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Musamus Journal of Primary Education
Published by Universitas Musamus
ISSN : 26227800     EISSN : 26227819     DOI : 10.35724/musjpe
Core Subject : Education,
Education Other
The aims of MusJPE is to provide a venue for academicians, researchers, and practitioners for publishing the original researce articles or review articles. The scope of the articles published in this journal deals with a contemporary issue in primary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol 5 No 2 (2022)" : 4 Documents clear
Kajian Pembelajaran Multikultural di Kelas Simbolon, Marlina Eliyanti; Borolla, Fridolin Vrosansen; Marini, Arita; Maksum, Arifin
Musamus Journal of Primary Education Vol 5 No 2 (2022)
Publisher : Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/musjpe.v5i2.4075

Abstract

Keberagaman kebudayaan yang disebutkan sebagai multikultural saat ini tidak hanya sebatas keberagaman etnis, suku dan budaya melainkan dalam aspek yang lain pula. Penelitian ini bertujuan untuk mendeskripsikan kajian pembelajaran multikultural di kelas. Setiap informasi yang bersumber dari literatur dikumpulkan dan diolah dengan menggunakan pendekatan kualitatif deskriptif. Pengumpulan data diperoleh dari kajian literatur yang berasal dari berbagai jurnal dan undang-undang. Pembahasan berisi asas filosofis dan yuridis Pendidikan multicultural di Indonesia. Berdasarkan kajian dapat ditarik simpulan bahwa Pendidikan multikultural sangat cocok diterapkan di Indonesia karena Indonesia merupakan salah satu negara dengan fenomena pluralisme yang sangat tinggi jika ditinjau berdasarkan suku, agama, ras, golongan, dan etnis. Amanat Undang-undang sudah menjadi pondasi dari keragaman yang kita miliki yang diaplikasikan di dalam kelas.
Pengembangan Media Bimo Bilawa untuk Pembelajaran Unggah-Ungguh Basa Jawa Siswa Sekolah Dasar Nurkharima, Albashita; Putriani, Ida; Fauzi, Adin
Musamus Journal of Primary Education Vol 5 No 2 (2022)
Publisher : Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/musjpe.v5i2.6690

Abstract

Bimo Bilawa media is a media development of Javanese language uploading and learning media to improve the ability of teachers and the spirit of learning for students in elementary schools. This research was conducted to process Bimo Bilawa media for Javanese language material at the elementary school level. This research is a research and development research that includes: (1) potentials and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product testing, (7) product revision. The subjects of the literacy test were 40 students in grades 4 and 5, as well as 4 teachers in grades 4 and 5 at SDN Sidodadi 4 and SDN Karangrejo 1. The data collection technique uses questionnaires and interviews. Data analysis techniques use quantitative and qualitative descriptive. The results of the assessment of material experts received a percentage of 96% with a very feasible category. The results of the assessment of linguists and media experts obtained a percentage of 93% categorized as very feasible. In the readability test, the teacher obtained a percentage of 94.5%, which was categorized as very feasible. So that Bimo Bilawa media can help teachers in the learning process. In the readability test, students obtained a percentage of 99%, categorized as very feasible. The students seemed to enjoy the media equipped with sounds and graphic images, and they were excited to try learning with Bimo Bilawa media.
Paradigma Teori Belajar Konstruktivisme Vygotsky pada Pembelajaran Abad-21 serta Relevansinya dengan Kurikulum Merdeka Sekolah Dasar Zakariyah, Yogi Aldias; Puspita, Intan Dia; Buaga, Garib Firman; Windy, Windy
Musamus Journal of Primary Education Vol 5 No 2 (2022)
Publisher : Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/musjpe.v5i2.6699

Abstract

21st century learning are fundamental in developing aspects of learning in the world of education in Indonesia. The purpose of this research is to analyze and explain the relevance of Vygotsky's constructivism learning theory in the independent curriculum in elementary schools. 21st century learning in the independent curriculum in differentiated learning is an effort to adjust the learning process in the classroom with the aim of meeting the learning needs of each individual. The adjustment is by developing learners' 4C abilities, interests, learning profiles and learners' readiness in order to achieve improved learning outcomes. Learners can learn according to their own abilities and find understanding from their own experiences. This research was used the library research method by analyzing related literature sources and articles and books as references. Vygotsky's constructivism emphasizes the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Constructivism theory has relevance to differentiated learning in terms of meaningful learning and learner engagement. The results of 21st century learning in the independent curriculum in differentiated learning apply the theory of constructivism in learning by paying attention to the individual characteristics of students. Supported by the concept of Zone of Proximal of Development (ZPD) and scaffolding is very relevant in differentiated learning that accommodates all the potential of students and pays attention to the individual abilities of students so that they can optimize the 4C skills of students.
Analisis Materi Pokok Matematika dalam Membangun Literasi Numerasi Siswa Kelas III Sekolah Dasar Lestari, Shindy; Savira, Liza; Hajjina, Cut Yuni Nurul
Musamus Journal of Primary Education Vol 5 No 2 (2022)
Publisher : Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/musjpe.v5i2.6702

Abstract

Mathematics learning in elementary schools must innovate to develop numerical literacy as a 21st-century skill. This study aims to develop teaching materials oriented toward numerical literacy to help third-grade elementary school students apply mathematical concepts to solve real-life problems. This research employs a qualitative method with a content analysis design on integrative thematic textbooks. The findings indicate that effective learning in developing numerical literacy requires both intradisciplinary and interdisciplinary approaches. These approaches enable students to engage in Higher Order Thinking Skills (HOTs) through mathematics material presented contextually, transitioning from concrete to abstract. Thus, the implemented learning strategies can equip elementary school students with numerical literacy from an early age, which is essential for adapting to the challenges of modern developments.

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