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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JPI (Jurnal Pendidikan Inklusi) NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Fatimah, Hana
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Education Languange, Linguistic, Communication & Media Mathematics Other

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THE IMPACT OF USING GADGETS ON EARLY CHILDHOOD IN SIDAMUKTI VILLAGE Mustakim, Usep Saepul; Muliasari, Ajeng; Sumarni, Nunung; Mardiah, Diah; Fatimah, Hana
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 4 No. 1 (2023): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Februari 2023
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v4i1.482

Abstract

The formulation of the problem in this study is how to analyze the impact of using gadgets in early childhood. The research objectives to be achieved in this study are readers can use gadgets wisely, readers can reduce dependence on gadgets, to provide information about the impact of using gadgets on health and to provide information about gadgets. The research method used is a qualitative research method. Based on the results of research on the negative and positive impacts of using gadgets on children aged 6-12 years in Sidamukti Village, it can be concluded: 1). The positive impact of using gadgets on respondents is 5 children aged 6-12 years in Sidamukti Village, showing data for 2 children who show a positive impact, this is classified as a minority because the other 3 respondents have not shown a positive impact. 2). The negative impact of using gadgets on respondents was 5 children aged 6-12 years in Sidamukti Village, showing data for 3 children showing a negative impact, this is classified as the majority because 2 other respondents have shown a positive impact.    
PERAN KEPEMIMPINAN KEPALA SEKOLAH DALAM PENGUATAN MUTU PEMBELAJARAN MELALUI SUPERVISI AKADEMIK BERBASIS DATA DI SEKOLAH DASAR Fatimah, Hana; Utami, Fajar Sri; Muhibbin, Ahmad; Sutopo, Anam
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35808

Abstract

This study is motivated by the suboptimal use of academic supervision data as the basis for evaluating learning processes. The study aim to describe the role of the principal’s leadership in strengthening learning quality through data-based academic supervision at MI Muhammadiyah Tahfidzul Qur’an, Matesih, Karanganyar. The study focuses on three main aspects: the form of the principal’s leadership in implementing academic supervision, the implementation of data-based academic supervision, and its contribution to strengthening learning quality. The research adopts a descriptive qualitative design with teachers and the school principal as the research subjects. Data were collected through in-depth interviews, participatory observations, and documentation, while data analysis used the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation. The findings reveal that the principal applied transformational and participatory leadership styles that fostered a collaborative and reflective culture among teachers. Data-based academic supervision was systematically implemented by utilizing classroom observation results, learning evaluations, and teacher reflections as the basis for professional development. The application of data-based supervision improved the objectivity of assessments, teacher professionalism, learning effectiveness, and student achievement. The study concludes that the integration of principal leadership with data-based academic supervision serves as an effective strategy to build a sustainable culture of learning quality in elementary education. The implications indicate that improving the quality of learning in elementary schools can be achieved more effectively when principals develop a structured, data-driven, and reflective academic supervision system. The findings of this study can serve as a reference for principals and school supervisors in designing continuous professional development policies for teachers, as well as a basis for future researchers to explore data-based academic supervision models in broader educational contexts.
PEMBENTUKAN KARAKTER DISIPLIN SINERGI GURU DAN BUDAYA SEKOLAH DI SEKOLAH DASAR Utami, Fajar Sri; Fatimah, Hana; Darsinah; Wulandari, Murfiah Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38182

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pembentukan karakter disiplin siswa melalui sinergi antara guru dan budaya sekolah di MI Muhammadiyah Tahfidzul Qur’an. Pendidikan karakter disiplin menjadi aspek penting dalam membentuk tanggung jawab, kemandirian, dan etos kerja siswa sejak dini. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian kepala sekolah dan dua guru kelas yang dipilih secara purposive karena berperan langsung dalam pembentukan karakter siswa. Data dikumpulkan melalui wawancara mendalam, observasi, dan studi dokumentasi, kemudian di analisis dengan model Cresswell yang meliputi pengorganisasian data, pembacaan keseluruhan, pengkodean, pengembangan tema, dan penafsiran makna temuan. Hasil penelitain menunjukkan bahwa pembentukan karakter disiplin dilakukan melalui tiga strategi utama, yaitu (1) Pembiasaan ibadah dan hafalan, (2) Pembiasaan adab, serta (3) Pemantauan perilaku melalui buku mutabaah yaumiyah. Ketiga strategi tersebut saling melengkapi dalam menumbuhkan kesadaran disiplin siswa secara internal. Guru berperan sebagai teladan dalam menanamkan nilai disiplin melalui sikap dan perilaku sehari-hari, sedangkan budaya sekolah yang religious mendukung terciptanya lingkungan yang tertib, santun, dan bertanggungjawab. Selain itu, pemberian penghargaan sederhana seperti pujian, stiker, dan pamphlet Student of The Week terbukti efektif meningkatkan motivasi siswa utnuk mempertahankan perilaku disiplin. Dengan demikian, sinergi antara guru dan budaya sekolah menjadi faktor kunci keberhasilan pembentukan karakter disiplin. Nilai disiplin tidak hanya tertanam melalui aturan, tetapi melalui keteladanan, pembiasaan positif, dan budaya sekolah yang konsisten.
A STRATEGI GURU DALAM MENERAPKAN PEMBELAJARAN DIFERENSIASI PADA SISWA SLOW LEARNER DI SEKOLAH DASAR Utami, Fajar Sri; Fatimah, Hana; Widyasari, Choiriyah; Minsih, Minsih
JPI (Jurnal Pendidikan Inklusi) Vol. 10 No. 1 (2026): .
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v10n1.p18-29

Abstract

This study aims to describe teacher strategies in implementing differentiated learning for slow learners and identify supporting and inhibiting factors in its implementation in elementary schools. The research approach used was descriptive qualitative, with subjects consisting of a fifth-grade teacher and three slow learner students at SD Negeri 1 Canden. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The research results show that teachers implement differentiated learning through three main components: content, process, and product differentiation. In content differentiation, teachers simplify language, use concrete media, and repeat explanations to help slow learners better understand the material. In process differentiation, teachers provide additional time, individual guidance, and peer support. Meanwhile, in product differentiation, teachers provide flexibility in learning outcomes according to students' abilities. Supporting factors include teacher commitment, peer support, and student motivation. Inhibiting factors include time constraints, minimal training, and inadequate facilities. Overall, teacher strategies demonstrate positive efforts toward inclusive and adaptive learning for slow learners, although professional training and adequate learning resources are still needed to increase their effectiveness
Co-Authors Ahmad Muhibbin Anam Sutopo Choiriyah Widyasari Darsinah Mardiah, Diah Minsih Muliasari, Ajeng Murfiah Dewi Wulandari Mustakim, Usep Saepul Sumarni, Nunung Utami, Fajar Sri