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All Journal JURNAL IQRA´ Jurnal Ilmiah Sekolah Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara International Journal of Educational Research Excellence (IJERE)
Prihantini Prihantini
Department Of Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Kampus Cibiru, Indonesia
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Bimbingan Teknis Penyusunan Kurikulum Muatan Lokal Berbasis Geopark kepada Tim Pengembang Kurikulum Dinas Pendidikan Kabupaten Sukabumi Prihantini Prihantini
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 4 No. 3 (2023): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN)
Publisher : Cv. Utility Project Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v4i3.1075

Abstract

Geopark Sukabumi telah mendapat pengakuan UNESCO sejak tanggal 17 April 2018 dengan nama Ciletuh-Palabuhanratu UNESCO Global Geopark (Ciletuh Palabuhanratu UGGP). Potensi Ciletuh Palabuhanratu UGGP menempati posisi strategis untuk diangkat sebagai muatan kurikulum lokal karena didalamnya termuat nilai-nilai pendidikan dan pengetahuan ilmiah. Berbagai aspek yang termuat dalam Geopark baik nilai estetika, budaya, lingkungan, maupun pengetahun ilmiah dan pendidikan yang potensial untuk penelitian dan pengembangan ilmu kebumian (geologi). Aspek-aspek yang termuat dalam Geopark merupakan pertimbangan mendasar dan urgen untuk diangkat menjadi materi Kurikulum Muatan Lokal. Pada dasarnya Pemerintah telah menjamin setiap daerah untuk mengembangkan Kurikulum Muatan Lokal melalui Peraturan Mendikbud Nomor 79 Tahun 2014, maka melalui bimbingan teknis penyusunan Kurikulum Mulok berbasis Geopark dengan metode Service Learning (SL) diharapkan dapat mendorong Kabupaten Sukabumi memiliki Kurikulum Muatan Lokal berbasis potensi keunggulan Ciletuh Palabuhanratu UGGP.  
Students' Perception of Peer-teaching Method in Training Teaching Skills of Prospective Elementary School Teachers Prihantini; Ranu Sudarmansyah
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 1 (2024): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i1.927

Abstract

This study explores students' responses to how the peer teaching method in microteaching lectures can provide teaching skills to become elementary school teachers. The research applied a quantitative descriptive method by analyzing questionnaire instruments distributed to 35 elementary school teacher education students who took microteaching courses in the fourth semester. Data collection used a closed-ended questionnaire instrument and focus group discussions to identify teaching skills that are still needed by students to be trained through peer teaching. The results of the data analysis showed that the average student perception of peer-teaching reached an average of > 4 (figure 1) out of 12 questionnaire questions. This figure indicates a good category. The results of the focus group discussion obtained data that what still needs to be trained through peer teaching is adjusting learning strategies to the learning material and the background of students and eliminating the fear of making mistakes that make them insecure in front of their peers. Based on the results of data analysis, it is concluded that students' perceptions are good about peer teaching and can help them equip teaching skills as prospective elementary school teachers. However, it is still necessary to add skill training through peer teaching about adjusting learning strategies to the material being taught and eliminating self-confidence. From the findings of this study, it is suggested that to prepare the competence of elementary school teachers through micro-teaching courses, the peer teaching method needs to be maintained but it needs to be added to the content of skills that are still needed by students, namely preparing lesson plans.
EFEKTIVITAS PEER TEACHING TERHADAP PEMAHAMAN KETERAMPILAN MENGAJAR CALON GURU Marcella Nurul Annisa; Nurina Asri Fitriani; Ossie Destiani Fadhilah; Syahid Musthofa Akhyar; Prihantini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 5 (2023): Volume 09 No. 05 Desember 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i5.2391

Abstract

Currently, the challenges in the world of education are increasingly complex, requiring direct application of knowledge and skills for students as prospective teachers. Teaching skills are one of the keys to success in the learning process. For this reason, there needs to be learning that supports the development of knowledge and skills effectively. One way is through the implementation of peer teaching. Peer teaching is a forum for prospective teacher students to apply knowledge and practice skills regarding teaching skills. This research aims to evaluate the impact of peer teaching activities on students' understanding of teaching skills as prospective teachers. This research uses a qualitative descriptive research method. This research data was collected through literature review, interviews and observations. The results of this research show that the implementation of peer teaching can provide in-depth understanding for students as prospective teachers because, during its implementation students take turns being practitioners and observers. In the process, fellow student observers and lecturers provide constructive feedback regarding things that need to be improved in carrying out learning.
Analysis of Teacher Readiness and Difficulties in Implementing the Independent Learning Curriculum in Junior High Schools Prihantini
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 9 No. 2 (2024): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v9i2.4216

Abstract

The teacher's task in the independent learning curriculum was to prepare a learning implementation plan, compile material, prepare assessments, ensure changes in student behavior, and carry out evaluations. However, 52% of students visited by researchers received grades below standard. The article was to determine the obstacles and difficulties teachers that have in implementing the Independent Learning Curriculum. The researchers used mixed methods approach. The respondents in this research were 66 teachers. Data collection techniques used surveys with instruments that have been developed. This instrument was assessed on a Likert scale of 1 to 5 points. Data collection used observation, interviews with 10 teachers, and documents related to research indicators. Analysis data technique used SPSS Version 25.0. Then data from observations, interviews and documentation were collected, reduced, coded, diversified and conclusions drawn. As a result, it was found that the learning implementation plan was incomplete, the teacher did not prepare the material himself, and the assessment method was not yet structured. It was also found that teachers lacked mastery of the material. From the survey it was found that 62.87% of teachers' learning implementation plans did not comply with implementation, 68.53% of teachers lacked mastery of the material, there were 72.10%, there were 56.92% changes in behavior and 54.20% did not evaluate learning.
The Impact of School and Parent Collaboration in Curriculum Implementation in Elementary School Education Prihantini; Jimmi Hasmar
Jurnal Ilmiah Sekolah Dasar Vol 8 No 3 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i3.69770

Abstract

The education curriculum emphasizes the importance of parental involvement in children’s learning processes. Active parental participation is expected to enhance the effectiveness of education through collaboration between schools and parents. However, many schools face challenges in involving parents due to social disparities. This study aims to analyze parents' backgrounds and describe the results of school-parent collaboration in supporting children's education. The research utilized a quantitative method with a questionnaire as the primary instrument, developed based on indicators of parental involvement. The study involved 165 elementary school students and their parents as research subjects. Data were analyzed using SPSS through averaging each indicator and interpreting the results. The findings reveal a significant relationship between school-parent collaboration and children’s educational improvement. Parents’ involvement tends to increase when they feel their presence at school is appreciated by school authorities. Furthermore, parental participation is higher when schools collaborate with parents to discuss issues related to their children and provide information about meetings, activities, and programs that require parental attendance. In conclusion, effective school-parent collaboration positively impacts children's education by fostering a supportive learning environment and enhancing learning outcomes.
Analysis of Teacher Readiness and Difficulties in Implementing the Independent Learning Curriculum in Junior High Schools Prihantini
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 9 No. 2 (2024): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v9i2.4216

Abstract

The teacher's task in the independent learning curriculum was to prepare a learning implementation plan, compile material, prepare assessments, ensure changes in student behavior, and carry out evaluations. However, 52% of students visited by researchers received grades below standard. The article was to determine the obstacles and difficulties teachers that have in implementing the Independent Learning Curriculum. The researchers used mixed methods approach. The respondents in this research were 66 teachers. Data collection techniques used surveys with instruments that have been developed. This instrument was assessed on a Likert scale of 1 to 5 points. Data collection used observation, interviews with 10 teachers, and documents related to research indicators. Analysis data technique used SPSS Version 25.0. Then data from observations, interviews and documentation were collected, reduced, coded, diversified and conclusions drawn. As a result, it was found that the learning implementation plan was incomplete, the teacher did not prepare the material himself, and the assessment method was not yet structured. It was also found that teachers lacked mastery of the material. From the survey it was found that 62.87% of teachers' learning implementation plans did not comply with implementation, 68.53% of teachers lacked mastery of the material, there were 72.10%, there were 56.92% changes in behavior and 54.20% did not evaluate learning.
Co-Authors Jimmi Hasmar Marcella Nurul Annisa Nurina Asri Fitriani Ossie Destiani Fadhilah Ranu Sudarmansyah Syahid Musthofa Akhyar