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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Review Pendidikan dan Pengajaran (JRPP) Lensa Pendas
Riyadi, Diva Dwi
Unknown Affiliation
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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WARISAN PENGETAHUAN LELUHUR: SISTEM PEMBELAJARAN MASYARAKAT BADUY LUAR TANPA SEKOLAH FORMAL MELALUI KELUARGA DAN TRADISI Riyadi, Diva Dwi; Sapriya; Encep Supriatna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01, Maret 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.v10i01.21415

Abstract

This study explores the informal education system of the Baduy community, which emphasizes cultural preservation and harmony with nature, rooted in family and traditional practices. Using qualitative methods and an ethnographic approach, this research reveals that education in the Baduy society centers on the transfer of customary values, practical skills, and community responsibility through direct practice. Findings highlight the central role of families in knowledge transfer and the community's resistance to formal education as a means of safeguarding cultural identity against modernization. The study underscores the importance of local wisdom-based approaches to inclusive education while offering recommendations for hybrid educational models that honor traditional values while maintaining modern relevance.
Penerapan Model Problem Based Learning Terhadap Partisipasi Siswa Di Tinjau Dari Kompetensi Pedagogik Guru Riyadi, Diva Dwi; Babang Robandi
Jurnal Lensa Pendas Vol 10 No 1 (2025): Februari
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jlp.v10i1.4357

Abstract

This study aims to explore the implementation of the Problem-Based Learning (PBL) model in increasing student participation, as viewed from the pedagogical competence of teachers. Pedagogical competence is an essential element that determines the effectiveness of learning, including in the implementation of PBL, which requires the teacher’s ability to design, manage, and evaluate problem-based learning processes. This study uses a library research approach, referring to various academic literature such as books, scholarly journals, and relevant dissertations. Data were collected from various sources discussing learning strategies, research methodologies, and the implementation of PBL in the educational context. Data analysis was conducted using a content analysis approach, through the process of identifying patterns, themes, and relationships in the analyzed literature. The research findings indicate that good pedagogical competence allows teachers to create a collaborative learning environment, motivate students to think critically, and enhance their involvement in the learning process. Furthermore, effective implementation of PBL requires teachers’ skills in guiding students to solve problems independently, so that active student participation can be realized. This study concludes that improving teachers' pedagogical competence, especially in the context of PBL, has significant implications for the success of learning based on active participation. Therefore, teacher professional development through training and pedagogical competence development programs is an essential step to support the optimal implementation of PBL. This research is expected to serve as a reference for educators and policymakers in designing strategies to improve the quality of education through strengthening teachers' pedagogical competence.
ANALISIS KESULITAN SISWA KELAS III DALAM MEMAHAMI KONSEP MATEMATIKA: STUDI KASUS DI SEKOLAH DASAR Riyadi, Diva Dwi; Supriatna, Encep
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 1 (2025): Volume 8 No. 1 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i1.40227

Abstract

Penelitian ini bertujuan untuk menganalisis kesulitan belajar matematika siswa kelas III sekolah dasar dan faktor-faktor yang memengaruhi pemahaman mereka terhadap konsep-konsep kunci, seperti pecahan, bilangan besar, dan pengukuran. Menggunakan metode studi kasus, data dikumpulkan melalui observasi, wawancara, dan dokumentasi dari 15 siswa. Hasil penelitian menunjukkan bahwa kesulitan siswa dipengaruhi oleh pendekatan pengajaran yang monoton, minimnya penggunaan media pembelajaran konkret, dan kurikulum yang tidak kontekstual. Interaksi guru-siswa yang tidak optimal dan dominasi penilaian sumatif memperburuk kondisi ini. Penelitian ini merekomendasikan penerapan strategi pembelajaran interaktif, kontekstual, dan berbasis teknologi untuk meningkatkan pemahaman siswa. Penilaian formatif juga diusulkan sebagai alat evaluasi yang mampu mendeteksi kesulitan belajar secara dini. Temuan ini menekankan perlunya reformasi sistem pendidikan yang lebih adaptif dan responsif terhadap kebutuhan siswa.
Co-Authors Babang Robandi Encep Supriatna Encep Supriatna Sapriya