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Pendas : Jurnah Ilmiah Pendidikan Dasar
Published by Universitas Pasundan
ISSN : 24772143     EISSN : 25486950     DOI : 10.23969
Core Subject : Education,
Other
Pendas : Jurnah Ilmiah Pendidikan Dasar is a journal published twice a year, namely in June and December that aims to be a forum for scientific publications to pour ideas and studies complemented with the results of research related to primary school education. To achieve this, basic education journals will selectively disseminate ideas and studies complemented by quality research results related to basic education, develop an education center to the elementary-school that can produce innovative, creative and original work and tested in the field of education and learning elementary School to be disseminated and implemented for improving the quality of primary-to-national education at the national, regional and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 12,696 Documents
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PENGUATAN KOMPETENSI GURU MELALUI ADMINISTRASI PENDIDIKAN: ANALISIS KONSEPTUAL DAN STRATEGI IMPLEMENTASI DI SEKOLAH Hermawan, Farhan; Hafiedz, Kholid Abdul; Suklani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 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.v10i04.38747

Abstract

Improving teacher competence is a key factor in enhancing the quality of education and constitutes a systemic responsibility of educational institutions. This article aims to analyze the role of educational administration in strengthening teacher competence through policy management, program planning, academic supervision, and teacher performance evaluation in schools. This study employs a literature review method by examining various relevant sources, including academic books, nationally accredited journal articles, and educational regulations. The findings indicate that educational administration plays a strategic role in building a structured and sustainable system for teachers’ professional development. Core administrative functions such as planning, organizing, implementation, and supervision serve as the primary framework for directing teacher competence development. In practice, educational administration also utilizes principles of human resource management as operational instruments, particularly in teacher workforce planning, professional training, and performance appraisal. The challenges identified include budget limitations, managerial capacity of school leadership, weak collaborative culture, and suboptimal use of administrative data in decision-making processes. This article concludes that professionally and systematically managed educational administration represents a strategic approach to strengthening teacher competence and improving educational quality in schools.
PERSEPSI GURU TENTANG SISWA ANAK BERKEBUTUHAN KHUSUS (ABK) DI SEKOLAH DASAR INKLUSI JATIMULYA 06 BEKASI Jelyta Virania; Ainur Rosyid
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.v10i4.38754

Abstract

This research aims to analyze teachers’ perceptions of students with special educational needs (SEN) at Jatimulya 06 Inclusive Elementary School, Bekasi. Inclusive education is essential to ensure equal learning opportunities for all children, yet its implementation presents challenges, especially regarding teachers’ readiness in addressing diverse learners. This study employed a quantitative descriptive survey method with a total sampling technique involving 14 teachers. Data were collected through a validated questionnaire and analyzed using descriptive statistics consisting of three indicators: attitude, action, and knowledge. The results show that teachers have generally positive perceptions of SEN students. Teachers demonstrate empathy and acceptance, provide learning support aligned with students’ needs, and understand the characteristics of SEN students, including ADHD, cognitive-affective difficulties, and social-emotional barriers. However, limited training and the absence of special education teachers present challenges. It is concluded that positive teacher perceptions play a crucial role in supporting inclusive learning, although continuous professional development remains necessary
PENGEMBANGAN MUTU KINERJA GURU MELALUI KEPEMIMPINAN TRANFORMASIONAL KEPALA SEKOLAH DI ERA DIGITALISASI Syarifudin Zaidan, Akmal; Minarti, Sri
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.v10i4.38763

Abstract

This study aims to analyze the role of transformational leadership of school principals in improving teacher performance quality in the digital era. The research method employed is library research by reviewing various scientific journals, books, research reports, and relevant educational policies. The findings indicate that transformational leadership plays a crucial role in creating a conducive school climate, motivating teachers to innovate, and utilizing digital technology in the learning process. Three key aspects identified as essential for strengthening teacher performance are adaptation to rapid changes, improvement of data literacy, and teacher well-being and work-life balance. The effective application of transformational leadership encourages the enhancement of teachers’ pedagogical and professional competencies, strengthens collaboration, and ensures that learning remains relevant to students’ needs in the digital age. This study contributes to a deeper understanding of how school principals can act as change agents by integrating vision, motivation, and digital innovation to empower teachers. Therefore, transformational leadership serves as a strategic approach to improving education quality and addressing the complex challenges of 21st-century education in a sustainable manner.
A PENINGKATAN KEMAMPUAN LITERASI MEMBACA SISWA SD MELALUI PENDEKATAN WHOLE LANGUAGE fitri, Fitrianingsih; Haifaturrahmah; Syafruddin Muhdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 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.v10i04.38793

Abstract

Kemampuan literasi membaca menjadi dasar utama pengembangan keterampilan berbahasa dan berpikir kritis siswa sekolah dasar. Hasil asesmen nasional dan penelitian menunjukkan bahwa literasi membaca siswa Indonesia masih rendah, terutama dalam memahami makna tersurat maupun tersirat teks bacaan. Penelitian ini bertujuan menelaah penerapan Whole Language Approach (WLA) dalam meningkatkan literasi membaca siswa sekolah dasar. Metode yang digunakan adalah kualitatif deskriptif dengan pendekatan Systematic Literature Review (SLR), yang melibatkan literatur ilmiah relevan berupa artikel jurnal, laporan penelitian, dan karya ilmiah lain. Analisis dilakukan secara tematik untuk mengidentifikasi strategi WLA, dampak, dan implikasi pembelajaran. Hasil telaah literatur menunjukkan bahwa WLA menekankan pembelajaran bahasa secara holistik, mengintegrasikan membaca, menulis, berbicara, dan mendengar dalam konteks bermakna. Strategi inti WLA, seperti reading aloud, shared reading, guided reading, journal writing, dan independent reading/writing, terbukti meningkatkan pemahaman bacaan, keterlibatan aktif, motivasi, dan kemandirian siswa. Pendekatan ini menciptakan lingkungan belajar interaktif, di mana guru berperan sebagai fasilitator yang mendukung siswa membangun makna teks secara mandiri dan menafsirkan makna tersirat. Penerapan WLA juga berkontribusi pada pengembangan kompetensi abad ke-21, termasuk berpikir kritis, empati, komunikasi, dan keterampilan problem solving. Kesimpulannya, WLA efektif untuk meningkatkan literasi membaca secara menyeluruh, memotivasi partisipasi siswa, serta mengembangkan kemampuan berpikir kritis dan karakter peserta didik. Implikasi praktisnya adalah guru dapat merancang pembelajaran Bahasa Indonesia yang kontekstual, kolaboratif, dan bermakna, sehingga literasi membaca tidak hanya menjadi keterampilan akademik, tetapi juga sarana pengembangan kompetensi hidup siswa secara holistik.
PENERAPAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN DEEP LEARNING PADA MAHASISWA SEMESTER 3 PROGRAM STUDI PGSD UNIVERSITAS PGRI PALEMBANG Adrianus Dedy; Robert Budi Laksana; Sonia Anisah Utami
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38795

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan perangkat pembelajaran dengan pendekatan deep learning pada mahasiswa semester 3 Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Universitas PGRI Palembang serta mengetahui pemahaman mahasiswa dalam menyusun perangkat pembelajaran setelah dikenalkan pendekatan tersebut. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan perangkat pembelajaran berbasis pendekatan deep learning yang menekankan pengembangan keterampilan berpikir kritis, kreatif, komunikasi, kolaborasi, dan karakter (6C) mampu meningkatkan kualitas perancangan perangkat pembelajaran mahasiswa secara bermakna, kontekstual, dan reflektif. Pendekatan ini juga mengubah paradigma belajar mahasiswa menjadi lebih aktif dan holistik, meskipun terdapat keterbatasan durasi pelaksanaan. Penelitian ini merekomendasikan pengembangan lebih lanjut dengan cakupan sampel yang lebih luas dan pemanfaatan teknologi digital untuk mendukung perangkat pembelajaran
Implementasi Program Sekolah Ramah Anak di SD Muhammadiyah Ambarbinangun Kasihan Bantul Yuliana Intan Felany; Siti Maisaroh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38800

Abstract

This study aims to describe the implementation of the Child-Friendly School (CFS) Program at SD Muhammadiyah Ambarbinangun Kasihan Bantul based on the six CFS components. Using a descriptive qualitative approach, the research involved the principal, the coordinator of the CFS implementation team, teachers, and student representatives. Data were collected through observation, interviews, and documentation, then analyzed through data collection, data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings show that the implementation of the CFS Program has been carried out effectively. In the policy component, the school demonstrates strong commitment through written regulations such as an Anti-Violence Decree, a Violence Prevention and Handling Team, and a CFS Implementation Team. Positive discipline is practiced, reporting mechanisms are available, and efforts to prevent violence and school dropout are implemented. In the learning process component, instruction is conducted in a supportive manner and child-friendly classroom environments are encouraged. In the component of educators and education personnel, the principal and teachers have received training on children’s rights and have shared the knowledge with all school members through a CFS Working Group. Regarding facilities and infrastructure, most school facilities are safe and comfortable, although ramps, disability-friendly toilets, and CCTV have not yet been provided. In the child participation component, students are involved in school activities, the formulation of school rules, the selection of extracurricular options, and participation in the CFS Implementation Team. Collaboration with parents, community institutions, the business sector, stakeholders, and alumni is also established.
PENGARUH GAYA KEPEMIMPINAN DAN SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA KONSELOR DI SEKOLAH SMPN KECAMATAN BATHIN VIII Nadila Farahita; Beni Azwar; Hartini; Eka Apriyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.38820

Abstract

Kinerja konselor merupakan determinan utama dalam peningkatan kualitas layanan bimbingan dan konseling (BK) di sekolah. Kinerja tersebut tidak hanya dipengaruhi aspek kompetensi personal, tetapi juga faktor eksternal seperti gaya kepemimpinan kepala sekolah dan pelaksanaan supervisi pendidikan. Kepala sekolah berperan sebagai pemimpin pembelajaran yang bertanggung jawab mengoordinasikan program, menciptakan iklim kerja kondusif, serta memberikan pembinaan profesional yang berkelanjutan kepada konselor. Namun, temuan awal menunjukkan bahwa implementasi supervisi BK di sekolah masih belum optimal, khususnya pada layanan akademik dan pembinaan profesional, sehingga kinerja konselor belum berkembang secara maksimal. Penelitian ini didasarkan pada analisis kondisi nyata di SMPN Kecamatan Bathin VIII, yang menunjukkan bahwa manajemen kepala sekolah lebih berorientasi administratif, komunikasi struktural belum terbangun intensif, dan pelaksanaan supervisi masih terbatas pada pemeriksaan administrasi dokumen BK. Keterbatasan fasilitas pendukung BK dan belum terintegrasinya program BK dengan manajemen sekolah menegaskan perlunya penguatan kepemimpinan dan supervisi sebagai strategi peningkatan kinerja konselor. Penelitian ini bertujuan mengkaji secara empiris pengaruh gaya kepemimpinan kepala sekolah dan supervisi terhadap kinerja konselor sehingga dapat memberikan rekomendasi bagi peningkatan mutu layanan BK di sekolah.
PRESTASI BELAJAR SISWA BERDASARKAN PERSEKTIF TEORI HUMANISTIK Damayanti, Nola Fitria; Tasia, Anas; Maulida, Ridhna; Prahesti, Devi Tia Dewi; Rafianti, Wahdah Refia; Suriansyah, Ahmad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38821

Abstract

Inequality in learning outcomes in the National Assessment at the elementary school level indicates the need for a shift from a teacher-centered approach to learning that humanizes students. This study aims to describe the application of humanistic learning theory, analyze its influence on student motivation and achievement, and synthesize relevant learning strategies. Using a literature review method, this study examines empirical articles published between 2021 and 2025 sourced from accredited scientific databases. The analysis results show that the implementation of humanistic principles, through the teacher's role as a facilitator and differentiated learning strategies, significantly increases intrinsic motivation and student academic achievement. An inclusive and supportive learning environment is proven to meet affective needs, encourage self-actualization, and reduce students' psychological barriers in learning. This study concludes that the humanistic approach is a strategic solution to address educational quality disparities and build holistic student character.
PEMANFAATAN ALAT PERMAINAN EDUKATIF BUNGA ANGKA UNTUK MENINGKATKAN KECERDASAN LOGIS-MATEMATIK KELAS B DI TK NEGERI PEMBINA 2 KOTA JAMBI marbun, Melati Susianti Marbun; Sherly Sabhira H.P; amelia putri stefany; Sherly Amelia; Jessica Sharon Siagian; Indryani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 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.v10i04.38838

Abstract

Pendidikan anak usia dini merupakan pendidikan awal yang di tempuh manusia untuk belajar. Kecerdasan adalah alat penting untuk belajar, menyelesaikan masalah, dan menciptakan sesuatu baru, salah satunya dalam kemampuan matematika yang berkembang secara optimal. salah satunya dalam kemampuan matematika yang berkembang secara optimal. Kecerdasan logis matematis sangat berkaitan dengan matematika karena lebih mengutamakan kemampuan berhitung dan logika. Penelitian ini bertujuan untuk mengetahui dampak penggunaan media bunga angka terhadap peningkatan kemampuan logis-matematik kelasdi TK Negeri Pembina 2 Jambi melibatkan 14 anak sebagai subjek. pada penelitian ini. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK). Hasil dari penelitian menunjukkan bahwa pemanfaatan Alat Permainan Edukatif (APE) bunga angka memberikan pengaruh positif terhadap peningkatan kecerdasan logik-matematik kelas B di TK Negeri Pembina 2 Kota Jambi. Oleh karena itu guru untuk senantiasa terlibat dalam kegiatan yang melibatkan logika dan matematika bersama anak, memberikan dukungan dan bimbingan dalam mempelajari konsep matematis, serta menciptakan lingkungan yang kaya akan stimulasi matematis.
PENERAPAN KURIKULUM MERDEKA TERHADAP PEMBELAJARAN TEKS CERPEN DI KELAS XI FASE F SMAN 5 PADANG Salsabila, Kisra; Aprisa Fitri, Laura; Dwi Azzahra, Nadhisya; Zulfahrita Putri, Nadia; Olva Zuve, Farel
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 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.v10i04.38844

Abstract

The Indonesian education system has undergone significant transformation since the implementation of the Independent Curriculum (Curriculum Merdeka) in the 2022/2023 academic year. This curriculum replaces the old, rigid approach with a more flexible, participatory, and student-potential-focused system. In the context of Indonesian language learning, the Independent Curriculum provides space for students to develop creativity, critical thinking, and express ideas through various texts, including short stories. This study aims to describe the initial planning of the Independent Curriculum's application in short story teaching at SMAN 5 Padang, specifically in designing strategies to address common writing difficulties faced by students. The research utilized a descriptive qualitative method, leveraging observation, interviews, and documentation techniques. The focus of the study is directed at the planning of learning methods Problem-Based Learning (PBL), media differentiation, assessment strategies, and the planned use of appreciative communication between teachers and students. The results of this planning study indicate that the implementation strategy emphasizes student-centered learning using the Problem-Based Learning (PBL) model, incorporating media differentiation between video and text, alongside the use of positive communication to motivate students. Providing freedom to choose story themes is planned as an effective strategy for improving motivation and writing quality. Teachers are designed to act as facilitators, not sole directors, using an approach that values students' learning processes. Overall, this planning demonstrates that the Independent Curriculum holds the potential not only to develop better writing skills but also to create an inclusive, creative, and humane learning space for students in the digital age.

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