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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Mimbar Ilmu JTP - Jurnal Teknologi Pendidikan Jurnal Ilmu Multidisplin Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan
Bunyamin Maftuh
Universitas Pendidikan Indonesia, Bandung, Indonesia
Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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What do Elementary School Teachers Think About 6Cs? Poppy Anggraeni; Dadang Sunendar; Bunyamin Maftuh; Wahyu Sopandi; Ryan Dwi Puspita
Mimbar Ilmu Vol. 28 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v28i1.55857

Abstract

21st-century skills are very important to be instilled in every learning process in elementary schools. Teachers must have the view that is instilling the 6 Cs. This study aims to analyze elementary school teachers' perceptions regarding 21st-century skills, especially the 6 Cs in learning in elementary schools. The method used in this research is the descriptive method. The research subjects were obtained randomly, namely as many as 71 elementary school teachers. The research instrument used a questionnaire in the form of a Google form. The data obtained were then analyzed, and the categories were determined. The results showed that elementary school teachers' perceptions of the knowledge aspect, namely 21st-century skills, must be owned and instilled in students in the 21st century, which is very high. In the aspect of understanding, the teacher's perception of the reasons for the importance of the 6 Cs instilling in elementary school students is also very high. In the implementation aspect, teachers have a high perception of instilling the 6 Cs in elementary school learning, either through innovative learning models or through interactive learning media.
DEVELOPMENT OF THE 6Cs EMERGENCE MEASUREMENT INSTRUMENTS IN ELEMENTARY SCHOOLS Poppy Anggraeni; Dadang Sunendar; Bunyamin Maftuh; Wahyu Sopandi
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 12, No 4 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.9777

Abstract

The instrument for measuring the emergence of 6Cs in learning at elementary schools is an instrument developed to measure the emergence of character, critical thinking, creativity, citizenship, collaboration, and communication in learning planning and learning implementation at elementary schools. The purpose of the research in this paper is to analyze the instrument validity that has been developed to measure the emergence of 6Cs in learning planning and implementation at elementary schools and to describe the copyrighting of a validated instrument. The research method uses the Research and Development of the ADDIE model, which consists of analyzing, designing, developing, implementing, and evaluating stages. Instrument validation was carried out by four experts. Instruments that have been validated were subsequently revised based on the suggestions for improvement and calculated the validity percentage and validity level. The results indicate that the instrument for measuring the emergence of 6Cs in learning planning at elementary schools had a validity percentage of 97.74% with a very valid validity level. The instrument for measuring the emergence of 6Cs in learning implementation at elementary schools had a validity percentage of 94.41% with a level very valid validity likewise. The results of the validation and this instrument copyright can be a reference to measure the quality of learning planning and implementation so that it can improve the learning quality in elementary schools, especially related to the learning that can facilitate the development of 6Cs.  
Tantangan dan Peluang Pendidikan Karakter Disiplin di Sekolah Dasar untuk Siswa dari Keluarga Broken Home: Tinjauan Akademik Artikel Via Nurafiati Astuti; Bunyamin Maftuh; Yadi Ruyadi; Ganjar Muhammad Ganeswara; Abih Gumelar
Jurnal Ilmu Multidisiplin Vol. 4 No. 5 (2025): Jurnal Ilmu Multidisplin (Desember 2025 - Januari 2026)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jim.v4i5.1509

Abstract

Pendidikan karakter disiplin menjadi fondasi penting dalam pembentukan kepribadian siswa sekolah dasar, terutama bagi mereka yang tumbuh dalam lingkungan keluarga broken home yang cenderung kurang memberikan kontrol dan teladan moral. Artikel ini merupakan review sistematis terhadap penelitian-penelitian terindeks SINTA-2 yang membahas pendidikan karakter disiplin pada konteks sekolah dasar selama periode 2018–2025. Penelusuran dilakukan melalui database SINTA, Garuda, dan Google Scholar dengan kata kunci “pendidikan karakter”, “disiplin”, “broken home”, dan “sekolah dasar”. Dari 22 artikel yang teridentifikasi, tujuh artikel memenuhi kriteria inklusi dan dianalisis secara tematik. Hasil tinjauan menunjukkan dua tema utama, yaitu (1) tantangan penerapan pendidikan karakter disiplin yang meliputi lemahnya dukungan keluarga, rendahnya stabilitas emosi siswa, dan keterbatasan strategi pedagogis guru, serta (2) peluang penguatan karakter melalui pembelajaran berbasis nilai, keteladanan guru, dan konseling empatik di sekolah. Kajian ini menegaskan pentingnya kolaborasi antara sekolah, keluarga, dan masyarakat dalam membangun ekosistem pendidikan karakter yang berkelanjutan bagi siswa dari keluarga broken home. Temuan ini berimplikasi pada perlunya model pendidikan karakter yang lebih kontekstual, adaptif, dan humanistik di tingkat sekolah dasar.
DEVELOPMENT OF THE 6Cs EMERGENCE MEASUREMENT INSTRUMENTS IN ELEMENTARY SCHOOLS Poppy Anggraeni; Dadang Sunendar; Bunyamin Maftuh; Wahyu Sopandi
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 4 (2023): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.9777

Abstract

The instrument for measuring the emergence of 6Cs in learning at elementary schools is an instrument developed to measure the emergence of character, critical thinking, creativity, citizenship, collaboration, and communication in learning planning and learning implementation at elementary schools. The purpose of the research in this paper is to analyze the instrument validity that has been developed to measure the emergence of 6Cs in learning planning and implementation at elementary schools and to describe the copyrighting of a validated instrument. The research method uses the Research and Development of the ADDIE model, which consists of analyzing, designing, developing, implementing, and evaluating stages. Instrument validation was carried out by four experts. Instruments that have been validated were subsequently revised based on the suggestions for improvement and calculated the validity percentage and validity level. The results indicate that the instrument for measuring the emergence of 6Cs in learning planning at elementary schools had a validity percentage of 97.74% with a very valid validity level. The instrument for measuring the emergence of 6Cs in learning implementation at elementary schools had a validity percentage of 94.41% with a level very valid validity likewise. The results of the validation and this instrument copyright can be a reference to measure the quality of learning planning and implementation so that it can improve the learning quality in elementary schools, especially related to the learning that can facilitate the development of 6Cs.
Cultural Heritage and Intergenerational Value Transmission: Waruga as a Sociocultural Learning Space in Minahasan Society Siti Fathimah; Ferdinand Kerebungu; Bunyamin Maftuh; Qurratul Aini
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 2 (2026): June
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i2.3438

Abstract

This study aims to analyze the sociocultural values ??transmitted through Waruga and explain its role as a cultural learning space in Minahasa society. The study uses Spradley's ethnographic approach with research stages including participant observation, interviews, and documentation. Data collection was conducted at several Waruga sites in Minahasa, including Benteng Moraya Tondano, Waruga Mamarimbing, Waruga Kiwa, Waruga Timbukar, and the Minahasa Regent's Office area. The results show that Waruga not only functions as a traditional burial site, but also as a transmission of spiritual values, social values, and cultural identity values. These values ??are transmitted through family narratives, ancestral veneration rituals, ornamental symbols, cultural practices, and social interactions within the community. The research findings also indicate that Waruga has great potential to be developed as a source of sociological learning based on local wisdom to strengthen cultural literacy, identity awareness, and cultural preservation amidst the challenges of modernization and globalization. Thus, Waruga can be understood as a living cultural heritage that plays a role in maintaining the sustainability of the cultural values ??and identity of the Minahasa people.
Quantitative Descriptive Analysis of the Potential for Implementing Open and Distance Learning in Senior and Vocational High Schools Mastur; Bunyamin Maftuh; Sarbaini; Encep Syarief Nurdin; Hamsi Mansur
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.62617

Abstract

quality gaps despite a Gross Enrollment Rate (GER) of 98.10%. Geographic barriers, economic constraints, and unequal teacher distribution underscore the need for alternative delivery models. This study assessed the potential implementation of Open Schooling and Distance Learning for senior and vocational high schools in South Kalimantan. Using a quantitative descriptive design, data were collected from principal and teacher questionnaires, facility observations at 30 Learning Activity Centers, and document review of GER, Net Enrollment Rate (NER), and the national Education Data System (Dapodik). Descriptive statistics (mean, percentage, and frequency) showed that major barriers were limited digital infrastructure, substandard teacher–student ratios, and weak local regulations. Nevertheless, 77% of teachers supported the open/PJJ model, and most schools demonstrated adequate information and communication technology (ICT) readiness, indicating high feasibility. The novelty of this study lies in combining stakeholder perceptions, school ICT readiness, and learning activity centers conditions to map provincial-level implementation feasibility. The findings provide evidence for provincial policymaking, particularly in developing regulations, strengthening ICT infrastructure, and expanding learning activity centers in remote areas to improve equity, reduce dropout rates, and support high-quality 12-year compulsory education.
Transformation of High School or Vocational School Teacher Competencies in the Era of Society 5.0 Syahlan Mattiro; Mastur; Hamsi Mansur; Bunyamin Maftuh; Encep Syarief Nurdin
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i1.66124

Abstract

The era of Society 5.0 requires education systems to integrate digital technology and artificial intelligence (AI), positioning teachers as key actors in adaptive and innovative learning. This study aims to describe the performance and competencies of senior high school and vocational school teachers in South Kalimantan Province. A descriptive quantitative design was employed involving 279 teachers and 2,280 students from 30 purposively selected schools representing diverse geographical areas. The main variables measured include teachers’ competence in (1) planning learning (formulating objectives, developing teaching materials, selecting methods and media), (2) implementing learning, (3) evaluating learning outcomes, and (4) utilizing ICT-based learning media. Data were collected using structured questionnaires, observations, and documentation, and analyzed through descriptive statistics (percentage, frequency distribution, mean, median, and mode). The findings show that teacher competence is generally in the “adequate” category. Specifically, 39.4% of teachers are categorized as adequate in formulating learning objectives, 38.4% in selecting learning methods and strategies, and 41.2% in aligning methods with students’ cognitive, affective, and psychomotor development. These results indicate that although teachers have met basic competency standards, their ability to integrate digital technology into pedagogy remains suboptimal. Therefore, systematic and continuous efforts such as applied ICT-based training, mentoring, and strategic collaboration with universities and industry are essential to strengthen teachers’ pedagogical and technological competencies in supporting sustainable educational transformation.
Co-Authors Abih Gumelar Anggraeni, Poppy Dadang Sunendar Encep Syarief Nurdin Ferdinand Kerebungu Ganjar Muhammad Ganeswara Hamsi Mansur Hamsi Mansur Mastur Qurratul Aini Ryan Dwi Puspita Sarbaini Siti Fathimah Syahlan Mattiro Via Nurafiati Astuti Wahyu Sopandi Yadi Ruyadi