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jurnal dikdas bantara
Published by Universitas Veteran Bangun Nusantara
ISSN : 26154285     EISSN : 26155508     DOI : -
Core Subject : Education,
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Terbit dua kali setahun pada bulan Februari dan Agustus. Berisi artikel-artikel yang diangkat dari hasil penelitian dan kajian di bidang kependidikan baik yang ditulis dalam bahasa Indonesia.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 7 Documents
 1 
Search results for , issue "Vol 7 No 1 (2024)" : 7 Documents clear
PERAN GURU DALAM MENGEMBANGKAN POTENSI BELAJAR KOGNITIVISTIK SISWA L.Cutilas, Anesito; Suswandari, Meidawati; Purnasari, Pebria Dheni
Jurnal Dikdas Bantara Vol 7 No 1 (2024)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v7i1.5024

Abstract

Tujuan penelitian ini adalah 1) untuk mendeskripsikan peran guru dalam mengembangkan potensi belajar kognitivistik siswa dan 2) mendeskripsikan manfaat guru dalam mengembangkan potensi belajar kognitivistik siswa. Penulisan ini dilakukan melalui studi pustaka. Hasil penelitian menunjukan bahwa 1) cara seorang pendidik/guru dalam mengembangkan potensi nalar/pikir/kognitif siswa adalah melalui meida pembelajaran yang konkret, penggunaan bahasa yang mudah dipahami siswa ketika memberikan penjelasan pada siswa, dan membangkitkan siswa saling berinteraksi untuk menggali ide/pendapat/gagasan di kelas. 2) Manfaat yang dapat diperoleh pendidik ketika mengembangkan teori belajar kognitif pada siswa adalah guru lebih siap dengan perangkat pembelajaran yang inovatif, kreatif dari media pembelajaran, guru lebih memahami setiap siswa memiliki perkembangan kognitifnya masing-masing, dan guru maupun siswa saling menghargai gagasan/ide agar menciptakan belajar yang bermakna.
PERAN MICROTEACHING DALAM PENINGKATAN KEMAMPUAN MENGAJAR CALON PENDIDIK Solichah, Rolatus; Mulyati, Sri; Rahmasita, Sofita
Jurnal Dikdas Bantara Vol 7 No 1 (2024)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v7i1.5066

Abstract

Penelitian ini bertujuan untuk mengetahui peran microteaching dalam meningkatkan kemampuan calon pendidik dalam mengajar. Penelitian ini menggunakan pendekatan kualitatif yang bersifat studi pustaka. Data dalam penelitian ini dikumpulkan dengan melakukan pencarian data atau informasi yang berhubungan dengan penelitian tersebut melalui penelusuran di internet dengan mengakses (google scholar). Berdasarkan analisis hasil, dapat disimpulkan bahwa praktik pembelajaran microteaching sangat penting untuk diberikan kepada para mahasiswa sebagai calon pendidik. Salah satu peran pembelajaran microteaching ini adalah untuk membentuk mahasiswa sebagai calon pendidik agar mampu membimbing dan mengajar kelas secara sistematis. Selain itu, seluruh mahasiswa mampu untuk menguasai keterampilan dasar mengajar sebagai bekal persiapan pada saat mengajar di sekolah. Mengelola dan memimpin kelas merupakan hal yang tidak mudah, sehingga diperlukan latihan dan metode yang tepat. Oleh karena itu, mata kuliah microteaching ini sangat penting untuk mahasiswa yang setelah lulus akan melanjutkan kariernya menjadi seorang pendidik atau guru. Kata kunci: Microteaching, Kemampuan Mengajar, Calon Pendidik
Implementation of Character Educ Implementasi Pendidikan Karakter melalui Semarbowo di SDN Tambakaji 03 Kota Semarang Rahmawati, Yuniar; Witanto, Yuli
Jurnal Dikdas Bantara Vol 7 No 1 (2024)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v7i1.5107

Abstract

This study aims to describe the implementation of character education through Semarbowo at SDN Tambakaji 03 and its problems. The research method is descriptive qualitative. Data analysis includes four flows, namely data collection, data reduction, data presentation, and conclusion drawing. Data were collected through observation, interviews, and documentation. Primary data sources are fifth grade teachers and principals and secondary data sources are fifth grade students of SDN Tambakaji 03. The results showed how to implement character education through Semarbowo, among others: 1) communicating using Javanese language by all school members every Thursday, 2) kissing the hands of teachers at the school gate while saying "wilujeng enjang", 3) cultural habituation of bowing when passing older people while saying "nuwun sewu", 4) creating group discussion-based learning, 5) integrating Semarbowo in the P5 work title, 6) habituation of Javanese language in tembang dolanan and poetry in learning, 7) literacy of Javanese folklore, 8) giving examples to students how to behave according to Javanese ethics. Problems found, namely: 1) students are not accustomed to communicating using Javanese, 2) lack of parental involvement in the use of Javanese at home.
ANALISIS KETERKITAN ASSESMEN GURU DENGAN TEORI BELAJAR KONSTRUKTIVISME DALAM MEMBANGUN PEMAHAMAN YANG BERKELANJUTAN DI SDN KENEP 03 Dian Permata, Natasya; Suswandari, Meidawati; Farida, Nur
Jurnal Dikdas Bantara Vol 7 No 1 (2024)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v7i1.5120

Abstract

Penelitian ini bertujuan untuk menganalisi keterkaitan assesmen guru dengan teori belajar konstruktivisme dalam membangun pemahaman yang berkelanjutan pada peserta didik kelas IV di SDN Kenep 03. Jenis penelitian ini yaitu penelitian kualitatif. Dalam menganalisis data penelitian ini, peneliti menggunakan tiga jalur analisis data kualitatif, yiatu reduksi data, penyajian data, dan penarikan kesimpulan. Teori belajar konstruktivisme memiliki peran penting dalam pelaksanaan kegiatan assesmen bagi peserta didik di kelas IV di SDN Kenep 03. Hal tersebut terlihat dari berjalannya kegiatan assesmen tersebut di dalam kelas IV di SDN Kenep 03. Teori konstruktivisme dengan asesmen sangat erat kaitannya karena keduanya menekankan pada pentingnya pembelajaran yang berpusat pada peserta didik. Dalam sudut pandang teori konstruktivisme, asesmen digunakan untuk memahami bagaimana peserta didik membangun pengetahuan mereka sendiri. Asesmen serta konstruktivisme berfokus untuk mengukur pemahaman yang dimiliki peserta didik, mempertimbangkan kerangka pemikiran unik masing-masing individu. Pendekatan asesmen dan konstruktivisme menekankan pada pemberian umpan balik yang konstruktif, memberikan kesempatan kepada peserta didik untuk merefleksikan pemahaman mereka, dan mendorong perkembangan pemikiran kritis dalam pemecahan suatu masalah. Dengan demikian, asesmen dalam konteks konstruktivisme tidak hanya mengukur hasil akhir, tetapi juga memperhatikan proses pembelajaran yang dialami peserta didik. Kata kunci: Konstruktivisme, Assesmen, Pemahaman
PENGEMBANGAN MEDIA VIDEO NARASI ANIMASI PADA MATERI BANGUN RUANG UNTUK SISWA KELAS IV SD MUHAMMADIYAH PAJANGAN 2 Bara, Hengkang; Darmawan, Rizal Gilang
Jurnal Dikdas Bantara Vol 7 No 1 (2024)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v7i1.5197

Abstract

The background to the problem of this research is the lack of interest of students in the subject of spatial mathematics in class IV elementary school. The aim of this research is to develop, determine the quality and effectiveness of spatial animation narrative videos as an effort to support the learning process for fourth grade elementary school students. The type of research used in this research is Research and Development (R&D) or better known as development research. The development model used in this research is 4-D. The 4-D development model consists of 4 main stages, namely: Define, Design, Develop and Disseminate. This method and model was chosen because it aims to produce products in the form of animated video media. The product trial was carried out at SD Muhammadiyah Pajangan 2 with a total of 21 students. The data analysis technique for this research was quantitative descriptive and qualitative descriptive techniques. The quantitative descriptive data analysis technique in this research is the results of assessments by experts, educators and students. The qualitative descriptive data analysis technique in this research takes the form of suggestions and criticism from experts, educators and students. Based on research conducted by researchers, the results were 81.9, so the results of the trial on class IV students were in the "Very Good" category. With a result of 88.33, the test results from experts and class teachers are in the "Very Good" category. So learning videos are suitable for use as learning media.
The IMPLEMENTASI ASESMEN DIAGNOSTIK BERBASIS PROFIL PELAJAR PANCASILA PADA PEMBELAJARAN MATEMATIKA KELAS I SDN JOHO 01 SUKOHARJO Zonna Aneka Surya, Firnie; Budiwan, Jauhan; Perdana, Ryzal; Hayati, Tri
Jurnal Dikdas Bantara Vol 7 No 1 (2024)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v7i1.5355

Abstract

Education is a conscious and planned effort to make humans intelligent, skilled and have noble character. In educational practice in Indonesia, the government has launched the Independent Learning curriculum. The Independent Learning Curriculum aims to enable students to freely think, express, be creative, and access knowledge from various sources. In practice, the Independent Curriculum certainly cannot be separated from the learning and assessment process. The learning process and assessment are components that cannot be separated, if the learning process carried out is effective then it must be accompanied by an assessment that is able to facilitate students providing feedback on their strengths and weaknesses, so that students always experience development in a positive direction. Diagnostic assessment is a type of assessment that is very important to determine students' learning readiness, talents, interests and learning styles. Conclusions from this research First, implementing diagnostic assessments is very important in order to create learning that supports students. Second, the implementation of diagnostic assessments in class I mathematics learning is based on the Pancasila Student Profile so that its implementation can be in accordance with the nation's noble values. Third, the application of a diagnostic assessment based on the Pancasila Student Profile in class I mathematics learning is based on the learning theory of cognitive development by "Piaget" with the aim that the assessment is in accordance with the stages of cognitive development of class students, namely at the concrete pre-operational stage. Fourth, the implementation of diagnostic assessments based on the Pancasila Student Profile and referring to the "Piagetian" theory of cognitive development has been proven to bring positive changes, including increased student motivation and focus on learning, students understand the learning material better, and student learning outcomes also improve. (1) Independent Learning Education (2) Qualitative (3) Students Can Develop Optimally (4) The Use of Diagnostic Assessment is Very Important in the Learning Process. Keywords: Education, Assessment, Cognitive Development, Students.
PENINGKATAN KEMAMPUAN LITERASI DAN NUMERASI DENGAN MODEL PEMBELAJARAN BERDIFERENSIASI SISWA KELAS V SD NEGERI TLOGO Findy Yonanta, Apriliya; Rigianti, Henry Aditia; Purnomo, Heru
Jurnal Dikdas Bantara Vol 7 No 1 (2024)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v7i1.5371

Abstract

This research is classroom action research which aims to improve literacy and numeracy skills through a differentiated learning model in mathematics learning. This research was conducted at Tlogo State Elementary School with respondents from class V students, numeracy literacy in class 5 was still low between literacy and numeracy which decreased further, namely in numeracy because class 5 students were lazy in calculating porogapit mathematics questions. This type of research is classroom action research, using the Kemmis and Mc Taggart model, in the order of planning, acting, observing, reflecting. The data collection technique uses tests by giving porogapit questions to students. The data analysis technique used in this research is a correlational analysis technique using the normality test with the Kolmogrov-Smirnow test. The success indicator for this research is said to be successful if the average percentage of each indicator of student activity reaches 75%. The research results show that the differentiated learning model can improve literacy and numeracy. The percentage result in cycle I was 42% and then in cycle 72%, so it was said to be successful because it met the success criteria

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