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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Firda Ariyani Amir
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ANALISIS UPAYA HAMBATAN DAN SOLUSI GURU DALAM MENUMBUHKAN 8 DIMENSI PROFIL LULUSAN DI SD INPRES SIKUMANA 3 Filipus Rasul Rosari Nasir; Firda Ariyani Amir; Sindi Rotlis Magdalena Beba; Chantika Seventin Desemberina Doke; Nana Naysila Cynthia Nahak; Rony Arianto Tanesab; Vera Rosalina Bulu; Marfelano Bessie
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39659

Abstract

This study aims to examine teachers’ efforts, challenges, and solutions in fostering the eight dimensions of the Graduate Profile, as well as the impact of its implementation on students at UPTD SD Inpres Sikumana 3. The study employed a quantitative approach using a survey method, with data collected through Likert-scale questionnaires administered to teachers and fifth-grade students. The data were analyzed using descriptive statistics, including the number of respondents (N), minimum score, maximum score, mean, and standard deviation. The findings indicate that teachers’ efforts in fostering the eight dimensions of the Graduate Profile are categorized as high, while the challenges faced by teachers are at a moderate level. Meanwhile, the solutions implemented by teachers are categorized as very high, reflecting strong professional commitment in overcoming existing challenges. In addition, the implementation of the Graduate Profile shows a positive impact on students, which is categorized as high, particularly in terms of character development, learning attitudes, and basic competencies. Overall, this study demonstrates that consistent teachers’ efforts supported by effective solutions play a crucial role in optimizing the implementation of the Graduate Profile in elementary schools.
ANTARA EFISIENSI ANGGARAN DAN KESENJANGAN KEPULAUAN: KETIMPANGAN TPACK DAN DISPARITAS REFLEKSI DIRI DALAM SIMULASI MENGAJAR VIRTUAL MAHASISWA PGSD UNIVERSITAS NUSA CENDANA Chantika Seventin Desemberina Doke; Erna Bire; Firda Ariyani Amir; Maria Adelheid Wara Lay; Nadine Nelci Lidya Kuli; Gaudensius Jati Lamauran Koten; Hiwa Wonda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60573

Abstract

Indonesia’s budget and mobility efficiency policy under Presidential Instruction No. 1 of 2025, coupled with the urgency of fuel consumption reduction amid global energy price volatility, has pushed the full migration of Primary School Teacher Education (PGSD) microteaching simulations from face-to-face to fully virtual delivery. This shift raises the risk of unequal teaching-competence attainment, particularly for students from archipelagic regions with uneven telecommunications infrastructure such as East Nusa Tenggara (NTT). This study aims to identify the technical and pedagogical constraints faced by PGSD students at Universitas Nusa Cendana (Undana) in virtual teaching simulations, and to analyze the depth of their post-simulation self-reflection as a basis for formulating competence-enhancement strategies. Using a qualitative descriptive case study design, the study involved eight purposively selected students and three course lecturers, with data gathered through observation, in-depth interviews, and document study, analyzed using the Miles, Huberman, and Saldaña interactive model. Findings reveal three key patterns: a two-layered technical constraint (structural-geographic versus individually mitigable); a persistent imbalance within the TPACK framework, where technological and content competence—including generative AI fluency—outpaces pedagogical competence; and a marked disparity between the depth of orally elicited reflection and the shallower, more descriptive written reflection documents, indicating that current written reflection instruments underexploit students’ actual reflective capacity. The study recommends systemic, three-tiered intervention: institutional infrastructure reinforcement, curriculum reconstruction centered on the pedagogical domain of TPACK, and restructuring of self-reflection instruments around probing questions.
Co-Authors Chantika Seventin Desemberina Doke Erna Bire Filipus Rasul Rosari Nasir Gaudensius Jati Lamauran Koten Hiwa Wonda Marfelano Bessie Maria Adelheid Wara Lay Nadine Nelci Lidya Kuli Nana Naysila Cynthia Nahak Rony Arianto Tanesab Sindi Rotlis Magdalena Beba Vera Rosalina Bulu