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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Didaktika: Jurnal Kependidikan
Anang Sudigdo
Universitas Sarjanawiyata Tamansiswa, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Model Project Based Learning dalam Pembuatan Batik Ikat (Tie Dye) untuk Meningkatkan Keterampilan Menulis Teks Prosedur Hendika Whesli; Muh Rusnoto Susanto; Anang Sudigdo; Wijaya Heru; Ulfah Ratna Widanti; Rohman Rohman; Suwardi Suwardi
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 2 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i2.6113

Abstract

Penelitian ini dilatar belakangi oleh rendahnya keterampilan menulis siswa dan rendahnya pengetahuan tentang pembuatan batik pada siswa kelas V SDN Jogoyitnan Kecamatan Wonosobo. Hal ini berdasarkan hasil observasi dan tes praktek pada siswa kelas V SDN Jogoyitnan. Tujuan dari penelitian ini adalah untuk meningkatkan keterampilan menulis teks prosedur siswa dalam pembuatan batik ikat menggunakan model Project Based Learning yang terdiri atas enam langkah, yaitu menentukan pertanyaan dasar; medesain perencanaan produk; menyusun jadwal pembuatan proyek; monitoring keaktifan dan perkembangan proyek; menguji hasil; dan evaluasi pengalaman belajar. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (Classroom Action Research). Subjek penelitian ini adalah 28 siswa kelas V SDN Jogoyitnan Wonosobo. Metode pengumpulan data yang digunakan yaitu wawancara, observasi, dan dokumentasi. Teknik analisis data yang digunakan adalah analisis deskriptif kualitatif dan kuantitatif. Dinyatakan bahwa setelah dilaksanakan penelitian dari kegiatan pratindakan hingga siklus II dengan metode Project Based Learning keterampilan menulis teks prosedur membuat batik ikat siswa mengalami peningkatan. Hasil penelitian menunjukkan bahwa (1) Proses pembelajaran dengan metode project-based learning yaitu dengan memberikan projek/tugas kepada siswa sehingga siswa dapat berkarya dan berkreasi secara maksimal, (2) Metode Project-Based Learning dapat meningkatkan keterampilan menulis teks prosedur pada pembuatan batik ikat (tie dye) siswa kelas V SDN Jogoyitnan Wonosobo
Leading Digital Transformation in the AI Era: A Multisite Qualitative Study of Rural Elementary School Leadership Maria Ulfah; Tri Handoko; Anang Sudigdo; Banun Havifah Khosiyono
Didaktika: Jurnal Kependidikan Vol. 15 No. 4 November (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.5208

Abstract

The integration of artificial intelligence (AI) in rural elementary schools presents opportunities for instructional innovation but remains shaped by resource constraints, teacher readiness, and responsible use. This study examines how school leaders mediate digital transformation and how leadership practices interact with pedagogical needs and contextual conditions. A multisite qualitative study was conducted in 12 public elementary schools across six school clusters in Alian District, Kebumen, Central Java, Indonesia. Data were collected from 36 informants (12 principals, 12 upper-grade teachers, and 12 lower-grade teachers) through semi-structured interviews, non-participant observations, and document analysis, followed by thematic within-site and cross-site analysis. Three patterns emerged. First, adaptive resource governance was evident in 10 schools (83.3%) that reported reallocating operational funds to support connectivity, while all 12 schools used professional networks for collaborative learning and resource sharing. Second, AI use varied by instructional needs: upper-grade teachers emphasized planning and assessment, whereas lower-grade teachers focused on visual materials, literacy, numeracy, and storytelling. Reported time savings reflected teachers’ perceptions rather than objectively measured efficiency. Third, responsible AI integration required peer mentoring, content verification, contextual adaptation, and attention to student data protection. The findings conceptualize rural digital leadership as adaptive mediation among resource governance, pedagogical AI use, teacher learning, and human oversight. Because the study involved purposively selected schools in one district, its findings offer contextual insights rather than nationally representative estimates.
Co-Authors Banun Havifah Khosiyono Hendika Whesli Maria Ulfah Muh Rusnoto Susanto Rohman Rohman Suwardi Suwardi Tri Handoko Ulfah Ratna Widanti Wijaya Heru