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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Genderang Asa: Journal of Primary Education Jurnal Kolaborasi Akademika
Yulia Santi
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Humanities Economics, Econometrics & Finance Education Environmental Science Other

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Implementing a Positive Culture in Realizing Education Quality in Elementary Schools Marisa, Riandi; Yulia Santi
Genderang Asa: Journal of Primary Education Vol. 5 No. 2 (2024): Genderang Asa: Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v5i2.4999

Abstract

This research aims to present an exposition on the impact of school quality as a result of the implementation of a positive culture on students in elementary school, specifically at SD Negeri 5 Bireuen. The research method employed is qualitative, utilizing data collection techniques such as observation, interviews, and documentation. The results of this study indicate the routine activities conducted by the school community, particularly teachers, towards students that apply a positive culture by enforcing discipline through positive habituation activities, such as instilling self-confidence through greetings upon welcoming students at the school gate, conducting blessed gatherings, reciting prayers, inquiring about well-being in a manner that stimulates students to share enjoyable and less enjoyable experiences, singing local songs before starting lessons, participating in joint cleaning or community service at school, involving students in every school activity such as being flag ceremony officers and participating in various extracurricular competencies like scouting and arts and culture workshops, and fostering a learning community through Malim Diwa to enhance the quality of education and develop characters of self-confidence and independence in students. The learning process is based on real-life issues related to students' daily lives, which trains students to think critically in expressing ideas and concepts within the learning material. Additionally, the study encourages practical activities in the creation of art pieces and wall decorations for classrooms, based on ideas agreed upon by students, aiming to develop student creativity.
The Importance of Positive Culture In Students' Character Education In The Digitalization Era Mainita; Yulia Santi; Ihsan Murdani
JKA Vol. 2 No. 1 (2025): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/4m228f91

Abstract

Character education has become an increasingly important topic in the digital era due to changes in the way we learn and interact brought about by technological advances. In this era, moral and ethical values ​taught through character education provide an important foundation for students to be able to build good relationships and interact ethically in social and professional life. Integrity, responsibility, empathy, and respect for others are important values to develop in character education. Character education in the digital era plays an important role in helping students develop the ethical and moral values needed to succeed in life. However, the challenges faced in introducing character education in the digital era are the ever-growing digital content and the influence of social media that can damage moral and ethical values. Therefore, character education must be implemented with the right approach and relevant content so that students can understand these values and apply them in their daily lives. Teaching about character education can be integrated into the curriculum in schools and reinforced through online learning and the use of other technologies. Technology can be an effective tool to help students learn about moral and ethical values Character education is becoming increasingly important in the digital era because technological advances have brought changes to the way we learn and interact. In this era, moral and ethical values taught through character education provide an important foundation for students to be able to build good relationships and interact ethically in social and professional life. To face the challenges in introducing character education in the digital era, it is necessary to carry out proper integration into the curriculum in schools, the use of relevant technology.
MATHEMATICAL DISPOSITION ANALYSIS OF ELEMENTARY SCHOOL STUDENTS ON THEIR MATHEMATICAL PROBLEM-SOLVING SKILL Riandi Marisa; Yulia Santi; Ety Mukhlesi Yeni; Sri Dewi Nirmala
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 1 (2023): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9588

Abstract

The role of students' attitudes (disposition) towards mathematics is an important element in solving their mathematical problems and must be maximized properly. Disposition has the following indicators such as self-confidence, flexibility, persistence, curiosity, reflecting, and applying it. This paper describes the elementary students' mathematical disposition profile toward their problem-solving skills. The research method uses qualitative-descriptive. Data were collected through questionnaires, observations, and interviews, which were subsequently analyzed by triangulation technique. The results indicate that there is a significant relationship between elementary school students' mathematical dispositions and their problem-solving skills. Students who achieve the "excellent" category of mathematical disposition indicators (mathematical disposition indicators score > 85%) have good problem[1]solving skills. Furthermore, students who are categorized as "less" (mathematical disposition indicators score < 60%) have problem-solving skills and need treatment. The analysis results that were obtained through questionnaires, observation, and confirmation with interviews indicate that the students' mathematical disposition skills in group A were categorized as excellent with disposition indicators of 95%. Students’ mathematical disposition in group B was categorized as quiet good with the students' mathematical disposition criteria of only 65%. In addition, students’ mathematical disposition in group C was categorized as less good because students' mathematical disposition skills appear only 65%.
Co-Authors Ety Mukhlesi Yeni Ihsan Murdani Mainita Riandi Marisa Sri Dewi Nirmala