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M. Irfan Islamy
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INDONESIA
SASANGGA: Journal of Education and Learning
Published by Yayasan Titik Fokus Karya
ISSN : -     EISSN : 30312701     DOI : 10.70345
Core Subject : Education,
Education
SASANGGA: Journal of Education and Learning is a scientific periodical published by Titik Fokus Karya which contains the results of research by experts in the field of Education and Learning
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol 2 No 1 (2024): January-June" : 5 Documents clear
KOMPETENSI GURU PAUD DI BANJARMASIN YANG TIDAK MEMILIKI LATAR BELAKANG PENDIDIKAN S1 PAUD Az-Zahra, Wafiqa; Koenarso, Dyah Ageng Pramesty; Yarliani, Ikta
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 2 No 1 (2024): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v2i1.14

Abstract

Teachers have abilities that play an important role in carrying out their duties, and their level of competence often determines the success of education. In an effort to meet competency standards, teachers are expected to have the knowledge and skills appropriate to their field. However, there are still gaps in this regard, especially in aspects such as pedagogic, professional, personal and social competencies. Therefore, this study aims to evaluate the competencies of PAUD teachers who are not S1 PAUD education graduates in two institutions in Banjarmasin City, as well as identify factors that influence their competencies. This study used a descriptive qualitative approach, with data collection through observation, interviews and documentation. The results showed that some teachers still face difficulties in preparing lesson plans independently, which has an impact on the monotony of the learning process. In addition, there are teachers who have not fully fulfilled aspects of social competence.
TRADISI PANGAN LOKAL SUKU MALIND PAPUA DALAM MENUMBUHKAN KESADARAN SEJARAH MELALUI PEMBELAJARAN KREATIF Sormin, Salman Alparis; Supriatna, Nana; Sundawa, Dadang; Gyta Sari Harahap, Dharma
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 2 No 1 (2024): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v2i1.19

Abstract

This research began with concerns about the degradation of the local Malind tribe community in South Papua amidst the frenzy of development. The low level of historical awareness of the Malind generation has led to their marginalization amidst development. Therefore, creativity is needed in learning to raise awareness of the history of the Malind tribe generation. This research is a literature study research. Data was obtained from literature sources, books, journals, documents and other literature sources. Processing research data using the Miles and Huberman technique. From the analysis of the data obtained, it was found that the Malind tribal community has a rich tradition of maintaining balance between humans and the environment. In meeting their food needs, the Malind tribe utilizes nature in a balanced manner. The Malind tribe's food sources include sago, bananas, wild boar, deer, fish, stocks, cassowaries and other animals obtained through hunting. The Malind tribe's food is processed by burning and boiling without using food flavorings. The local food traditions of the Malind tribe can be used as material to foster historical awareness through integration in learning. Teacher creativity is needed in utilizing the traditions and environment of the Malind tribe in designing learning.The conclusion of this research is that the Malind tribe's tradition of obtaining food is a tradition that must be taught to students in developing their historical awareness. Teachers must integrate history learning so that historical facts are close to the current context experienced by students.
PENGARUH STRATEGI PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HIGH ORDER THINKING SKILLS (HOTS) SISWA PADA PEMBELAJARAN MATEMATIKA DI MADRASAH IBTIDAIYAH Mariati, Ari
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 2 No 1 (2024): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v2i1.23

Abstract

This study aims to analyze the impact of the Contextual Teaching and Learning (CTL) strategy on students' High Order Thinking Skills (HOTS) in mathematics learning in fifth-grade students at MI Nahdatussibyan, Barito Kuala. The study is motivated by the low-level thinking skills of students, reflected in their difficulty solving mathematics problems that require analysis, synthesis, and evaluation. To address this, CTL was implemented to connect mathematics learning with real-life contexts. This research employed a quasi-experimental method with a one-group pretest-posttest design. The subjects were 30 fifth-grade students at MI Nahdatussibyan. Data were collected through HOTS tests administered before and after the CTL intervention. The data were analyzed using a t-test to determine the significance of the difference between pretest and posttest scores. The results showed a significant increase in students' HOTS. The average HOTS score increased from 65 on the pretest to 85 on the posttest. Improvements were observed in the three main HOTS aspects: analysis, synthesis, and evaluation. These findings demonstrate that the CTL strategy effectively enhances students' active engagement in learning and improves their higher-order thinking skills
PENGARUH MODEL PROJECT BASED LEARNING (PjBL) TERHADAP HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN TEMATIK DI MADRASAH IBTIDAIYAH Wati, Nia
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 2 No 1 (2024): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v2i1.25

Abstract

The selection of appropriate learning models significantly influences student learning outcomes, especially in thematic learning. This research focuses on the application of the Project-Based Learning (PjBL) model to improve learning outcomes for third-grade students at MIN 4 Tabalong. The background of this research is based on the observation that conventional teacher-centered learning models during the pandemic led to lower student engagement and academic performance. A quantitative approach was employed, using a pre-experimental method with a one-group pretest-posttest design. The research sample consisted of 24 students. Data were collected through pretests and posttests, analyzing the effect of the PjBL model on student outcomes. The results showed a significant improvement in students' learning outcomes after the application of the PjBL model. The pretest results indicated that 45.83% of students were classified as “very good,” and the posttest results showed 100% of students in this category. The Wilcoxon test further confirmed that the PjBL model had a significant positive impact on students’ learning outcomes (p = 0.000 < 0.05).
PERSEPSI GURU TENTANG KEPEMIMPINAN KEPALA MADRASAH TERHADAP DISIPLIN TERHADAP KINERJA GURU Aminah, Siti
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 2 No 1 (2024): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v2i1.31

Abstract

This study explores the influence of teachers' perceptions of school leadership and discipline on their performance at MTs Nurul Falah Batang Asai. The research employed a descriptive quantitative approach, using questionnaires to gather data from 34 teachers. These questionnaires were designed to assess teachers' perceptions of school leadership and their level of discipline. The results reveal a significant positive relationship between teachers' perceptions of school leadership and their performance (rx1y = 0.335, t = 2.012, β = 0.164), indicating that a positive view of school leadership can lead to improved teacher performance. Similarly, there was a significant correlation between discipline and teacher performance (rx2y = 0.629, t = 0.164, β = 0.036), suggesting that teachers who maintain higher levels of discipline tend to perform better in their teaching roles. Additionally, the study found that the combined effect of leadership and discipline accounted for 18.8% of the variation in teacher performance. This significant contribution highlights the importance of addressing both leadership perceptions and discipline as key strategies for enhancing teacher effectiveness. The findings underscore that improving teachers’ perceptions of school leadership, alongside fostering a disciplined teaching environment, are crucial for the development of teacher performance. These results are in line with previous research, which emphasizes the role of effective leadership and disciplined work environments in optimizing teacher output. This research provides valuable insights for school administrators and policymakers in formulating strategies to enhance teaching effectiveness.

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