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All Journal Jurnal Ilmu Informasi Perpustakaan dan Kearsipan Jurnal Visi Ilmu Pendidikan Publikasi Pendidikan Edutech Journal of Education and Learning (EduLearn) Edulib Jurnal Penelitian Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AL ISHLAH Jurnal Pendidikan PEDAGOGIA Jurnal Basicedu Sukma: Jurnal Pendidikan PrimaryEdu - Journal of Primary Education Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jatilima : Jurnal Multimedia Dan Teknologi Informasi Ideguru: Jurnal Karya Ilmiah Guru Fihris: Jurnal Ilmu Perpustakaan dan Informasi Gunahumas Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Inovasi Kurikulum Journal of Disruptive Learning Innovation (JODLI) caXra: Jurnal Pendidikan Sekolah Dasar Jurnal Basicedu Curricula: Journal of Curriculum Development Research and Development in Education (RaDEn) Jurnal Pengabdian Pada Masyarakat The Journal of Educational Development
Laksmi Dewi, Laksmi
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Pengembangan Kurikulum Berbasis Guru di Indonesia, Mungkinkah? Azhar, Khairil; Dewi, Laksmi
Sukma: Jurnal Pendidikan Vol. 7 No. 1 (2023)
Publisher : Yayasan Sukma Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/07106.2023

Abstract

Secara teoretis, peran guru dalam pengembangan kurikulum pada dasarnya mendapat tempat penting dalam literatur karena terkait dengan kualitas implementasi dalam peran mereka sebagai agents of change di dunia pendidikan. Namun demikian, peran tersebut berpeluang tereduksi ketika terjadi sentralisasi penyusunan dan pengembangan kurikulum, seperti ketika diterbitkan rangkaian kebijakan kurikulum nasional. Setelah menelusuri konsep-konsep yang menunjukkan betapa pentingnya peran guru sebagai pengembang kurikulum, penulis menganalisis aturan birokratis perundang-undangan, yakni UU No. 20/2003 tentang Sistem Pendidikan Nasional dan UU No. 14/2005 tentang Guru dan Dosen. Hal ini dilakukan terutama untuk  melihat bagaimana guru diposisikan dalam sistem tersebut dan bagaimana semua itu memungkinkan peluang bagi reorientasi sistem pengembangan kurikulum berbasis guru. Hasil analisis menunjukkan dilema struktural atau bahkan strukturasi, di mana unsur politis dan birokrasi sangat desisif dalam pengembangan kurikulum. Di tingkat sekolah, meskipun terdapat konsep pengembangan kurikulum tingkat satuan Pendidikan (KTSP), strukturasi yang kuat menjadi hambatan utama bagi insiatif dan inovasi kurikuler di tingkat guru.
SYSTEMATIC LITERATURE REVIEW (SLR): IMPLEMENTASI PEMBELAJARAN MENGGUNAKAN PENDEKATAN UNDERSTANDING BY DESIGN (UBD) Halimah, Annisa Nur; Dewi, Laksmi
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 3 No. 1 (2023): Juni 2023
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v3i1.874

Abstract

Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan implementasi pembelajaran menggunakan pendekatan Understanding by Design (UbD). Penelitian ini bertujuan untuk memperoleh kajian literatur dengan efektivitas rancangan pembelajaran dengan pendekatan Understanding by Design (UbD). Metode yang digunakan dalam penelitian ini adalah metode Systematic Literature Review. Dari hasil strategi pencarian ditemukan sebanyak 70 artikel dari tahun 2010 sampai 2022, dan diseleksi secara bertahap dan sistematis menjadi 6 artikel yang relevan. Hasil dari penelitian ini menunjukkan terdapat pengaruh Implementasi Pembelajaran menggunakan Pendekatan Understanding by Design (UBD), yang menunjukkan: (1) meningkatnya minat peserta didik terhadap pelajaran dan menjadi lebih aktif selama di kelas, (2) meningkatnya enam aspek pemahaman, penjelasan, interpretasi, penerapan, perspektif, empati, dan pengetahuan diri, aspek pengetahuan diri.
Analisis Kompetensi Digital Guru Sekolah Dasar Syahid, Aah Ahmad; Hernawan, Asep Herry; Dewi, Laksmi
Jurnal Basicedu Vol. 6 No. 3 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i3.2909

Abstract

Perubahan dunia secara global turut menghadirkan pelbagai alat-alat teknologi yang semakin canggih, termasuk dalam dunia pendidikan. Dibutuhkan peningkatan kualitas guru sebagai penyeimbang kemajuan pendidikan 4.0 ini, salah satunya adalah meningkatkan kompetensi digital guru. Namun, kenyataan di lapangan masih terdapat kondisi ketertinggalan teknologi. Penelitian ini memfokuskan untuk (1) mengetahui intensitas penggunaan perangkat digital dalam pembelajaran, (2) mengetahui program aplikasi komputer yang paling sering digunakan dalam pembelajaran, dan (3) mengetahui penguasaan guru dalam menggunakan program aplikasi komputer untuk pembelajaran. Penelitian ini menggunakan deskriptif survei dengan melibatkan 70 guru sekolah dasar dengan teknik secara acak. Instrumen pengumpulan data berupa angket didampingi pula dengan penjaringan data melalui kegiatan wawancara dan observasi. Hasil penelitian menunjukkan bahwa; (1) Intensitas penggunaan perangkat digital menunjukkan angka 53% guru sudah menggunakannya setiap mengajar, 31% berselangan dan 16% tidak pernah menggunakan. (2) Program aplikasi komputer yang sering digunakan adalah melalui media sosial (68%) dan video conference (59%) yang merupakan media paling sering digunakan untuk alternatif komunikasi pembelajaran. (3) Sebanyak 44% guru berada pada tingkat sangat mampu dalam penguasaan menggunakan program aplikasi komputer untuk pembelajaran.
Determinant Factors of Forming Individual Tacit’s Knowledge: Teachers’ Experience Perspective Dewi, Laksmi; Setiawan, Budi; Hernawan, Asep Herry; Sukirman, Dadang; Khoirunnisa, Azizah Nurul; Arwan, Juwintar Febriani
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.4710

Abstract

This study explores the factors influencing the exchange of tacit knowledge among teachers, which supports creativity, learning, and problem-solving in education. It focuses on how individual knowledge and the sharing of tacit knowledge are interconnected. The research examines four key factors: teaching experience (including education level and attitude), length of service, socialization, and training, and attitudes toward the Freedom of Learning Curriculum. A quantitative survey method was used to collect data from 123 vocational high school teachers between June 21-23, 2023. The participants were asked to complete an online questionnaire about their background and attitudes toward curriculum changes. Descriptive and inferential statistical analyses were applied to the data. The results show that teachers' experience-based knowledge is a crucial factor in acquiring and sharing tacit knowledge, which fosters human connections and collaboration. The findings also reveal that teachers' personal experiences and interactions play a key role in the exchange of unspoken knowledge, leading to improved relationships between teachers and students and expanding their social networks.
Need Analysis of Critical Thinking Skills Acquisition through Adaptive Learning Model: Indonesian Perspective on Freedom of Learning Curriculum Susilana, Rudi; Dewi, Laksmi; Setiawan, Budi; Alias, Norlidah; DeWitt, Dorothy; Hazar, Siti; Zulnaidi, Hutkemri
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.4720

Abstract

This study aims to determine the needs of teachers at proposed schools using the freedom of learning curriculum to acquire the foundational principles of its curriculum acquisition within the learning, namely critical thinking and adaptive learning. The study's data were obtained using qualitative and quantitative research methodologies, including a scale designed by the researcher to evaluate teachers' needs for students' critical thinking completion through adaptive learning and semi-structured interview forms. The participants were junior high school teachers who taught at phase D (class VII-IX, ages 13- 15) in the total number of 123 people. The data were collected by using likert scale questionnaire and analysed by applying coding and key concepts techniques.  According to the findings, they require a focused revision for the main principles covering; critical thinking (interpretation, analysis, assessment, inferences, evaluation, explanation, self-reflection, inductive reasoning, deductive reasoning) and adaptive learning (students' behaviour, knowledge, achievement, preferences, information resources, navigational structure, trail generation, contents selection, goal selection) on the highly needed level.
Analysis of Food Vlog Media Integrated Ethnoscience Usage on Students' Critical Thinking Skill Lestari, Indah Beti; Darmawan, Deni; Dewi, Laksmi; Rahmawati, Yulia
PEDAGOGIA Vol 22, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v22i3.75850

Abstract

This study investigated the impact of using Food Vlog media in ethnoscience-integrated science learning on students' critical thinking skills. Critical thinking was assessed using a reasoned multiple-choice test. Quantitative data were analyzed through parametric statistical tests, including the paired sample t-test for pretest and posttest results, using SPSS (Statistical Program for Social Science) software. To measure the degree of improvement, an N-Gain test was conducted following the t-test. The paired sample t-test revealed a significance value of 0.000 0.005, indicating that H0 is rejected and Ha is accepted, confirming a significant effect of Food Vlog media on critical thinking skills. The N-Gain test results further showed that improvements in critical thinking skills for SMP and MTs students fell into the medium category. These findings underscore the potential of integrating Food Vlog media with ethnoscience-based science learning as an effective strategy to enhance students' critical thinking abilities. This research suggests that innovative and contextually relevant teaching media can significantly support educational outcomes.
Integration of visible thinking routine in Nurul Fikri Islamic School as an effort to train thinking skills Rahmat, R.; Wahyudin, Dinn; Dewi, Laksmi
Research and Development in Education (RaDEn) Vol. 5 No. 1 (2025): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i1.37804

Abstract

This study aimed to analyze the implementation of the Visible Thinking Routine (VTR) in Nurul Fikri Islamic School as an approach to training students' thinking skills. Using the survey research methodology, data were collected through observation, in-depth interviews with the science teacher population, and document analysis. The study's results stated that the use of VTR has a varied pattern, with a reasonably high adoption rate in Islamic Elementary School (IES) and Islamic High School (IHS) in certain months. At the same time, Islamic Middle School (IMS) recorded lower and consistent usage; IES was more active in implementing VTR in the last months, while IHS tended to be consistent throughout the month in this study. However, a significant issue in its implementation is the teacher's paradigm, which views the primary focus of learning as completing the subject matter, limiting the broader application of VTR as a tool for developing critical thinking skills. In addition, the biggest obstacle in implementation is the teacher's paradigm, which views the main focus of learning as completing the subject matter. VTR has a strategic role in training thinking skills and has yet to become the main focus of the learning process. This study recommends strengthening teacher training programs and integrating VTR into learning planning to improve teaching effectiveness in Islamic schools.
Readiness of ICE Institute Courses Based on ICE-I QAT with Quality Assurance Criteria Afriani, Afriani; Dewi, Laksmi; Hariwibawanto, Hariwibawanto; Purbojo, Rijanto; Emilzoli, Mario; Asih, Irsanti Widuri; Arwan, Juwintar Febriani
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12845

Abstract

This study aims to evaluate the readiness of online courses offered by the ICE Institute based on seven quality assurance dimensions developed through ICE-I QAT. These seven dimensions include course information, instructor information, technology and learning tools, learning materials, interaction, assessment, and evaluation. The method used was descriptive quantitative by using instrument quality assurance criteria was developed by ICE-I. Sample of this research were 77 courses and were curated by the partner universities collaborating with the ICE Institute in 2024. The results show variability in the readiness levels of the courses across each dimension. For example, in the course information dimension, only 45 out of 77 courses met the minimum standards, while in the assessment dimension, only 23 courses met the standards. These findings indicate that many courses still need quality improvement, particularly in learning materials, interaction, and assessment. The discussion highlights the importance of providing clear information, effective use of learning technology, and comprehensive instructional materials to enhance student engagement and course completion. The study concludes that improving the quality of online courses is essential to support effective and meaningful distance learning at the ICE Institute.
MENINGKATKAN KEMANDIRIAN BELAJAR BERBASIS KERAGAMAN: SURVEI PENERAPAN PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR Novianto, Galih Dwi; Dewi, Laksmi; Amelia, Della
Jurnal Visi Ilmu Pendidikan Vol 17, No 1 (2025): Januari 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v17i1.90074

Abstract

Peserta didik memiliki keragaman akan kebutuhan dan karakteristik berbeda dalam belajar. Pembelajaran berdiferensiasi sebagai akomodasi pembelajaran yang disesuaikan akan setiap individual melalui otonomi belajar, sehingga adanya keleluasaan bagi peserta didik untuk mengambil segala tindakan dan keputusan kegiatan belajar guna menumbuhkan dan meningkatkan kemandirian belajar. Tujuan dari penelitian ini adalah mengkaji hubungan antara pembelajaran berdiferensiasi dengan kemandirian belajar apakah berkorelasi positif atau tidak. Metode penelitian yang diterapkan adalah kuantitatif dengan korelasional deskriptif melalui uji korelasi Pearson product moment. Teknik sampling jenuh secara keseluruhan terdiri atas 30 responden. Hasil penelitian menunjukkan, bahwa pembelajaran berdiferensiasi dan kemandirian belajar memiliki hubungan positif yang kuat. Hubungan kuat mengindikasikan, bahwa semakin baik penerapan pembelajaran berdiferensiasi, maka semakin tinggi pula tingkat kemandirian belajar peserta didik. Adapun hasil penelitian mengenai hubungan diferensiasi konten pembelajaran, proses pembelajaran, produk pembelajaran, serta lingkungan belajar dengan kemandirian belajar yang akan dibahas lebih lanjut dalam artikel ini.  
Pendidikan Masyarakat Adat dalam Kerangka Kurikulum Indonesia Cantika, Varary Mechwafanitiara; Hernawan, Asep Herry; Dewi, Laksmi
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 1 (2025): Edisi Januari 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1600

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi pendidikan berbasis masyarakat adat dalam kurikulum nasional Indonesia, khususnya Kurikulum Merdeka, dengan fokus pada pemenuhan kebutuhan budaya dan kearifan lokal. Dalam konteks keberagaman etnis Indonesia, pendidikan masyarakat adat menghadapi tantangan signifikan, seperti keterbatasan akses, relevansi kurikulum, dan kurangnya pengakuan terhadap kearifan lokal. Penelitian ini menggunakan pendekatan kualitatif dengan metode telaah pustaka, yakni literatur ilmiah dan regulasi pemerintah Indonesia terhadap pendidikan bagi masyarakat adat, yang nantinya digunakan untuk mengungkap potensi serta strategi integrasi pendidikan berbasis budaya dalam kurikulum nasional. Analisis data dilakukan dengan analisis model interaktif. Hasil penelitian menunjukkan bahwa masyarakat adat membutuhkan pendidikan yang memperhatikan konteks budaya mereka, terutama untuk mengembangkan keterampilan berpikir tingkat tinggi dan memahami dunia global tanpa kehilangan identitas budaya. Temuan ini juga menekankan pentingnya ruang kelas sebagai lingkungan interkultural yang inklusif. Selain itu, penelitian ini menyoroti pentingnya pengintegrasian konten adat ke dalam Kurikulum Merdeka melalui Projek Penguatan Profil Pelajar Pancasila (P5), yang relevan dengan Tujuan 4 dari Sustainable Development Goals (SDGs) tentang pendidikan inklusif. Penelitian ini merekomendasikan pelibatan komunitas adat dalam perancangan kurikulum, pelatihan guru untuk memahami konteks lokal, dan pengembangan kebijakan yang mendukung pendidikan berbasis budaya. Penelitian masa depan juga perlu mengeksplorasi dampak pendidikan berbasis kearifan lokal terhadap kualitas hidup masyarakat adat, serta melakukan studi komparatif dengan kebijakan serupa di negara lain.
Co-Authors Aah Ahmad Syahid, Aah Ahmad Afriani Afriani Alias, Norlidah Ana Ratnasari, Ana Angga Hadiapurwa Anisa, Desy Arwan, Juwintar Febriani Arya, Ghaitsa Zahira Asep Dudi Suhardini Asep Herry Hernawan Asih, Irsanti Widuri Budi Setiawan Cantika, Varary Mechwafanitiara Cepi Riyana, Cepi Della Amelia Deni Darmawan Deni Kurniawan, Deni DeWitt, Dorothy Dinn Wahyudin, Dinn eka rahmawati Emilzoli, Mario Fadhillah, Lola Fadlillah, Ahmad Fajar Fauzi, Luqman Furqon, Aufa Hilman Gema Rullyana Gumelar, Muhammad Raffy Maulana Gunadi, Mochamad Rizal Fikri Halimah, Annisa Nur Hariwibawanto, Hariwibawanto Hastuti, Dewi Nurma Hazar, Siti Ikanubun, Lucia Ekawati Indriyani Rachman Kailani, Rizal Khairil Azhar Khoirunnisa, Azizah Nurul Khusnul H, Resya Fauka Lestari, Indah Beti Linda Setiawati, Linda Lip, Rashidah Matsumoto, Toru Mohamad, Siti Nurul Mahfuzah Mohammad Ali Mohd Yusoff, Azizul Mulyadi, Dadi Musa, Mohd Kamaruzaman Nabila, Nikita Nisa, Safira Arum Noverista, Dinda Ivanny Novianto, Galih Dwi Pratama, Yoga Adi Priandani, Ai Pemi R. Nadia Hanoum, R. Nadia Rahmat, R. Rijanto Purbojo, Rijanto Rudi Susilana, Rudi Rullyana, Gema S. Komarudin, Yooke Tjuparmah Salam, Sazilah Shabarudin, Muhammad Syahmie Sipayung, Amy Theresia Suhardini, Dini Sukirman, Dadang Suwandi, Metsa Fajrianti Kusumah Widya Puji Astuti, Widya Puji Yulia Rahmawati, Yulia Zonalia Fitriza Zulnaidi, Hutkemri