Articles
<![CDATA[PEMBELAJARAN TRANSFORMATIF BERBASIS LITERASI DAN NUMERASI DI SEKOLAH DASAR ]]>
<![CDATA[Fitriana, Evi]]>;
<![CDATA[Khoiri Ridlwan, Muhamad]]>
<![CDATA[ TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 8 No 1 (2021): TRIHAYU: Jurnal Pendidikan Ke-SD-an ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/trihayu.v8i1.11137
<![CDATA[Transformative learning based on literacy and numeracy in elementary schools in thematic lessons from grades 1-6 can be implemented by providing stimulus to students. Literacy and numeracy are important skills that must be possessed by elementary school students to support their abilities in education, reach their potential, and participate in society. This article will review the concept of transformative learning based on literacy and numeracy for elementary school children. The theory of transformative learning and the concept of numeracy literacy are elaborated as the development of learning concepts because transformative learning does not only transfer knowledge but also makes changes, especially understanding literacy and numeracy.]]>
<![CDATA[Transmigran sebagai Modal Sosial dalam Pengembangan Food Estate di Kabupaten Pulang Pisau ]]>
<![CDATA[Evi Fitriana]]>;
<![CDATA[Marni Marni]]>
<![CDATA[ SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 7 No 1 (2021): Februari 2021 ]]>
Publisher : <![CDATA[LP2M Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/sosio.v7i1.8771
<![CDATA[Agriculture is a sector that plays an important role in supporting sustainable development. Transmigration since the time of the Dutch East Indies has been synonymous with the food program. One of the objectives to be achieved from the transmigration program is to improve the welfare of transmigrant farmers. This research is a qualitative descriptive study which aims to describe and analyze the social capital owned by transmigrants for the development of the food estate program in Pulang Pisau Regency. This research focuses on: 1) networks, 2) trust, and 3) social norms. The Food Estate development program has a link between social capital. Social capital is the main factor that transmigrants must have to support the Food Estate program. Social capital indicators that need to be considered in developing Food Estate are: a) Network, farmers need a network to develop agriculture (Ministry of Environment, Ministry of Agriculture and Minister of National Defense). Social networks between agricultural actors are also potential social capital to support the Food Estate program; b) Trust, the Food Estate development program has received support from the central government to the community, so this indicates that there is trust from the government and society in increasing national food security while simultaneously improving the welfare of agricultural actors; c) Social Norms, in developing the Food Estate program, a legal basis is needed related to agriculture.]]>
<![CDATA[HUBUNGAN PERSEPSI SISWA TENTANG PROSES PEMBELAJARAN DENGAN HASIL BELAJAR GEOGRAFI DI HOMESCHOOLING SEKOLAH DOLAN KOTA MALANG ]]>
<![CDATA[Evi Fitriana,]]>;
<![CDATA[Sugeng Utaya]]>;
<![CDATA[Budijanto Budijanto]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.4, April 2016 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jp.v1i4.6212
<![CDATA[The aim of this research is to know the relationship between student perception on learning and the learning achievement of Geography subject in Homeschooling Sekolah Dolan Malang City. This research used quantitative description method, with correlation analysis. Perception data collection using a questionnaire based on the Likert scale. Learning achievement data was collected from report achievement on 1st semester. Based on the data analysis, showed that the relations between student perception and the learning achievement of Geography are significant. Learning process has moderate correlation with learning achievement. The learning process is one of the external factors that have contributed in determining learning achievement, so that expected there are other factors that affect learning achievement.Tujuan penelitian ini untuk mengetahui hubungan persepsi tentang proses pembelajaran dengan hasil belajar geografi siswa homeschooling Sekolah Dolan Kota Malang. Penelitian ini termasuk penelitian deskriptif kuantitatif yang menggunakan analisis korelasi product moment untuk menganalisis hubungan antar variabel penelitian. Pengumpulan data persepsi tentang pembelajaran menggunakan angket yang penilaiannnya berpedoman pada skala likert. Data hasil belajar dikumpulkan dari nilai rapor semester ganjil. Hasil penelitian menunjukkan hubungan yang signifikan antara persepsi tentang proses pembelajaran dan hasil belajar geografi di homeschooling Sekolah Dolan Kota Malang. Proses pembelajaran memiliki korelasi sedang dengan hasil belajar. Proses pembelajaran merupakan salah satu faktor eksternal yang mempunyai kontribusi dalam menentukan hasil belajar, sehingga diduga terdapat faktor-faktor lain yang memengaruhi hasil belajar.]]>
<![CDATA[Strategi Pengembangan Taman Wisata Kum Kum Sebagai Wisata Edukasi Di Kota Palangkaraya ]]>
<![CDATA[Evi Fitriana]]>
<![CDATA[ Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi Vol 23, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Rendahnya perhatian pemerintah daerah dalam rangka pengembangan kepariwisataan menjadi latar belakang penelitian ini. Masalah yang muncul adalah strategi pengembangan taman wisata Kum Kum di Kota Palangka Raya masih belum jelas. Penelitian ini bertujuan untuk (1) menganalisis faktor-faktor internal dan eksternal yang mendukung dan menghambat dalam pengembangan Taman Wisata Kum Kum, dan (2) menentukan strategi pengembangan kawasan wisata Taman Wisata Kum Kum yang terletak di Kelurahan Pahandut, Kecamatan Pahandut, Kota Palangka Raya. Penelitian ini menggunakan metode penelitian deskriptif kuantitatif dengan menggunakan alat analisis SWOT (Strenghts, Weaknes, Opportunities, Threats). Data dikumpulkan melalui studi kepustakaan, observasi serta wawancara dengan Dinas Pariwisata, Bappeda, camat, lurah, tokoh masyarakat, masyarakat dan pengunjung. Berdasarkan hasil penelitian maka dapat disimpulkan strategi pengembangan taman wisata Kum Kum antara lain membangun sarana prasarana seperti alat angkut dan sarana akomodasi, membuat atraksi wisata dan promosi obyek wisata, mengembangkan produk wisata, serta melibatkan pemerintah dan swasta dalam pengelolaan wisata.DOI: http://dx.doi.org/10.17977/um017v23i22018p094]]>
<![CDATA[Pola Keruangan Budaya Oloh Salam Masyarakat Kalimantan Tengah dengan Pendekatan Geospasial ]]>
<![CDATA[Evi Fitriana]]>
<![CDATA[ JURNAL GEOGRAFI Vol 10, No 1 (2018): JURNAL GEOGRAFI ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jg.v10i1.7988
<![CDATA[ AbstrakIslam masuk ke Indonesia mampu beradaptasi dengan kebudayaan lokal. Proses penyampaian islam dengan cirinya yang apresiatif dengan budaya lokal serta memihak dengan warga setempat menyebabkan Islam diterima sebagai agama baru. Penelitian ini bertujuan untuk memetakan budaya Oloh Salam, kebudayaan lokal suku Dayak, sejarah persebaran islam di Kalimantan Tengah dan deskripsi budaya Oloh Salam. Oloh salam adalah orang-orang Dayak yang memilih memeluk agama Islam namun masih terdapat sisa-sisa kepercayaan primitif tercampur dengan unsur-unsur agama Islam. Beberapa aspek budaya oloh salam yang khas meliputi upacara kehidupan disebut juga gawi belum dan upacara kematian atau gawi matei serta aspek seni. Kekhasan ini merupakan keunikan tersendiri bila ditinjau berdasarkan letak geografisnya yaitu di Pulau Kalimantan. Metode penelitian menggunakan studi pustaka, data dan informasi kemudian diolah mengunakan pendekatan geospasial dengan overlay peta. Hasil overlay menjelaskan pola keruangan budaya Oloh Salam membentuk pola memanjang sungai dan pantai. Hal ini menunjukkan bahwa persebaran islam dimulai dari pesisir kemudian berlayar melalui sungai untuk memperluas ajaran islam khususnya di Kalimantan Tengah. Kata kunci: budaya, Oloh Salam, pola keruangan AbstractIslam entry into Indonesia is able to adapt to local culture. The process of conveying Islam with cultural approach makes Islam readily accepted by local communities. Islam that is appreciative with local culture and taking sides with local people causes Islam to be accepted as a new religion. This Study aims to determine the spatial pattern Oloh Salam culture, local culture of Dayak, history of the Islamic spread in Central Kalimantan, and definition of Oloh Salam culture. Dayak’s culture in Central Kalimantan who has follow Islamic religion is called Oloh Salam. The conversion process of Dayak etnic from their religion become Islam is the impact of the opening of river routes from upstream to downstream. Some typical cultural aspects include the ceremony of life is also called gawi and death ceremony or gawi matei. The research method used in the literature study, data and information obtained then processed using geospatial approach by overlaying the map. The results showed that the spatial pattern of the Oloh Salam culture formed a longitudinal pattern of rivers and beaches. This proves that, the spread of Islam began in the coastal areas then sailed through the river channel to expand the spread of Islam to spread to remote areas especially in Central Kalimantan. Key words: spatial pattern, culture, Oloh Salam ]]>
<![CDATA[NGAJI ONLINE: Transformasi Ngaji Kitab di Media Sosial ]]>
<![CDATA[Evi Fitriana]]>;
<![CDATA[Muhamad Khoiri Ridlwan]]>
<![CDATA[ ASANKA: Journal of Social Science And Education Vol 2, No 2 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Ponorogo ]]>
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DOI: 10.21154/asanka.v2i2.3238
<![CDATA[Social change includes elements of both material and non-material culture. This emphasizes the great influence of material elements of culture on non-material elements. Technological developments cause cultural changes.The digital era has an impact on shifting interest in the search for Islamic knowledge from offline to online systems. Therefore, religious learning becomes easy and practical. The transfer of Islamic religious knowledge in “ngaji online" is not only from the teacher directly by coming to a majlis ta'lim, but can be done through social media. "Ngaji online " on social media must be equipped with controls for the content displayed. The new order that emerges from the activity of "ngaji online" forms a new habitus that adapts to the social conditions of the community. The paradigm of social change theory discusses changes in society and the processes that occur in these changes. The problem in the online Ngaji phenomenon leads to a social fact paradigm that is linked to functional structural theory.]]>
<![CDATA[Environmental Care Character Education in Animated Film Dr. Seuss The Lorax ]]>
<![CDATA[Evi Fitriana]]>;
<![CDATA[Kukuh Wurdianto]]>
<![CDATA[ Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 2 (2022): Budapest International Research and Critics Institute May ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v5i2.4903
<![CDATA[The aims of this research is to examine the animated film Dr.Seus The Lorax. The storyline in this film is relevant to the goal of character education, especially caring for the environment. This study will analyze the moral content and character of caring for the environment in the Dr. Seuss The Lorax film. The research method used is a qualitative content analysis. The data source in this study is an animated film with the title Dr. Seuss The Lorax, directed by Chris Renaud Kyle Balda. Data collecting in this study using documentation techniques. This film is the right medium to share and create self-awareness for the community about the environment. Dr. Seuss' The Lorax invites the audience to take action to save the environment and motivates the audience to treat nature as God's creation.]]>
<![CDATA[Implementasi Trauma Healing dan Pendidikan Lingkungan Pada Anak-Anak Pasca Bencana Banjir di Kota Palangka Raya ]]>
<![CDATA[Kukuh Wurdianto]]>;
<![CDATA[Liberti Natalia Hia]]>;
<![CDATA[Evi Fitriana]]>;
<![CDATA[Muhammad Dwi Toriyono]]>;
<![CDATA[Muhamad Khoiri Ridlwan]]>
<![CDATA[ TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 9 No 1 (2022): Trihayu: Jurnal Pendidikan Ke-SD-an ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/trihayu.v9i1.13235
<![CDATA[The incidence of disasters increased in Indonesia. Most of these disasters are environmental disasters such as hurricanes, floods and landslides. Massive flooding occurred in several districts in Central Kalimantan in November 2021. Based on data from the BPBD of Palangka Raya City, it was recorded that 31,013 residents consisting of 8,876 families became victims of the flood. In addition to the physical impact, the psychological impact after the flood disaster needs to be considered. The psychological impact that occurs is in the form of anxiety, stress and trauma to the victims. Trauma to victims of natural disasters cannot be allowed to drag on so that disaster victims can continue their normal lives, therefore trauma recovery/trauma healing is needed. Especially for school-age children, trauma healing is carried out using a pedagogical approach. The pedagogical approach used refers to the pattern of development and education that is being experienced by victims, especially children, so that the trauma healing process can run and have an effect as expected. In addition to post-disaster trauma recovery, there is also a need for environmental education that has a role in preventing and reducing the risk of environmental disasters. Environmental education must facilitate various learning processes on cognitive and awareness aspects, attitudes and behavior, and collective action to institutionalize environmentally friendly and disaster-sensitive behavior.]]>
<![CDATA[Etnopedagogi Batang Garing Suku Dayak Ngaju sebagai Nilai Pendidikan Karakter Peduli Lingkungan ]]>
<![CDATA[Wurdianto, Kukuh]]>;
<![CDATA[Norsandi, Dedy]]>;
<![CDATA[Fitriana, Evi]]>
<![CDATA[ Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 4 No 3 (2022): Pendidikan Islam dan Multikulturalisme ]]>
Publisher : <![CDATA[Institut Agama Islam Sunan Giri (INSURI) Ponorogo ]]>
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DOI: 10.37680/scaffolding.v4i3.1936
<![CDATA[This research aims to analyze the Batang Garing symbol of the Dayak Ngaju tribe in Central Kalimantan based on an ethnopedagogical perspective, especially in environmental care character education. The research design used is an ethnographic research design that focuses on the Batang Garing symbol. This ethnographic research consists of 6 stages, selecting an ethnographic project; asking ethnographic questions; collecting ethnographic data; taking notes; analyzing the data, and writing the results of the ethnographic research. The results of this study explain that Ethno pedagogy raises the values of local wisdom as an important part of the educational process and the civilizing process. Dayak Ngaju tribe adheres to a conservationist understanding which is taken from the philosophy of the Batang Garing symbol which contributes to treating the natural environment. the value of character education in each part of the Batang Garing symbol, among others: the "Enggang" symbol contains a religious character; the bunu symbol contains the character of responsibility; the support symbol contains the character of caring for the environment; the garanuhing symbol contains a peace-loving character; the dawen dandang tingang symbol contains the value of caring for the environment; the Balanga symbol contains the value of tolerance; and the symbol of Batu Nindan Tarung Island contains the values of caring for the environment, responsibility and religion. The internalization of the environmental care character in the Batang Garing symbol is not separated from other parts of the symbol because in the internalization of the character all components are interrelated.]]>
<![CDATA[Assessing Scientific Literacy of College Students with TOSLS (Test of Scientific Literacy Skills) ]]>
<![CDATA[Fitriana, Evi]]>;
<![CDATA[Permatasari, Faudina]]>
<![CDATA[ Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 6 No 1 (2024): Geographical Coverage: Indonesia, Malaysia, Turkey, Iraq, and Nigeria ]]>
Publisher : <![CDATA[Institut Agama Islam Sunan Giri (INSURI) Ponorogo ]]>
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DOI: 10.37680/scaffolding.v6i1.5414
<![CDATA[This study aims to identify the scientific literacy skills of students at Malang State University based on gender, year of study, and study program. The research method uses quantitative description. The sampling technique uses purposive random sampling. The population of the study is S1 students at Universitas Negeri Malang who are pursuing education programs. The sample consists of 208 students, divided into 62 males and 146 females. The data collected includes the results of scientific literacy tests using the TOSLS (Test of Scientific Literacy Skills) instrument and demographic data from the respondents obtained through questionnaires. The test instrument is divided into nine indicators of scientific literacy, including the ability to identify scientific concepts, evaluate the validity of sources, and interpret graphs. Data analysis was conducted using the KR20 reliability test, Shapiro-Wilk normality test, and non-parametric analysis such as Mann-Whitney and Kruskal-Wallis. The results of the study showed that the average level of success in questions was 73.37%, based on gender, with details of male respondents with a score of 74.38% and female respondents with a score of 72.36%. The level of scientific literacy of students based on the year of study in working on questions decreased from the first year to the third year (first year = 37%; second year = 46%; third year = 17%). There was a difference in the level of success in completing questions statistically based on the study program, which showed significance (H = 47.93; p <0.05). Geography education students' scores in solving test questions were second worst compared to students studying Biology, Physics, and Chemistry, so they had to do more science-based activities in each lecture activity.]]>
