Edukasi: Jurnal Pendidikan Dasar
Edukasi: Jurnal Pendidikan Dasar adalah jurnal ilmiah yang berisi dan menyebarluaskan hasil penelitian, studi mendalam, dan ide-ide atau karya inovatif di bidang pendidikan dasar. Fokus dan Ruang Lingkup Edukasi: Jurnal Pendidikan Dasar adalah Studi kurikulum pendidikan, Media pembelajaran, Metode dan strategi pembelajaran, Manajemen lembaga pendidikan, Pendidikan karakter, dan Evaluasi pendidikan.
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86 Documents
<![CDATA[Metode Coaching Berpendekatan IASP Sebagai Upaya Pelayanan Pembimbingan Akademik Mahasiswa PGSD Stahn Mpu Kuturan ]]>
<![CDATA[I Ketut Ngurah Ardiawan]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i2.2482
<![CDATA[The role of lecturers in carrying out their main tasks, apart from the Tri Dharma of Higher Education, namely education, research and community service, also provides academic guidance services to students. Coaching with an IASP approach is a method to inspire an individual's creative thinking so that he can maximize his personal and professional potential with the help of video conferencing media, be it through the Zoom application, Google Meet or others. The stages of this method are Identification, helping to see/identify what is actually in the situation; Appreciation, is a form of giving awards and assessments; and Solution, together students look for creative solutions to a problem. With the strategy of providing academic guidance services using the coaching method with an IASP approach, it is hoped that there will be collaboration between students and lecturers by finding the best solution in the mentoring process to improve academic achievement while students are studying at STAH Negeri Mpu Kuturan Singaraja.]]>
<![CDATA[Pendidikan Moral Sebagai Wadah Pembentuk Calon Pendidik Yang Berkarakter ]]>
<![CDATA[Kadek Ari Wisudayanti]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 1 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i1.2312
<![CDATA[Moral education is a learning that aims to form a person who understands morals, the main focus is the smart young generation from elementary to university level. The character or personality of a teacher not only determines his authority in front of students, but also in front of the community. The personality characteristics of a good teacher are very important for smart teachers so that they can control and control the behavior of their students through habituation patterns. It is a big mistake if a teacher only teaches memorization and memory material to students without paying attention to aspects of attitudes and social skills. Habituation of good attitudes and provision of social skills are very important to build student character.]]>
<![CDATA[Kegunaan Aplikasi Liveworksheet Sebagai LKPD Interaktif Bagi Guru-Guru SD di Masa Pembelajaran Daring Pandemi Covid 19 ]]>
<![CDATA[L. Heny Nirmayani]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 1 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i1.2295
<![CDATA[The Covid-19 pandemic has had a major impact on various aspects of human life. One of them is in the field of education. As a result of the outbreak, teaching and learning activities that should be carried out face-to-face must now be carried out online. In response to this, the development of learning media, especially those that use technology, is very necessary. Teachers must be more creative and innovative in managing learning activities during the pandemic. One of the interactive worksheets was created using the Liveworksheet application. The Liveworksheet application supports online learning to make it more interesting so that student learning outcomes can be achieved. Liveworksheets can display material in the form of videos, mp3, images, and other interesting symbols that can add interest.]]>
<![CDATA[Analisis Buku Panduan Guru Fase A Kelas I Kurikulum Merdeka Mata Pelajaran Pendidikan Pancasila pada Jenjang Sekolah Dasar ]]>
<![CDATA[Ni Putu Candra Prastya Dewi]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i2.2475
<![CDATA[This study aims to analyze the teacher's manual for phase A class I Independent Curriculum subjects of Pancasila Education at the elementary school level. The results showed that the learning objectives designed in the teacher's guide book were in accordance with the learning outcomes contained in the Decree of the Head of the Educational Standards, Curriculum and Assessment Agency of the Ministry of Education, Culture, Research, and Technology Number 033/H/KR/2022 concerning Learning Outcomes. In Early Childhood Education, Elementary Education Levels, and Secondary Education Levels in the Independent Curriculum. It's just that in some units it provides development of goals and emphasis on the realm of spiritual attitudes and social attitudes. In addition, in unit V it appears that there is a merger of two elements, namely Pancasila and Bhinneka Tunggal Ika.]]>
<![CDATA[Meta-Analisis Pengaruh Model Pembelajaran Kooperatif Tipe Two Stay Two Stray Terhadap Hasil Belajar Siswa Sekolah Dasar ]]>
<![CDATA[I Made Hendra Sukmayasa]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 1 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i1.2301
<![CDATA[This study aims to determine how much influence (effect size) type of Two Stay Two Stray cooperative learning model on learning outcomes of elementary school students. This type of research is a meta-analysis using data collection techniques in the form of library analysis of research that has been done previously. The data obtained were analyzed using quantitative descriptive data analysis. This analysis is used to analyze the effect size calculation data obtained from comparing the mean and standard deviation results of previous studies. Based on the results of the analysis, it can be concluded that the Two Stay Two Stray type of cooperative learning model in learning in elementary schools can be done in any region and in any subject. Testing the magnitude of the influence of the Two stay two stray cooperative learning model in learning in primary schools has an effect size in the high category, so that the Two stay two stray cooperative learning model is very feasible and supportive for learning in elementary schools. ]]>
<![CDATA[Gebrakan Merdeka Belajar Sebagai Transformasi Pendidikan Untuk Mewujudkan SDM Unggul ]]>
<![CDATA[Ni Luh Ika Windayani]]>;
<![CDATA[Komang Teguh Hendra Putra]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i2.2480
<![CDATA[Improving the quality of education in Indonesia is a national education development target. For this reason, it is necessary for the government to pay more attention to education in order to create a competitive education in the world. A new policy has been issued by Minister Nadiem, namely the independent learning curriculum that links the profile of Pancasila students as an effort to develop the potential of educators and participants in this millennial era. The implementation of the curriculum is expected to be able to create a young generation that is strong and resilient in dealing with any situation in their lives. Having character and being multitalented is the goal of the independent learning breakthrough. The concept of independent learning changes the teaching system that is usually confined to the classroom. The activeness of students in seeking new knowledge from increasingly diverse sources is expected to improve the quality of students. The concept of independent learning is related to the profile of Pancasila students, consisting of six aspects, namely: 1) Faith, Faith in God Almighty and with Noble Morals, 2) Creative, 3) Mutual Cooperation, 4) Global Diversity, 5) Critical Reasoning, 6 ) Independent.]]>
<![CDATA[Kajian Teoritis Perbandingan Kurikulum IPS di Indonesia dan Amerika ]]>
<![CDATA[I Ketut Suparya]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i2.2478
<![CDATA[The purpose of writing this article is to compare the social studies curriculum developed in Indonesia with that of the United States. The analysis focused on the history of development, the material taught and the evaluation carried out on social studies learning. The results of the analysis show that social studies education in Indonesia and America has a different history of development, if in Indonesia it developed because of the G30/SPKI rebellion while in America it developed because of the civil war due to multiethnicity in the country. Social studies material in Indonesia is developed in an integrated manner with other subjects taught at the elementary school level, while social studies in America is theme-based. The development of social studies material in Indonesia and America was both developed with the standard 10 themes set by the NCSS. The general assessment of the social studies assessment in both Indonesia and America emphasizes three areas of competence, namely cognitive, affective and psychomotor competencies. ]]>
<![CDATA[Langkah Mempercepat Perkembangan Kurikulum Merdeka Belajar ]]>
<![CDATA[I Komang Wahyu Wiguna]]>;
<![CDATA[Made Adi Nugraha Tristaningrat]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 1 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i1.2296
<![CDATA[This study was conducted to gather sufficient information on the Steps to Accelerate the Development of the Merdeka Belajar Curriculum. The method used in this study is through a literature study that collects several previous studies and existing policies from the government to answer steps to accelerate the development of a merdeka belajar curriculum. The results of this study indicate the need for an increase in qualified and competitive human resources. The next step is a mental revolution by increasing the promotion and preservation of culture to strengthen character and strengthen national identity. In addition, updating learning facilities and infrastructure is also a mandatory task carried out by educational institution managers for the better learning process. ]]>
<![CDATA[Manajemen Kepemimpinan Inovatif Pada Pendidikan Dalam Perspektif Merdeka Belajar Era New Normal ]]>
<![CDATA[Putu Ida Arsani Dewi]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i2.2479
<![CDATA[This research is motivated by the findings of a lack of innovative leadership management in school principals at the early childhood education level. The purpose of this study is to describe innovative leadership management in primary school education in the perspective of independent learning in the new normal era in Singaraja City. Using quantitative descriptive research methods. The data sources consist of 38 school principals. The results showed that the innovative leadership of school principals in Singaraja City was in the good category. The novelty found in this research is that future school principals must have a more revolutionary spirit able to accept and implement changes through the vision, mission, and goals to develop the school. The impact of the results of this study is that school principals need to work together with teams through team creativity and organizational innovation as well as a systematic way of working in organizational innovation through individual creativity, visually understanding actual information digitally to realize independent learning for now and the future.front.]]>
<![CDATA[The Influence of Contextual Learning Approach Loaded with Cultural Values on Student Learning Outcomes ]]>
<![CDATA[Kadek Hengki Primayana]]>;
<![CDATA[IG Agung Jaya Suryawan]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Dasar Vol 3, No 1 (2022) ]]>
Publisher : <![CDATA[STAHN Mpu Kuturan Singaraja ]]>
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DOI: 10.55115/edukasi.v3i1.2309
<![CDATA[This study aims to determine the differences between students who are taught with conventional learning models and students who are given contextual learning models. Real results are obtained from all the concepts obtained and their relation to other concepts studied and make learning activities more meaningful. This is expected to result in the ability of students to be able to apply their learning gains to solving real problems in their lives, learning through direct experience, in contextual learning containing National Cultural Values programmed to involve students directly in the concepts and principles being studied and enabling students learn by doing activities directly. So that students will understand their learning outcomes in accordance with the facts and events they experience, not just information from the teacher and pay more attention to the process than the result.]]>
