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Jurnal Kajian Ilmu Pendidikan (JKIP)
Published by Lembaga Riset dan Inovasi Al-Matani
ISSN : 27745074     EISSN : 27750531     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
JKIP : Jurnal Kajian Ilmu Pendidikan is published by Lembaga Riset dan Inovasi Al-Matani as an information and communication media for practitioners, researchers and academics who are interested in the field of Business Management and Accounting Studies. First publish in November 2020. The Editorial Team invites scientists, scholars, professionals, and researchers to publish the results of their research after the selection of manuscripts, with the peer review and the editing process. JKIP : Jurnal Kajian Ilmu Pendidikan with registered number ISSN 2774-5074 (Print) and ISSN 2775-0531 (Online) is a peer-reviewed journal published two times a year (Mei and November). KIP : Jurnal Kajian Ilmu Pendidikan publishes any research-based articles on and about education i.e. articles which contribute to the understanding, theoretical development, theoretical concept and implementation of theories of education at any level.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 386 Documents
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Implementasi Layanan Bimbingan Konseling Dalam Membantu Perkembangan Akademik Dan Non-Akademik Siswa Kelas 3B SD Negeri 16 Kota Bengkulu Putri, Septriana; Andika, Devi; Anggraini, Munisa; Rahma, Kalia; Budiatna, Galih; Zubaidah, Zubaidah
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.928

Abstract

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan layanan bimbingan konseling dalam membantu perkembangan akademik dan non akademik siswa kelas 3B di SD Negeri 16 Kota Bengkulu. Layanan bimbingan dan konseling merupakan aspek penting dalam menunjang perkembangan peserta didik secara menyeluruh, baik dalam bidang akademik maupun non-akademik. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara dan studi dokumen. Partisipan dalam penelitian ini terdiri dari siswa kelas 3B, guru kelas, guru BK, dan orang tua siswa. Hasil penelitian menunjukkan bahwa pelaksanaan layanan bimbingan dan konseling di SD Negeri 16 Kota Bengkulu telah terlaksana dengan baik, meskipun terdapat beberapa kendala seperti keterbatasan sumber daya manusia dan fasilitas. Layanan bimbingan dan konseling memberikan dampak positif dalam membantu perkembangan akademik siswa, seperti meningkatkan motivasi belajar dan prestasi akademik. Dalam bidang non-akademik, layanan bimbingan dan konseling membantu mengembangkan keterampilan sosial, emosional, dan kepribadian siswa. Penelitian ini memberikan rekomendasi untuk meningkatkan kualitas layanan bimbingan konseling di sekolah, seperti peningkatan kualitas dan kuantitas tenaga bimbingan konseling yang profesional, penyediaan sarana dan prasarana yang memadai, serta peningkatan kerjasama antara sekolah, orang tua dan masyarakat dalam mendukung siswa secara komprehensif. perkembangan.
Implementasi Bimbingan Dan Konseling di SD Negeri 16 Kota Bengkulu Distria, Olva; Irawan, Risa Azizah; Deka, Agustin Tiara; Yuliarti, Nadia; Zubaidah, Zubaidah
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.931

Abstract

Bimbingan Konseling Islami perlu diterapkan di MI/SD, hal ini dikarenakan pada era saat ini siswa mempunyai permasalahan baik secara akhlak maupun dalam mengembangkan potensinya. Di SDN 16 Kota Bengkulu, permasalahan yang dihadapi adalah kurangnya kedisiplinan siswa secara umum, seperti ribut saat guru menjelaskan, lupa mengerjakan tugas, dan berkelahi dengan teman. SDN 16 Kota Bengkulu melaksanakan bimbingan konseling dengan memasukkan layanannya ke dalam mata pelajaran yang sudah ada, hal ini dikarenakan SDN 16 Kota Bengkulu belum mempunyai mata pelajaran bimbingan dan konseling khusus. Pelayanan yang dilaksanakan di SDN 16 Kota Bengkulu meliputi 4 jenis yaitu: 1) pelayanan bimbingan dasar; 2) pelayanan responsif; 3) jasa perencanaan perorangan; dan 4) layanan pendukung sistem. Dalam hal ini yang berperan sebagai konselor adalah kepala sekolah dan wali kelas.
Manajemen Akademik Dan Supervisi Pendidikan Supervisi Sarana Prasarana Dan Keuangan Pendidikan Firdaus, Firdaus; Putra, M. Rezi Muda; Syaifuddin, Muhammad
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.934

Abstract

Manajemen sekolah akan efektif dan efisien apabila didukung oleh sumber daya manusia yang profesional untuk mengoperasikan sekolah dengan kurikulum yang sesuai dengan tingkat perkembangan dan karakteristik siswa, kemampuan dan commitment (tanggung jawab terhadap tugas) tenaga kependidikan yang handal, dan semuanya itu didukung sarana-prasarana yang memadai untuk mendukung kegiatan belajar-mengajar, dana yang cukup untuk menggaji staf sesuai dengan fungsinya, serta partisipasi masyarakat yang tinggi. Bila salah satu hal diatas tidak sesuai dengan yang diharapkan atau tidak berfungsi sebagaimana mestinya, maka efektivitas dan efisiensi pengelolaan sekolah kurang optimal. Pelaksanaan administrasi peralatan dan perlengkapan sudah merupakan pekerjaan rutin dan orang-orang di hadapkan kesukaran-kesukaran yang kurang berarti, namun untuk penyempurnaan pekerjaan para ahli menyarankan beberapa pedoman pelaksanaan administrasinya, sbb: 1. Hendaknya kepala sekolah sebagai administrator tidak terlalu menyibukkan dirinya secara langsung dengan urusan pelaksanaan administrasi peralatan dan perlengkapan pengajaran. 2. Melakukan sisi pencatatan yang tepat sehingga mudah di kerjakan, 3. Administrasi peralatan dan perlengkapan pengajaran harus senantiasa ditinjau dari segi pelayanan untuk turut memperlancar pelaksanaan program pengajaran.
Penerapan Metode Mind Mapping dalam Pembelajaran Menciptakan Puisi di Kelas VIII SMP Efria, Liora; Harjono, Hary Soedarto; Yusra, Hilman
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.935

Abstract

Tujuan penelitian ini untuk mendeskripsikan penerapan metode mind mapping dalam pembelajaran menciptakan puisi di kelas VIII SMP Negeri 25 Kota Jambi. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan analisis dokumen. Hasil penerapan metode mind mapping dalam pembelajaran menciptakan puisi diperoleh nilai tertinggi 100 dan nilai terendah yang diperoleh 70, dengan nilai rata-rata peserta didik 85,79.
Implementing a Text-Based Approach within the K-13 Curriculum in Senior High School Pertiwi, Agustina; Mardiah, Diah; Syahrey, Rozaqey Alvey; Hasibuan, Kalayo
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.937

Abstract

This article delves into the potential advantages of implementing a text based approach within K-13 curriculum in senior high school. It underscores the increasing importance of critical thinking and communication skills in today's educational landscape and argues that a text-based approach offers a promising avenue for enhancing the learning experience. By immersing students in a variety of texts, this method not only cultivates their communication skills but also fosters a deeper understanding of complex subjects through the analysis and interpretation of written materials. Students who actively engage with diverse texts and hone their analytical and critical thinking abilities are better prepared to meet the challenges of both the workforce and higher education. Furthermore, the article contends that by incorporating a text-based approach into the K–13 curriculum, senior high school students can be equipped with the necessary tools for future success. This approach not only empowers students to navigate academic and professional environments with confidence but also nurtures their intellectual growth and adaptability. Ultimately, the article advocates for the adoption of a text-based curriculum as a means of fostering holistic development and preparing students for the multifaceted demands of the 21st-century world.
The Implementation of Text-Based Approach within the Competency-Based Curriculum in Senior High School Bila, Yashara Salsa; Oktarina, Elsa; Putri, Rizka Zhafira; Hasibuan, Kalayo
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.938

Abstract

This article discusses the integration of the text-based approach within the curriculum 2004, The Competency-Based Curriculum (CBC), also known as the CBC, in senior high schools. The text-based approach, which emphasizes the use of authentic texts and The Competency-Based Curriculum (CBC) operates through a systematic cycle that includes building knowledge, modeling, joint construction, and independent construction, all of which are essential for language learning and skill development. It promotes genuine language learning, critical thinking, learner autonomy, collaboration, and the integration of content knowledge, aligning with the curriculum's goal of fostering competent communicators. Effective strategies under this approach include activating prior knowledge, guided text exploration, collaborative construction, scaffolded writing, peer and self-assessment, multimedia integration, text-based instruction, and project-based learning. Research highlights improvements in students' reading comprehension, writing proficiency, listening and speaking abilities, language awareness, and critical thinking. Additionally, it enhances learner autonomy, motivation, engagement, and content knowledge. The alignment between the text-based approach and the Competency-Based Curriculum (CBC) framework not only enhances language proficiency but also supports the overall goal of producing well-rounded, competent individuals capable of effective communication and critical thinking. This ensures that students are well-prepared for future academic and professional challenges.
The Implementation of Text-Based Approach within the Merdeka Curriculum in Senior High School Afifah, Afifah; Anisa, Nurul; Rahayu, Siti Aisyah; Hasibuan, Kalayo
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.939

Abstract

The implementation of a text-based approach in the Merdeka Curriculum at the Senior High School (SMA) level aims to improve students' literacy skills through more holistic and contextual learning methods. This research explores how this approach is implemented, the challenges faced by teachers and students, and the impact it has on learning. The research results show that the text-based approach allows students to understand the subject matter more deeply, improve critical thinking skills, and strengthen communication skills. However, there are obstacles such as lack of resources and adequate teacher training. Recommendations for improvement include providing ongoing teacher training and providing relevant teaching materials.
The Implementation of Text-Based Approach Within the Merdeka Curriculum in Junior High School Intania, Annisa; Jannah, Nur Miftahul; Sari, Putri Nilam; Hasibuan, Kalayo
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.940

Abstract

This paper explores the implementation of a text-based approach in the Merdeka Curriculum within junior high schools. The Merdeka Curriculum is a new educational program in Indonesia that aims to promote critical thinking and independence among students. The text- based approach emphasizes the use of texts as the main learning resource, focusing on reading, analyzing, and synthesizing information to develop students' cognitive abilities, psychomotor and social. This study assesses the effectiveness of implementing the text-based approach within the Merdeka Curriculum in junior high schools and its impact on students' learning outcomes.
The Implementation Of Text-Based Approach Within The School-Based Curriculum In Senior High School Ramadhona, Cindy Lutvi; Syaharani, Cinta Nadhifa; Mutmainah, Mutmainah; Hasibuan, Kalayo
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.941

Abstract

Implementing the text-based approach in school curricula involves incorporating genuine texts into various subjects and teaching activities. This method enhances language learning by encouraging deep interaction with texts and facilitating the contextual teaching of language structures. The research methodology utilized is a literature review, which entails a systematic examination of theories, findings, and pertinent research materials gathered from diverse sources. A literature review includes evaluations, synopses, and the author's interpretations from multiple library sources. This examination focused on content relevant to the research objectives and outcomes. The findings suggest that the text-based approach promotes active engagement with texts, contextual language instruction, and opportunities for developing critical and analytical skills among high school seniors. Challenges include limited teaching resources necessitating investments in diverse texts and materials. The curriculum needs to be adjusted accordingly by integrating texts across subjects and designing analytical tasks.
The Implementation of Text-Based Approach Within The K-13 Curriculum In Junior High School Rahmawati, Euis; Vadilla, Nur; Hairani, Zahra; Hasibuan, Kalayo
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 5 No. 1 (2024): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v5i1.942

Abstract

The teaching and learning process in junior high school for English learners is student- centred and focuses on oral and written texts. Texts play an important role in English language teaching. Qualitative research has been conducted to examine the implementation of the 2013 Curriculum in English language learning. This study specifically explores the application of a Text-Based Approach in the K-13 curriculum in junior high schools. The Text- Based Approach is a learning method that prioritizes the use of literary texts for foreign language teaching. The purpose of this study is to assess the effectiveness of the Text-Based Approach in Junior High School and identify the factors that affect its implementation. To achieve this, a literature review methodology has been used to analyse previous research and theoretical frameworks related to the Text-Based Approach and the K-13 curriculum. The findings of this study are expected to contribute to the development of effective language teaching strategies and provide insights for educators and policymakers on how to improve the implementation of Text-Based Approaches in the K-13 curriculum in junior high schools. The findings of this study are expected to contribute to the development of effective language teaching strategies and provide insights for educators and policymakers on how to improve the implementation of Text-Based Approaches in the K-13 curriculum in middle schools.

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