Garuda - Garba Rujukan Digital

MENUMBUHKEMBANGKAN HUMAN DIGITAL SKILL PENDIDIK DI ABAD KE 21 Inda Arintina; Rika Novi Yarti
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2019: SEMINAR NASIONAL PENDIDIKAN 12 JANUARI 2019
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The development of the world in the Digital Era. The role of the teacher is required to follow a generation of different technologies. The use of technology in learning is useful for facilitating quality learning. Books can be replaced with technology. Learning content is available on the internet. However, there is still a teacher's role that cannot be replaced. This is where we must strengthen the teacher as a facilitator who helps students to exploit a variety of learning resources. Teachers are able to transform themselves in the digital era,such an interest in reading. So far, various research results have shown that reading interest among teachers in Indonesia is still low, and even lacks the motivation to buy or collect books. In other words, teachers in the current information era, when involved in the internet activity, are not just downloading, but also uploading their written works that can contribute ideas to improve the quality of learning.

TANTANGAN SEKOLAH DAN PERAN GURU DALAM MEWUJUDKAN PEMBELAJARAN BAHASA YANG EFEKTIF DI ERA 4.0 MENUJU MASYARAKAT 5.0 Arti, Mesi
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2020: SEMINAR NASIONAL PENDIDIKAN 10 JANUARI 2020
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG

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Abstractâ€” Language is a communication tool for the whole community, especially students at school. The use of good and correct language is often a sharp spotlight for observers in the world of education. The development of technology that continues to increase significantly, including the presence of intelligent robots among the community is considered to be able to degrade the role of humans. This is the background of the creation industrial revolution 5.0. Society 5.0 was first coined by Japan. This concept is far different from the concept of industry 4.0, where the concept of Society 5.0 emphasizes more on the human aspect or its human resources, namely how humans can anticipate global trends due to the emergence of industry 4.0. The research method used is Qualitative which focuses on understanding social phenomena that occur in society. The research method used is Qualitative Descriptive where research conducted to describe the phenomena that exist, but does not provide consultation; manipulation or alteration is limited to research about what is the result. The aims of this study is to find out how the role of teachers in realizing effective language learning in the 4.0 era towards the community 5.0 seen from the limitations of facilities and infrastructure at school.Keywordsâ€” Language learning, teacher roles, school challenges, era 4.0, society 5.0.Â Abstrakâ€” Bahasa merupakan alat komunikasi bagi seluruh masyarakat terutama para pelajar disekolah. Penggunaan bahasa yang baik dan benar seringkali menjadi sorotan tajam bagi pengamat dunia pendidikan. Perkembangan teknologi yang terus meningkat secara significant, termasuk kehadiran robot-robot cerdas dikalangan masyrakat dianggap dapat mendegradasi peran manusia. Hal inilah yang melatarbelakangi terciptanya revolusi industri 5.0. Society 5.0 yang dicetuskan pertama kali oleh Jepang. Konsep ini jauh berbeda dari konsep industri 4.0, dimana pada konsep Society 5.0 lebih menekankan pada aspek manusianya atau SDM nya yaitu bagaimana manusia tersebut bisa melakukan antisipasi terhadap tren global dari akibat munculnya industry 4.0. Metode penelitian yang digunakan yaitu Deskriptif Kualitatif dimana penelitian yangÂ dilakukan untuk mendeskripsikan fenomena-fenomena yang ada, namun tidak memberikan perlakuan, manipulasi atau pengubahan melainkan hanya sebatas menggambarkan suatu kondisi yang apa adanya. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana peran guru dalam mewujudkan pembelajaran bahsa yang efektif di era 4.0 menuju masyarakat 5.0 dilihat dari keterbatasan sarana dan prasarana disekolah.Kata Kunciâ€” Pembelajaran Bahasa, Peran Guru, Tantangan Sekolah, Era 4.0, Masyarakat 5.0Â

darpitahariani1212@gmail.com Hariani, Darpita; Hakim, Ani Susri
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2020: SEMINAR NASIONAL PENDIDIKAN 10 JANUARI 2020
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG

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Abstractâ€”This paper discusses creativity in the learning model as an effort to develop the quality of education. Based on the results on learning, models, methodes, approaches or special ways have a very good impact for improving creative words of art, the target is not only students but teachers who are explored fot their creative potential. In fact a creative teachers who plays a role in efforts to improve the quality of his education has a significant impact, one of which is to hone his hidden creative potential in the teacher. The goal is all the development of quality and quality of educattion that is expected to have higher education elements of dedication.Â Keywordsâ€” Creativity, learning model, education.Â Abstrakâ€” Makalah ini membahas tentang kreativitas dalam model pembelajaran merupakan upaya pengembangan kualitas pendidikan. Berdasarkan hasil lapangan menunjukkan bahwa kreativitas memberikan hasil yang baik terhadap pembelajaran. Model, metode, pendekatan atau cara-cara khusus sangat berdampak baik untuk meningkatkan hasil karya seni yang kreatif. Target yang dituju tidak hanya siswa, tetapi guru-guru yang dieksplorasi potensi kreatifnya. Karena pada kenyataannya seorang guru kreatif yang berperan dalam upaya meningkatkan kualitas pendidikannya mempunyai dampak yang signifikan, salah satunya adalah dengan mengasah potensi kreatifnya yang tersembunyi dalam diri guru. Tujuannya adalah semuaÂ elemen-elemenÂ pendidikanÂ mempunyaiÂ dedikasiÂ tinggiÂ terhadapÂ pengembanganÂ kualitasÂ dan kualitas pendidikan yang diharapkan.Â Kata Kunciâ€” Kreativitas, model pembelajaran, pendidikan.

REVOLUSI MENTAL DALAM PENDIDIKAN UNTUK MEREVITALISASI NILAI-NILAI PANCASILA DAN MENUMBUHKEMBANGKAN WAWASAN KEBANGSAAN Enco Mulyasa
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2017: SEMINAR NASIONAL PENDIDIKAN 25 NOVEMBER 2017
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG

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The era of globalization is full of challenges and problems that develop more complex. It requires a mental revolution in various areas of life, including education. A mental revolution in education needs to be done to foster Pancasila values and national insights according to presidential instructions and regulations. Implementation of mental revolution in education, need to be supported by qualified human resources, especially teachers. Teachers have a very strategic role in the mental revolution and are very influential on the quality of education, so that, it needs the terms of personality and adequate ability with various capacities as professional.

PEMANFAATAN CERITA ANAK SEBAGAI ALTERNATIF BAHAN PEMBELAJARAN APRESIASI SASTRA DI KELAS III SEKOLAH DASAR Mochammad Sultoni
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2019: SEMINAR NASIONAL PENDIDIKAN 12 JANUARI 2019
Publisher : PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG

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Learning appreciation of literature in elementary schools (SD) requires learning materials that are in accordance with the characteristics of elementary school students. Literary appreciation learning materials in addition to having to pay attention to children's development must also consider the elements in the literary work itself, which includes aspects of the form and aspects of content. The selection of materials for learning literary appreciation in elementary schools can be done by utilizing children's stories in children's mass media and children's story books. The use of children's stories as material for learning literature appreciation in elementary schools is reflected in the learning strategies designed by the teacher, namely in the selection of the types of learning activities and the preparation of steps for teaching and learning activities.

KEMAMPUAN KOMUNIKASI MATEMATIS MELALUI PEMBELAJARAN KOOPERATIF TIPE THINK-TALK-WRITE (TTW) Sisca Bunga Dwi Ariani Astuti; Nila Kesumawati; Ety Septiati
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2018: SEMINAR NASIONAL PENDIDIKAN 5 MEI 2018
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Abstract— The ability of mathematical communication is a capability that must be possessed by students in learning mathematics. Mathematical communication is the ability to convey mathematical ideas, both oral and written and the ability to understand and accept other people's mathematical ideas carefully, analytically, critically, and evaluatively to sharpen understanding. Cooperative Learning is one of the appropriate learning strategies to engage students in actively communicating between teachers and students as well as students and students in small groups of 4-5 people with heterogeneous group structures. Think-Talk-Write type cooperative learning begins with how students think about completing a task or problem, followed by communicating their thoughts through discussion forums, and finally through the discussion forum students can rewrite their thoughts. Keywords— Mathematical Communication, Cooperative Learning, Think-Talk-Write (TTW) Abstrak— Kemampuan komunikasi matematis merupakan kemampuan yang harus dimiliki oleh siswa dalam pembelajaran matematika. Komunikasi matematis adalah kemampuan menyampaikan gagasan/ide matematis, baik secara lisan maupun tulisan serta kemampuan memahami dan menerima gagasan/ide matematis orang lain secara cermat, analitis, kritis, dan evaluative untuk mempertajam pemahaman. Pembelajaran Kooperatif adalah salah satu strategi pembelajaran yang tepat untuk melibatkan siswa dalam berkomunikasi secara aktif baik antara guru dan siswa maupun siswa dan siswa dalam kelompok kecil 4-5 orang dengan struktur kelompok yang bersifat heterogen. Pembelajaran kooperatif tipe Think-Talk-Write dimulai dengan bagaimana siswa memikirkan penyelesaian suatu tugas atau masalah, kemudian diikuti dengan mengkomunikasikan hasil pemikirannya melalui forum diskusi, dan akhirnya melalui forum diskusi tersebut siswa dapat menuliskan kembali hasil pemikirannya. Kata Kunci— Komunikasi matematis, Pembelajaran Kooperatif, Think-Talk-Write (TTW)

PEMBELAJARAN ERA DISTRUTIP MENUJU MASYARAKAT 5.0 Purwanto, M. Bambang; Devi, Devi; Nuryani, Nuryani
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2020: SEMINAR NASIONAL PENDIDIKAN 10 JANUARI 2020
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Abstractâ€” Society 5.0 where human roles need to be balance between technology and traditional life. In modern era now days, society 5.0 makes human as the center of operating, it purposes to increase economic system by solving social problems by using integrated system in real life or cyberspace. The objective of research is clarify disruptive learning by HOTS model, method of this research used descriptive analysis. The result of research is the use HOTS method for teacher of SD N 2 Tungkal Ilir in order to implement the method in teaching learning process. The significance of research is by presenting communication and information based in modern technology was helpful for teacher in SD N 2 Tungkali Ilir in implementing learning method in era 5.0.Â Â Keywordsâ€” Learning, Disruptive, Society 5.0Â Abstrakâ€” Society 5.0, era dimana peran masyarakat berusaha untuk seimbang dengan hadirnya teknologi yang tidak bisa terhindarkan. Society 5.0Â dengan manusia sebagai pusatnya hadir untuk memajukan ekonomi melalui penyelesaian masalah-masalah sosial dengan sistem yang terintegrasi pada ruang fisik dan maya. Tujuan dari penelitian ini adalah menjelaskan tentang pembelajaran destrutip menggunakan metode HOTS, metode yang digunakan pada penelitian ini adalah deskriptif analysis. Hasil yang didapat dari penelitian ini adalah penggunaan metode HOTS bagi guru-guru SD N 2 Tungkal Ilir serta pengimplementasian metode tersebut dalam kegiatan belajar dan pembelajaran. Manfaat yang dihasilkan dari peneliian ini adalah dengan hadirnya teknologi berbasis informasi dan komunikasi sangat membantu guru-guru SD N 2 Tungkal Ilir dalam pengaktualisasian metode pembelajaran dalam era 5.0.Â Â Â Kata Kunciâ€” Pembelajaran, Distruptip, Masyarakat 5.0

PERUBAHAN PARADIGMA PERAN GURU DALAM PEMBELAJARAN ERA DIGITAL Trisseda Angraini; Lasmaida N. Saragi; Miftahul Jannah; M. Sopian
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2017: SEMINAR NASIONAL PENDIDIKAN 25 NOVEMBER 2017
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The rapid development of science and technology brings us to the digital age with great changes in everything. An age where almost every side of our lives can not be released with digital or electronic devices. The digital age enables us to gain abundant knowledge easily and quickly so that it impacts the paradigm shift in all sides of life. Paradigm change can be interpreted as a change of mindset to the learning process. There are several paradigm shifts that occur such as a paradigm shift to Master. In the digital age, it takes teachers who are able to keep up with the times, can play various roles as bearers of change, learning consultants; which has a high sense of humanity and morals, and social sensitivity, and rational and honest thinking, so as to work well in a dynamic educational environment. This article discusses the paradigm of the digital age teacher in learning that is thought to affect vision, responsibility, social sensitivity, logic ability and teacher honesty. All this leads to the role of teachers in the digital age, namely as agents of change, renewal of knowledge and learning consultants. teachers become the bridge of revolution. By making himself a motivator, which moves students to accessible learning resources.

TECHNOLOGY EMPOWERED STUDENTS “PREPARE YOURSELF FOR INTERCONNECTED WORLD” Gumawang Gumawang
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2019: SEMINAR NASIONAL PENDIDIKAN 03 MEI 2019
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Rapid development of digital technology has changed the skills required in the job. Universities are, without question, making attempts to change in facing the challenges in the era of industrial revolution 4.0. In the first part of this paper, the rapid changing of the technology, highlighting the rapid change in industry and education, is discussed along with the exponential growth of innovations. The Presence of Artificial Intelligence that has changed jobs and skills required in the industries and other areas are addressed in the second part. The last section of this paper, some tips on how to face the rapid changes of technology and how to continue learning beyond the classroom wall are discussed.

MINAT BELAJAR SISWA PADA PELAJARAN PENJAS ORKES TERHADAP HASIL BELAJAR PELAJARAN PENJAS ORKES SISWA SMA NEGERI Se-Kecamatan Pengandonan Farizal Imansyah
PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2018: SEMINAR NASIONAL PENDIDIKAN 5 MEI 2018
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Abstract— The purpose of this research are: 1) To know whether or not there is interest of student learning on the subject of orchestra on the learning result of orchestra of the students of SMA Negeri in the district of Pengandonan, and 2) to know what percentage of student's interest in the orchestra examination lesson. The population of this study is all students of High School in the District, amounting to 2589 students. Research sample 10% from population that is 344 student with sample proportional random sampling technique. collection of questionnaire method, documentation and interview. Analysis techniques used descriptive analysis and regression analysis.The population of this study is all students of state Senior High School in the District of 2589 students. Research sample 10% from population that is 344 student with sample proportional random sampling technique. Data collection of questionnaire method, documentation and interview. Data analysis techniques used descriptive analysis and regression analysis.The result of the study of the students' learning interest in the High School Orchestra lecture (76.12%) and the learning result of the orchestra has been good with an average of 7.00. Regression analysis results obtained regression equation = 2.997 + 0.023X. Test of significance with F test obtained Fhitung = 219,118> Ftable = 3,87. the regression equation is significant so that it is expressed There is influence of student's learning interest in the lesson of orchestra of learning result of student orchestra examination 39,1%.Based on the results of the study, the authors provide suggestions: 1) To obtain high learning outcomes students need to grow their interest in the orchestra lesson especially the perseverance in learning the orchestra in earnest, 2) For other researchers who want to conduct similar research can make as reference material and can take other factors such as the physical condition of students. Keywords— Character education, literary learning, local wisdom Abstrak— Tujuan penelitian ini adalah : 1) Untuk mengetahui ada tidaknya minat belajar siswa pada pelajaran Penjas Orkes terhadap hasil belajar Penjas Orkes siswa SMA Negeri se-kecamatan Pengandonan, dan 2) Untuk mengetahui berapa persen minat belajar siswa pada pelajaran Penjas Orkes. Populasi penelitian ini seluruh siswa SMA Negeri se-Kecamatan yang berjumlah 2589 siswa. Sampel penelitian 10% dari populasi yaitu 344 siswa dengan teknik pengambilan sampel proposional random sampling. Pengumpulan data metode angket, dokumentasi dan wawancara. Teknik analisis data menggunakan analisis deskriptif dan analisis regresi. Hasil penelitian minat belajar siswa pelajaran Penjas Orkes tinggi (76,12%) dan hasil belajar Penjas Orkes telah baik dengan rata-rata 7,00. Hasil analisis regresi diperoleh persamaan regresi = 2,997 + 0,023X. Uji keberartian dengan uji F diperoleh Fhitung = 219,118 > Ftabel = 3,87. persamaan regresi signifikan sehingga dinyatakan Ada pengaruh minat belajar siswa pada pelajaran Penjas Orkes terhadap hasil belajar Penjas Orkes siswa sebesar 39,1%.Berdasarkan hasil penelitian,penulis memberikan saran: 1) Untuk mendapatkan hasil belajar yang tinggi siswa perlu menumbuhkan minatnya pada pelajaran Penjas Orkes terutama ketekunannya dalam belajar Penjas Orkes dengan sungguh-sungguh, 2) Bagi peneliti lain yang hendak mengadakan penelitian sejenis dapat menjadikan sebagai bahan referensi serta dapat mengambil faktor-faktor lain seperti kondisi fisik siswa. Kata kunci— Minat Belajar dan Hasil Belajar Pelajaran Penjas Orkes

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