Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal SOCIAL : Jurnal Inovasi Pendidikan IPS DIKSI: Jurnal Kajian Pendidikan dan Sosial YASIN: Jurnal Pendidikan dan Sosial Budaya
Gumilar, Rena Prihatna
Unknown Affiliation
Humanities Education Environmental Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Penerapan Model Pembelajaran Quantum Teaching dengan Media Lingkungan Sekolah terhadap Keterampilan Proses Sains Siswa Sekolah Dasar Gumilar, Rena Prihatna
YASIN Vol 5 No 1 (2025): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i1.4871

Abstract

Learning about science (natural science) is related to various styles because students lack skills in the science process. Therefore, efforts are needed to improve these abilities as well as moral support from school teachers through Classroom Action Research (PTK). The method used is Classroom Action Research (PTK) with stages of planning, action, observation and reflection. Data collection instruments based on observer guidance, written tests, interview sheets. Then data analysis and validation to test the accuracy of the data that appears on the research object and the data submitted by the researcher so that valid data can be produced. The results of observations of teacher performance during teaching regarding various types of styles and students also still show passive behavior. Readiness of RPP (Learning Implementation Plan), Student Worksheets (LKS) and application of the Quantum Teaching model to improve students' science process skills in class V at SDN Ciparay II, Leuwimunding District, Majalengka Regency. Teachers have not been able to combine quantum teaching learning methods into the teaching and learning process, so they only reach 70%. In Cycle II, there was an increase of 10% compared to the previous cycle and almost completely. Meanwhile, for students from initial data to cycle II, there was consistent development showing that the improvements made in each cycle contributed to increasing students' science process skills. In cycle II, all students succeeded in achieving 88%.
ANALISIS IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN IPS DI SEKOLAH DASAR SRAGEN: PERSPEKTIF GURU KELAS IV Isti, Lailia Arditya; Gumilar, Rena Prihatna
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v5i2.4953

Abstract

This study aims to determine the teacher's perspective on the implementation of social studies learning in the application of the science concept in the Merdeka curriculum. The research method used is qualitative according to the views of Miles and Huberman. This research technique uses data reduction flow, data presentation and conclusions from data analysis results. This study used 5 grade IV elementary school subjects in Sragen district. The quantitative results of teacher responses to the implementation of science learning in the Merdeka curriculum were 100% of teachers considered that this curriculum was very important to implement in elementary schools. However, teachers also gave a response of 72% regarding student focus on social studies learning in the science concept. This is due to the lack of student understanding of the differences between science and social studies concepts in one science learning forum. Meanwhile, the results of the interview showed that all teachers stated that there was a need for adaptation to the Merdeka curriculum, as well as supporting training so that learning could be easily accepted by students. ABSTRAKPenelitian ini bertujuan untuk mengetahui prespektif guru terhadap implementasi pembelajaran IPS pada penerapan konsep IPAS di kurikulum Merdeka. Metode penelitian yang digunakan yakni kulitatif sesuai pandangan Miles and Huberman. Teknik penelitian ini menggunakan alur reduksi data, penyajian data dan kesimpulan hasil analisa data. Penelitian ini menggunakan subyek 5 guru kelas IV di Sekolah Dasar kabupaten Sragen. Hasil kuantitatif respon guru terhadap implementasi pembelajaran IPAS pada kurikulum Merdeka yakni sebesar 100% guru menganggap bahwa kurikulum ini sangat penting diterapkan di Sekolah Dasar. Namun guru juga memberikan respon sebesar 72% terkait kefokusan siswa pada pembelajaran IPS pada konsep IPAS. Hal ini disebabkan kurang adanya pemahaman siswa terhadap perbedaan konsep IPA dan IPS pada satu wadah pembelajaran IPAS. Sedangkan hasil wawancara menunjukkan bahwa semua guru menyatakan butuh adanya adaptasi pada kurikulum Merdeka, serta pelatihan yang mendukung agar pembelajaran dapat diterima dengan mudah oleh siswa.
Analisis Culturally Responsive Transformative Teaching dalam Menumbuhkan Nilai Karakter dan Identitas Budaya pada Pembelajaran Bahasa Indonesia Gumilar, Rena Prihatna; Isti, Lailia Arditya
DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 6 No. 3 (2025): Diksi: Jurnal Kajian Pendidikan dan Sosial
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/diksi.v6i3.2402

Abstract

Indonesia sebagai negara multikultural memerlukan pendekatan pembelajaran yang inklusif dan kontekstual, seperti Culturally Responsive Transformative Teaching (CRTT), untuk membentuk karakter serta identitas budaya siswa melalui pembelajaran Bahasa Indonesia. Penelitian ini bertujuan mengkaji efektivitas CRTT dalam meningkatkan keterlibatan, motivasi, dan pemahaman budaya siswa, serta memberikan kontribusi praktis bagi guru dalam merancang strategi pembelajaran yang responsif terhadap keragaman budaya. Penelitian ini menggunakan pendekatan kuantitatif di SD Sragen dengan sampel 40 siswa yang dipilih menggunakan teknik purposive sampling untuk mengkaji pengaruh CRTT terhadap nilai karakter dan identitas budaya. Data dikumpulkan melalui angket dan dokumentasi, kemudian dianalisis menggunakan regresi linear berganda dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa penerapan CRTT memiliki pengaruh positif dalam menumbuhkan nilai karakter dan identitas budaya siswa dalam pembelajaran Bahasa Indonesia. Hasil uji korelasi menunjukkan adanya hubungan signifikan antara penerapan CRTT dengan nilai karakter (r = 0.338; sig. = 0.033) dan identitas budaya (r = 0.512; sig. = 0.001). Lingkungan sekolah yang multikultural serta strategi pembelajaran berbasis budaya lokal turut mendukung efektivitas penerapan CRTT, dengan instrumen pengukuran yang terbukti valid dan reliabel dalam mengukur kedua variabel tersebut.
Co-Authors Isti, Lailia Arditya