Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Harmoni Pendidikan: Jurnal Ilmu Pendidikan Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika
Siti Mutia
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Analisi Kesiapan Guru dalam Mengimplementasikan Kurikulum Merdeka Disekolah Dasar di SDN 060812 Medan Area Engelina Nababan; Kholijah Saprayani; Siti Mutia; Siti Syahira; Sri Menda Cristina Br Ginting; Asiah Ramadani; Lala Jelita Ananda
Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika Vol. 2 No. 2 (2025): Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/katalis.v2i2.1444

Abstract

This research is a case study with the subject of research Mrs. Sarah Syafrayani, S.Pd As a homeroom teacher of class V at SDN Negeri 060816, Sukamai, Medan Area District, Medan City, a descriptive research type with a qualitative approach. In accordance with Mukhtar's statement (2013), this type of research describes the conditions that are in accordance with the objects observed and then the data obtained is written in the form of a report. The results of the interview showed that not all teachers have the same understanding of the Independent Curriculum. Some teachers understand the basic concepts of this curriculum, such as flexibility in compiling learning and an emphasis on project-based learning. However, some others are still confused about translating the principles of the Independent Curriculum into classroom learning practices. The main obstacle in understanding this curriculum is the lack of socialization and training provided to teachers. Many teachers feel that they have not received sufficient technical guidance regarding the preparation of teaching modules, learning objective flows (ATP), and assessment strategies that are in accordance with this curriculum. Some teachers also stated that the change from the previous curriculum to the Independent Curriculum happened too quickly, so they did not have enough time to adapt. This is in line with research by Indriastuti et al. (2017), which states that flexibility in learning can increase students' learning motivation and strengthen their involvement in the learning process. However, despite having a positive view of this curriculum, teachers still hope for further support from the government and schools in the form of training, provision of facilities and infrastructure, and technical guidance related to the implementation of this curriculum.
Integrasi Teknologi Interaktif dalam Pembelajaran Matematika SD Berbasis Kurikulum Merdeka Gofi Haryobel Hutasoit; Siti Mutia; Uswatun Hasannah; Riwana Simarmata
Harmoni Pendidikan : Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2025): Harmoni Pendidikan : Jurnal Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/hardik.v2i3.1843

Abstract

Educational transformation through the use of interactive technology is an integral part of the implementation of the Merdeka Curriculum, especially in Mathematics learning in Elementary Schools (SD). This curriculum emphasizes a contextual, student-centered, and adaptive learning approach to the challenges of the digital era. This study aims to analyze the role of interactive technology in improving the effectiveness of Mathematics learning and developing 21st-century skills in elementary school students. Various digital media such as GeoGebra, gamification applications, and visual simulations are used to help students understand abstract concepts in a concrete and enjoyable way. The results show that technology integration supports the achievement of the Pancasila Student Profile by increasing creativity, independence, and critical thinking skills. Challenges such as limited infrastructure and teacher competency can be overcome through continuous training and development of relevant local content.
Co-Authors Asiah Ramadani Engelina Nababan Gofi Haryobel Hutasoit Kholijah Saprayani LALA JELITA ANANDA Riwana Simarmata Siti Syahira Sri Menda Cristina Br Ginting Uswatun Hasannah