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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Bidayah : jurnal pendidikan dasar Islam
Anita Ekantini
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Humanities Education Social Sciences Other

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Analysis of the Role of Elementary School Teacher Learning Communities Using the Principles of "Community of Practitioners" in Negeri Besar District, Way Kanan Regency, Lampung Province   Fitri Yuliawati; Anita Ekantini; Inggit Dyaning Wijayanti; Shinta Melia Khorinimah
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.14165

Abstract

This study aims to analyze the role of elementary school teacher learning communities using the principles of "Community of Practice" in Negeri Besar District, Way Kanan Regency, Lampung Province. This study uses a descriptive qualitative approach. Data collection techniques were carried out through observation, interviews, and documentation. The research subjects consisted of elementary school/madrasah teachers, learning community coordinators, and teacher community members. The results show that learning communities play an important role in improving teachers' pedagogical, professional, social, and technological competencies. Learning communities also serve as a means of collaboration between teachers in sharing experiences, discussing learning problems, and finding joint solutions. The principles of the community of practice are implemented through regular discussions, learning reflections, sharing of good practices, and collaborative learning both online and offline. Despite several obstacles such as limited internet access, considerable distance between schools, and limited technological skills, the learning communities are still able to operate sustainably through the use of digital media such as WhatsApp, Zoom, Google Drive, and Google Docs. Thus, teacher learning communities based on communities of practice can be one strategy in improving the quality of education and the professionalism of elementary school teachers.
PERAN SHADOW TEACHER DALAM PEMBELAJARAN IPA KELAS IV DI SEKOLAH ALAM INKLUSI JOGJA GREEN SCHOOL Heni Raehani; Anita Ekantini; Nimas Asri Handayani; Siti Muthia Azzahra; Dania Cucu Rizkiyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.50060

Abstract

Inclusive education provides equal learning opportunities for all students, including those with special needs (ABK). Science learning involves abstract concepts and requires logical thinking skills, thus necessitating the support of a shadow teacher. This study aims to analyze the role of shadow teachers in fourth-grade science learning at Sekolah Alam Inklusi Jogja Green School. This study employs a qualitative approach using the case study method. The research subjects consisted of one shadow teacher, one classroom teacher, and one student with special needs. Data were collected through semi-structured interviews and observations, then analyzed using the Miles, Huberman, and Saldana interactive model through data condensation, data presentation, and conclusion drawing and verification. The results of the study indicate that the shadow teacher plays a role in support strategies through dual attention and repeated explanations, hands-on learning and natural environment-based learning, strengthening inclusive social interactions, and an assessment system through support in understanding assessment instructions and remedial follow-up tailored to the needs of students with special needs. Thus, the shadow teacher plays a role in the academic, social, and learning development aspects of students with special needs at the inclusive nature school.
PERSEPSI CALON GURU MADRASAH IBTIDAIYAH TERHADAP PEMBELAJARAN IPA PADA KURIKULUM DEEP LEARNING Latifanisa; Anita Ekantini; Ibnu Awall Uddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51372

Abstract

This study aims to determine the perceptions of prospective elementary school teachers towards science learning in a deep learning-based curriculum. The study used a qualitative approach with a descriptive research type. The research subjects were 20 students of the Elementary School Teacher Education Study Program (PGMI) selected using a purposive sampling technique. Data collection techniques were carried out through open-ended questionnaires and interviews. The data obtained were analyzed through the stages of data reduction, categorization, data presentation, and drawing conclusions. The results showed that prospective teachers had a positive perception towards the application of deep learning in science learning. This approach is understood not only to emphasize memorization, but also a deep understanding of concepts through practical activities, observation, discussion, and problem solving. Deep learning-based learning is considered capable of improving students' critical thinking skills, activeness, and learning motivation because the material is linked to everyday life. In addition, the role of the teacher in this approach changes to a facilitator who guides and creates an interactive learning atmosphere. The application of the three main components of deep learning, namely mindful learning, meaningful learning, and joyful learning, is also considered capable of creating more focused, meaningful, and enjoyable learning. Thus, the deep learning approach is considered relevant to support science learning in the Independent Curriculum.
Co-Authors Dania Cucu Rizkiyani Fitri Yuliawati Heni Raehani Ibnu Awall Uddin Inggit Dyaning Wijayanti Latifanisa Nimas Asri Handayani Shinta Melia Khorinimah Siti Muthia Azzahra