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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Dasar Setiabudhi MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Kalam Cendekia: Jurnal Ilmiah Kependidikan Al-Abyadh Jurnal Pengabdian Masyarakat PGSD Asghar: Journal of Children Studies Journal of Islamic Education for Early Childhood Pratama Widya: Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan Dasar Setiabudhi Lensa Pendas
Deri Hendriawan
Universitas Pendidikan Indonesai
Religion Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Permainan Roblox sebagai Ruang Kolaborasi Virtual Anak Usia 4-5 Tahun: Kajian Sosiokultural Vygotsky Arin Auliani Hamel; Deri Hendriawan; Roby Naufal Arzaqi
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 2 (2026): Desember In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i2.2568

Abstract

Penggunaan Roblox sebagai ruang kolaborasi virtual pada anak usia dini semakin meningkat, namun kajian mengenai pengalaman anak usia 4-5 tahun dalam perspektif teori sosiokultural Vygotsky masih terbatas. Penelitian ini bertujuan menganalisis pengalaman anak usia 4-5 tahun dalam menggunakan permainan teamwork Obby pada platform Roblox sebagai ruang kolaborasi virtual berdasarkan perspektif teori sosiokultural Vygotsky. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus terhadap dua anak usia 4-5 tahun sebagai partisipan dan dua orang tua sebagai informan. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan analisis tematik dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa teamwork Obby memfasilitasi interaksi sosial, kolaborasi, penggunaan bahasa sebagai alat berpikir, serta proses scaffolding, Zone of Proximal Development (ZPD), dan internalisasi selama aktivitas bermain. Temuan ini menunjukkan bahwa Roblox berpotensi menjadi ruang kolaborasi virtual yang mendukung proses belajar sosial anak usia dini. Penelitian ini memberikan kontribusi empiris terhadap penerapan teori sosiokultural Vygotsky dalam konteks permainan digital serta menjadi rujukan bagi orang tua dan pendidik dalam memanfaatkan Roblox secara terarah dan didampingi.
STRATEGI ADAPTASI INDIKATOR PEMBELAJARAN MATEMATIKA MATERI BILANGAN BERBASIS PROGRAM PENDIDIKAN INDIVIDUAL PADA KURIKULUM MERDEKA BAGI SISWA TUNAGRAHITA KELAS V DI SEKOLAH DASAR INKLUSI Nurhayati, Eti; Effy Mulyasari; Deri Hendriawan; Yuli Andriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51337

Abstract

Inclusive education provides equal opportunities for all students to receive educational services that align with their individual needs and characteristics. However, in practice, students with intellectual disabilities in inclusive elementary schools often face difficulties in learning mathematics because the learning indicators used are generally based on the achievement standards of regular students. Furthermore, limited teacher competence in curriculum adaptation and the lack of collaboration between schools and parents have resulted in the learning needs of students with intellectual disabilities not being optimally addressed. This study aims to formulate a strategy for adapting mathematics learning indicators on the topic of numbers based on the Individualized Education Program (IEP) within the Merdeka Curriculum for fifth-grade students with intellectual disabilities in inclusive elementary schools. The study employed a qualitative approach using a case study method. Data were collected through observations, interviews, and document analysis. The findings indicate that the adaptation of learning indicators was carried out through modifying the complexity level of the material, simplifying learning objectives, utilizing concrete learning media, adjusting instructional methods, and involving parents in the implementation of the Individualized Education Program. Learning indicators designed based on students’ actual abilities were found to improve their participation and understanding of number concepts. Therefore, the development of flexible and individualized learning indicators is an important strategy for supporting successful mathematics learning among students with intellectual disabilities in inclusive elementary schools.
PENGARUH PENGEMBANGAN KURIKULUM BERBASIS KARAKTER TERHADAP SIKAP DISIPLIN SISWA SEKOLAH DASAR Tuti Alawiyah; Effy Mulyasari; Deri Hendriawan; Devi Oktavini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52896

Abstract

This study aims to analyze the effect of character-based curriculum development on the disciplinary attitudes of elementary school students. The background of this research is based on the importance of character education in shaping students' disciplined behavior from an early age. Character-based curriculum development is expected to instill positive values such as responsibility, discipline, honesty, and compliance with school regulations. This study employed a quantitative approach using a survey method. The research population consisted of elementary school students, while the sample was selected using a purposive sampling technique. Data were collected through questionnaires, observations, and documentation. The data were analyzed using simple regression analysis to determine the effect of character-based curriculum development on students' disciplinary attitudes. The results indicate that character-based curriculum development has a positive and significant effect on the disciplinary attitudes of elementary school students. The better the implementation of a character-based curriculum, the higher the level of student discipline in participating in learning activities and complying with school rules. This study is expected to serve as a reference for schools and educators in developing curricula that are not only academically oriented but also focused on the character development of students.
INOVASI KURIKULUM PENDIDIKAN DASAR MELALUI PENDEKATAN FUN LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK Nurwidianing, Susan; Effy Mulyasari; Deri Hendriawan; Tazkiyatul Muna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53697

Abstract

21st-century learning demands innovative learning methods that can increase student engagement in the learning process. One approach relevant to these demands is the fun learning method, a learning method that emphasizes a fun, interactive, and student-centered learning atmosphere. This study aims to describe the implementation of the fun learning method as a 21st-century learning innovation in increasing student engagement. This study uses a qualitative approach with students and teachers at the elementary education level as research subjects. This study uses a qualitative method that involves an in-depth understanding of the phenomena being studied by examining each case in detail. The nature of the problems being studied can vary, and to ensure the success of qualitative research, accurate and complete data collection is required, both in the form of primary data and secondary data. The research results show that the implementation of the fun learning method can create a more engaging learning atmosphere, increase active student participation, and encourage their involvement in asking questions, discussing, and collaborating during the learning process. Furthermore, this method also helps teachers develop creative and innovative learning in accordance with the characteristics of 21st-century learning. Thus, it can be concluded that the fun learning method is an effective learning innovation in increasing student activeness and supporting the achievement of 21st-century learning objectives.
EVALUASI LANDASAN ILMU PENGETAHUAN DALAM PENGEMBANGAN KURIKULUM BERBASIS KOMPETENSI PADA PENDIDIKAN DASAR Andriani, Yuli; Effy Mulyasari; Deri Hendriawan; Eti Nurhayati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.65608

Abstract

The  competency-based  curriculum  represents  an  educational  framework  that  aims  to  foster  students  understanding,  abilities,  and  values  in  a  holistic  manner.  Creating  such  a  curriculum  relies  heavily  on  scientific  principles  that  provide  the  foundation  for  establishing  learning  goals,  subject  matter,  instructional  strategies,  and  evaluation  techniques.  This  investigation  seeks  to  examine  how  scientific  principles  contribute  to  designing  a  competency-based  curriculum  for  primary  education.  The  study  uses  a  library  research  approach  by  examining  and  interpreting  related  materials  such  as  books,  scholarly  articles,  curriculum  frameworks,  and  educational  regulations.  The  results  demonstrate  that  scientific  principles  are  vital  in  maintaining  curriculum  content  that  aligns  with  developments  in  science,  technology,  and  societal  demands.  They  also  aid  in  cultivating  analytical  thinking,  problem-solving  capabilities,  and  continuous  that  aligns  with  developments  in  science,  technology,  and  societal  demands.  learning  among  learners.  Nevertheless,  incorporating  scientific  principles  into  curriculum  design  presents  various  obstacles,  such  as  the  disconnect  between  theoretical  ideas  and  actual  teaching  methods,  insufficient  teacher  expertise,  and  the  swift  rate  of  scientific  and  technological  advancements.  Consequently,  ongoing  curriculum  assessment  and  refinement  are  required  to  preserve  its  appropriateness  and  success  in  accomplishing  educational  objectives.  The  study  determines  that  reinforcing  scientific  principles  is  crucial  for  improving  the  quality  of  competency-based  curriculum  execution  in  primary  education.
Co-Authors Aang Fuad Hasan Aflah Andiya Agung Setyo Sasongko Amanda Deswita Maharani Anderi Putri Ramadhani Arin Auliani Hamel Arzaqi, Roby Naufal Aulia Nurhasanah Aulia Robiah Adawiah Azumah Lola Safira Devi Oktavini Dini Putri Pratiwi Dwi Indah Anggraini Effy Mulyasari Eti Nurhayati Fany Depita Maharani Gita Novia Himawan Prasetiyo Ida Triwahyuni Iik Nurulpaik Indri Ramahwanti Irens Sadin Lea Sartika M Rezki Said Muhammad Nurshalim Narpati Zayni Khalis Nenden Sundari NurBerlianty Silalahi Nurhelina Risma Sari Nuroniah, Pepi Nurwidianing, Susan Putri Nur Aliya Rizkia Ramadhania Nurbani Roaa Aldwaik Robiatin Awani Sabrina Rahma Talitha Salsabila Zahra Ayesha Sardin Shafa Aninda Widyadhana Siti Annidatul Islamiyah Susan Nurwidianing Syaputri, Amelya Ayu Tarigan, Daniel Julianto Tazkiyatul Muna Tressa Linanda Tuti Alawiyah Usmaedi Usmaedi Usmaedi Usmaedi, Usmaedi Yuli Andriani Zahra Ulum Raisa