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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Journal on Education SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktika: Jurnal Kependidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat TANGGAP : Jurnal Riset dan Inovasi Pendidikan Dasar Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Cakrawala Pendas Jurnal Pendidikan Transformatif Journal of Innovation and Research in Primary Education Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Lencana: Jurnal Inovasi Ilmu Pendidikan CENDEKIA PENDIDIKAN Jurnal Konseling Pendidikan Islam Cendikia Pendidikan Academicus Jurnal Penelitian Pendidikan Indonesia (JPPI) Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Civilia: Jurnal Kajian Hukum dan Pendidikan Kewarganegaraan
Ari Metalin Ika Puspita
Universitas Negeri Surabaya
Arts Humanities Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Peran Platform Merdeka Mengajar (PMM) dalam Mendukung Kesiapan Guru untuk Implementasi Kurikulum Merdeka: Tinjauan Literature Review Fafi Ro’fah; Ganes Gunansyah; Fafi Ro’fah; Ganes Gunansyah; Ari Metalin Ika Puspita
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i1.2025.1

Abstract

Penelitian ini bertujuan untuk menganalisis penggunaan PMM dalam kesiapan guru untuk menerapkan Kurikulum Merdeka. Platform ini diluncurkan oleh Kementerian Pendidikan Dasar dan Menengah (Kemendikdasmen) sebagai upaya untuk mendukung guru dalam memahami dan mengimplementasikan kurikulum baru yang memberikan otonomi lebih kepada lembaga pendidikan. Pendekatan ini menggunakan Systematic Literature Review (SLR), dengan melibatkan 13 artikel relevan tahun 2023-2024. Hasil penelitian menunjukkan bahwa PMM memiliki peran signifikan dalam meningkatkan kompetensi guru, namun masih terdapat kendala dalam pemanfaatannya, seperti kurangnya pemahaman terhadap fitur-fitur yang tersedia, keterbatasan akses teknologi, serta waktu yang terbatas untuk belajar. Dari analisis, ditemukan bahwa peningkatan kompetensi guru melalui pelatihan mandiri dan In House Training (IHT) menjadi solusi dalam mengatasi kendala tersebut. Selain itu, dukungan dari kepala sekolah dan dinas pendidikan juga sangat penting untuk memotivasi guru dalam memanfaatkan PMM secara optimal. Manfaat penggunaan PMM tidak hanya meningkatkan kompetensi guru, tetapi juga berdampak positif terhadap kualitas pembelajaran siswa dan pengembangan profesional berkelanjutan. Kesimpulan dari penelitian ini bahwa kesiapan guru sangat penting dalam menghadapi perubahan kurikulum dan merekomendasikan perlunya pelatihan serta dukungan institusional untuk meningkatkan efektivitas implementasi Kurikulum Merdeka.
PELATIHAN GURU SD BERBASIS NILAI KEBERAGAMAN UNTUK PENGUATAN PEMBELAJARAN PENDIDIKAN PANCASILA Maretha Dellarosa; Vicky Dwi Wicaksono; Hendrik Pandu Paksi; Ari Metalin Ika Puspita; Caesaria Primananda Wiedy; Cindy Cynthia Devi
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 6 No 1 (2026): Volume 6, Nomor 1, Januari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v6n1.p34-39

Abstract

Intolerance is a social issue that poses a major challenge in many countries, especially multicultural ones. Many factors contribute, particularly the lack of relevant examples of practices by society regarding diversity and an education system that does not accommodate discussions about differences. Therefore, educational institutions play a crucial role in creating a harmonious social environment. Training programs to appreciate the value of diversity, particularly in Pancasila Education, are crucial because they impact the development of national character. To achieve this goal, teachers play a key role in preparing students to interact in social environments. Teachers are expected to contribute to building a harmonious social environment that fosters mutual respect for differences. The training, held in Pacitan Regency, East Java, attracted 13 participants. It consisted of three stages: preparation, implementation, and evaluation. The training methods used were lectures, discussions, and questions and answers. The training results showed that participants had a relevant understanding of diversity. Furthermore, they successfully designed programs related to diversity appreciation that can be implemented in their respective classrooms.
Persfektif, Kontribusi, dan Dukungan Mahasiswa dalam Wawasan Nusantara, Geopolitik Indonesia Gunawan Santoso; Dhilla Adhika Prawesti; Rida Wulandari; Mochammad Ja’far Sodiq; Ari Metalin Ika Puspita
Jurnal Pendidikan Transformatif (JPT) Vol. 2 No. 6 (2023): Desember 2023
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v2i5.1047

Abstract

Wawasan Nusantara merupakan konsep geopolitik di Indonesia yang menekankan akan pentingnya pemahaman dan pemanfaatan mengenai sumber daya alam, budaya, serta potensi yang ada di wilayah kepulauan. Dengan hal tersebut penelitian ini bertujuan sebagai berikut: 1) mengetahui pemahaman tentang wawasan nusantara di kalangan mahasiswa, 2) mengetahui pemikiran mahasiswa terkait geopolitik pada era sekarang, 3) serta mengetahui perwujudan wawasan nusantara sebagai geopolitik di Indonesia. Untuk mencapai tujuan tersebut maka peneliti menggunakan penelitian kualitatif deskriptif dalam pengumpulan data ialah berupa observasi dan wawancara di salah satu mahasiswa. Data yang didapat dari hasil penelitian ini adalah 1) pemahaman wawasan nusantara sangat penting dan harus disadari bagi setiap orang, khususnya bagi generasi muda saat ini, 2) Masyarakat Indonesia seharusnya meningkatkan kesadaran dan pemahaman tentang geopolitik melalui pendidikan dan informasi yang mudah diakses, 3) wawasan nusantara merupakan konsep geopolitik yang penting di Indonesia, wawasan nusantara mencerminkan pemahaman Indonesia tentang peran dan posisinya dalam geopolitik regional dan global.
Kontribusi Masyarakat dalam Perspektif Ketahanan Nasional Indonesia di Era Digital Mariska Dwi Amanda; Gunawan Santoso; Ari Metalin Ika Puspita; Frischa Amalia Imanda
Jurnal Pendidikan Transformatif (JPT) Vol. 2 No. 6 (2023): Desember 2023
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v2i5.1049

Abstract

Untuk menjamin kelangsungan ekonomi nasional Indonesia dan Negara Kesatuan Republik Indonesia sesuai dengan Pancasila dan Undang-Undang Dasar 1945, ketahanan nasional dapat memperkuat negara secara langsung dan tidak langsung dalam mengatasi berbagai masalah dan kegiatan yang membahayakan kedaulatan negara, baik di dalam maupun di luar. Fokus penelitian adalah mengatasi ancaman, tantangan, hambatan, dan gangguan (AGHT). Tujuan penelitian ini adalah untuk menganalisis Ketahanan Nasional Indonesia, jadi penelitian ini menggunakan jenis penelitian deskriftif dengan pendekatan kualitatif. Menurut tujuan penelitian, metode kualitatif bertujuan untuk memahami, menampilkan, dan menafsirkan suatu peristiwa tentang bagaimana interaksi tingkah laku manusia terjadi dalam situasi tertentu dari sudut pandang peneliti. Setiap bagian dari negara atau masyarakat sipil bertanggung jawab atas pertahanan negara. Masyarakat sipil bertanggung jawab untuk menjaga dan melindungi kedaulatan negara, keutuhan wilayah, dan keselamatan negara dari ancaman, baik yang berasal dari sumber militer maupun non militer, serta dari sumber internal dan eksternal, seperti ideologi, ekonomi, sosial, dan budaya. pentingnya prinsip multikulturalisme untuk membangun masyarakat yang inklusif, adil, dan harmonis. Struktur abstrak ini menekankan pentingnya memahami dan menghargai perbedaan budaya dan berusaha untuk mendorong hubungan yang saling menghormati antara kelompok budaya yang berbeda.
Ethnoscience Learning Using “Rujak Cingur” to Enhance Fifth-Grade Elementary School Students’ Understanding of the Digestive System: A One-Group Pretest-Posttest Design Badriatus Sa'idah; Suryanti Suryanti; Binar Kurnia Prahani; Neni Mariana; Ari Metalin Ika Puspita
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.150

Abstract

Low conceptual understanding of science among Indonesian elementary school students and the prevalence of unhealthy eating habits represent interrelated critical issues. This study was motivated by a research gap in the literature: ethnoscience studies on the digestive system remain limited to conceptual exploration or employ other cultural objects (herbal medicine, water ketupat), and no quantitative empirical evidence exists regarding the application of rujak cingur in its region of origin, Surabaya. This research aimed to examine the effect of rujak cingur-based ethnoscience learning on the conceptual understanding of the digestive system among fifth-grade students at SDN Kaliasin VII/286. A pre-experimental one-group pretest-posttest design was selected due to the limitation of having only one class population (n=23), rendering a control group unavailable, and the study's orientation as a preliminary investigation to test the intervention's potential. The findings revealed an increase in the average conceptual understanding scores from 44.83 (pretest) to 84.65 (posttest). The N-Gain analysis yielded a value of 0.72 (high category), with the mastery learning percentage rising substantially from 17.4% to 82.6%. The Wilcoxon Signed-Rank Test produced a p-value of 0.000 (p < 0.05), indicating a significant difference, with all 23 students (100%) demonstrating score improvements (Positive Ranks) and a Cohen's d effect size classified as very large (d > 1.8). These findings confirm that the implementation of rujak cingur-based ethnoscience significantly enhances the conceptual understanding of the digestive system among fifth-grade students. Theoretically, this study strengthens Ausubel's meaningful learning theory by demonstrating that concrete cultural objects can function as advance organizers, while simultaneously enriching the Culturally Responsive Teaching framework through quantitative empirical evidence. Practically, this learning model can be adopted by teachers as a contextual, affordable, and accessible alternative, supporting the preservation of local wisdom and implementing the Merdeka Curriculum through strengthening the Pancasila Student Profile dimensions of global diversity and sustainable lifestyles.
The Role of Teachers' Pedagogical Competence in Designing Deep Learning With Hots Assessment on Students' Critical Thinking Skills in Elementary School Endang Setiyowati; Ari Metalin Ika Puspita; Neni Mariana
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1561

Abstract

This study seeks to describe the role of teachers' pedagogical competence in designing deep learning that integrates Higher Order Thinking Skills (HOTS) assessment on critical thinking skills of elementary students. The research uses an exploratory sequential mixed-methods approach, with three teachers in grades 4, 5, and 6 at UPT SDN 232 Gresik as research subjects, and involved 78 students. Data collection was conducted through learning observations, in-depth interviews, analysis of Deep Learning Plan (RPM) documents, and HOTS assessments. The results reveal that teachers' pedagogical competence in designing deep learning was good, with variation across classes: Grade 4 and Grade 5 teachers demonstrated strong competence with consistent integration of HOTS, whereas the Grade 6 teacher indicated a significant gap between conceptual planning and classroom implementation. Teachers' ability to compile HOTS assessments also varied: the Grade 5 teacher produced the most balanced instrument, with 10 of 15 items at the C4-C6 level, while the Grade 6 teacher designed all 9 items at C4-C6 but with poor alignment between the teaching content and the assessment difficulty. Students' critical thinking skills showed significant variation across classes, with an overall average score of 75.72 (Good category): Grade 5 achieved the highest average of 86.86 (Very Good), Grade 4 achieved 75.74 (Good), and Grade 6 achieved the lowest at 64.58 (Adequate). This research recommends continuous training for teachers in designing authentic HOTS assessments and in ensuring alignment between lesson planning, classroom scaffolding, and assessment demands.
The Effectiveness of Integrated Augmented Reality Media With Lamongan Local Culture to Overcome Difficulties in Understanding Pancasila in The Second and Fifth Principles in Elementary School Students Riska Dwi Berilana Pasiyantiningsih; Maretha Dellarosa; Ari Metalin Ika Puspita
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1635

Abstract

Difficulties in understanding the values of Pancasila persist among elementary school students, especially in the second and fifth precepts, which contain abstract concepts of humanity and social justice. Learning that is still dominated by conventional methods makes it difficult for students to connect the material to real-life experiences. This study aims to analyze the effectiveness of Augmented Reality (AR) media integrated with Lamongan local culture in overcoming difficulties in understanding Pancasila in the second and fifth precepts in elementary school students. The research uses a quantitative approach with a quasi-experimental pretest-posttest control-group design. The research subjects were 64 elementary school students, divided into two groups: 32 in the experimental group and 32 in the control group. The experimental group obtained learning using AR media integrated with Lamongan local culture, while the control group used conventional learning media. Data collection was carried out through Pancasila understanding tests, observation sheets, and student response questionnaires. Data analysis used the N-Gain test, the independent-samples t-test, and effect size to determine the level of media effectiveness. The study's results show that integrating AR media with Lamongan local culture significantly increases students' understanding compared to conventional learning. The experimental group's posttest score was higher than the control group's, with moderate to substantial improvement in N-Gain results. The three-dimensional visualization and interactivity displayed through AR technology help students understand the meaning of just and civilized human values and social justice for all Indonesian people in a more concrete way. In addition, integrating Lamongan's local culture provides a learning context close to students' lives, thereby increasing engagement, motivation, and meaningful learning experiences. Thus, Lamongan's locally integrated AR media has proven effective in overcoming difficulties in understanding the second and fifth precepts of Pancasila among elementary school students and has the potential to become an innovation in Pancasila Education that is relevant to the demands of 21st-century education.
Pengembangan Media Etnopedagogi Tari Ronggeng untuk Meningkatkan Kreativitas dan Penguatan Identitas Budaya Siswa Sekolah Dasar: Development of Ronggeng Dance Ethnopedagogy Media to Enhance Creativity and Strengthen Cultural Identity Among Elementary School Students Salasiah Salasiah; Ganes Gunansyah; Ari Metalin Ika Puspita
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8546

Abstract

The limited integration of local cultural values into arts and culture learning media in elementary schools results in a learning process that remains largely theoretical and fails to provide a fully contextual learning experience. This situation restricts opportunities for students to explore their creativity and weakens their understanding of local cultural identity—a crucial element in character development. This study aims to develop learning media based on the ethnopedagogy of the Ronggeng dance to enhance creativity and strengthen the cultural identity of elementary school students. The study employs the Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research was conducted at State Elementary School (SDN) 024 Sepaku, North Penajam Paser Regency, East Kalimantan Province. Data collection techniques included observation, interviews, questionnaires, and documentation. Research instruments were validated by subject matter and media experts, followed by descriptive quantitative and qualitative analysis. The results indicate that subject matter expert validation achieved a score of 87.5% (categorized as "highly feasible"), while media expert validation achieved 77.5% (categorized as "feasible"). Implementation of the media demonstrated increased student engagement in understanding the movement elements, values, and cultural significance of the Ronggeng dance. Measurements of student creativity and cultural identity reached 87.18% and 90.23%, respectively, both falling into the "excellent" category. The findings confirm that the Ronggeng dance ethnopedagogy media serves not only as a tool for arts education but also as a model for integrating local culture, capable of fostering creativity while simultaneously strengthening the cultural identity of elementary school students.
Co-Authors Acni Keryna Purnomo Adila Firyal Puspaningtyas Aldiva Luckytasari Alfian Firdaus S Alifia Adellia Putri Ananda Aisyah Rachmawati Anis Nurrahmah Anisa Dwi Rahmadhani Annisatun Nur Farida Ardiana Bulan Ramadhani Arina Candra Febriyanti Artya Putri Susetya Atika Mujahidah Azizah Rahma Vadila Badriatus Sa'idah Binar Kurnia Prahani Bintang Purnama Putra Caesaria Primananda Wiedy Cindy Cynthia Devi Delia Indrawati Deyah Nur Alfi Lutfiani Dhilla Adhika Prawesti Diki Darmawan Dimas Rizki Maulanasyah Dinar Rossyalia Alfianto Dini Putri Isnaeni Ditya Elsabela P Eliya Uslifatul Janah Elma Maylisa Wahyu Salsabila Elok Lintang Langit Timur Endang Setiyowati Evi Trinur Aisyah Evie Dwi Ervanti Fafi Ro’fah Fafi Ro’fah Febrina Satira Putri Feby Eka Lsitiani Fibri Nur Halizah Fiena Saadatul Ummah Fitri Hidayah Frischa Amalia Imanda Ganes Gunansyah Ganes Gunansyah Gunawan Santoso Hellya Untari Hendrik Pandu Paksi Hitta Alfi Muhimmah Ida Sanjaya Sanjaya Ita Kurniawati Kenyo Wangsa Euanggelion La Raessa Revita Salma Laily Mahmudah Liga Puspita Sari Malista Sint Oida Bani Maretha Dellarosa Maretha Dellarosa Mariska Dwi Amanda Marsa Safinah Artanti Maurilla Shafaa Anggraini Meilina Ayu Kristina Meychel Salsabila Milla Uzlifatul Janah Mochammad Ja’far Sodiq Muhammad Falah Avicena Alamsyah Muna Rahmatin Muslikhatus Sa’diah Nadhifa Ardiana Maharani Nadi Suprapto Najwa Dafa A Nasution, Nasution Neni Mariana Nova Viona Elfani Novela Serly Aulia Nur Bahja Nur Fariha Ulfiati Nurul Istiq&#039;faroh Pranata Dewi Ratna Swari Raden Roro Nanik Setyowati Rahma Dwi Apriliani Rahma Noor Afifah Ratna Anggreani Rengga Aprilia Revalya Putri Wirantono Rida Wulandari Rifa Nur Syaida Rindy Septia Ningsih Rini Susdamayanti Riska Dwi Berilana Pasiyantiningsih Salasiah Salasiah Salsa Cintiya Putri Utami Salsabila Dwi Cahyaningrum Saniyah Rizky Amalia Satria Al Fauzi Ramadhan Serlianti Putri Asyaroh Shelly Avrista Siska Aprilia Stefanie Marla Laudia Suryanti Syahnaz Apriliyana Putri Salsabila Titik Mulyaningsih Tri Lailatul Q Ulinnuha Purwanin Tyas Vicky Dwi Wicaksono Wahono Widodo Wakhdah Alisa Berliana Putri Wiratama Anggi Saputri Ziadatul Nur Lailiyah