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All Journal International Journal of Evaluation and Research in Education (IJERE) JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Prima Edukasia JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Bidang Pendidikan Dasar Literasi : Jurnal Ilmu Pendidikan To Maega: Jurnal Pengabdian Masyarakat Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Ideguru: Jurnal Karya Ilmiah Guru ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Indonesia Mengabdi Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Nuras : Jurnal Pengabdian Kepada Masyarakat Bangun Desa : Jurnal Pengabdian Masyarakat Journal of Islamic Education and Ethics Indonesian Journal of Elementary Education and Teaching Innovation Jurnal Indonesia Mengabdi
Indah Perdana Sari
Universitas Alma Ata
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management 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.
Pengembangan Media Pop Up Book Bermuatan Ejaan Suku Kata untuk Meningkatkan Kemampuan Membaca Permulaan Siswa Kelas I SD Asih, Junita; Suryandari, Suryandari; Shidiq, Galih Albarra; Sari, Indah Perdana
Indonesian Journal of Elementary Education and Teaching Innovation Vol 4, No 2 (2025)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2025.4(2).156-165

Abstract

This study aims to develop Pop-up Book learning media featuring syllable spelling to enhance the beginning reading skills of first-grade elementary school students. Beginning reading skills are a crucial foundation for young learners to recognize letters, spell words, and read simple sentences. The research employed the Research and Development (R&D) method with the Borg and Gall model, encompassing stages such as needs analysis, product development, initial trials, evaluation, and revision. The study was conducted with first-grade students from SD Muhammadiyah Kalakijo, utilizing data collection techniques including material, media, and teacher validation questionnaires, student interviews, and baikobservations of reading progress after using the media. The results indicated that the media was deemed appropriate, with a material expert validation score of 75% and a media expert validation score of 87.5%. Teacher responses were highly favorable, with a 100% agreement on the media’s effectiveness in supporting learning activities. Students provided positive feedback, describing the Pop-up Book as engaging, easy to use, and enjoyable, significantly improving their beginning reading abilities. This media not only enhances students' reading skills but also motivates them to learn with enthusiasm. The study demonstrates that visually appealing and interactive Pop-up Books can serve as innovative and effective tools for teaching reading. The use of syllable spelling further facilitates students in gradually understanding the material. It is hoped that this media development can be widely implemented in various educational settings to support literacy needs among young learners. 
Studi Evaluasi Program Kampus Mengajar Melalui Pendekatan Kirkpatrick Dari Sudut Pandang Dosen Pembimbing Lapangan Rochaendi, Endi; Kholik, Nur; Sari, Indah Perdana; Sholihah, Dyahsih Alin; Mahfud, Mahfud; Ma'mun, Saepul
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.972

Abstract

The study in this research describes and evaluates the implementation of the Teaching Campus Program (PKM) from the perspective of Field Supervisors (DPL). The research aims to determine the extent of success in implementing PKM using the Kirkpatrick model approach via reaction level, learning level, behaviour level and result level. The research method used is a qualitative study approach, with the type of research being desk study. The results of research based on the DPL perspective, the implementation of PKM has produced positive reactions to empower attitudes, knowledge and skills, enrich insight and knowledge in student mastery, educational learning and science and the teaching field, explore creativity and development of thought patterns, attitude patterns and action patterns. Integrating PKM participants and the emergence of orientation, adaptation, observation and implementation treatment from participants towards PKM activities. It was concluded that PKM had increased the basic competencies, supporting competencies and special competencies of PKM participants. To increase the level and weight of PKM, it is necessary to utilize a pedagogical flexibility framework so that in completing the objectives of PKM, it becomes more operational, and the impact it will produce is visible.
Penguatan Pendidikan Karakter pada Masa New Normal Covid-19 melalui Flipped Classroom Apriani, An-Nisa; Suwandi, Intan Kurniasari; Ariyani, Yusinta Dwi; Sari, Indah Perdana
Jurnal Penelitian Ilmu Pendidikan Vol. 14 No. 2 (2021): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v14i2.37909

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tentang peran flipped classroom dalam penguatan karakter siswa sekolah dasar pada masa new normal Covid-19. Metode yang digunakan dalam penelitian ini yaitu penelitian studi kepustakaan. Data dalam penelitian ini merupakan data sekunder berupa buku-buku ilmiah, jurnal ilmiah, dan laporan penelitian. Teknik analisis data dalam penelitian meliputi tiga tahapan: organize, synthesize, dan identify. Hasil penelitian ini menunjukkan bahwa flipped classroom memiliki relevansi yang kuat dalam penguatan pendidikan karakter siswa pada masa new normal Covid-19. Aktivitas dalam flipped classroom meliputi kegiatan tatap muka dan pembelajaran online yang berfokus pada proses pembelajaran yang berpusat pada siswa. Aktivitas pembelajaran tersebut memberikan kesempatan pada siswa sekolah dasar secara lebih luas untuk mengembangkan nilai-nilai moral yang dimilikinya. Pendekatan ini juga mendukung siswa dalam membangun pengetahuan baru, belajar secara efektif dan efesien, dan memperkuat karakter siswa. Pembelajaran melalui flipped classroom mendukung tercapainya tujuan program Penguatan Pendidikan Karakter (PPK) pada masa new normal Covid-19. Salah satu nilai utama PPK yang dapat meningkat dan berkembang melalui pendekatan flipped classroom yaitu nilai kemandirian. Strengthening Character Education in New Normal Covid-19 Periode through Flipped Classroom This study aims to describe the role of flipped classrooms in strengthening the character of elementary school students during the new normal covid-19 period. The method used in this research is library research. The data in this research is secondary data in the form of scientific books, scientific journals, and research reports. The data analysis technique in this research includes three stages: organize, synthesize, and identify. The results of this study indicate that the flipped classroom has strong relevance in strengthening the character education of students during the new normal Covid-19 period. Activities in the flipped classroom include face-to-face activities and online learning that focus on student-centered learning processes. These learning activities provide opportunities for elementary school students to a wider extent to develop their moral values. This approach also supports students in building new knowledge, learning effectively and efficiently, and strengthening student character. Learning through flipped classrooms supports the achievement of the objectives of the Penguatan Pendidikan Karakter's program (PPK) during the new normal Covid-19 period. One of the main values of PPK's program that can improve and develop through the flipped classroom approach is the value of independence.
Intervensi KKN-T untuk Pencegahan Stunting melalui Edukasi Gizi dan Ketahanan Pangan Lokal Rochaendi, Endi; Ariyani, Yusinta Dwi; Ismanto, Ismanto; Sari, Indah Perdana; Apriani, An Nisa; Rusiyono, Ruwet; Suryandari, Suryandari; Aroyandini, Elvara Norma
Nuras : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/nuras.v5i4.735

Abstract

Stunting remains a chronic nutritional problem that hinders human development in Indonesia due to its multidimensional impacts on cognitive aspects, economic productivity, and the social well-being of communities. To address this challenge, the Thematic Community Service program (KKN-T) of Alma Ata University in Debong Kulon Village was developed through a synergistic three-pillar model that integrates family nutrition education, literacy and utilization of local food, as well as household economic empowerment based on nutrition gardens as a holistic strategy to combat stunting. This program employs a community-based participatory approach through four systematic stages, problem identification, participatory planning, intervention implementation, and reflective evaluation, to ensure the program’s relevance and sustainability. Empirical results show a 23.5% increase in family nutrition knowledge, an 87% rise in participation in community health posts (posyandu), and 82% of households successfully managing nutrition gardens independently. Scientifically, these findings affirm the effectiveness of participatory communication, social learning, and local food self-sufficiency in fostering sustainable nutritional behavior change. The main conclusion indicates that the triple-pillar empowerment model has proven effective in strengthening social resilience and ensuring the sustainability of interventions, while also offering an adaptive replication model for urban and semi-urban areas within the framework of equitable and sustainable community development.
Penguatan Karakter Nasionalisme Generasi Alphamelalui Living Values Education Program (LVEP) Apriani, An-nisa; Sari, Indah Perdana
Literasi: Jurnal Ilmu Pendidikan Vol. 11 No. 2 (2020)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2020.11(2).67-79

Abstract

Penelitian ini bertujuan untuk memaparkan tentang cara menguatkan karakter nasionalisme generasi alpha di era digital melalui Living Values Education Program (LVEP). Metode yang digunakan dalam penelitian ini merupakan penelitian studi kepustakaan. Data dalam penelitian ini merupakan data sekunder yang berupa buku-buku ilmiah, jurnal ilmiah, laporan penelitian, dan sumber lain yang relevan. Teknik analisis data dalam penelitian meliputi tiga tahapan, organize, synthesize, dan identify. Hasil penelitian ini menunjukkan bahwa nilai-nilai LVEPyang mencakup nilai kerjasama, kebebasan, kebahagiaan, kejujuran, kerendahan hati, cinta, kedamaian, penghargaan, tanggung jawab, kesederhanaan, toleransi,dan persatuan memiliki relevansi yang kuat dalam penanaman karakter nasionalisme generasi alpha di era digital. Aktivitas nilai-nilai LVEP yang meliputi kegiatan refleksi, berimajinasi, berdialog, berkomunikasi, berkreasi, membuat tulisan, menyatakan diri lewat seni, dan bermain dengan nilai-nilai yang diajarkan dapat dijadikan sebagai program inovatif dan kreatif dalam proses pembelajaran yang bertujuan untuk penguatan karakter nasionalisme anak-anak generasi alpha di era digital darisajian informasi dan budaya yang tidak sesuai dengan nilai-nilai pancasila.
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.
Pembimbingan Mahasiswa Peserta Kegiatan Pengenalan Lapangan Persekolahan (PLP) Di SDN Kalangan Kapanewon Kasihan Kabupaten Bantul Rochaendi, Endi; Ariyani, Yusinta Dwi; Sari, Indah Perdana; Kholik, Nur
Bangun Desa: Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2023)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/jbd.2023.2(1).38-45

Abstract

To form prospective teachers who have the competence to understand students, manage the learning process, master scientific material in the field of education and the learning process and have the attitude and character of the teacher, the PGSD Study Program at Alma Ata University carries out schooling field introduction activities in elementary schools. Introduction to the School Field is an activity in the process of observation/observation and apprenticeship to learn and understand the implementation of the learning process in the classroom and other educational management, including practicing it in teaching and learning activities with students. One of the target objects of the school field introduction activity was carried out at the Kalangan Elementary School, Kasihan District, Bantul Regency. For the successful implementation of field introduction to schooling, mentoring activities are needed, carried out by field supervisors with multiple roles as facilitators, educators, mediators, and advocators. In their daily practice, the field supervisors have successfully formed and increased students' capacity to act and behave as curricular operations, intersection roles, assist, and internship roles in educational units with mentoring through consulting, assistance, and facilitation activities. In this connection, schooling field introduction activities have been maximally realized by established norms, standards, procedures, and criteria. Keywords: mentoring, introduction to the school field, the role of the supervising lecturer
Co-Authors Afifah, Ni'mah Agustina, Shintia Dwi Ahmad Salim, Ahmad Aisah, Sintiya Rizki An-Nisa Apriani An-Nisa Apriani An-nisa Apriani Andi Wahyudi Apriani, An Nisa Ariyani, Yusinta Dwi Aroyandini, Elvara Norma Aryani, Yusinta Dwi Asih, Junita Baiq Ismiati Budiman Budiman Budiman, Budiman Dwinta, Eliza Dyahsih Alin Sholihah Endi Rochaendi Fuadi, Akhsanul Harun Harun Intan Kurniasari Suwandi Intan Kurniasari Suwandi, Intan Kurniasari Ismanto Ismanto Ismanto, Ismanto Kana Safrina Rouzi Kastam Syamsi Kholik, Nur Kholik, Nur Kurniati, Hanik M. Yogi Riyantama Isjoni Ma'mun, Saepul Mahfud Mahfud Mahfud, Mahfud Mufida Awalia Putri Mufida Awalia Putri Nada, Damai Ikhsa Nazibi, Zidan Nur Kholik Putri Khalida Putri, Mufida Awalia Riki Perdana Riwayani, Riwayani Rochaendi, Endi Rouzi, Kana Safrina Rusiyono, Ruwet Rusiyono, Ruwet Shidiq, Galih Albarra Siti Asiatun suryandari, suryandari Suryandari, Suryandari Alin Suryandari, Suryandari Alin Susi Setyowati Syamsul Arifin Vita, Rima Widya Nugraha Wahyudi, Andi Wuryandani, Wury Yusinta Dwi Ariyani