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INTEGRASI KONSEP KEBENCANAAN DALAM IMPLEMENTASI KURIKULUM 2013 DI SEKOLAH DASAR Almukarramah; Fadhillah; Ajat Sudrajat
Jurnal Pendidikan Dasar Vol 10 No 2 (2019): JPD- Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.713 KB) | DOI: 10.21009/jpd.v10i2.13439

Abstract

Bencana adalah suatu peristiwa yang mengakibatkan dampak besar bagi populasi manusia,baik bencana alam, bencana non alam, dan bencana sosial. Permendikbud nomor 33 tahun 2019tentang Penyelenggaraan Program Satuan Pendidikan Aman Bencana untuk meyiapkan satuanpendidikan yang tanggap bencana. Melalui makalah ini akan kajian melalui integrasi konsepkebencanaan dalam implemementasi kurikulum 2013 di Sekolah Dasar dimulai dengan bagaimanaparadigma penanggulangan bencana di Indonesia, dalam konteks kurikulum Sekolah Dasar,pembelajaran tematik apa saja dari kurikulum 2013 yang dapat diintegrasikan kedalam konsepkebencanaan. Metode yang digunakan yaitu literature review dari perundang-undangan yangberkaitan dengan kebencanaan, hasil penelitian, modul, buku, buku panduan praktis. Selanjutnyadisadur melalui analisis konten yang berhubungan dengan kurikulum 2013 dan konsep bencana.Hasilnya menunjukkan bahwa terjadi perubahan paradigma penanggulangan bencana sebelum dansesudah terbit Undang-Undang Nomor 24 Tahun 2007 tentang Penanggulangan Bencana. Selanjutnyaditetapkan satu tema dari masing-masing kelas yang berkaitan dengan berpotensi dikembangkanuntuk materi kebencanaan berbasis kearifan lokal, diantaranya Kelas I, tema peristiwa alam. Kelas II,tema Keselamatan dirumah dan di perjalanan. Kelas III, tema Perubahan cuaca. Kelas IV, tema Peduliterhadap lingkungan hidup. Kelas V, tema Lingkungan sahabat kita. Kelas VI, tema Bumiku.
PENGEMBANGAN KURIKULUM SEJARAH KEBUDAYAAN ISLAM (SKI) DI MTSN KOTA BANDA ACEH Nurmawati; Sri Suyanta; Fadhillah
Jurnal Pendidikan Dasar Vol 12 No 02 (2021): JPD - Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.5 KB) | DOI: 10.21009/jpd.v12i02.25219

Abstract

In a formal educational institution , curriculum is an important point where the curriculum becomes a reference for things that must be achieved in every learning process. The curriculum in Indonesian education often undergoes various kinds of changes and is still centralized in which the Indonesian Education Institute focuses more on developed cities in Indonesia as a benchmark for developing the education curriculum in Indonesia. For Islamic Cultural History subjects, curriculum development is regulated directly by the Indonesian Ministry of Religion, the latest development occurred in 2019, where the KMA 183 and 184 curriculum were available. This curriculum encourages and provides rules on how to innovate in the implementation of the madrasa curriculum and provides a legal umbrella in the development of the distinctiveness of Madrasas, the development of character strengthening, Anti-Corruption Education and the Development of Religious Moderation in Madrasas. This study focuses on the development of the SKI curriculum in MTsN in Banda Aceh, the aim is to see how the implementation of the KMA 183 and 184 curriculum and what obstacles are experienced in implementing the curriculum. The results of the study found that the KMA 183 and 184 curriculum really helped students in understanding the material being taught, but some teachers still felt the need for guidance from a competent facilitator in order to be able to apply this curriculum optimally. The main obstacle felt was the lack of procurement of SKI books in accordance with the KMA 183 and 184 curriculum, so that many students did not have these books.
STRATEGI GURU DALAM MENGATASI KESULITAN BELAJAR MATEMATIKA PADA SISWA KELAS IV SD NEGERI SAMAHANI Fadhillah; Nisrina; Jatu Wahyu Wicaksono
Jurnal Pendidikan Dasar Vol 13 No 01 (2022): JPD - Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.248 KB)

Abstract

fields of science. There are students who can take their learning activities smoothly without experiencing difficulties, but on the other hand not a few students who actually learn to experience various difficulties. In particular, this study aims to describe the teacher's strategy in overcoming the difficulty of learning mathematics in students of grade IV of Samahani State Elementary School. The approach that will be used in this study is a qualitative approach with a descriptive type. The subjects in this study were grade IV teachers and 9 students of grade IV Samahani State Elementary School. Data collection techniques through observation, interviews, questionnaires and documentation. Data is analyzed using data reduction, data presentation, and conclusion withdrawal. Based on the research that has been carried out, it can be concluded that the factors that cause the onset of difficulty learning mathematics in students come from internal factors and external factors. (1) Internal factors of students, namely, things or circumstances that come from within the student himself include (a) the low intellectual / intellectual intelligence of the student. The strategy carried out by teachers in overcoming the difficulty of learning mathematics is by knowing or recognizing the weaknesses of students in the math material. (b) the unstable emotions and attitudes. The strategy carried out by teachers in overcoming the difficulty of learning mathematics is to encourage and motivate students who have difficulty in learning mathematics. (2) External factors of the student include all situations of the surrounding environment conditions that do not support the student's learning activities. (a) Family environment, the strategy carried out by teachers in overcoming math learning difficulties is to inform about the advantages and disadvantages of students, so that teachers can find solutions together with parents about what teachers can do at school and parents at home. (b) The community environment. The strategy carried out by teachers in overcoming math learning difficulties is to use learning media such as audio visual media, and (c) The school environment. The strategy carried out by teachers in overcoming the difficulty of learning mathematics is by providing tasks / exercises.
Co-Authors Ajat Sudrajat Almukarramah, Almukarramah Jatu Wahyu Wicaksono Nisrina Nurmawati Sri Suyanta