Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian Masyarakat (ABDIRA) Science and Education Journal
Safitri, Sanseni
Unknown Affiliation
Aerospace Engineering Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Nursing Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Implementasi Guru Melaksanakan Kurikulum Merdeka dalam Pembelajaran Matematika di SD Nisa, Sahrun; Sri Lena, Mai; Safitri, Sanseni; Anas, hafsah
Science and Education Journal (SICEDU) Vol. 2 No. 2 (2023): Science and Education Journal 2023
Publisher : Faculty Of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v2i2.115

Abstract

Tujuan dari Penelitian ini untuk mengetahui implementasi kurikulum merdeka pada pembelajaran matematika di sekolah dasar. Metode yang digunakan dalam penelitian ini adalah metode Kualitatif Deskriptif melalui Survei yang dikirimkan melalui Whatsapp pada Seluruh Guru Matematika di Sekolah Dasar di Sumatera Barat. Hasil penelitian ini menunjukan bahwa implementasi kurikulum merdeka hanya pada kelas 1 dan kelas 1V, dalam mengimplementasikan kurikulum merdeka pada pembelajaran matematika di SD guru mengalami hambatan. Hambatan yang dialami oleh guru terdapat pada perencanaan, pelaksanaan, dan evaluasi pada saat melakukan pembelajaran. Hambatan yang terjadi pada perencanaan pembelajaran matematika meliputi (1) kurangnya pemahaman guru dalam menurunkan atau menerjemahkan CP menjadi tujuan pembelajaran; (2) heterogenitas terjadi pada siswa di dalam kelas; (3) kurangnya referensi guru pada model pembelajaran saat mengajar; (4) terbatasnya sarana dan prasarana yang ada di sekolah; (5) keterbatasan pengetahuan awal dan materi pelajaran yang diajarkan. Hambatan pada pelaksanaan pembelajaran meliputi (1) keterbatasan pemahaman yang dimiliki guru pada materi pelajaran dengan pengetahuan lain yang relefan; (2) keterbatasan dalam mengakomodasikan pertanyaan pembuka; (3) keterbatasan guru dalam pemahaman psikologis siswa; (4) keterbatasan guru dalam menerjemahkan pengetahuan ke dalam bahasa yang mudah dipahami oleh siswa. Hambatan pada evaluasi pembelajaran meliputi (1) paradigma asesmen pendahuluan yang belum sesuai pada pembelajaran; (2) keterbatasan mengidentifikasi dalam proses pembelajaran; (3) keterbatasan pemahaman pada penilaian formatif
Penguatan Kompetensi Guru melalui Deep Learning dan Karakter Asta Cita (Kolaborasi, Kepemimpinan, dan Daya Saing) sebagai Fondasi Pendidikan Berkualitas Menuju Indonesia Emas 2045 Putera, Rafhi Febryan; Ladiva, Hasmai Bungsu; Indrawadi, Junaidi; Safitri, Sanseni; Kurniawan, Cecep
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 4 (2025): Abdira, Oktober
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i4.1111

Abstract

This community service activity was motivated by the importance of improving the competency of elementary school teachers to face the challenges of 21st-century education. The main objective of the activity was to improve teachers' understanding of the concept of deep learning while integrating the Asta Cita character values (collaboration, leadership, and competitiveness) as the foundation of quality education towards a Golden Indonesia 2045. The program was implemented by the Merak Study Group (Kombel) in IV Koto District, Agam Regency, involving teachers, academics, and students. The activity methods included preparation, outreach and training, implementation assistance, evaluation, and follow-up. The results of the activity demonstrated an increase in teachers' understanding of deep learning, their ability to develop innovative teaching tools, and the development of products in the form of modules and digital teaching tools. This activity made a significant contribution to strengthening teacher competency and collaboration between schools, thus playing a strategic role in achieving quality education.
PENGARUH STRATEGI STORYTELLING DAN DISKUSI KELOMPOK BERBASIS PROGRESIVISME TERHADAP PERKEMBANGAN BAHASA SISWA SEKOLAH DASAR Safitri, Sanseni; Maitris Yulida; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50669

Abstract

This study aims to examine the differential effectiveness of storytelling and group discussion learning strategies, grounded in progressivism philosophy (Dewey, 1938), on the language development of fourth-grade elementary school students at SDN 21 Makalo, Sikakap District, Mentawai Islands Regency. The low literacy level of students in bilingual contexts motivated this research. A quasi-experimental pretest-posttest control group design was employed, involving 60 students divided into three groups: storytelling (n=20), group discussion (n=20), and conventional control (n=20). A validated 36-item language ability test covering phonological, morphological, syntactic, and pragmatic dimensions was used as the instrument (Cronbach's Alpha r=0.87). Interventions were conducted over eight weeks with 16 sessions per group. One-way ANOVA on gain scores revealed a significant inter-group difference (F(2,57)=18.43; p<0.001; η²=0.39, large effect). The storytelling group achieved the highest gain (M=24.5; SD=4.2; d=2.89), followed by group discussion (M=19.8; SD=3.7; d=2.34), and control (M=8.3; SD=3.1). Tukey HSD post-hoc tests confirmed significant pairwise differences across all groups (p<0.05). Storytelling most effectively enhanced syntactic competence (M=6.4), while group discussion produced lower pragmatic gains (M=4.6) due to code-switching tendencies in bilingual peer interactions. These findings affirm progressivism philosophy as a relevant theoretical foundation for language instruction and support the integration of structured storytelling alongside explicit language scaffolding in bilingual elementary school contexts.
PENGARUH FAKTOR PEMBELAJARAN TERHADAP PERKEMBANGAN MORAL DAN KEPRIBADIAN SISWA SEKOLAH DASAR: STUDI SURVEI KORELASIONAL DI SDN 15 SIKAKAP Safitri, Sanseni; Silviana Evi Vitriani Taileleu; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51265

Abstract

Moral and personality development constitutes a fundamental dimension of basic education that shapes students' long-term social character and civic behavior. This study aimed to examine the influence of four key learning factors, namely teacher role modeling, positive classroom climate, successful learning experiences, and peer acceptance, on the moral and personality development of elementary school students aged 6–12 years at SDN 15 Sikakap, Kepulauan Mentawai Regency. A quantitative correlational survey design was employed with a sample of 77 students from grades 1–6, selected through total sampling. Data were collected using structured Likert-scale questionnaires measuring moral development based on Kohlberg's theory and personality development based on Erikson's psychosocial theory. Validity was assessed using Pearson product-moment correlation (r>0.30) and reliability via Cronbach's Alpha (α=0.84 for moral scale; α=0.81 for personality scale). Results indicated that students' moral development was categorized as high (M=3.58; SD=0.70), and personality development was similarly high (M=3.31; SD=0.69). The four learning factors collectively explained 58.7% of the variance in students' moral and personality development (R²=0.587; F(4,72)=25.61; p<0.001). Teacher role modeling was the strongest predictor (β=0.38; p<0.001), followed by positive classroom climate (β=0.29; p=0.001), successful learning experiences (β=0.24; p=0.013), and peer acceptance (β=0.19; p=0.030). These findings underscore the pivotal role of a conducive school environment in fostering moral and personality formation of elementary school students. Keywords: moral development, personality development, learning factors, character education, elementary school
Co-Authors Anas, hafsah Indrawadi, Junaidi Kurniawan, Cecep Ladiva, Hasmai Bungsu Maitris Yulida Nisa, Sahrun Rafhi Febryan Putera Silviana Evi Vitriani Taileleu Sri Lena, Mai Yeni Karneli Zen, Zelhendri