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Strengthening the Professionalism of Pre-Service Elementary School Teachers in the Preparation of Learning Tools on the Independent Curriculum Kartono Kartono; Rio Pranata; Hairida Hairida; Siti Halidjah; Agung Hartoyo; Hery Kresnadi; Asmayani Salimi; Dyoty Auliya Vilda Ghasya
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7057

The purpose of this community service activity is to increase the knowledge and understanding of prospective elementary school teachers in preparing learning tools based on the Independent Curriculum and to determine the participants' response to the training activities carried out. The method used is training and hands-on practice. With the stages of activity consisting of the preparation stage, activity implementation stage, and activity evaluation. The instruments used were a preliminary study questionnaire and a training participant response questionnaire. Training activities were carried out at the Shanti Bhuana Institute, Bengkayang Regency with a total of 70 prospective elementary school teachers. The results of the training showed that 67.2% of participants felt very helpful and 32.8% answered helpful, indicating that this training was declared useful for prospective elementary school teachers and motivated prospective teachers to develop their own learning tools so as to improve the quality of education in Bengkayang Regency.

Evaluation of the implementation of the gerakan literasi sekolah program using context, input, process, product, outcome at SMAN 1 Anjongan Mahudi Mahudi; Maria Ulfah; Marinu Waruwu; Agung Hartoyo; Eni Rosnija
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1828

This study evaluates the implementation of The Gerakan Literasi Sekolah at SMAN 1 Anjongan using the Context, Input, Process, Product, and Outcome (CIPPO) model. Employing aqualitative approach through interviews, observations, and documentation, data were collected from principals, teachers, the Tim Literasi Sekolah (TLS), and students through interviews, observations, questionnaires, and document analysis to evaluate the context, input, process, and product components of The Gerakan Literasi Sekolah (GLS). The findings indicate that in the context aspect, the GLS program has clear direction and policy foundations, though students' literacy skills remain low, and the Tim Literasi Sekolah legality needs strengthening. The input aspect reveals committed human resources and basic facilities, but limited funding and literacy training. The process aspect shows the 15-minute reading activity and journals are implemented, yet class consistency and teacher involvement as literacy models require improvement. The product aspect demonstrates tangible outputs such as student works, posters, and a more literate environment. Finally, outcome aspect shows positive impacts on students’ reading habits, the development of school literacy ecosystem, and efforts toward performance recognition through the school operational assistance program. Overall, the implementation of The Gerakan Literasi Sekolah is progressing well but still requires stronger institutional support, collaboration, and sustainability efforts.

Evaluation of the implementation of the gerakan literasi sekolah program using context, input, process, product, outcome at SMAN 1 Anjongan Mahudi Mahudi; Maria Ulfah; Marinu Waruwu; Agung Hartoyo; Eni Rosnija
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1828

This study evaluates the implementation of The Gerakan Literasi Sekolah at SMAN 1 Anjongan using the Context, Input, Process, Product, and Outcome (CIPPO) model. Employing aqualitative approach through interviews, observations, and documentation, data were collected from principals, teachers, the Tim Literasi Sekolah (TLS), and students through interviews, observations, questionnaires, and document analysis to evaluate the context, input, process, and product components of The Gerakan Literasi Sekolah (GLS). The findings indicate that in the context aspect, the GLS program has clear direction and policy foundations, though students' literacy skills remain low, and the Tim Literasi Sekolah legality needs strengthening. The input aspect reveals committed human resources and basic facilities, but limited funding and literacy training. The process aspect shows the 15-minute reading activity and journals are implemented, yet class consistency and teacher involvement as literacy models require improvement. The product aspect demonstrates tangible outputs such as student works, posters, and a more literate environment. Finally, outcome aspect shows positive impacts on students’ reading habits, the development of school literacy ecosystem, and efforts toward performance recognition through the school operational assistance program. Overall, the implementation of The Gerakan Literasi Sekolah is progressing well but still requires stronger institutional support, collaboration, and sustainability efforts.

REMEDIASI KESALAHAN SISWA DALAM MENYEDERHANAKAN BILANGAN BENTUK AKAR MENGGUNAKAN TUGAS TERSTRUKTUR DENGAN UMPAN BALIK PADA SISWA KELAS VIII SMPN 21 PONTIANAK Sari Devi Asri; Tomo Djudin; Hamdani; Agung Hartoyo; Dede Suratman
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 3 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/zgq6cg36

Penelitian ini bertujuan untuk mendeskripsikan profil kesalahan siswa sebelum dan sesudah remediasi, mengetahui peningkatan kemampuan siswa, serta menganalisis efektivitas remediasi menggunakan penugasan terstruktur berbasis umpan balik pada materi menyederhanakan bilangan bentuk akar. Penelitian ini menggunakan metode pre-eksperimen dengan rancangan One-Group Pretest-Posttest Design. Subjek penelitian adalah 35 siswa kelas VIII SMPN 21 Pontianak yang dipilih menggunakan teknik purposive sampling berdasarkan hasil identifikasi awal. Teknik pengumpulan data menggunakan tes uraian (pre-test dan post-test), LKPD, dan dokumentasi. Data dianalisis secara deskriptif untuk menggambarkan profil kesalahan berdasarkan tiga kategori: kesalahan faktual, konseptual, dan prosedural. Peningkatan kemampuan dianalisis menggunakan N-Gain dan efektivitas remediasi dianalisis menggunakan Effect Size (Cohen’s h). Hasil penelitian menunjukkan bahwa persentase kesalahan faktual menurun dari 96,11% menjadi 25,09%, kesalahan konseptual dari 91,54% menjadi 23,49%, dan kesalahan prosedural dari 93,71% menjadi 22,29%. Rata-rata skor siswa meningkat dari 4,86 pada pre-test menjadi 76,91 pada post-test dengan N-Gain sebesar 0,757 dalam kategori tinggi. Effect Size Cohen’s h sebesar 1,62 menunjukkan perubahan yang besar pada proporsi kesalahan siswa. Temuan tersebut menunjukkan bahwa penugasan terstruktur berbasis umpan balik berpotensi menjadi strategi remediasi yang efektif untuk membantu siswa memperbaiki kesalahan dalam menyederhanakan bentuk akar.

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