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All Journal JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin MERDEKA: Jurnal Ilmiah Multidisiplin
Dwi Cahyo Setyono
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Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PEMBELAJARAN BERBASIS KEARIFAN LOKAL MELALUI KEGIATAN P5 DAN EKSTRAKULIKULER DI SD N 1 GEMBLENGAN KEC. GARUNG, KAB. WONOSOBO Suprihatin; Siriatun Nazah; Lailatul Soimah; Dwi Cahyo Setyono; Salamah Churiyatul Jannah; Nugroho Prasetya Adi
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 2 No. 6 (2025): Agustus
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v2i6.5338

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan pembelajaran berbasis kearifan lokal di SD Negeri 1 Gemblengan serta efektivitasnya dalam menanamkan nilai-nilai budaya kepada peserta didik. Latar belakang penelitian ini didasarkan pada pentingnya pelestarian budaya lokal di tengah arus globalisasi melalui pendidikan dasar yang kontekstual dan bermakna. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa kearifan lokal Wonosobo, seperti gotong royong, pertanian ramah lingkungan, kesenian tradisional, dan tradisi seperti pemotongan rambut gimbal serta merdi desa, mulai dikenalkan kepada siswa melalui kegiatan Projek Penguatan Profil Pelajar Pancasila (P5) dan ekstrakurikuler. Namun, pengintegrasiannya ke dalam pembelajaran masih bersifat insidental dan belum terstruktur dalam modul ajar atau kurikulum formal. Kegiatan seperti market day, penanaman tanaman dalam polibek, dan seni tari menjadi sarana efektif dalam membentuk karakter siswa. Kendati demikian, dibutuhkan strategi lanjutan berupa penyusunan modul ajar tematik berbasis kearifan lokal serta pelatihan guru agar pembelajaran lebih sistematis dan berdampak jangka panjang.
Pengaruh Teknologi,Gadget Terhadap Perkembangan Anak Azizah, Ellisia; Dwi Cahyo Setyono; Salamah Churiyatul Jannah; Hidayatu Munawaroh
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 3 No. 1 (2024): April
Publisher : STAI AL-AMIN

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Abstract

This article examines the impact of technology use on young children, exploring the role of digital devices in their cognitive, social, and emotional development. While technology provides endless learning opportunities, it is important for parents and educators to understand healthy limits in technology use to support a child's positive growth in the digital age. The development of technology is a challenge for children's development. The use of gadgets for early childhood development can have an impact on the growth and development of young children both physically and mentally.
RELEVANSI TEORI BELAJAR HUMANISTIK DAN KONSTRUKTIVISTIK DALAM PSIKOLOGI PENDIDIKAN KONTEMPORER Adhela Falaby Rahman; Dwi Cahyo Setyono
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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Abstract

Humanistic and constructivist learning theories are two essential approaches in educational psychology that remain relevant in addressing contemporary educational challenges. This article aims to examine the relevance of both theories within the context of modern education, which emphasizes holistic, active, and meaningful learner development. This study employs a literature review method by analyzing various academic sources, including books, national and international journals, and scholarly documents related to humanistic theory, constructivist theory, and contemporary educational psychology. The findings indicate that humanistic learning theory highlights the importance of affective aspects, learner autonomy, self-actualization, and positive relationships between teachers and learners. Meanwhile, constructivist theory positions learners as active agents who construct knowledge through experience, social interaction, and cultural contexts. In contemporary educational practice, these two theories are complementary and highly relevant to learner-centered learning, collaborative learning, and the development of 21st-century skills. Therefore, the integration of humanistic and constructivist learning theories contributes significantly to strengthening adaptive, humanistic, and contextual practices in educational psychology.
Co-Authors Adhela Falaby Rahman Adi, Nugroho Prasetya Azizah, Ellisia Hidayatu Munawaroh Lailatul Soimah Salamah Churiyatul Jannah Siriatun Nazah Suprihatin