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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Priviet Social Sciences Journal Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam
Fransiskus Ransus
Universitas Katolik Parahyangan
Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Need Assessment : Development of Massive Open Online Courses Video-Based Competency Training Management Andi Mardiana Paduppai; Nerru Pranuta Murnaka; Fransiskus Ransus
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 3 (2024): September : Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v2i3.415

Abstract

PP PAUD and Central Java Dikmas are tasked with overseeing all early childhood education institutions and community education throughout the Central Java region. This study aims to analyze the process of planning, organizing, implementing, and evaluating the massive open online course (MOOC) that took place at PP PAUD and Dikmas Central Java during the COVID-19 pandemic. This research is quantitative research with a descriptive approach. The sample in this study were PAUD teachers throughout Central Java and MOOC Education and Training supervisors at PP PAUD and Dikmas Central Java. Sample selection was carried out using the Simple Random Sampling method. The research instruments used were questionnaires, documentation, and interviews that experts have validated. Data analysis techniques used descriptive statistical analysis and percentages for questionnaire results and verbal analysis for interviews and documents. Based on the results and analysis of the discussion, we observe that MOOC in PP PAUD and Central Java Dikmas is going well. However, the content developed must still be adapted to the scope of PP PAUD. The materials in MOOCs need to be entirely focused on the essential competencies and core competencies of PP PAUD. Therefore, it is necessary to manage and develop video-based training through MOOCs.
Development of fun flashcard series: Fruits and animals for primary students for children at Mustika Tama Orphanage Jannah, Yunita Miftahul; Ransus, Fransiskus; Sinaga, Verawaty; Sinaga, Agrielsa Alphasati; Wardani, Ratih Kusumo
Priviet Social Sciences Journal Vol. 5 No. 10 (2025): October 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i10.743

Abstract

This study aims to develop the Fun Flashcard Series: Fruits & Animals learning media as an educational tool to increase the learning motivation and involvement of children at Mustika Tama Orphanage. The development model used was 4D (Define, Design, Develop, Disseminate). The research subjects were 10 children in grades 1 and 2 at the elementary school level at the Mustika Tama Orphanage. The research instruments included expert validation sheets, child response questionnaires, and learning engagement observation forms. The validation results showed that the Fun Flashcard Series media was very suitable for use, with an average validation score of 95%. The children's responses showed a high level of enthusiasm, engagement, and interest in the developed media. Thus, the Fun Flashcard Series: Fruits & Animals proved to be effective as an innovative learning medium that can increase children's learning motivation and engagement at the Mustika Tama Orphanage.
Development of fun flashcard series: Fruits and animals for primary students for children at Mustika Tama Orphanage Yunita Miftahul Jannah; Fransiskus Ransus; Verawaty Sinaga; Agrielsa Alphasati Sinaga; Ratih Kusumo Wardani
Priviet Social Sciences Journal Vol. 5 No. 10 (2025): October 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i10.743

Abstract

This study aims to develop the Fun Flashcard Series: Fruits & Animals learning media as an educational tool to increase the learning motivation and involvement of children at Mustika Tama Orphanage. The development model used was 4D (Define, Design, Develop, Disseminate). The research subjects were 10 children in grades 1 and 2 at the elementary school level at the Mustika Tama Orphanage. The research instruments included expert validation sheets, child response questionnaires, and learning engagement observation forms. The validation results showed that the Fun Flashcard Series media was very suitable for use, with an average validation score of 95%. The children's responses showed a high level of enthusiasm, engagement, and interest in the developed media. Thus, the Fun Flashcard Series: Fruits & Animals proved to be effective as an innovative learning medium that can increase children's learning motivation and engagement at the Mustika Tama Orphanage.
Teachers' beliefs about teaching and learning and their implications for meaningful learning practices in elementary school in Bandung: a phenomenological study Fransiskus Ransus; Verawaty Sinaga; Agrielsa Alphasati Sinaga; Christina Ester Manthalina Hutabarat
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 3 (2026): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i3.762-771

Abstract

This study aims to explore teachers' beliefs and their implications for meaningful learning practices in elementary schools using a qualitative phenomenological approach. The participants consisted of ten elementary school teachers in Bandung, Indonesia, from both public and private schools, who were purposively selected based on the criteria that (a) they are recognized as highly dedicated teachers and (b) they have more than ten years of teaching experience. Data were collected through interviews, observations, and document analysis, and subsequently analyzed and categorized into thematic findings. The results reveal several patterns related to teachers' beliefs, including (1) teacher–student relationships as the foundation of learning, (2) knowledge construction through connecting new learning with students' prior experiences to promote meaningful learning, (3) teachers' flexibility in adapting instructional strategies to students' needs, (4) teachers' positive beliefs about the potential of every student, and (5) teachers' beliefs as a driver of instructional innovation. These findings indicate that meaningful learning is shaped not only by the strategies employed but also by the beliefs that underpin teachers' pedagogical practices. This study contributes to strengthening the role of teacher beliefs as a bridge between pedagogical knowledge and classroom practice. Practically, the findings may serve as a foundation for teacher professional development that focuses not only on technical competencies but also on reflective beliefs as a basis for pedagogical practice.
Co-Authors Agrielsa Alphasati Sinaga Agrielsa Alphasati Sinaga Andi Mardiana Paduppai Christina Ester Manthalina Hutabarat Nerru Pranuta Murnaka, Nerru Pranuta Sinaga, Agrielsa Alphasati Verawaty Sinaga Wardani, Ratih Kusumo Yunita Miftahul Jannah