Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Reni Violina Simanjuntak
Unknown Affiliation
Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
URGENSI KEPEMIMPINAN PARTISIPATIF BAGI GURU DAN SEKOLAH Susanto, Irwan; Reni Violina Simanjuntak; Hendri Marhadi; Mahmud Alpusari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36144

Abstract

Participative Leadership has become an important focus in modern school management due to its positive potential in enhancing teacher motivation and performance. This article aims to comprehensively explore why participative leadership is crucial for teachers and schools by reviewing both international and national literature, and by proposing a conceptual framework that connects participative leadership, teacher motivation, and school performance. The method used is a systematic literature review complemented by conceptual analysis to integrate recent empirical and theoretical findings. The results indicate that leadership which involves teachers in decision-making, grants professional autonomy, and fosters open communication helps strengthen teachers’ sense of ownership, trust, and commitment to their schools. Furthermore, this leadership style is closely associated with improved teacher performance—reflected in innovative teaching practices, inter-teacher collaboration, and professional productivity—which ultimately contributes positively to overall school quality. Schools that adopt participative leadership tend to create a more conducive and adaptive working environment in the face of change. This article recommends that school principals and educational leaders cultivate a culture of participation and develop institutional structures that support collaboration.
MENGUATKAN PEMAHAMAN KONSEP PECAHAN MENGGUNAKAN PENDEKATAN REALISTIK DALAM KONTEKS RAMADHAN Irwan Susanto; Reni Violina Simanjuntak; Zetra Hainul Putra; Jesi Alexander Alim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53458

Abstract

Understanding fractions remains one of the major challenges in elementary mathematics education due to their abstract nature and the tendency of instruction to focus on procedural knowledge rather than conceptual understanding. Therefore, a learning approach that connects mathematical concepts with students' real-life experiences is needed. This study aims to describe the implementation of the Realistic Mathematics Education (RME) approach in fraction learning within the context of Ramadan and to examine how students construct their understanding of fractions through contextual learning activities. This study employed a qualitative method using a design research approach involving fifth-grade students of SD Negeri 05 Perawang. Learning activities were designed using Ramadan-related contexts, such as the distribution of zakat fitrah and iftar meals, as starting points for the mathematization process. Data were collected through classroom observations, interviews, documentation, and analysis of students’ work. The findings revealed that the Ramadan context helped students connect real-life experiences with fraction concepts, enabling them to represent, compare, and solve fraction-related problems more meaningfully. In addition, students demonstrated active engagement in discussions, problem-solving activities, and concept construction throughout the learning process. These findings suggest that the Realistic Mathematics Education approach based on the Ramadan context has the potential to serve as a contextual and meaningful learning alternative for supporting elementary students’ understanding of fractions.
R TRANSFORMASI PEMBELAJARAN ALJABAR BERBASIS DEEP LEARNING UNTUK MENGEMBANGKAN KOMPETENSI ABAD KE-21 SISWA SEKOLAH DASAR Reni Violina Simanjuntak; Jesi Alexander Alim; Zetra Hainul Putra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.54917

Abstract

The transformation of 21st-century education demands a paradigm shift in learning from teacher-centered to student-centered learning. Critical thinking, creativity, communication, and collaboration are among the competencies that need to be developed as part of these 21st-century competencies. However, mathematics learning in elementary schools is often oriented towards memorizing procedures, making it difficult for students to deeply understand concepts, particularly in algebra. This study aims to describe the implementation of Deep Learning-based algebra learning in developing 21st-century competencies in elementary school students. The study used a qualitative descriptive approach with 28 fifth-grade elementary school students as subjects. Data were obtained through observation, documentation, student worksheets, formative assessments, and learning reflections. The results showed that the application of Deep Learning through the stages of stimulation, concept exploration, knowledge construction, collaboration, contextual application, reflection, and learning transfer was able to improve understanding of algebra concepts and develop students' critical thinking, creativity, communication, and collaboration competencies. Learning that links variable concepts to real-life situations helps students build more meaningful conceptual understanding. Furthermore, group discussions and reflection activities encourage students to be more active in expressing opinions, collaborating, and evaluating their thinking processes. Research findings indicate that Deep Learning-based algebra learning can be a strategy for implementing the Independent Curriculum (Kurikulum Merdeka) to prepare students for 21st-century challenges.
Co-Authors Hendri Marhadi Irwan Susanto Jesi Alexander Alim Mahmud Alpusari Zetra Hainul Putra