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Jurnal Pendidikan dan Kebudayaan
Published by Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
ISSN : 24608300     EISSN : 25284339     DOI : https://doi.org/10.24832/jpnk.v5i1.1509
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
Jurnal Pendidikan dan Kebudayaan is a peer-reviewed journal published by Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan (Agency for Research and Development, Ministry of Education and Culture of Republic of Indonesia), publish twice a year in June and December. This journal publishes research and study in the field of education and culture, such as, education management, education best practice, curriculum, education assessment, education policy, education technology, language, and archeology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 535 Documents
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DAFTAR ISI, EDITORIAL, DAN LEMBAR ABSTRAK VOL.4, NO.1, TAHUN 2019 Hendarman Hendarman
Jurnal Pendidikan dan Kebudayaan Vol. 4 No. 1 (2019)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v4i1.1373

Abstract

PEDOMAN PENULISAN, TEMPLATE Hendarman Hendarman
Jurnal Pendidikan dan Kebudayaan Vol. 4 No. 1 (2019)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v4i1.1376

Abstract

KETERCAPAIAN STANDAR NASIONAL PENDIDIKAN DI SEKOLAH MENENGAH ATAS Lia Yuliana; Sabar Budi Raharjo
Jurnal Pendidikan dan Kebudayaan Vol. 4 No. 2 (2019)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v4i2.1457

Abstract

This study aims to determine the achievement of National Education Standards (SNP) based on accreditation data and the inhibitors in achieving National Education Standards at the high school level. A quantitative descriptive was used in this research. Data obtained from school principals, school supervisors, and education officers at the secondary education level. Data was obtained from guided discussion gathered with school principals, school supervisors, education officer representatives, and resource persons from academics and practitioners. Respondents were taken based on purposive sampling with the aim at accredited A schools in urban areas. Secondary data obtained from BAN-SM, whereas the primary data obtained from the implementation of eight National Education Standards. School with A grade in accreditation is assumed could provide information on the difficulties and obstacles in the implementation of the National Education Standards. The finding showed that based on 2017 accreditation there were three educational standards with the lowest achievements namely, Educator and Educational Staff Standards (PTK), Facilities and Infrastructure Standards and Graduates Competency Standards. It was also found that there are obstacles in achieving standards at the education unit level. Standards that are difficult to achieve are Educator and Educational Staff Standards, Facilities and Infrastructure Standards, and Financing Standards. Schools accept these standards so that the fulfillment of these standards depends on the quota given by the government.Abstrak  Penelitian ini bertujuan untuk mengetahui capaian Standar Nasional Pendidikan berdasarkan data akreditasi dan hambatan dalam pencapaian Standar Nasional Pendidikan jenjang Sekolah Menengah Atas. Penelitian menggunakan metode deskriptif kuantitatif. Data diperoleh dari kepala sekolah, pengawas sekolah, dan cabang dinas pendidikan pada jenjang pendidikan menengah. Data diperoleh dari kegiatan diskusi terpimpin dengan kepala sekolah, pengawas sekolah, perwakilan cabang dinas, dan berdasarkan purposive sampling pada sekolah yang terakreditasi A pada daerah perkotaan. Data sekunder diperoleh dari BAN S/M. Sedangkan data primer diperoleh dari implementasi delapan Standar Nasional Pendidikan. Hasil penelitian menunjukkan bahwa pada jenjang SMA berdasarkan akreditasi 2017 ada tiga standar pendidikan yang capaiannya paling rendah yaitu Standar Pendidik dan Tenaga Kependidikan, Standar Sarana dan Prasarana, dan Standar Kompetensi Lulusan. Hambatan yang ditemui dalam pemenuhan standar pada tingkat satuan pendidikan yaitu terutama pada Standar Pendidik dan Tenaga Kependidikan, Standar Sarana dan Prasarana, dan Standar Pembiayaan. Dengan demikian, belum semua standar pendidikan dapat dipenuhi oleh sekolah tetapi pada sekolah swasta yang mandiri standar pendidikan dapat dicapai dengan baik. 
DAFTAR ISI, EDITORIAL, DAN LEMBAR ABSTRAK VOL.4, NO.2, TAHUN 2019 admin admin
Jurnal Pendidikan dan Kebudayaan Vol. 4 No. 2 (2019)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v4i2.1494

Abstract

INDEKS, PEDOMAN PENULISAN Admin Admin
Jurnal Pendidikan dan Kebudayaan Vol. 4 No. 2 (2019)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v4i2.1495

Abstract

TINGKAT PEMAHAMAN KEPALA SEKOLAH, GURU, DAN KOMITE SEKOLAH TERHADAP IMPLEMENTASI STANDAR PENGELOLAAN PENDIDIKAN DI SEKOLAH DASAR Arsyad Djamaluddin Palettei; Wahyu Bagja Sulfemi; Yusfitriadi
Jurnal Pendidikan dan Kebudayaan Vol. 6 No. 1 (2021)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v6i1.1592

Abstract

Penelitian ini bertujuan untuk mengetahui tingkat pemahaman kepala sekolah, guru, dan komite sekolah terhadap implementasi standar pengelolaan pendidikan pada satuan pendidikan dasar dan menengah, khususnya di Sekolah Dasar Negeri. Penelitian ini menggunakan metode deskriptif kuantitatif. Data diperoleh dari Sekolah Dasar Negeri yang terakreditasi A dan B pada daerah perkotaan di delapan kabupaten/kota di Jawa Barat, dengan teknik sampling menggunakan purposive sampling. Data primer dalam penelitian ini adalah pengetahuan kepala sekolah, guru, dan komite sekolah terhadap standarpengelolaan pendidikan, sedangkan data skunder adalah dokumen instrumen implementasi standar pengelolaan pendidikan. Analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan, pertama pemahaman kepala sekolah dan guru terhadap regulasi standar pengelolaan pendidikan tergolong cukup paham, sementara komite sekolah memiliki pemahaman terhadap regulasi standar pengelolaan pendidikan tergolong kurang. Kedua, berdasarkan hasil analisis data, kepala sekolah dan guru menganggap implementasi tata kelola sekolah tergolong cukup sesuai dengan standar pengelolaan pendidikan, sementara menurut komite sekolah implementasi tata kelola sekolah tergolong kurang. Dengan demikian, faktor utama implementasi tata kelola sekolah adalah pemahaman individu wargasekolah yang harus tepat terhadap standar pengelolaan pendidikan, hal apa saja yang termasuk dalam standar pengelolaan pendidikan, bagaimana perannya dalam implementasi, dan bagaimana dampaknya apabila tata kelola sekolah tidak berjalan sesuai dengan standar pengelolaan pendidikan. This study aims to determine the level of understanding of school principals, teachers, and committees as if in the implementation of education management standards by primary and secondary education units, especially in public elementary schools. This research uses a descriptive quantitative method. The data were obtained from accredited A and B elementary schools in urban areas in eight districts/cities in West Java, with the sampling technique using purposive sampling. The primary data in this study were the knowledge of school principals, teachers, and school committees of education management standards, while secondary data were documents of the implementation of education management standards. Data analysis using descriptive statistics. The results showed, firstly that the understanding of school principals and teachers of education management standard regulations was quite understanding, while the school committee had a lack of understanding of the education management standard regulations, secondly based on the results of data analysis that, principals and teachers considered the implementation of school governance. the category was sufficient according to the education management standard, while according to the school committee, the implementation of school governance was in the poor category. Thus, the main factor in the implementation of school governance is the understanding of individual school members who must be precise with the education management standards, in what is this, the education management standards, and how they play a role in its implementation, as well as the impact of school governance, does not run according to management standards.
COVID-19 PANDEMIC: THE FLEXIBILITY OF ONLINE LEARNING AT SMK NEGERI 5 YOGYAKARTA Muhammad Rifa'ie
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1605

Abstract

Pandemi Covid-19 memunculkan persoalan yang serius terhadap kegiatan pembelajaran secara tatap muka di sekolah. Oleh sebab itu, fleksibilitas pembelajaran dalam jaringan (daring) merupakan keterampilan yang harus dikuasai oleh guru. Penelitian ini bertujuan untuk menjelaskan fleksibilitas konten pembelajaran dan fleksibilitas pengorganisasian kelas daring selama masa pandemi Covid-19. Penelitian ini menggunakanpendekatan kualitatif. Subjek penelitian ialah 35 peserta didik kelas X jurusan Desain Komunikasi Visual di SMK Negeri 5 Yogyakarta. Pengumpulan data dalam penelitian ini menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa fleksibilitas konten selama pembelajaran daring ditentukan dari penyediaan konten pembelajaran dengan cara baru dan inovatif dengan menggunakan kombinasi media dan mode pengiriman yang mencakup video interaktif, komik, swafoto, animasi, poster ilmiah, instagram, twitter, facebook, tiktok, dan youtube. Hasil penelitian juga mengungkap bahwa pengorganisasian kelas daring diatur secara fleksibel menggunakan daya dukung teknologi komunikasi dan Learning Management System (LMS) untuk mengoptimalkan penggunaan strategi pembelajaran melalui media platform google classroom, google formulir, dan hangouts meet. Dengan demikian, fleksibilitas pembelajaran daring ditentukan oleh keberhasilan guru dalam memilih strategi pembelajaran yang mandiri sehingga peserta didik mampu memiliki kebebasan untuk menentukan cara pembelajarannya sendiri dan menggunakan media pembelajaran yang efektif. Covid-19 pandemic has caused serious problems to learning activities in schools especially for face-to-face learning. As a consequence, mastery in the flexibility of online learning is a skill that teachers must possess. The purpose of the research was to elaborate the flexibility of learning content and online classroom organization during the pandemic of Covid-19 pandemic. This research used a qualitative approach. The subject of research was 35 students from class X in Visual communication design study program at SMK Negeri 5 Yogyakarta. Data collection in this study used triangulation techniques. The results showed that the flexibility of content during online learning is set on by providing new and innovative learning content by using a combination of media and delivery modes that include interactive videos, comics, selfies, animations, scientific posters, instagram, twitter, facebook, tiktok, and youtube. It was also revealed that the organizing online classes is arranged in a flexible manner using the support capacity of communication technology and Learning Management System to optimize the use of learning strategies through the media platform of google classroom, google form, and hangouts meet. In brief, the flexibility of online learning is determined by the success of teacher in choosing independent learning strategies that provides students the opportunity to have the freedom to determine their own learning methods and use learning media effectively.
CONCEPTUAL MODEL OF QUALITY-BASED EDUCATION FINANCING MANAGEMENT IN MODERN PESANTREN Nurhamzah; Nurwadjah Ahmad E.Q.; Muhibbin Syah; Suryadi
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1629

Abstract

Penelitian ini bertujuan untuk mengidentifikasi model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern. Penelitian ini menggunakan metode multikasus karena ada dua lokus penelitian, yaitu Pesantren Daarut Tauhiid Bandung dan Pesantren Modern Sahid Bogor. Adapun teknik pengumpulan data dilakukan dengan cara wawancara. Sedangkan teknik analisis adalah analisis lintas kasus. Hasil penelitian menunjukkan bahwa model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern dilakukan mulai dari perencanaan, pengorganisasian, pelaksanaan, pengawasan, pertanggungjawaban, dan perbaikan berkelanjutan pembiayaan pendidikan. Perencanaan pembiayaan pendidikan berpedoman pada tiga hal, yaitu rencana pengembangan yayasan, rencana strategis (renstra) yayasan, dan program kerja pesantren. Pengorganisasian pembiayaan pendidikan secara struktural terdapat pembagian tugas antara pengelola dan pengawas internal pembiayaan. Dalam melaksanakan pembiayaan pendidikan, para pengelola pembiayaan secara konsisten berpedoman pada prinsip-prinsip pencatatan penerimaan dan pengeluaran keuangan. Sedangkan dalam pengawasan pembiayaan pendidikan, audit internal dilakukan secara berkala. Pertanggungjawaban pembiayaan pendidikan diwujudkan dengan pelaporan penggunaan pembiayaan yang tepat waktu, akurat, transparan, dan akuntabel. Perbaikan berkelanjutan pembiayaan pendidikan dilakukan dengan dua tahap, yaitu bulanan dan tahunan. Dengan demikian, model konseptual manajemen pembiayaan pendidikan berbasis mutu di kedua pesantren modern dilakukan secara komprehensif-integral. The purpose of this study was to identify the conceptual model of quality-based educational financing management in modern pesantren (Islamic boarding school). This study used a multi-case method because there were two research locations, namely the Pesantren Daarut Tauhiid in Bandung and the Pesantren Modern Sahid in Bogor. The data collection techniques was taken by interview and the analysis technique used a cross-case analysis. The results showed that the conceptual model of quality-based educational financing management in modern pesantren was carried out starting from planning, organizing, implementing, monitoring, accountability, and continuous improvement of educational financing. Educational financing planning was guided by three points, namely the foundation’s development plan, the foundation’s strategic plan (renstra), and the pesantren’s work program. In educational financing organization, structurally, there was a division of tasks between the manager and the financing internal supervisor. Educational financing implementation was consistently guided by the principles of recording financial income and expenditure. Educational financing was supervised by conducting internal audit regularly. Educational financing accountability was performed by reporting the use of financing timely, accurate, transparent, and accountable. Continuous improvement of educational financing was carried out monthly and annually. To conclude, conceptual model of quality based-education financing management at both pesantren is implemented comprehensively and integrally.
EKSISTENSI PERMAINAN TRADISIONAL EDUKATIF PADA GENERASI DIGITAL NATIVES Edhy Rustan; Ahmad Munawir
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1639

Abstract

Penelitian ini bertujuan untuk mengetahui jumlah permainan tradisional yang masih dilestarikan di Luwu Raya, faktor penyebab permainan tradisional tidak diminati oleh anak digital natives, serta desain pembelajaran yang sesuai untuk menjadikan permainan tradisional sebagai sarana edukatif untuk melestarikan budaya bangsa. Penelitian ini menggunakan pendekatan kualitatif dengan tipe deskriptif. Responden dalam penelitiain ini adalah 155 anak usia sekolah dasar yang ada di empat kabupaten wilayah Luwu Raya. Metode pengumpulan data menggunakan wawancara, observasi, dan angket. Data yang diperoleh kemudian dianalisis dengan cara reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa terdapat lima belas permainan tradisional yang masih dilestarikan di Luwu Raya dari total 25 permainan tradisional yang ada di Sulawesi Selatan. Penyebab anak-anak tidak memainkan lagi permainan tradisional adalah karena kekurangan teman bermain, bertengkar atau berbeda pendapat dengan sesama pemain, kekurangan alat bermain, tidak tertarik lagi dengan permainan tradisional, dilarang oleh orang tua dan warga sekitar, serta kelelahan saat bermain. Desain pembelajaran yang sesuai adalah memilih karakteristik permainan yang dapat menunjang pencapaian kompetensi dasar siswa dan mengintegrasikannya ke dalam pembelajaran dengan menjadikannya sebagai metode dan media pembelajaran. Kesimpulan, ada beberapa permainan tradisional yang masih dimainkan oleh anak-anak di wilayah Luwu Utara dan salah satu upaya untuk melestarikannya adalah dengan mengintegrasikan permainan tradisional ke dalam pembelajaran. This study aims to determine the number of traditional games that are still preserved by the children in Luwu Raya; factors that cause digital natives children do not like this traditional game, and learning design suit to make traditional game as an educational means to preserve the nation’s culture. This research used a qualitative approach with a descriptive type. This research used a qualitative approach with a descriptive type. Respondents in this study were 155 children of primary school age in four districts of Luwu Raya. Data collection methods using interviews, observation, and questionnaires. The data obtained were then analyzed by means of reduction, presentation, and drawing conclusions. The results showed that there were fifteen traditional games that are still preserved by children in Luwu Raya from a total of twenty five traditional games in South Sulawesi. Children stop playing the traditional game is due to the lack of friends to play with, fight or disagree with fellow players, lack of playing tools, no longer interested in traditional games, prohibited by parents and local residents, and fatigue when playing. To find the appropriate learning design is by selecting traditional games with characteristics that can support the achievement of students’ basic competencies and integrate them into learning by making it as the learning method and media. To sum up, several traditional games are still played by digital natives’ children in the North Luwu region and one of the efforts to preserve them is by integrating traditional games into learning.
PERSEPSI GURU SENIOR TERHADAP PEMBELAJARAN TEMATIK PADA PENDIDIKAN ANAK USIA DINI DI SALATIGA Eleonora Esther Debora Sopacua; Maria Melita Rahardjo
Jurnal Pendidikan dan Kebudayaan Vol. 5 No. 2 (2020)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikdasmen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v5i2.1647

Abstract

Penelitian ini bertujuan untuk menggali persepsi guru-guru senior terhadap pembelajaran tematik dalam pendidikan anak usia dini. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan pendekatan fenomenologi. Data yang digunakan dalam penelitian ini adalah data primer persepsi guru-guru senior mengenai pembelajaran tematik. Instrumen yang digunakan untuk pengambilan data adalah pedoman wawancara, dokumen RPPH, dan catatan observasi. Data yang terkumpul dianalisis dengan menggunakan analisis fenomenologi interpretatif. Hasil dari penelitian menunjukkan bahwa, pertama, guru-guru senior mempunyai persepsi bahwa pembelajaran tematik bukan hal yang baru didalam PAUD dan tematik adalah ciri khas dari pembelajaran di PAUD. Kedua, guru-guru senior mempersepsi bahwa pembelajaran tematik yang sekarang lebih banyak menggunakan benda nyata. Guru-guru senior mencampuradukkan konsep pembelajaran tematik dengan pendekatan saintifik. Ketiga, para guru mempersepsikan bahwa student-centered merupakan ciri khas pembelajaran tematik yang sekarang. Namun, pada prakteknya mereka belum sepenuhnya dapat menerapkannya dalam pembelajaran. Dengan demikian, pembelajaran tematik dipersepsi guru sebagai pendekatan pembelajaran yang sudah lama mereka ketahui tetapi pada prakteknya mereka belum mempersepsikan dan mempraktekan pembelajaran tematik sebagaimana mestinya. This research aimed to obtain senior teachers’ perception about thematic learning in early childhood education. The method used in this research was descriptive qualitative with phenomenology research paradigm. The data used in this research was the primary data of teachers’ perception about thematic learning. Instrument used to collect the data were guided interview, lesson plans, and observation notes. Data analysis was performed by using interpretative phenomenology analysis. The results showed that, first, the senior teachers perceived that thematic learning was not a new issue in early childhood education. Further, they perceived thematic learning was one of the characteristics of the early childhood education. Second, they perceived the current thematic learning in terms of real objects presence. They mixed the concept of thematic learning with scientific approach. Third, they perceived that student-centered is one of the characteristics of current thematic learning. Nonetheless, they remained unable to accordingly apply it in learning. In summary, thematic learning have been perceived by teachers as a learning approach, however, they have not perceived and practiced it in learning properly.

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