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All Journal Profesi Pendidikan Dasar JURNAL PENDIDIKAN DASAR PERKHASA VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan International Journal for Educational and Vocational Studies Stilistika: Jurnal Pendidikan Bahasa dan Sastra Jurnal Pendidikan Dasar Perkhasa IJPD (International Journal Of Public Devotion) Edumedia: Jurnal Keguruan dan Ilmu Pendidikan Dedikasi Nusantara: Jurnal Pengabdian Masyarakat Pendidikan Dasar Jurnal Pelayanan dan Pemberdayaan Masyarakat
Lusila Parida, Lusila
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal Pendidikan Dasar Perkhasa

 1 
POLA PENDIDIKAN MULTIKULTURAL DI SEKOLAH DASAR ISLAM TERPADU BUAH HATI SINTANG Dike, Daniel; Parida, Lusila
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 10, No 1 (2024): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v10i1.3411

Abstract

Special schools with a unique vision, curriculum and educational environment are very attractive to people in choosing education for their children. Sekolah Dasar Islam Terpadu Buah Hati Sintang is one of the attractions of the school with the greatest interest among the Sintang Muslim community. The aim of this research is to describe the pattern of multicultural education that occurs in Integrated Islamic elementary schools that combine two curricula. This research uses one case study research with qualitative data collection techniques. Data validity applied a process of triangulation of techniques and sources with inductive conclusion drawing. The research results show: (1) Sekolah Dasar Islam Terpadu Buah Hati Sintang has two curricula; the National curriculum and the Islamic curriculum, (2) The multicultural pattern developed is an expression of the integration of Malay and Javanese culture (mixed culture) but is patterned and developed in a strong Islamic spirit, (3) The curriculum process requires teachers and students to fulfill the dimensions and values of Islamic education as a whole, including Syakhsiyyah Islamiyyah, Tsaqofah Islamiyyah and Life Sciences. In order for the multicultural education dimension to take root in the educational process at Integrated Islamic Primary Schools, it is necessary to strengthen holistic pedagogy and peace education by combining 21st century skills capacities so as to increase the spirit of unity, brotherhood and solidarity at the internal and external levels of the educational unit.
MANAJEMEN TRANSFORMASI DIGITAL PENDIDIKAN SEKOLAH DASAR DI KABUPATEN SINTANG Parida, Lusila; Serani, Gabriel; Andri, Andri; Dike, Daniel
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 10, No 2 (2024): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v10i2.3921

Abstract

The independent curriculum as one of the digital development products developed through the independent learning platform has become a challenge for the education field, including in Sintang Regency. This study aims to describe the management of digital transformation of education in the Implementation of the Independent Curriculum (IKM) in Sintang Regency. The research method used is case study research. Data collection techniques aimed of mapping the readiness of schools, teachers, students, parents in utilizing ICT, the Independent Teaching Platform. The results show that digital transformation management of education has been implemented at Elementary Schools in Sintang Regency. In the planning aspect, it is done by mapping priorities in the short, medium and long term. Assessing and analyzing capabilities, requirements, challenges and opportunities related to digital transformation. Building steps and synergy with various related parties to achieve goals. Socializing the program and setting achievement targets in digital transformation management. In terms of implementation, it is to apply the entire series of planning by directing, playing an active role from structural and functional to influence and strive for all stakeholders to be able to implement the digital transformation program in the Implementation of the Independent Curriculum effectively and efficiently. Meanwhile, monitoring or evaluation of the digital transformation program is the result of the achievement of the planning and implementation process, namely 65.35% of IKM achievement so that it can be used as a benchmark for success or as a follow-up effort for the program at Elementary Schools in Sintang Regency.
ANALISIS PERAN GURU DALAM PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DI KELAS III SD NEGERI 13 LAUNG TAHUN PELAJARAN 2024/2025 Ariska, Lasarus; Parida, Lusila; Warkintin, Warkintin
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 11, No 2 (2025): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v11i2.5445

Abstract

This study aims to describe the role of teachers in implementing the Problem Based Learning (PBL) model in Grade III elementary school. The research employed a qualitative descriptive approach, with teachers and Grade III students at SD Negeri 13 Laung, Kecamatan Seberuang, Kabupaten Kapuas Hulu as the subjects. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. Data validity was ensured through triangulation techniques. The results indicate that (1) the implementation of PBL not only successfully achieved the learning objectives on rights and obligations but also enhanced students’ critical thinking, problem-solving, and collaboration skills; (2) students’ responses to PBL were very positive, showing active engagement, improved problem-solving and social skills, increased independence and learning motivation, and long-term benefits in developing critical thinking abilities. This study demonstrates that PBL effectively supports both cognitive and social-emotional development in elementary school students.
Co-Authors Agusta Kurniati, Agusta Andri Andri Ariska, Lasarus Aristo, Thomas Joni Verawanto Daniel Dike Daniel Dike, Daniel Febriani, Melly Muhammad Nur Wangid Sari, Dea Agnes Singgar Serani, Gabriel Sirilus Sirhi, Sirilus Ursula Dwi Oktaviani, Ursula Dwi Warkintin Warkintin, Warkintin