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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar FARABI: Jurnal Matematika dan Pendidikan Matematika Socius: Social Sciences Research Journal
Nurmalasari, Ulfi
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Pengaruh Kemampuan Digitalisasi Guru Terhadap Keberhasilan Kebijakan yang Diterapkan di Sekolah Dasar Fitri, Rizka Malfiana; Khoerunnisa, Hijri; Andini, Syalsabila Eka; Herlina, Herlina; Mahmudah, Ashfa Nurul; Nurmalasari, Ulfi; Kuswandari, Erika Aryani; Alindra, Afridha Laily
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 2, No 10 (2025): May
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

Education in the era of digital transformation in Indonesia faces new challenges and opportunities. Teachers, as the spearhead of learning, are required to have adequate digital competencies to implement technology-based education policies. This study aims to understand the role of schools and the government in improving the digital competencies of elementary school teachers. This research uses a descriptive qualitative method with open-ended questionnaire analysis to collect data from teachers at an elementary school in Purwakarta. The analysis results show that schools and the government have provided support; however, there are still obstacles such as unsustainable training and infrastructure disparities. Internal and external factors such as age, learning motivation, and internet network availability also influence the digitalization of teachers. This study recommends sustainable training strategies, mentoring, and improvement of technological infrastructure to enhance the success of digitalization policies in elementary schools. The findings indicate that digitalization can increase student interest and clarify learning materials, but its effectiveness depends on teacher readiness and student access. The study concludes that teachers’ digital capabilities play a crucial role in the successful implementation of technology-based education policies in elementary schools.  
Meningkatkan Efektivitas Pembelajaran Melalui Tata Kelola Ruang Kelas yang Optimal Nurista, Annisa Salsabila; Khoerunnisa, Hijri; Luhukay, Michelya Zabrina; Nurmalasari, Ulfi; Mustikaati, Wina
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 2, No 11 (2025): June, 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15510054

Abstract

Classroom governance is the process of planning, organizing, and managing the learning environment within the classroom with the aim of creating a conducive and comfortable atmosphere for students, thereby enabling the achievement of learning objectives. The arrangement of physical space, behavior management, and the optimal use of resources can enhance students’ concentration and learning outcomes.This article discusses the improvement of learning effectiveness through optimal classroom management while also providing an understanding of the importance of effective classroom governance in the learning process. This study employs a descriptive qualitative approach to understand the effectiveness and role of classroom governance in education. Data collection was conducted using a single primary technique, namely literature review or theoretical study. The findings reveal that classroom governance significantly influences the effectiveness of learning and student performance.
EFEKTIVITAS PENDEKATAN DAN PENGEMBANGAN KURIKULUM DI SEKOLAH DASAR Oktaviani, Mutia; Shafa Aulia, Sabrina; Nurmalasari, Ulfi; Iskandar, Sofyan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25857

Abstract

The effectiveness of the approach and curriculum development in Indonesia can affect the teaching and learning process. With the passage of time, the curriculum often emphasizes the cognitive realm such as the KTSP curriculum, the 2013 curriculum, the competency-based curriculum, and the independent curriculum. The curriculum approach can be the initial process of preparing the curriculum to be in accordance with existing provisions. For the development of the curriculum itself, a series of activities ranging from identifying needs to the preparation and presentation of learning materials by the development team. But unfortunately, there are still teachers who have difficulty implementing the existing curriculum. Therefore, in order to improve the quality of education, curriculum development must be carried out to find out the principles of effective curriculum development for the quality of learning. Through the library research method, researchers found that developing a curriculum can help develop students' abilities, teacher competence, and increase educational relevance. The curriculum developed not only increases the effectiveness of learning, but also creates an education system that is more adaptive to changes and societal needs.
Analisis Pemahaman Hukum Kekekalan Bilangan Berdasarkan Teori Perkembangan Kognitif Piaget Hasan, Nurfadillah; Mahmudah, Ashfa Nurul; Aulia, Tatu Helsa; Nurmalasari, Ulfi; Janah, Zahra Wardatul; Putri, Hafiziani Eka
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 8 No 2 (2025): FARABI (In Press)
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v8i2.1119

Abstract

This study aims to evaluate the level of understanding of the concept of conservation of numbers in students of PAUD age (six years) and 2nd grade elementary school (nine years) based on Jean Piaget's cognitive development theory. A descriptive qualitative approach was used with direct observation techniques and semi-structured interviews, as well as a number conservation test using marbles, coins, and round paper of different sizes. The subjects of the study consisted of four children: two six-year-old children at RA Salafiyah and two nine year-old children at SDN 5 Nagrikaler, Purwakarta Regency. The results showed that six-year-old children had understood the principle of conservation of numbers and realized that the number of objects remained the same even though the arrangement and size changed according to Piaget's concrete operational stages. In contrast, nine-year-old students had not fully mastered the concept, they were still influenced by the visual perception of size and arrangement. Factors of learning motivation, additional experiences (tutoring and family support), and individual interests played an important role in this difference in understanding. The findings confirm that chronological age is not the only determinant of cognitive development, so that mathematics learning strategies need to be adjusted to the characteristics of students' motivation and learning experiences.
Co-Authors Alindra, Afridha Laily Andini, Syalsabila Eka Aulia, Tatu Helsa Fitri, Rizka Malfiana Hafiziani Eka Putri, Hafiziani Eka Hasan, Nurfadillah Herlina Herlina Janah, Zahra Wardatul Khoerunnisa, Hijri Kuswandari, Erika Aryani Luhukay, Michelya Zabrina Mahmudah, Ashfa Nurul Nurista, Annisa Salsabila Oktaviani, Mutia Shafa Aulia, Sabrina Sofyan Iskandar, Sofyan Wina Mustikaati