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All Journal Jurnal Ilmiah Peuradeun QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama TUNAS BANGSA Getsempena English Education Journal Jurnal Metamorfosa BUAH HATI Visipena JURNAL SERAMBI ILMU ELS Journal on Interdisciplinary Studies in Humanities Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Paedagogia: Jurnal Pendidikan Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal Eduscience (JES) Jurnal Sains Riset Klasikal: Journal of Education, Language Teaching and Science Jurnal Sosial Humaniora Sigli Getsempena English Education Journal Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Sosiohumaniora Kodepena (JSK) Jurnal Real Riset Nusantara: Jurnal Pendidikan Indonesia Jurnal Ilmiah Teunuleh: The International Journal of Social Sciences Journal of English Teaching and Linguistics JURNAL ILMIAH GLOBAL EDUCATION Proceedings of International Conference on Multidiciplinary Research Almufi Jurnal Pendidikan Indo-MathEdu Intellectuals Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan English Language Study and Teaching Journal (ELASTE) SENTRI: Jurnal Riset Ilmiah Biological Environment and Pollution Studies in English Language and Education Ranah Research : Journal of Multidisciplinary Research and Development ICONESTH SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL) Jurnal Pengabdian Masyarakat Inovasi Indonesia
Sariakin Sariakin
Universitas Bina Bangsa Getsempena
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Physics Public Health Social Sciences Transportation Other

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DIAGNOSTICS OF LEARNING DIFFICULTIES OF GRADE 4 STUDENTS AT STATE PRIMARY SCHOOL 61 BANDA ACEH Nola Fajria; Siti Mayang Sari; Fitriani Manurung; Sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.129

Abstract

Diagnostics of learning difficulties is one way that can be used to study andunderstand the problems experienced by students in teaching and learningactivities. This research aims to determine students' learning difficulties inschool subjects and the factors causing them. This research is included in thedescriptive research type using a quantitative approach. The population of thisstudy were students at State Elementary School 61 Banda Aceh consisting of164 people. Meanwhile, the research sample was 29 class IV students. The datacollection technique used was a questionnaire and analyzed using descriptivepercentage techniques. The research results show that; (1) The “Very Difficult”subject is Mathematics with a percentage of 44.82% (2) Lessons in the"Difficult" category are Pancasila Education with a percentage of 41.37%Religious Education is a "Not Difficult" subject with a percentage of 96.55%and PJOK is also considered "Not Difficult" because the percentage is 89.65%.The conclusion of this research is that every fourth grade student at SD Negeri61 Banda Aceh experiences learning difficulties, this is caused by internalfactors such as low interest in learning something. And external factors, namelythe learning methods used by teachers do not match the characteristics ofstudents.
THE ROLE OF CHARACTER EDUCATION IN IMPROVING STUDENTS LEARNING DISCIPLINE AT SDN 7 LINGE CENTRAL ACEH siti Rosnawati; Siti Mayang Sari; Fitriani Manurung; Sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.130

Abstract

Character education and learning discipline are integral aspects in thecontext of basic education, having an important role in shaping the characterand quality of students. Both are not just elements of formal education, but formthe foundation for the formation of individuals with integrity and character.Character education and learning discipline complement each other, creating aholistic learning environment that has a positive impact on the development ofstudents in the increasingly complex era of modern education. This researchaims to describe the role of character education in improving students' learningdiscipline. This research uses descriptive qualitative methods. Based on theresults of research that has been conducted, SDN 7 Linge applies acomprehensive approach in integrating character education into the curriculum.This approach involves character values as an integral part of education, notjust as a separate lesson. Character education at SDN 7 Linge shows thatcharacter development is not a separate goal from formal education, but is aninseparable part. By creating a learning environment that supports charactervalues, this school aims to form students who are academically intelligent andhave strong character, are ethical and responsible in society.
THE ROLE OF LEARNING METHODS IN INCREASING STUDENTS CREATIVITY IN CLASS 2 AT SDN JRUEK ACEH BESAR Mughni ‘Alya; Siti Mayang Sari; Fitria Manurung; Sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.281

Abstract

Education has a crucial role in forming character and improving students abilities. The modern era of education demands the use of learning methods that are not only effective but also responsive to the dynamics of development in society and the world today. Learning methods, in this context, include various strategies, approaches and techniques used by educators to convey lesson material to students. In choosing and implementing learning methods, it is necessary to understand that each student has a different learning style, and an effective learning environment must be able to accommodate this diversity. The aim of this research is to describe the role of learning methods in increasing the creativity of students in grade 2 at SDN Jruek Aceh Besar. This research uses a qualitative approach with descriptive research type. Based on the results of research conducted at SDN Jruek Aceh Besar, the application of a projectbased approach, cooperative learning, and creative experimental methods forms a learning environment that increases student collaboration and creativity. The teacher ensures the suitability of the method to the development of creativity through monitoring, evaluating student responses, and parental involvement. The challenges of integrating creative methods were overcome with school support for teachers, improved facilities, and a collaborative learning community. The teacher's role as a creative facilitator includes creating a supportive and motivating environment.
ANALYSIS OF THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM ON ELEMENTARY SCHOOL FRACTION MATERIAL Rita Yusari Rita Yusari; Sariakin; Rita Novita; Jonni Siturus
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.309

Abstract

The Independent Curriculum is a learning framework designed to provide teachers with the flexibility to design the teaching and learning process based on students' needs, interests, and potential. The independent curriculum is an independent program that emphasizes context-based learning, character building through the Pancasila Student Profile, and a differentiation approach that allows students to learn at a pace and method that suits their abilities. Through an adaptive and flexible approach, the Independent Curriculum aims to create a more relevant, meaningful, and contextual learning experience for students. Fractions are one of the important materials in basic mathematics because they provide a foundation for understanding more complex concepts such as decimals, percentages, and algebra. In the independent curriculum, this separate material aims to improve conceptual understanding, critical thinking skills, and application skills through a context-based approach and strengthen the Pancasila student profile. This article analyzes the implementation of the Independent program in distributed learning in elementary schools, including planning, implementing, and assessing learning. The results of the analysis show that the independent curriculum provides teachers with the flexibility to develop innovative learning strategies, such as Real-World Mathematics (RME) and project-based learning, so that students can connect fractions to everyday situations. However, the challenge is the lack of teacher understanding of the new approach and limited learning resources are still obstacles in its implementation. This article recommends teacher training and the development of contextual learning materials to support the successful implementation of the Merdeka Curriculum in fraction learning
THE IMPLEMENTATION OF LEARNING THROUGH AUDIOVISUAL MEDIA IN ELEMENTARY SCHOOL STUDENTS TO FOSTER LEARNING ENTHUSIASM Desy Ravita; Siti Mayanh Sari; Jonni Sitorus; Sariakin Sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.330

Abstract

ABSTRACT Learning in modern times has undergone significant development. The learning process is no longer teacher-centered but student-centered. As educators, we must be able to design learning materials that align with the advancing technology. Currently, if learning is only teacher-centered and presented with theoretical explanations, students tend to lose enthusiasm for engaging in the learning process. Therefore, audiovisual media, in the form of educational videos, can support active, meaningful learning and foster high enthusiasm for learning. This research aims to: 1) describe the level of student enthusiasm in learning through audiovisual media, and 2) identify the impact and student interest in audiovisual-based learning media in educational activities. This study was conducted at SDN 22 Banda Aceh. The research type is descriptive qualitative, using data collection techniques such as direct observation, interviews, and documentation. The research results show that learning dominated by lectures tends to cause students to lose attention and become disengaged. The results indicate that: 1) after learning was presented using audiovisual media in the form of educational videos, three out of four students were very happy, enthusiastic, and engaged in the learning process with the help of the educational videos, while only one student showed less interest. 2) It can be concluded that audiovisual learning media is capable of fostering student enthusiasm in elementary school education.
Improving the Quality of Early Childhood Education Institutions Based on Integrated Educators and Facilities for Teachers and Children: A Literature Review ritayulia ubbg; rahmattullah; sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.370

Abstract

This research delves into the enhancement of quality in Early Childhood Education (ECE) institutions, focusing specifically on the integration of skilled educators and the provision of adequate facilities for both teachers and children. Recognizing that the early years of a child's life are critical for cognitive, emotional, and social development, this study emphasizes the urgent need for high-quality educational environments. A comprehensive literature review is conducted to synthesize existing research on the components that constitute quality in ECE, including the qualifications and training of educators, the design and maintenance of educational facilities, and the role of parental and community involvement. The review highlights various models of successful ECE programs worldwide, assessing factors such as curriculum design, teacher-child ratios, classroom management, and resource availability. It also investigates the significance of professional development opportunities for educators, emphasizing how continuous learning and support can greatly improve teaching practices. Furthermore, the research explores the relationship between physical environments—such as safe outdoor play areas, age-appropriate learning materials, and accessibility—and their impact on children's engagement and learning outcomes. Through this analysis, the study identifies best practices and innovative strategies that can be adopted to create more synergistic and supportive educational settings. The implications of this research are directed towards policymakers, educational leaders, and stakeholders as they work toward improving ECE standards and ensuring that young learners receive the quality education they deserve. By fostering a culture of collaboration among educators, parents, and the community, it is possible to enhance the overall educational experience for children and support their holistic development.
LITERATURE REVIEW ON THE IMPLEMENTATION OF THE 2013 CURRICULUM IN LEARNING MATHEMATICS IN ELEMENTARY SCHOOL Nola Fajria; Rita Novita; Sariakin Sariakin; Jonni Sitorus; Siti Mayang Sari
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.377

Abstract

The implementation of the 2013 curriculum in mathematics learning in Elementary Schools aims to enhance education quality by fostering critical thinking through a scientific approach and authentic assessment. However, its application faces challenges, particularly in integrating methods and media. This study examines the implementation of the 2013 Curriculum in mathematics learning at the Elementary School level through a literature study using a qualitative approach with content analysis of ten relevant articles. The findings reveal: (1) The primary obstacle is teacher readiness in preparing learning tools and conducting authentic assessments, compounded by unequal distribution of books and resources; (2) Teachers hold a strategic role in fostering active student involvement. While some still employ conventional methods, professional training is essential to help teachers adapt to interactive approaches tailored to students' needs; (3) The scientific approach, integration of technology, and application of ethnomathematics significantly improve learning quality. These elements encourage critical thinking, technology utilization, and contextual relevance, making mathematics more engaging and applicable; and (4) Authentic assessment offers a comprehensive evaluation of attitudes, knowledge, and skills but requires adequate support and training for effective implementation. Overall, the 2013 curriculum holds substantial potential to improve education quality if supported by teacher readiness, sufficient facilities, and ongoing training. Addressing these challenges can create more interactive, relevant, and meaningful learning experiences for students, supporting the achievement of national education goals.
The Role of Quality Assurance in Early Childhood Education Institutions: A Literature Review adekfera ubbg; rahmattullah; sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.416

Abstract

Quality assurance in early childhood education institutions plays a pivotal role in shaping the educational landscape for young children aged 0 to 6 years. This literature review aims to investigate the multifaceted role of quality assurance mechanisms across various preschool programs, exploring how these systems contribute to the enhancement of educational practices and the overall development of children. The review synthesizes existing studies that address both theoretical and practical aspects of quality assurance, including standards, assessment tools, and evaluation frameworks. It delves into the importance of adopting a holistic approach that encompasses not only educational outcomes but also social, emotional, and developmental growth. The investigation highlights the correlation between robust quality assurance practices and improved teaching methodologies, effective curriculum implementation, and enriched learning environments that promote child-centered pedagogy. Additionally, the study discusses the challenges faced by educators and administrators in the realm of quality assurance, such as resource constraints, varying stakeholder expectations, and the need for ongoing professional development. It also identifies areas for future research, emphasizing the necessity for a collaborative effort among policymakers, educators, and families in establishing and maintaining quality standards that can lead to sustainable educational practices.
Analysis of Implementing the Indonesia Independent Curriculum in Elementary school : Focus on Fraction Rita Yusari Rita Yusari; Sariakin; Rita Novita; Jonni Siturus; syarfuni
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.454

Abstract

The Independent Curriculum is a learning framework designed to provide teachers with the flexibility to design the teaching and learning process based on students' needs, interests, and potential. The independent curriculum is an independent program that emphasizes context-based learning, character building through the Pancasila Student Profile, and a differentiation approach that allows students to learn at a pace and method that suits their abilities. Through an adaptive and flexible approach, the Independent Curriculum aims to create a more relevant, meaningful, and contextual learning experience for students. Fractions are one of the important materials in basic mathematics because they provide a foundation for understanding more complex concepts such as decimals, percentages, and algebra. In the independent curriculum, this separate material aims to improve conceptual understanding, critical thinking skills, and application skills through a context-based approach and strengthen the Pancasila student profile. This article analyzes the implementation of the Independent program in distributed learning in elementary schools, including planning, implementing, and assessing learning. The results of the analysis show that the independent curriculum provides teachers with the flexibility to develop innovative learning strategies, such as Real-World Mathematics (RME) and project-based learning, so that students can connect fractions to everyday situations. However, the challenge is the lack of teacher understanding of the new approach and limited learning resources are still obstacles in its implementation. This article recommends teacher training and the development of contextual learning materials to support the successful implementation of the Merdeka Curriculum in fraction learning.
THE APPLICATION OF A REALISTIC MATHEMATICS LEARNING MODEL IN IMPROVING PRIMARY SCHOOL STUDENT LEARNING OUTCOMES IN BANDA ACEH CITY Teuku Mahmud; Sariakin Sariakin
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to improve and improve learning outcomes in the learning process which leads to improving mathematics learning outcomes by implementing the Realistic Mathematics Learning Approach implemented by researchers at SD Negeri 15 Banda Aceh City. The subjects in this research were 35 grade IV students and the object of this research was realistic mathematics learning for the 2024/2025 academic year. From the results of data analysis, it shows that during the pre-test before the action was taken, out of 35 students, there were 2 students who completed the study with an average class score of 35.85 and a classical completion level of 5.71%. Furthermore, in cycle I, after implementing realistic mathematics learning, the average class score increased to 68.28 with a classical completion level of 65.71% and the number of students who completed it was 23 students. And after the actions were taken and the second cycle post test was given, learning results were obtained with the class average value increasing to 77.57 and 31 people completed it with a classical completion level of 88.57%. From the results of observations that have been made, it shows that in the first cycle of analysis the achievement obtained by teachers was 2.76 and students obtained 2.44, which means it was still in the poor category. In cycle II, the data from student and teacher observations improved to good. Where the good activity category increased from 2.76 to 3.70 for students and from 2.44 to 3.44 for teachers. Based on the results of this research, it can be concluded that the application of a realistic mathematics learning model can improve student learning outcomes in the operational material for calculating the addition of fractions in class IV of SD Negeri 15 Banda Aceh City.
Co-Authors . Elvitriana AA Sudharmawan, AA Abdullah Abdullah, Razali adekfera ubbg Afriansyah Afriansyah Aini, Riska Marlisa Akmaluddin Akmaluddin Akmaluddin Akmaluddin Andalia, Nurlena Anhar Anhar Anwar Anwar Bor-Chen Kuo Budi Artina Burhanuddin AG Burhanuddin Burhanuddin Cut Faizah Cut Oktanalisa Daud, Muslem Desy Ravita Eli Yusnita Faizah, Cut Fijria, Nola Firyani, Lisa fitria Manurung Fitriani Manurung Ghina Sabrina HANDAYANI Hermalinda Huriana, Dian Ida Fazila Ida Royani Ika Kana Trisnawati Imran Imran Irfan Sau Isfaniari, Isfaniari Israwati Israwati Israwati Israwati, Israwati Jannati Abdullah Jonni Sitorus Jonni Siturus Juwita Juwita, Juwita Kusmaniar Kusmaniar Lili Handayani, Lili Lili Kasmini Lilis Triana Lisnawati M, Munawar Mahrini Marantika, Laura Oktaviany Mardhatillah, Mardhatillah Mariati MR Maulizan ZA MAYANG SARI Mhd. Syafii Muchsin Muchsin Muchsin Muchsin Mughni ‘Alya Mulia Putra Mulyadi Syahputra MULYANI Murdani Murdani, Murdani Musdiani Musdiani Muslem Daud Mutia, Ratna Nola Fajria Nona Nofiana Nora Fitria Nora Fitria Nora Fitria Nursalihin, Pimpin Putri Lara Maulida Qamariah, Hijjatul Rahimah Rahimah Rahmattullah, Rahmattullah Rahmatullah Rahmatullah Ratna Fitra Saiful Ratna Mutia Raudhatul Muna Rauzatul Jannah Razali Abdullah Ridhayanie, Ridhayanie Rita Novita Rita Yusari Rita Yusari Rita Yusari ritayulia ubbg Rosdiana Rosdiana Rosni, Aida Safrina, Nura Salminawati Siti Mayang Sari Siti Mayang Sari Siti Mayanh Sari siti Rosnawati Sitorus, Jonni Sri Wahyuni Suhendra, Ivan syarfuni Syarfuni Syarfuni T. Abdurahman Teuku Mahmud Usman, Musliadi B Wiwik Handayani Yosua Septianda Gea Yulia Riechie Yulidarna, Yulidarna Yulsafli Yulsafli Yulsafli Yulsafli Yulsafli, Yulsafli Yusari, Rita Zahraini Zahraini Zulvia Safriani Zuriah, Cut