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Insan Cendekia : Jurnal Pendidikan dan Kebudayaan
Published by Yayasan Citra Dharma Cindekia
ISSN : -     EISSN : 30325617     DOI : DOI: https://doi.org/10.56480/insancendekia
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Insan Cendekia : Jurnal Pendidikan dan Kebudayaan Insan Cendekia : Jurnal Pendidikan dan Kebudayaan terbit empat kali setahun bulan Januari- Maret, April - June, Juli - September, dan Oktober- Desember Lingkup Insan Cendekia: Jurnal Pendidikan dan Kebudayaan mencakup beberapa aspek, antara lain: Pendidikan: Inovasi dalam pendidikan. Pembelajaran dan pengajaran. Kurikulum dan pengembangan kurikulum. Evaluasi pendidikan. Pendidikan inklusif. Kebijakan pendidikan. Kebudayaan: Hubungan antara pendidikan dan kebudayaan. Pelestarian warisan budaya. Pengaruh budaya terhadap pendidikan. Multikulturalisme dan pendidikan. Kesenian dan pendidikan seni budaya. Interdisipliner: Kajian yang melibatkan aspek-aspek interdisipliner antara pendidikan dan kebudayaan. Pendekatan multidimensional terhadap pemahaman pendidikan dan kebudayaan. Metodologi Penelitian: Metode penelitian yang digunakan dalam kajian pendidikan dan kebudayaan. Pendekatan kualitatif dan kuantitatif. Studi kasus, survei, eksperimen, analisis teks, dll. Pengembangan Profesional: Pengembangan guru dan tenaga pendidik. Pelatihan dalam konteks pendidikan dan kebudayaan. Teknologi dalam Pendidikan: Penggunaan teknologi dalam proses pembelajaran. E-learning, blended learning, dan teknologi pendukung pendidikan lainnya. Kajian yang ilakukan di dalam jurnal ini: Analisis dampak kebijakan pendidikan terhadap masyarakat dan budaya. Evaluasi efektivitas metode pengajaran tertentu. Penelitian tentang integrasi nilai-nilai budaya dalam kurikulum. Studi tentang tantangan dan peluang dalam pendidikan inklusif. Pemahaman interaksi antara teknologi dan pendidikan dalam konteks budaya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 76 Documents
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Peningkatan Minat Belajar Siswa Kelas 4 UPTD SDN LABANG Pada Pembelajaran IPA Denngan Menggunakan Model Pembelajaran Outdoor Learning Muhammad Dimas Yanuardana; Maulidina Tamalla; Agung Setyawan
Insan Cendekia : Jurnal Pendidikan dan Kebudayaan Vol. 1 No. 4 (2024): Desember
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/insancendekia.v1i4.132

Abstract

This research was motivated by the lack of interest in learning for 4th grade students of UPTD SDN Labang in science learning. This research method is Classroom Action Research (CAR) which is carried out in two cycles. The research subjects were students of class IV UPTD SDN Labang with a total of 20 students, consisting of 8 male students and 12 female students. Data collection techniques used are observation, interviews and questionnaires. The research instruments in this study were interview guidelines, project assessment sheets, observation sheets, and questionnaire sheets. The data analysis technique used is descriptive qualitative. In the first cycle, which was conducted with interviews and questionnaires, problems were found, namely the lack of interest in learning for fourth grade students in ecosystem material caused by several factors, including the teacher-centered learning process, the use of unattractive media, and lack of motivation to learn. In the second cycle is the implementation of improvements to overcome the problems and obstacles identified. Consists of stages, namely the stages of planning, implementation, observation, and reflection. After improvements were made in cycle II, students were more enthusiastic when participating in science learning by using interesting media and Out Door Learning learning models. From this it can be concluded that the use of interesting media and models can increase the learning interest of fourth grade students of UPTD SDN Labang.
Kolaborasi Pendekatan Three Smart dan Two Intelligence dalam Mempersiapkan Peserta Didik Menghadapi Revolusi Industri 4.0 Maulidia Nifa; Lita Arofani; Agung Setyawan
Insan Cendekia : Jurnal Pendidikan dan Kebudayaan Vol. 1 No. 4 (2024): Desember
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/insancendekia.v1i4.133

Abstract

The Industrial Revolution 4.0 has brought significant changes to various aspects of human life, including education. The rapid development of digital technology requires educational institutions to prepare students who not only possess academic knowledge but also have the ability to think critically, be creative, communicate, collaborate, and adapt to change. This article aims to analyze the integration of the Three Smart and Two Intelligence approaches as a strategy for preparing students to face the demands of the Industrial Revolution 4.0. This study employed a library research method by examining literature related to the development of the Industrial Revolution, education in the digital era, soft skills development, and student competencies. The findings indicate that the Three Smart approach, consisting of Smart Foundation, Smart Process, and Smart Connectivity, can support students in developing a foundation of knowledge, processing information critically, and building networking and collaboration skills. This approach needs to be balanced with the development of Two Intelligence, particularly interpersonal and intrapersonal intelligence, so that students can understand themselves and others, establish social relationships, and develop self-confidence and independence. The integration of these two approaches can serve as a conceptual framework for developing student competencies that combine technological literacy, thinking skills, social skills, and character. Therefore, education in the Industrial Revolution 4.0 era should focus on developing students who are adaptive, creative, critical, collaborative, and possess strong character.
Peran PGRI dalam Menghadapi Era Society 5.0 untuk Memulihkan Pendidikan di Indonesia Faris Fansuri Dwi Santoso; Danil Ainurrohman; Agung Setyawan
Insan Cendekia : Jurnal Pendidikan dan Kebudayaan Vol. 1 No. 4 (2024): Desember
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/insancendekia.v1i4.134

Abstract

The Society 5.0 era has brought significant changes to various aspects of life, including education. The rapid development of technology and science requires educators to adapt to changing conditions and develop competencies that are relevant to the demands of the times. In this context, the Indonesian Teachers Association (Persatuan Guru Republik Indonesia/PGRI) has an important role in supporting teacher professionalism and improving the quality of education in Indonesia. This article aims to examine the role of PGRI in facing the Society 5.0 era and its efforts to support the recovery and improvement of education in Indonesia. PGRI serves as a professional organization that encourages teacher competency development, career development, the use of technology in learning, and the strengthening of students' character and 21st-century skills. In facing Society 5.0, teachers are required not only to master technology but also to develop creativity, critical thinking, communication, and collaboration skills while maintaining human values in the learning process. Therefore, PGRI needs to continuously support teachers through professional development, learning innovation, protection, and improved welfare so that teachers can perform their professional roles effectively amid changing educational demands.
Pengaruh Penggunaan Brainly terhadap Pemahaman Belajar Siswa pada Jenjang SD/MI, SMP/MTs, dan SMA/SMK/MA Addely Damayanti Noer; Siti Maisaroh; Agung Setyawan
Insan Cendekia : Jurnal Pendidikan dan Kebudayaan Vol. 1 No. 4 (2024): Desember
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/135

Abstract

Learning comprehension refers to students' ability to understand and construct meaning from concepts rather than merely memorize information. The rapid development of technology has influenced education by providing students with easier access to learning resources and information. This study aims to examine the influence of Brainly on students' learning comprehension. A quantitative approach with a survey method was employed, using questionnaires as the main instrument for data collection. The respondents consisted of 56 students from elementary, junior high, and senior high school or equivalent levels in Pamekasan, Bandung, Palembang, and Palu. The results showed that Brainly was widely used by students as a supporting platform for learning and completing school assignments. A total of 33 respondents (58.9%) reported being satisfied with their learning comprehension after using Brainly, while 23 respondents (41.1%) reported otherwise. The average score for the perceived benefits of Brainly was 5.6. In addition, 41 respondents stated that Brainly had a positive impact on learning, while 15 respondents perceived negative effects. These findings indicate that Brainly can support students' learning comprehension and facilitate access to learning resources. However, its use needs to be accompanied by appropriate supervision because excessive dependence on the platform may reduce students' motivation to learn independently, critical thinking, and confidence in their own abilities.
RAGAM AKTIVITAS SISWA SEKOLAH DASAR KELAS V PADA JAM ISTIRAHAT DI SDN BANYUAJUH 3 Alya Aulia Faiza
Insan Cendekia : Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 4 (2026): Desember
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/insancendekia.v3i4.136

Abstract

This study aims to identify and describe the various activities undertaken by fifth-grade students during recess and how they utilize this break time at SDN Banyuajuh 3. The study employs a qualitative approach with a descriptive method. The research subjects consisted of ten fifth-grade students and one fifth-grade teacher acting as a supporting informant. Data were collected through observation, interviews, and documentation, and subsequently analyzed through the stages of data collection, data reduction, data presentation, and conclusion drawing. The results indicate that fifth-grade students engage in a variety of activities during recess, such as playing with friends, purchasing food or drinks at the canteen, completing assignments, and resting inside the classroom. The most common activity is playing with friends, particularly physical games like soccer and tag. Meanwhile, some students choose to buy snacks or rest in the classroom because they feel hungry or find the classroom environment more comfortable. Students utilize recess to meet physical and social needs, alleviate fatigue and boredom following lessons, and interact with peers. Thus, recess serves not merely as a pause from academic activities but also as an opportunity for students to replenish their energy, engage in preferred activities, and prepare for the next lesson.
Analisis Sikap Perilaku Disiplin Siswa Kelas IV dan Faktor yang Mempengaruhinya di SDN Gili Anyar Lailatul Ayu Kurniawati
Insan Cendekia : Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 4 (2026): Desember
Publisher : Yayasan Citra Dharma Cindekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56480/insancendekia.v3i4.137

Abstract

Student discipline is an important aspect of character development in elementary education because it is related to students’ ability to obey rules, manage time, take responsibility, and maintain order during learning activities. This study aims to analyze the disciplinary behavior of fourth-grade students and identify the factors influencing such behavior at SDN Gili Anyar. This study employed a descriptive qualitative approach. The research subjects consisted of the fourth-grade teacher and five fourth-grade students selected through purposive sampling from a total of 28 students. Data were collected through observation, interviews, and documentation. Data analysis employed the interactive model consisting of data reduction, data display, and conclusion drawing, while data validity was examined through source and technique triangulation. The findings indicate that the disciplinary behavior of fourth-grade students was generally good. Most students arrived at school on time, complied with school rules, returned to class after breaks according to schedule, and participated in learning activities in an orderly manner. However, several students were still occasionally late and showed minor violations, particularly related to incomplete school attributes. The main internal factor influencing student discipline was self-awareness, while external factors included teacher modeling, classroom agreements, family environment, school rules, and peer influence. These findings indicate that student discipline is formed through the interaction between internal awareness and consistent environmental support.

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