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All Journal Jurnal Edukasi Matematika dan Sains Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Widuri, Ratih
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Desain Didaktis Simetri Lipat untuk Siswa Kelas III Sekolah Dasar Widuri, Ratih; Fuadiah, Nyiayu Fahriza; Pratama, Aldora
JEMS: Jurnal Edukasi Matematika dan Sains Vol 11, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jems.v11i1.14088

Abstract

Penelitian ini bertujuan untuk membuat desain didaktis simetri lipat untuk siswa kelas III Sekolah Dasar berdasarkan Learning Osbtacle. Menggunakan pendekatan kualitatif metode DDR (Didactical Disegn Research) yang meliputi tiga tahapan yaitu; analisis prosfektif, analisis metapedadidaktik, dan analisis retrosfektif. Berdasarkan analisis LO disusun Hypotethical Learning Trajectory (HLT) yang meliputi: tujuan pembelajaran, aktivitas siswa dan hipotesis kemudian dapat merancang desain didaktis hipotetik materi simetri lipat dan ada tiga tujuan pembelajaran yaitu; mengidentifikasi bangun datar yang memiliki simetri lipat dengan tepat, menyelesaikan simetri lipat pada bangun datar menggunakan benda konkret, menentukan banyak simetri lipat pada sebuah bangun datar yang benar. Desain didaktis ini dapat diimplementasikan menggunakan media pembelajaran gambar dan bangun datar, setelah diterapkan mengalami penurunan pada LO yang muncul pada materi simetri lipat, artinya desain didaktis ini mampu menjadi solusi dari hambatan belajar yang terjadi pada siswa kelas III Sekolah Dasar.
Relevansi Filsafat Ilmu Terhadap Pengembangan Kurikulum: Kajian Literatur Review: Penelitian Widuri, Ratih; Susanti, Rahmi; Yosef, Yosef; Chotimah, Umi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

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Abstract

This study aims to analyze the relevance of the philosophy of science in curriculum development through a literature review approach. Philosophy of science, serving as an epistemological, ontological, and axiological foundation, plays a strategic role in determining the direction, substance, and methodology of curricula that respond to scientific and educational advancements. This review synthesizes recent literature that discusses the connection between the philosophy of science and curriculum design across various educational levels. The results indicate that the ontological dimension supports the formulation of curriculum content, the epistemological dimension strengthens the selection of instructional approaches, and the axiological dimension ensures that curriculum development aligns with values, ethics, and learner benefit. The findings also show that integrating the philosophy of science supports the creation of curricula that are more adaptive, critical, and contextually relevant to global changes. Additionally, this review identifies a research gap regarding the limited explicit integration of the philosophy of science in national curriculum frameworks. Overall, the study underscores the urgency of reinforcing philosophical perspectives in curriculum development to enhance the comprehensive quality of education.
Kajian Literatur: Pendekatan Pembelajaran, Disiplin, dan Pengembangan Karakter pada SD di Jepang dan Indonesia: Penelitian Hendriyadi, Hendriyadi; Widuri, Ratih; Murba, Amelia; Madri, Madri; Subekti, Woro; Hudaidah, Hudaidah; Gulo, Fakhili; Safitri, Erna Retna
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.4112

Abstract

This study aims to analyze learning approaches, disciplinary culture, and character development strategies in elementary education in Japan and Indonesia through a comprehensive literature review. Using a literature review research design, data were obtained from national and international journals, academic books, educational organization reports, and relevant previous research findings from the past ten years. The findings indicate that Japan has successfully implemented active, collaborative, and contextual learning integrated with school routines, thereby shaping students' character through direct experience. In contrast, Indonesia, which has adopted a competency-based curriculum, still faces challenges such as pedagogical consistency, disparities in teacher quality, and a weak school culture that supports active learning and character education. In terms of discipline, Japan implements an approach based on collective responsibility and self-regulated behavior, while Indonesia is still in the transition process towards positive discipline that focuses on strengthening social-emotional competencies. Gap analysis reveals differences in the integration of learning, character, and school culture that impact the effectiveness of elementary education in both countries. This study presents a novelty in the form of mapping the state of the art that shows the relationship between learning approaches and character development in an international comparative context.
Co-Authors Fakhili Gulo Fuadiah, Nyiayu Fahriza Hendriyadi, Hendriyadi Hudaidah Hudaidah Madri, Madri Murba, Amelia Pratama, Aldora Rahmi Susanti Safitri, Erna Retna Subekti, Woro Umi Chotimah Yosef, Yosef