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All Journal Education and Counseling Journal TOFEDU: The Future of Education Journal
Dwi Hadita Ayu
STKIP Nasional Padang Pariaman
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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SCRUTINIZATION OF THE IMPLEMENTATION OF THE CURRICULUM MERDEKA IN ELEMENTARY SCHOOLS: A LITERATURE REVIEW Deni Yuliani; Eka. Supriatna; Henny Sanulita; Elva Refariza; Dwi Hadita Ayu; Wily Mohammad
Consilium: Education and Counseling Journal Vol 3 No 2 (2023): EDISI AGUSTUS
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v3i2.3489

Abstract

The study aims to scrutinize the implementation of the Curriculum Merdeka in elementary schools. The type of research used in research is qualitative research, namely research that does not use quantitative data or statistical measurement tools. Under the object of this thesis, this type of research is in the category of library research (library research), namely a series of studies using library research. The Curriculum Merdeka also supports project-based learning strategies. Through this strategy, students are expected to be able to apply the material learned through projects and case studies. Later, the projects and case studies carried out by students will be known as the Strengthening Pancasila Student Profile Project. The project is implemented so that students can achieve the Pancasila Student Profile. The Pancasila student profile itself is a character and ability that is built in everyday life and exists within every student. This includes faith and devotion to God Almighty, global diversity, cooperation, creativity, independence and the quality of critical reasoning. Pancasila student profiles can be built through educational cultural institutions, curricular learning, Pancasila student profile improvement programs, and extracurricular activities. The implementation of independent elementary school level courses prioritizes project-based learning to achieve the Pancasila student profile. This is also very relevant to learning in the 21st century, where learning does not only focus on knowledge but also emphasizes the acquisition of character, literacy, skills and technology. Independent study will again be subject-based.
The Relationship of Full Day School Policy And Interest in Learning to Science Learning Outcomes in Grade IV At SD Negeri 04 Batang Tajongkek Padang Pariaman Elva Revariza; Dwi Hadita Ayu; Nur Aisyah
The Future of Education Journal Vol 3 No 3 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i3.158

Abstract

This research is motivated by the low learning outcomes of students, particularly in the subject of IPAS, due to the implementation of a full day school policy and students' lack of interest in participating in lessons at Fourth Grade SD Negeri 04 Batang Tajongkek. Based on this background, the aim of this study is to determine the relationship between the full day school policy and students' learning interest on IPAS learning outcomes in Fourth Grade SD Negeri 04 Batang Tajongkek. This research is a correlational study with both simple and multiple correlation types. The research sample consists of 25 students. The instruments used are closed questionnaires to measure the variables of full day school policy and learning interest to describe IPAS learning outcomes in Fourth Grade SD Negeri 04 Batang Tajongkek. Data analysis techniques include descriptive statistical analysis and hypothesis testing. The results indicate a relationship between the full day school policy and learning interest with IPAS learning outcomes in Fourth Grade SD Negeri 04 Batang Tajongkek. The analysis showed a simple and multiple hypothesis test, with a correlation coefficient for the full day school policy (rx_1y) of 0.39, indicating a correlation with a contribution of 15.21% of the full day school policy variable to student learning outcomes, which is significant (t_calculated 2.188 > t_table 2.069, at α=0.05). The correlation coefficient for learning interest (rx_2y) is 0.42, indicating a correlation with a contribution of 17.64% of the learning interest variable to learning outcomes, which is significant (t_calculated 2.208 > t_table 2.069, at α=0.05). The multiple correlation coefficient for the full day school policy and learning interest with learning outcomes is rx_1 x_2y = 0.74, showing a strong correlation with a contribution of 54.76% from both variables to learning outcomes, which is significant (F_calculated 13.35 > F_table 2.074, at α=0.05). Thus, there is a relationship between the full day school policy and learning interest with IPAS learning outcomes in Fourth Grade SD Negeri 04 Batang Tajongkek.
Co-Authors Deni Yuliani Eka. Supriatna Elva Refariza Elva Revariza Henny Sanulita Nur Aisyah Wily Mohammad