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Timeline of Curriculum Policy in Indonesia Hikmawati, Nisrina; Hosnan, Hosnan
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 6 No. 1 (2022): Idarah: Jurnal Pendidikan dan Kependidikan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Purpose of the study: To form the curriculum policy timeline in Indonesia that is essential in understanding and analyzing education development in Indonesia. Methodology: This study uses the library research method, taking from various sources, textbooks, and other scientific papers. Main Findings: The Indonesian curriculum policy has undergone 13 changes, summarized in 4 periods, namely 1) the independence period and the old order, 2) the new order period, 3) the reform period, and 4) the covid-19 pandemic period. Novelty/Originality of this study: So that interested parties in education can have a foothold to develop, evaluate and forecast the curriculum. In addition, Education implementers can have an open paradigm in developing curricula so that the curriculum does have to change. As the faster human civilization develops, the educational curriculum will often change.

ASIAB Chatbot for Disaster Mitigation Learning at Madrasah Ibtidaiyah Nisrina Hikmawati
Geosfera Indonesia Vol. 9 No. 2 (2024): GEOSFERA INDONESIA
Publisher : Department of Geography Education, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/geosi.v9i2.46591

Learning Disaster mitigation in schools is an essential concern of the government in forming a character of preparedness and resilience for students to face disasters. According to technological developments, adequate learning media is also important for independent learning. Therefore, this study aimed to develop disaster mitigation learning media for Madrasah Ibtidaiyah (Islamic Elementary School) students using AI chatbot technology. The Research and Development method with the ADDIE model was adopted, consisting of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. The product was validated by media and material experts as excellent, with percentages of 98.3% and 93.95% respectively. Product validation was carried out using questionnaires, while assessments were based on several indicators, namely attractive, easy-to-understand, technical standards, and material suitability. Furthermore, practicality and effectiveness tests were conducted on teachers and students, with scores above 80%, suggesting very good usability. Practical and effective indicators were based on attractiveness, ease of use, increased motivation, and ease of assessment. In conclusion, The ASIAB chatbot was found to be highly suitable for learning by providing an innovative method to disaster mitigation education through the integration of AI chatbot technology. In addition, the ASIAB chatbot provided a validated and reliable tool that meets high standards of usability and educational effectiveness, as evidenced by high validation scores from both media and material experts. This technology also showed practicality and effectiveness in real classroom settings, thereby providing a scalable solution that can be implemented widely to enhance disaster preparedness education across Indonesian schools.

KONSEP DAN IMPLEMENTASI KECERDASAN BUATAN (ARTIFICIAL INTELLIGENCE) DALAM MANAJEMEN KURIKULUM SD/MI Nisrina Hikmawati; Moh. Imam Sufiyanto; Jamilah, Jamilah
Abuya: Jurnal Pendidikan Dasar Vol. 1 No. 1 (2023): Abuya Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/abuyaVol1iss1Y2023278

Memasuki era Revolusi Industri 4.0 dan era Society 5.0 saat ini, menuntut pendidikan untuk berbenah dan berevolusi sehingga dapat membentuk Sumber Daya Manusia yang tangguh berkarakter dan siap menghadapi perkembangan zaman. Pendidikan tingkat dasar memegang peranan sangat penting dalam persiapan ini. Manajemen kurikulum sekolah dasar harus dirancang dan dikembangkan secara dinamis mengikuti perkembangan zaman dan perkembangan siswa. Kurikulum mengarah pada proses pembelajaran dengan mengukur hasil belajar siswa. Artificial Intelligence merupakan teknologi kecerdasan buatan yang diyakini mampu membantu manusia dalam kehidupannya, sehingga perlu diimplementasikan dalam pendidikan sebagai bekal bagi siswa mengenal dan memanfaatkan teknologi dalam kehidupannya. Melalui metode Narrative Literature Review artikel ini menggambarkan konsep manajemen kurikulum sekolah dasar berbasis Artificial Intelligence melalui studi terhadap empat literatur yang relevan. Dalam pembelajaran, teknologi Artificial Intelligence dapat berperan sebagai Sistem Tutor, Intelligent Tutee, alat/media pembelajaran, dan Panduan membuat kebijakan kurikulum dan pendidikan. Hasil penelitian ini menjadi gambaran konsep kurikulum sekolah Dasar berbasis Artificial Intelligence, sehingga dapat menjadi bahan referensi dalam kegiatan manajemen kurikulum SD/MI.

OPTIMALISASI POTENSI INTERNAL: STRATEGI EFEKTIF MANAJEMEN PENGEMBANGAN MADRASAH Nisrina Hikmawati; Santoso, Didik
Abuya: Jurnal Pendidikan Dasar Vol. 3 No. 1 (2025): Abuya: Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/abuyaVol3iss1Y2025667

Penelitian ini bertujuan untuk mendeskripsikan strategi konseptual dan operasional dalam manajemen pengembangan madrasah, serta mengkaji bagaimana potensi internal di MIN 1 Sumenep dioptimalkan untuk mewujudkan mutu pendidikan yang berkelanjutan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, studi dokumentasi, dan forum grup diskusi (FGD). Hasil penelitian menunjukkan bahwa strategi konseptual disusun secara kolektif melalui rapat kerja tahunan dan forum musyawarah madrasah, sementara strategi operasional diwujudkan dalam bentuk pelaksanaan program-program konkret yang melibatkan secara aktif seluruh warga madrasah. Optimalisasi potensi internal mencakup pengelolaan sumber daya manusia (guru, siswa, tenaga kependidikan, wali murid, dan mitra), pengembangan program-program unggulan, serta pemanfaatan sarana prasarana yang memadai. Efektivitas strategi ini terlihat dari peningkatan kepercayaan masyarakat, penguatan program tahsin dan tahfidz, pelaksanaan pekan kewirausahaan, inovasi pembelajaran berbasis e-learning, dan meningkatnya prestasi siswa. Penelitian ini merekomendasikan pentingnya penerapan kepemimpinan partisipatif dan penguatan tata kelola berbasis potensi untuk memperkuat pengembangan madrasah. Penelitian selanjutnya disarankan untuk mengeksplorasi strategi kepemimpinan inovatif dan replikasi model ini di madrasah lain dengan konteks yang berbeda.

ANALISIS LINGUISTIK KESALAHAN MEKANIK BAHASA DALAM KARANGAN NARASI SISWA KELAS V Hasanah, Imroatul; Hikmawati, Nisrina
Abuya: Jurnal Pendidikan Dasar Vol. 3 No. 2 (2025): Abuya: Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/abuyaVol3iss2Y20251000

Penelitian ini bertujuan untuk menganalisis kemampuan menulis karangan narasi siswa kelas V di SD Ma’arif Nurul Mannan serta mengidentifikasi faktor-faktor yang menyebabkan kesalahan penggunaan tanda baca titik, koma, dan huruf kapital. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif melalui observasi, wawancara, tes tertulis, dokumentasi, dan analisis isi. Data dianalisis melalui proses reduksi data, penyajian data, dan penarikan kesimpulan, serta divalidasi melalui triangulasi sumber. Hasil penelitian menunjukkan bahwa kemampuan menulis narasi siswa masih tergolong kurang, ditandai dengan tingginya kesalahan pada penggunaan tanda baca dan huruf kapital. Rata-rata kesalahan terbesar terdapat pada penggunaan titik dan koma, sedangkan kesalahan huruf kapital berada pada kategori sedang. Nilai akhir menunjukkan sebagian besar siswa berada pada kategori “kurang” dan “buruk,” mengindikasikan rendahnya penguasaan kaidah mekanik bahasa. Faktor penyebab kesalahan meliputi perbedaan kemampuan individu, kurangnya latihan menulis, rendahnya motivasi belajar, serta minimnya pendampingan di rumah. Penelitian ini menegaskan perlunya penguatan pembelajaran berbasis PUEBI, pendampingan menulis secara berkelanjutan, pembelajaran berdiferensiasi, serta peningkatan keterlibatan orang tua dalam mendukung literasi tulis siswa.

ASIAB Chatbot for Disaster Mitigation Learning at Madrasah Ibtidaiyah Hikmawati, Nisrina
Geosfera Indonesia Vol. 9 No. 2 (2024): GEOSFERA INDONESIA
Publisher : Department of Geography Education, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/geosi.v9i2.46591

Learning Disaster mitigation in schools is an essential concern of the government in forming a character of preparedness and resilience for students to face disasters. According to technological developments, adequate learning media is also important for independent learning. Therefore, this study aimed to develop disaster mitigation learning media for Madrasah Ibtidaiyah (Islamic Elementary School) students using AI chatbot technology. The Research and Development method with the ADDIE model was adopted, consisting of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. The product was validated by media and material experts as excellent, with percentages of 98.3% and 93.95% respectively. Product validation was carried out using questionnaires, while assessments were based on several indicators, namely attractive, easy-to-understand, technical standards, and material suitability. Furthermore, practicality and effectiveness tests were conducted on teachers and students, with scores above 80%, suggesting very good usability. Practical and effective indicators were based on attractiveness, ease of use, increased motivation, and ease of assessment. In conclusion, The ASIAB chatbot was found to be highly suitable for learning by providing an innovative method to disaster mitigation education through the integration of AI chatbot technology. In addition, the ASIAB chatbot provided a validated and reliable tool that meets high standards of usability and educational effectiveness, as evidenced by high validation scores from both media and material experts. This technology also showed practicality and effectiveness in real classroom settings, thereby providing a scalable solution that can be implemented widely to enhance disaster preparedness education across Indonesian schools.

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