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IMPLEMENTATION OF THE OPERATIONAL CURRICULUM OF EDUCATIONAL UNITS IN THE APPLICATION OF CHARACTER VALUES AT STATE ELEMENTARY SCHOOL 3 ULIM, PIDIE JAYA REGENCY Sentia, Zulfa; Bahri, Saiful; Mulyadi, Said
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3079

The purpose of this study is to describe the planning, implementation and supervision of the implementation of the operational curriculum of educational units in the application of character values at State Elementary School 3 Ulim.The method used is a descriptive qualitative research method with research instruments in the form of observation, interviews and documentation. This method is used to observe the implementation of the Educational Unit Operational Curriculum (KOSP) at SD Negeri 3 Ulim. The respondents interviewed were the principal, vice principal for curriculum, homeroom teacher and several subject teachers. Data analysis techniques were carried out by means of data reduction, data presentation, drawing conclusions and data verification. The results of the study indicate that the implementation of the Educational Unit Operational Curriculum (KOSP) at SD Negeri 3 Ulim was carried out through planning that included analysis of the characteristics of the educational unit and the preparation of a vision, mission, objectives, and learning plans that were in accordance with student needs. The implementation of the curriculum focuses on student-centered learning, adjusted to their developmental stages and characteristics, and supported by collaboration between teachers. Supervision is carried out through the application of relevant teaching modules, technical assistance to teachers, and the involvement of all stakeholders in supporting the success of the curriculum implementation. The results of the implementation of the Educational Unit Operational Curriculum which was carried out in accordance with systematic planning and supervision were successfully implemented at SD Negeri 3 Ulim, Pidie Jaya Regency. This study contributes to the implementation of KOSP at the elementary school level by emphasizing the integration of student characteristic analysis, collaboration between teachers, and comprehensive stakeholder involvement in every stage of curriculum planning, implementation, and supervision.

STUDENTS CONCEPTIONS OF THE ENERGY CRISIS: A CROSS-SECTIONAL STUDY Melati, Putri Sekar; Rustama, Nuryani; Rusyati, Lilit
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3106

This cross-sectional study looks at how junior high and elementary school students think about crisis energy. The tool is sent out through an open-ended online survey. There were 167 people who took part in the study. The number of sixth-grade elementary school students (14), seventh-grade students (51), eighth-grade students (6), and ninth-grade students (96) in Bandung City. The study's results showed that ninth-grade students came up with the most ideas, followed by eighth- and seventh-grade students. The ninth graders came up with the idea that "environmental crisis" was the most crucial concept; among eight pupils, "energy limitation" seemed to be the most critical concept; and among high school students, “energy" was the most crucial concept. These results suggest that higher levels of education can help people come up with bigger ideas about crisis energy. This is because they can learn through theory or practice. Ninth graders now know more about ideas related to the energy crisis. The research has implications for teachers because it lets them teach students more advanced ideas about crisis energy in addition to the basics

ACADEMIC IDENTIFICATION OF CHILDREN WITH SPECIAL NEEDS THROUGH INDIVIDUAL LEARNING PROGRAMS IN INCLUSIVE EDUCATION SCHOOLS IN MAJALENGKA REGENCY Septiaji, Aji; Rahmawati, Ima Siti
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3164

Pendidikan inklusif bertujuan untuk memberikan kesempatan belajar yang setara bagi semua anak, termasuk anak berkebutuhan khusus (ABK). Salah satu aspek penting dalam Pendidikan inklusif adalah identifikasi akademik yang bertujuan untuk memahami kebutuhan belajar ABK guna merancang Program Pembelajaran Individual (PPI) yang sesuai. Dalam praktiknya, banyak sekolah dasar penyelenggara pendidikan inklusi masih menghadapi tantangan dalam mengidentifikasi akademik siswa ABK secara optimal sehingga bisa ditemukan solusi atas permasalahan tersebut. Oleh karena itu, penelitian ini secara masif mengkaji bagaimana identifikasi akademik dilakukan di sekolah dasar inklusif serta bagaimana implementasi PPI dapat membantu meningkatkan perkembangan akademik ABK. Dengan sistem identifikasi yang baik diharapkan setiap siswa ABK mendapatkan pendidikan yang sesuai dengan potensi dan kebutuhannya. Metode penelitian ini menggunakan kualitatif dengan pendekatan studi kasus. Tujuan penelitian ini ialah untuk mengetahui masalah akademik dan strategi akademik terhadap anak berkebutuhan khusus melalui program pembelajaran individual di sekolah penyelenggara pendidikan inklusi. Hasil penelitian menunjukkan bahwa mayoritas siswa mengalami hambatan pada kemampuan literasi, numerasi, koordinasi motorik, dan adaptasi perilaku dengan kecenderungan gaya belajar visual. Program Pembelajaran Individual yang berbasis media visual, metode konkret, aktivitas kinestetik, serta dukungan sosial-emosional terbukti efektif dalam meningkatkan keterampilan akademik dan adaptasi sosial siswa sebab berbasis pada kebutuhan individual, penggunaan media pembelajaran adaptif, latihan psikomotorik terstruktur, pendekatan sosial-emosional yang intensif serta pelatihan guru dalam pendidikan inklusif. Inclusive education aims to provide equal learning opportunities for all children, including children with special needs. One important aspect of inclusive education is academic identification, which aims to understand the learning needs of children with disabilities in order to design an appropriate individualized learning program. In practice, many primary schools offering inclusive education still face challenges in optimally identifying the academic needs of children with disabilities so that solutions can be found. Therefore, this study examines how academic identification is carried out in inclusive primary schools and how the implementation of PPI can help improve the academic development of children with disabilities. With a good identification system, it is hoped that each student with disabilities will receive an education that suits their potential and needs. This research method uses qualitative with a case study approach. The purpose of this research is to find out the academic problems and academic strategies for children with special needs through individualized learning programs in schools that provide inclusive education. The results showed that the majority of students experienced barriers in literacy, numeracy, motor coordination, and behavioral adaptation with visual learning style tendencies. Individualized learning programs based on visual media, concrete methods, kinesthetic activities, and social-emotional support proved effective in improving students' academic skills and social adaptation because they are based on individual needs, the use of adaptive learning media, structured psychomotor exercises, intensive social-emotional approaches and teacher training in inclusive education.

THE ROLE OF SCHOOL LEADERSHIP IN DEVELOPING TEACHER PROFESSIONALISM Wityastuti, Eva Zulvi; Hidayati, Dian; Suadirman, Siti Partini
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3165

The role of school leadership is pivotal in fostering teacher professionalism, which directly influences the quality of education. However, challenges such as teacher resistance to change and limited motivation often hinder this effort. This study aims to explore effective school leadership practices in enhancing teacher professionalism through a literature review of four Scopus-indexed articles from 2020-2025. The study follows the PRISMA framework for article selection. Findings reveal that effective leadership is characterized by transformational, participative, transactional, and relationship-oriented styles. Among these, transformational leadership is the most dominant, as it aligns with the principal's vision to motivate and empower teachers. Strategies such as providing ongoing training, involving teachers in decision-making, offering performance-based rewards, and fostering emotional commitment were frequently applied. The study concludes that adaptive and collaborative leadership styles play a significant role in overcoming challenges and enhancing teacher professionalism, thus improving the overall quality of education.

SCHOOL LITERACY MOVEMENT ON READING LITERACY SKILLS IN ELEMENTARY SCHOOL STUDENTS Andini, Regita Ayu; Nurhidayati, Nurhidayati; Anjarini, Titi
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3235

This study aims to evaluate the effect of the School Literacy Movement (SLM) on the literacy skills of fifth-grade students, involving a sample of 15 participants. Literacy skills were assessed using the Minimum Competency Assessment (MCA) literacy scores. A quantitative experimental design was employed, utilizing a one-group pretest-posttest approach. Data were collected through interviews with homeroom teachers, followed by pretesting, the implementation of the literacy intervention, and posttesting. Data analysis using SPSS version 22 revealed that the normality test for both pretest and posttest scores yielded p-values of 0.230 and 0.570, respectively, indicating a normal distribution. The Levene’s test for homogeneity of variance produced a p-value of 0.178, confirming homogeneity across the group. The findings showed a 2% increase in students’ average MCA literacy scores after the implementation of the SLM, suggesting a measurable improvement in literacy skills. These results underscore the role of school-based literacy programs in enhancing students' literacy competencies and support the continued development and integration of literacy initiatives in primary education.

ACCURACY OF MATHEMATICAL CRITICAL THINKING SKILLS ASSESSMENT WITH A MODERN APPROACH: GENERALIZED PARTIAL CREDIT MODEL Hanim, Muziyati; Mujahidawati, Mujahidawati; Falani, Ilham; Prasasty, Aliffia Teja; Nurhidayati, Rina
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3247

Critical thinking skills mathematical critical thinking skills are essential to face the challenges of the 21st century. These skills in schools is still not optimal because it is not supported by valid and reliable instruments. Instruments that are valid and reliable. This study aims to measure mathematical critical thinking skills through the Generalized Partial Credit Model (GPCM) approach, to increase the accuracy of the assessment. The test instrument used is an indicator-based description test FRISCO (Focus, Reason, Inference, Situation, Clarity, and Overview). The quantitative research method with an experimental design was applied to seventh grade students in four public junior high schools, North Bahar District, Muaro Jambi. North Bahar, Muaro Jambi. Data analysis using GPCM with software PARSCALE 4.1 SOFTWARE. The p value of the fit test of 0.335 (> 0.05) indicates that the question fit the GPCM model. Student ability estimates ranged from -2.23 to 2.35, with the majority in the low ability category. Item parameters showed discrimination values of 0.855-1.534 and difficulty levels of -0.123 to 0.238, indicating good quality and balanced questions. Test information function showed that the instrument effectively measured students' abilities at various levels. These results prove that GPCM is appropriate for developing a valid, valid, and balanced mathematical critical thinking assessment instrument valid, accurate, and informative.

MIXED CODE GREETING CEREMONY INSTRUCTOR AT MUHAMMADIYAH VOCATIONAL AND SENIOR HIGH SCHOOLS IN PAGARALAM Sari, Intan Purnama; Pebrianti, Ike Tri; Nopriani, Henny
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3271

This research discusses the phenomenon of code mixing in the Speech of the Ceremony Supervisor at Muhammadiyah Pagaralam Vocational Schools and High Schools. Code mixing is the combination of using two or more languages in one utterance that is not always based on the need for communication, but rather as a speaker's choice in a particular context. This study aims to describe the types of code mixing used, namely inward code mixing (regional languages), outward code mixing (foreign languages), and mixed code mixing (a combination of regional languages and foreign languages). The data for this research was obtained through recordings of the ceremony supervisor's speech which took place routinely every Monday for four months at Muhammadiyah Pagaralam Vocational Schools and High Schools. The research method used is qualitative with data collection techniques of recording, observing, and noting. Data analysis is carried out by grouping, analyzing, and describing the types of code mixing that appear in the speeches. The results of this study show that The use of code-mixing in the remarks of the ceremony supervisor is influenced by cultural factors, the background of the supervisor, social interactions, and communication goals. Code-mixing serves to clarify meaning, create a friendly atmosphere, and reflect the cultural diversity and social identities of the ceremony participants. This research contributes theoretical insights to sociolinguistic studies and practical applications for teaching Indonesian language, as well as the preservation of regional languages in educational settings. Keywords: code-mixing, ceremony supervisor remarks, Muhammadiyah Vocational School Pagaralam, Muhammadiyah High School Pagaralam, sociolinguistics

IMPLEMENTATION OF THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT TO ENHANCE RELIGIOUSITY AND BHINEKA TUNGGAL IKA AT SMK NEGERI 1 KLATEN Azzahra, Salma Emilia; Ali, Mohammad
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3274

The challenge of diversity in the era of globalization is an important issue that cannot be avoided by any country, including Indonesia. To maintain unity and strengthen national identity, the values of Bhinneka Tunggal Ika need to be understood and applied in everyday life. This study aims to examine the implementation of the Pancasila Student Profile Strengthening Project (P5) through the theme of Bhinneka Tunggal Ika at SMK Negeri 1 Klaten, focusing on implementation strategies, student involvement, and the impact on strengthening religious values and tolerance for diversity. The research uses a descriptive qualitative method with data collection techniques through interviews, observations, and documentation. The results of the study indicate that the implementation of the Bhinneka Tunggal Ika theme in P5 is able to increase students' awareness of the importance of diversity, strengthen attitudes of tolerance, and increase active participation in cross-cultural project-based activities. However, challenges remain, such as students' limited initial understanding of the concept of diversity and the heterogeneity of their backgrounds. These findings highlight the importance of strengthening diversity literacy from an early age to reinforce unity within the school environment.

DEVELOPING AN ENGLISH-SPEAKING SKILLS ASSESSMENT RUBRIC FOR AUTISM CHILDREN USING UNIVERSAL DESIGN FOR LEARNING Solo, Lenny; Lustyantie, Ninuk; Murtadho, Fathiaty
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3285

This study aims to develop an adaptive English-speaking skills assessment rubric for children with Autism Spectrum Disorder (ASD) using the principles of Universal Design for Learning (UDL) in a Special Education School (SLB). The need for an inclusive and flexible assessment tool that accommodates the diverse communication needs of children with ASD in language learning contexts, particularly English, is crucial. The research follows a systematic methodology consisting of needs analysis, rubric development, expert validation, pilot testing, revisions, and finalization. The rubric developed integrates UDL principles to ensure that assessments capture both verbal and non-verbal communication skills, such as gestures, visual aids, and assistive technologies. The findings from the expert validation process revealed that the rubric was clear, comprehensive, and adaptable to various student needs, providing a more holistic assessment of speaking skills. Teachers reported increased engagement and flexibility in using the rubric, which allowed students to express themselves in multiple ways. The pilot test indicated high inter-rater reliability (Cronbach’s alpha = 0.85) and demonstrated that the rubric effectively assessed students with varying levels of proficiency. Students who previously struggled with verbal communication showed improvement through the use of non-verbal means, enhancing their participation in the assessment. This study highlights the potential of integrating UDL principles into assessment rubrics to support the inclusive education of children with ASD and provide more accurate and equitable evaluations of their language skills.

THE INFLUENCE OF LEADER-MEMBER EXCHANGE, ORGANIZATIONAL CULTURE AND WORK MOTIVATION ON ORGANIZATIONAL COMMITMENT OF MTSN TEACHERS IN NORTH ACEH REGENCY Dewi, Cut Kumala; Marwan, Marwan; Bahri, Saiful
Jurnal Visipena Vol 16 No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i1.3120

Teacher organizational commitment is the teacher's desire to remain in the organization, contribute positively, and support the school's goals. This commitment is very important in the context of Indonesian education because it plays a major role in improving the quality of Indonesian education as a whole. The Purpose of this study is to analyze (1) leader-member exchange has a direct influence on organizational commitment in MTsN teachers in North Aceh Regency. (2) organizational culture has a direct influence on organizational commitment in MTsN teachers in North Aceh Regency. (3) work motivation has a direct influence on organizational commitment in MTsN teachers in North Aceh Regency. This study uses a quantitative method, an associative approach, a population of 443 teachers, a sample of 210 teachers, proportional random sampling technique using the Slovin formula at a 5% error rate, a Likert scale questionnaire data collection technique and a path analysis data processing technique. Research findings (1) leader-member exchange has a direct influence on MTsN teacher commitment (2) organizational culture has a direct influence on MTsN teacher commitment (3) work motivation has a direct influence on MTsN teacher commitment. The principal needs to build good relationships with teachers, create a collaborative culture, and provide opportunities for development and fair rewards to improve teacher motivation, commitment, and performance in schools. The principal needs to improve communication, emotional support, a culture of collaboration, and award programs to strengthen the relationship between leader-member exchange, motivation, and teacher commitment in creating better quality education.

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Yusrawati JR Simatupang

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yusrawati090992@gmail.com

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+6285260106663

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intankemalasari00@gmail.com

Editorial Address
STKIP Bina Bangsa Getsempena, Jalan Tanggul Krueng Aceh, No.34, Rukoh, Darussalam, Banda Aceh, 23112

Location
Kota banda aceh,

Aceh

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yusrawati JR Simatupang

Contact Email yusrawati090992@gmail.com

Phone +6285260106663

Journal Mail Official intankemalasari00@gmail.com

Editorial Address STKIP Bina Bangsa Getsempena, Jalan Tanggul Krueng Aceh, No.34, Rukoh, Darussalam, Banda Aceh, 23112

Location Kota banda aceh, Aceh INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yusrawati JR Simatupang

Contact Email
yusrawati090992@gmail.com

Phone
+6285260106663

Journal Mail Official
intankemalasari00@gmail.com

Editorial Address
STKIP Bina Bangsa Getsempena, Jalan Tanggul Krueng Aceh, No.34, Rukoh, Darussalam, Banda Aceh, 23112

Location
Kota banda aceh,

Aceh

INDONESIA