values of nasionalism in the living values learning process involving the value of the award in diversity (tolerance), unity, and peace. Living values learning process includes three stages: planning, implementation, and evaluation. Learning plan of living values is based on signs EYCG curriculum (Years Earlier Curicullum guidence) and modified with multiple sources of reference. The learning plan includes syllabus and program description. The implementation of living values learning process emphasizes three elements of embeding moral values such as knowledge, feeling, and moral behavior. The evaluation of the living values learning process includes the assessment of learning outcome and learning process. Assessment of learning outcome has reached the domain of comprehension and moral behavior. Learning process assessment is conducted orally but rarely carried out by the teacher.
Pengaruh Living Values Education Program (LVEP) terhadap Penanaman Anti-radikalisme Siswa SD dalam Pembelajaran Tematik An-Nisa Apriani
Literasi: Jurnal Ilmu Pendidikan Vol. 10 No. 2 (2019)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2019.10(2).116-128

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh LVEP terhadap penanaman paham anti-radikalisme siswa SD kelas II dalam pembelajaran tematik. Jenis penelitian ini adalah quasi experiment dengan desain pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa Kelas II SD yang terdiri dari lima kelas.  Sampel terdiri dari dua kelas diambil dari kelima kelas tersebut untuk diberi perlakuan dengan menggunakan metode LVEP dan konvesional. Pemilihan sampel dilakukan secara acak dengan memperhatikan karakteristik siswa yang heterogen berdasarkan hasil wawancara dan observasi peneliti dalam pembelajaran tematik. Kelompok kontrol diberi perlakuan dengan pembelajaran konvensional, sedangkan kelompok eksperimen diberi perlakuan dengan menggunakan LVEP. Teknik pengumpulan data yang digunakan adalah observasi dan wawancara. Sedangkan teknik analisis data yang digunakan adalah uji-t dengan taraf signifikansi 0,05.Hasil penelitian menunjukkan bahwa ada perbedaaan yang signifikan antara penanaman paham anti-radikalisme dengan LVEP dan pembelajaran konvensional. Perbedaaan tersebut terlihat di semua subkarakter anti-radikalisme yang mencakup nilai citizenship dengan hasil uji-t 0,065, nilai compassion dengan hasil uji-t 0,434, nilai courtesy dengan hasil uji-t 0,700, nilai fairness dengan hasil uji-t 0,504, nilai moderation dengan hasil uji t 1,000, nilai respect for other dengan hasil uji-t 0,826, nilai respect for creator dengan hasil uji-t 0,507, nilai self control  dengan hasil uji-t 0,303, dan nilai tolerance dengan hasil uji t 0,676.Kata Kunci: LVEP, anti-radikalisme, pembelajaran tematik
Pengaruh Metode Storytelling Terhadap Penanaman Karakter Nasionalisme Pada Siswa SD Ruwet Rusiyono; An-Nisa Apriani
Literasi: Jurnal Ilmu Pendidikan Vol. 11 No. 1 (2020)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2020.11(1).11-19

Abstract

This research is motivated by a phenomenon that exists in the world of education today, namely the lower values of national character inherent in students. This is because teachers still rarely insert nationalistic values in learning activities. For that we need the right way to incorporate the values of nationalism character in learning using interesting learning methods so as to create student enthusiasm for learning. This study aims to determine the effect of storytelling methods on the cultivation of nationalism in elementary school students. This research uses a quantitative approach with an experimental method. The research subjects were grade V students of Ngebel Elementary School, Kasihan, Bantul. Data collection techniques used were interviews, observation and documentation. Based on the results of pre-test and post-test data processing, the t-test calculation through the SPSS program with the results of the inculcation of nationalism in children carried out before and after the treatment is a t-count of -11,393 with a Sig level, (2 tailed = 0,000 so the t table value of -2, 214 at the level of Significance (a = 0.05), because t-count ³ t table. Based on these results can be concluded that the storytelling method influences the planting of the character of nationalism in children.Keywords: storytelling, planting characters, nationalism
Living Values Education Program (LVEP) Sebagai Penguatan Profil Pelajar Pancasila Peserta Didik Dalam Kurikulum Merdeka An-Nisa Apriani; Mahilda Dea Komalasari
Literasi: Jurnal Ilmu Pendidikan Vol. 15 No. 2 (2024)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2024.15(2).227-235

Abstract

Kurikulum Merdeka telah berhasil mengintegrasikan pendidikan  karakter melalui profil pelajar pancasila, namun tantangan-tantangan  dalam  implementasi  masih  terlihat. Seperti kurangnya pemahaman dan penerapan guru dalam mengintegrasikan  pendidikan  karakter profil pelajar Pancasila dalam  proses  pembelajaran sehingga berdampak pada krisis moral peserta didik. Dalam menghadapi  tantangan  ini,  salah satu strategi atau model pembelajaran yang dapat diimplementasikan dalam pembelajaran untuk  memastikan integrasi pendidikan  karakter yang efektif  dan  konsisten guna memperkuat profil pelajar Pancasila pada peserta didik yaitu Living Values: An Educational Program (LVEP). Penelitian ini bertujuan untuk memaparkan tentang cara penguatan profil pelajar Pancasila dalam kurikulum Merdeka melalui Living Values Education Program (LVEP). Penelitian ini merupakan penelitian kualitatif deskriptif dengan tinjauan pustaka. Prosedur pengumpulan data penelitian  terdiri  dari:  1) editing; 2). organizing;  dan  3) finding.Uji  validitas  yang  digunakan  yairu triangulasi sumber data.Teknik analisis data yang digunakan antara lain pengumpulan data, reduksi data, penyajian  data (display  data),  selanjutnya penarikan  kesimpulan.  Hasil penelitian ini menunjukkan bahwa Living Values Education Program dapat diterapkan oleh guru-guru sebagai salah satu strategi atau program unggulan dalam penguatan profil pelajar Pancasila bagi peserta didik dalam proses pembelajaran sehingga peserta didik memiliki moral yang baik dan berakhlak mulia. LVEP mencakup aktivitas-aktivitas nilai seperti berefleksi, berimajinasi, berdialog, berkomunikasi, berkreasi, mebuat tulisan, kkarya seni, lagu-lagu, dan bermain dengan nilai-nilai yang diajarkan. Aktivitas LVEP dirancang untuk mengajak pesreta didik untuk memikirkan diri sendiri, orang lain dan dunia serta mendalami, mengalami, dan mengeksplorasi tentang nilai dalam kehidupan sehari-hari sehingga peserta didik memperoleh pengalaman langsung yang bermakna. Kata Kunci: Living Values Education Program, Profil Pelajar Pancasila, Kurikulum Merdeka
Co-Authors Agustina, Shintia Dwi Ahmad Salim, Ahmad Ahmad Sukaris Ainur Yandi Alfina Habibah Andi Wahyudi Ariyani, Yusinta Dwi Arlin Endah Purwandari Aryani, Yusinta Dwi Asti Nurvirginiawati Astri Widi Astuti Astuti, Astri Widi Atika Izzatul Janah Aulia Az Zahra Awie, Sain Abrari Budiman, Budiman Dadang Heksaputra Defia Ifsantin Maula Dhina Puspasari Wijaya, Dhina Puspasari Diah Cipto Lestari Dian Armania Dinda Kardila Dira Ayu Actaviana Eko Setiawan Elisa Dwi Nur Aini Emiliana, Emiliana Endi Rochaendi Endi Rohaendy Estu Rizky Evana Evana, Estu Rizky Evita Tri Hapsari Fain Amri Wahlul Farah Fadhilah Fatih Farah Shifa Luthfianti Gutama, Deden Hardan Haifa &#039;Inayatun &#039;Azizah Haifa ‘Inayatun ‘Azizah Handyana Rehanpratama Harun Harun Heksaputra, Dadang Ilmiah, Nur Maulidatul Imam Suyuti Indah Perdana Sari Intan Kurniasari Suwandi Irza Epria Wardana Ismanto , Ismanto Ismanto Ismanto Ismanto Ismanto Ismanto, Ismanto Isti Septiyani Kana Safrina Rouzi Karen Tri Murti Kholik, Nur Komalasari, Mahilda Dea Laelatul Badriah, Laelatul M. Beryl Dzar Ghifari Maftu Hatuz Zahro Maghfiratul Alya Mahfud, Mahfud Mahilda Dea Komalasari Mufida Awalia Putri Muhammad Asril Sermaf Naa’il Eka Mukhbita Nada, Damai Ikhsa Nailatun Nisa Nasrun Silalahi Nur Kholik Nur Maulidatul Ilmiah Nur Relawati Sarif Nurazizah, Ismi Nurindah Paramita R.Nasution Putri, Mufida Awalia Ramadan, Muchammad Ilham Rahmad Rika Asmara Sejati Riki Perdana Riskika Wulandari Riwayani, Riwayani Rizky Saputri Rochaendi , Endi Rochaendi, Endi Rusiyono , Ruwet Rusiyono, Ruwet Ruwet Rusiyono Ruwet Rusiyono Sain Abrari Awie Sari , Indah Perdana Sari, Septi Yussinta Septi Yussinta Sari Setiani Setiani Setiani Setiani, Setiani Shidiq , Galih Albara Silalahi, Nasrun Siti Uswatun Khasanah Sukati Sukati Suryandari Alin Suryandari suryandari, suryandari Suryandari, Suryandari Alin Tazkiyatun Nafsi Ulla Khoirotun Nisaq Vita, Rima Widya Nugraha Wardana, Irza Epria Wilda Isti Chomariyah Wulandari, Riskika Wuryandani, Wury Yhona Paratmanitya Yuana Amelia Yusinta Dwi Ariyani Zahri Hidayat A Berna