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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Prima Edukasia NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Jurnal Ilmiah Sekolah Dasar Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pengabdian UNDIKMA International journal of education and learning
Agung Hastomo
Department Of Primary Teacher Education, Yogyakarta State University, Yogyakarta, 16143
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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The implementation of independent curriculum on mover schools Setiawan Edi Wibowo; Bambang Saptono; Agung Hastomo; Herwin Herwin; Amalia Rizki Ardiansyah
International Journal of Education and Learning Vol 4, No 3: December 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i3.925

Abstract

This research aims to describe the implementation of independent curriculum-based learning in mover schools. This research used a qualitative approach. The type of research used is phenomenology. The subjects of this study were selected based on purposive considerations. The participants of this study were targeted representatives of principals, teachers, students, and the relevant communities. Data collection in this study was carried out using interviews, observations, and documentation. The data was collected based on the needs of the research topic, namely independent curriculum-based learning in mover schools. The data of this study were analyzed using qualitative analysis techniques in the form of interactive analysis. The results of this study, one of the driving schools has implemented an independent curriculum. This can be seen from several key aspects of the independent curriculum, namely 1) the flow of learning objectives, 2) learning scenarios, 3) learning media that contain elements of TPACK, 4) Student Worksheets, and 5) the evaluation used. This can be used as a reference in the implementation of the independent curriculum, which in several schools is still trying to find the best pattern in its application in order to achieve the desired educational and learning goals.
The Development of Educational Practice Lecture Models to Prepare Adaptive and Innovative 21st-Century Primary School Teachers Hastomo, Agung
Jurnal Prima Edukasia Vol 12, No 2 (2024): July 2024
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v12i2.51053

Abstract

This research aims to develop a teaching model that combines problem-based educational methods with local culture and Technological Pedagogical Content Knowledge (TPACK) to train future primary school teachers who are adaptable and creative in the 21st century. The development model employed encompasses the subsequent phases: (1) preparatory stage, (2) prototype stage, and (3) assessment stage (Nieveen et al., 2016). The quality of the problem-based PK lecture model, which incorporates local culture and TPACK, is assessed based on its validity, practicality, and effectiveness (Francisca, 2017; Santi Santosa, 2016). The development of the model includes the collaboration of two professionals, specifically curriculum experts and learning experts, together with the participation of five students who conduct practical knowledge (PK) activities in five elementary schools. The experimental trial consisted of 20 students who conducted instructional activities in 20 primary schools. The research and development findings indicate that the implementation of the PK lecture model has a feasibility rate of 91%, placing it in the outstanding category. Additionally, this learning model enhances students' competence and effectively improves learning outcomes in educational practices. Moreover, the model fosters a learning environment that integrates local culture and TPACK, equipping prospective elementary school teachers with adaptability and innovation skills for the 21st century.
The Challenges of Implementing the Independent Curriculum in Indonesian Language Learning in Elementary School High Classes Setiawan Edi Wibowo; Bambang Saptono; Agung Hastomo; Herwin; Amalia Rizki Ardiansyah
Jurnal Ilmiah Sekolah Dasar Vol 7 No 3 (2023): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v7i3.59167

Abstract

The confusion in the independent curriculum started from the teachers' need to understand the learning outcomes set by the government. It also impacts their multiple interpretations of the preparation of learning tools and their embodiment in their respective classes. Therefore, this study aims to analyze the application of the independent curriculum in higher grades, especially in implementing the project-based learning model in Indonesian subjects. This research is a phenomenological qualitative research. The research subjects were selected based on purposive considerations. The selection of informants used knowledge and competency criteria related to the application of project-based learning to the prototype curriculum in driving schools in Yogyakarta. Data collection techniques used are observation and documentation. At the same time, the data analysis technique uses qualitative-interactive analysis techniques. The results of this study indicate that the problem of implementing the independent curriculum in the upper grades of elementary schools is the problem of the flow of learning objectives that occurs in the adaptation of teachers from implementing the 2013 curriculum to an independent curriculum. Several problems in implementing the independent curriculum in Indonesian language learning in elementary school high grades, namely problems in aspects of the flow of learning objectives, problems in learning scenarios, and problems in student worksheets.
Interactive PowerPoint Development to Improve Elementary Grade II Students’ Initial Reading Skills Ayu Nurwindasari; Wibowo, Setiawan Edi; Hastomo, Agung
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 1 (2025): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i1.87024

Abstract

Low early reading skills in elementary school second-grade students are a major challenge in primary education because it has an impact on the development of advanced literacy. This study aims to develop and evaluate the feasibility of interactive PowerPoint media to improve the beginning reading skills of elementary school second graders. This research is a research and development research that refers to the Borg and Gall model, with seven stages: research and information gathering, planning, initial product development, initial field trial, product revision, main field trial, and final product revision. The subjects in the initial field trial consisted of three students and one teacher, while the main field trial involved twelve students and one teacher. Data collection techniques include interviews, observations, and questionnaires, with quantitative data analysis. The validation results from the material experts showed an average score of 4.81 and from the media expert of 4.625. The initial field trial obtained a score of 4.93 from the teacher and 4.78 from the student, while the main field trial obtained a score of 4.93 from the teacher and 4.86 from the student. The interactive PowerPoint media developed is considered suitable for use in early reading learning, with the advantages of attractive visuals, simple text, interactive animations, and evaluative quizzes that increase student engagement. The conclusion of this study states that the media developed meets the standards of validity and feasibility without the need for further revision. The implication is that interactive PowerPoint can be an innovative alternative in basic literacy learning that is adaptive, interesting, and supports the implementation of the technology-based Independent Curriculum.
Implementasi Program Sabtu Budaya dalam Membentuk Sikap Sosial dan Karakter Cinta Tanah Air Siswa di SDN 1 Peresak Al Rasyid, Afief Ma'ruf; Hastomo, Agung
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 6 No. 4 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Juni - Juli 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i4.4926

Abstract

Penelitian ini bertujuan untuk: 1) mengetahui bagaimana implementasi Program Sabtu Budaya dalam membentuk sikap sosial dan karakter cinta tanah air siswa di SDN 1 Peresak; 2) mengungkap faktor pendukung dan penghambat Program Sabtu Budaya dalam membentuk sikap sosial dan karakter cinta tanah air siswa di SDN 1 Peresak; dan 3) memperoleh informasi mengenai upaya yang dilakukan untuk mengatasi hambatan Program Sabtu Budaya dalam membentuk sikap sosial dan karakter cinta tanah air siswa di SDN 1 Peresak. Penelitian ini menggunakan metode pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian ini adalah kepala sekolah, guru kelas, siswa dan orang tua wali siswa. Penelitian ini dilaksanakan di SDN 1 Peresak. Teknik pengumpulan data menggunakan observasi, wawancara, dan studi dokumentasi. Teknik analisis data yang digunakan adalah coding dengan tahapan open cooding, axial coding, selective coding, dan tematisasi. Keabsahan data dilakukan dengan triangulasi dan tanya jawab sesama rekan. Hasil penelitian ini menunjukkan bahwa: (1) implementasi Program Sabtu Budaya di SDN 1 Peresak dalam membentuk sikap sosial dan karakter cinta tanah air siswa melalui beberapa tahapan pelaksanaan, yaitu: a) perencanaan, yang meliputi rapat kerja dan penentuan jadwal pelaksanaan program, b) pelaksanaan, yang mencakup kegiatan seperti mengenakan baju adat, gotong royong, begibung, menyanyikan lagu wajib dan daerah, menari tarian tradisional, serta peresean, dan c) evaluasi, yang dilakukan dengan refleksi bersama dan pemberian reward; (2) faktor pendukung implementasi Program Sabtu Budaya meliputi peran kepala sekolah, guru yang membimbing dan mengarahkan, serta dukungan orang tua wali siswa yang menyediakan fasilitas dan mendukung kelancaran kegiatan. Hambatan yang dihadapi antara lain adalah kurangnya kesadaran diri pada sebagian kecil siswa, tidak adanya panduan yang jelas, serta keterbatasan waktu dalam pelaksanaan kegiatan; dan (3) upaya mengatasi hambatan dalam Program Sabtu Budaya dilakukan dengan penyediaan fasilitas pendukung oleh sekolah, komunikasi yang intens antara guru dan orang tua siswa, serta peningkatan minat guru melalui workshop, seminar, dan pelatihan terkait Program Sabtu Budaya.
Gender-Based Mathematics Anxiety: Strategies for Teachers to Foster Confidence and Inclusion Beteno, Septrisno; Hastomo, Agung; Hadi, Najmul
Numerical: Jurnal Matematika dan Pendidikan Matematika VOL. 9 NO. 1 (2025)
Publisher : Universitas Ma'arif Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v9i1.6348

Abstract

This study aims to examine how teachers address students' mathematics anxiety from a gender perspective at a public high school in Mataram. Employing a qualitative approach with a case study design, this research involves in-depth interviews and document analysis. The participants include mathematics teachers and students who experience varying levels of mathematics anxiety. The research process encompasses participant selection, instrument preparation and validation, data collection through interviews regarding teachers' strategies for managing mathematics anxiety, data analysis, triangulation, and interpretation. The findings reveal that teachers implement several key strategies, including fostering a supportive and inclusive learning environment, utilizing collaborative and differentiated instruction, integrating technology, and providing gender-sensitive feedback. These strategies have proven effective in reducing students' anxiety and increasing their confidence in mathematics learning. The study highlights the crucial role of teachers in mitigating mathematics anxiety and promoting equitable learning experiences. Future research could explore the impact of these strategies in different educational settings and examine additional factors influencing mathematics anxiety from a broader perspective.
Assistance in the Adoption of the Kurikulum Merdeka at Elementary School 1 Padokan Yogyakarta Supartinah Supartinah; Irfan Wahyu Prananto; Sekar Purbarini Kawuryan; Agung Hastomo; Anwar Senen
Jurnal Pengabdian UNDIKMA Vol. 4 No. 2 (2023): May
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v4i2.7071

Abstract

This community service activity program aims to increase partner schools' capacity to welcome the implementation of the independent curriculum at Padokan 1 Public Elementary School. The methods for implementing community service activities were workshops and assistance in product preparation. The products developed were Formulation of Learning Objectives Flow (ATP) and Learning Objectives (TP), learning modules, and assessment sheets. The target of the activity was sixteen teachers at Padokan 1 Elementary School. The analysis started with the program's preparation, implementation, and evaluation. The results of this activity program were the Learning Objectives (ATP) and Learning Objectives (TP) Flowcharts, learning modules, and assessment sheets. The results showed that this program was feasible and follows the needs of the target schools. Teachers at partner schools at least had an idea of what to do in welcoming the implementation of the independent curriculum at partner schools. The set was well structured as a product of the training. Thus, the partner schools at least have the confidence to welcome the implementation of the independent curriculum.
Co-Authors Al Rasyid, Afief Ma'ruf Amalia Rizki Ardiansyah Anwar Senen Ayu Nurwindasari Bambang Saptono Beteno, Septrisno Hadi, Najmul Herwin Irfan Wahyu Prananto Sekar Purbarini Kawuryan Setiawan Edi Wibowo Supartinah -