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All Journal GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Ilmiah Kanderang Tingang Bubungan Tinggi: Jurnal Pengabdian Masyarakat Bahana Pendidikan: Jurnal Pendidikan Sains
Suhartono Suhartono
Universitas Palangka Raya
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal Ilmiah Kanderang Tingang

 1 
Analisis Kemampuan Calon Guru Penggerak (CGP) Sebagai Pemimpin Pembelajaran Yang Menerapkan Prinsip Merdeka Belajar Saulim DT Hutahaen; Theo Jhoni Hartanto; Suhartono Suhartono; Dermawati S.
Jurnal Ilmiah Kanderang Tingang Vol 13 No 2 (2022): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v13i2.165

Abstract

The essence of independent learning is the freedom of teachers and students in the learning process. This freedom has not been experienced by teachers and students so far because teachers are more involved in the administration of education and learning. Teachers also do not understand the concept and its role in the policy of independent learning. The purpose of this study is to explain the concept and meaning of independent learning, the role of teachers in independent learning. The method used is the library method. Content analysis was used to analyze research data. The results of this study are (1) independent learning includes 4 policies, namely national standard school exams carried out by the school, minimum skill assessments and character surveys, simplification of lesson plans, zoning system for new student admissions; (2) the meaning of independent learning includes freedom of thought, freedom to innovate, independent and creative learning, freedom for happiness; (3) the role of teachers varies widely, including facilitators of independent learning, innovative and creative teachers, teachers with the characteristics of teachers, and driving teachers. Based on this explanation, this study concludes that understanding the meaning of independent learning and the role of teachers in independent learning helps teachers and students be more independent in thinking, more innovative and creative, and happy in learning activities. The six aspects of the Pancasila Student Profile must be owned by students and teachers in order to achieve the goal of Independent Learning. This is also the reason for the existence of the Motivating Teacher program because its establishment aims to fulfill these six aspects. The six aspects of the Pancasila Student Profile formulated by the Ministry of Education and Culture are: 1) Faithful, devoted to God Almighty and with Noble Morals, 2) Creative, 3) Mutual Cooperation, 4) Global Diversity, 5) Critical Reasoning, 6) Independent. A good teacher is a teacher with good performance but only in the classroom. They are able to improve student achievement, teach creatively and innovatively, and develop their own competence. Meanwhile, the role of the Motivating Teacher is not only limited to success in managing the class he or she is teaching. In addition to being a good teacher, a Motivating Teacher must also have the will to lead, innovate, and make changes. On this basis, Kejarcita is here to support teachers to become professional driving teachers.
Implementasi Aktivitas Laboratorium Persekolahan Berorientasi Prinsip Merdeka Belajar Sebagai Upaya Penguatan Profil Pelajar Pancasila Saulim DT Hutahaen; Theo Jhoni Hartanto; Suhartono
Jurnal Ilmiah Kanderang Tingang Vol 14 No 2 (2023): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v14i2.274

Abstract

This research aims to support government programs in order to strengthen the principle of independent learning as an effort to increase the profile of Pancasila students through school laboratories. The optimal implementation of the Pancasila Student Profile must be supported by serious facilities and implementation as well as the support of all parties involved in it. One of the practicum activities can add to the learning experience, where students directly interact with various tools and materials to observe all the accompanying symptoms. Practicum can also be said to be an educational method for learning and practicing all activities in the practicum process in the laboratory, not only involving practical tools and materials, but also must be equipped with supporting facilities so that the practicum can run well and safely. Based on this, we provide books that can be used as basic guidelines and guides for students to carry out practical work in the laboratory. This activity is seen as having implications for character building or individual resilience of students or students. The Pancasila Student Profile has the main goal of maintaining the noble values ​​and morals of the nation, readiness to become a world citizen, realizing social justice, and achieving 21st Century competence. In our daily spirit and attitude in the community or profession, we must have a Pancasila student profile. Students defined here are superior human resources who are lifelong students who have global competence and behave in accordance with Pancasila values. The results of this research show that the implementation of the Pancasila student profile in schools is still less than optimal and the implications for the formation of student character are very strong. So if the Pancasila student profile is optimized in its implementation at school, a Pancasila student character will be formed. A good teacher is a teacher who performs well, but only in the classroom. They are able to improve their students' achievements, teach creatively and innovatively, and develop their own competencies. Meanwhile, the role of the Driving Teacher is not only limited to success in managing the class they teach. Apart from being a good teacher, a Driving Teacher must also have the will to lead, innovate, make changes. On this basis, Kejarcita exists to support teachers to become professional driving teachers.
Co-Authors Abustan Agus Haryono Albi Pratama Aminuyati Annur Qadariah Aulia Rahman Citra Ariyanti Dermawati S. Enny Wijayanti Florentina Widiastuti Gunarjo S Budi Isnanny Artika Hariyanto Mohammad Anang Hermansyah Muhammad Nawir Mumammad Nawir Mutiara Amanah Nurul Khotimah Pri Ariadi Cahya Dinata Rahmadi Jaya Resha Handriani Saulim DT Hutahaean Saulim DT Hutahaen Theo Jhoni Hartanto