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INDONESIA
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD)
Published by CV. Sinar Howuhowu
ISSN : -     EISSN : 30893550     DOI : https://doi.org/10.70134/pedasud
Core Subject : Education, Social,
Education Social Sciences Other
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) adalah jurnal ilmiah yang menjadi wadah untuk mempublikasikan hasil penelitian, kajian teoritis, dan gagasan inovatif dalam bidang pendidikan dasar dan pendidikan anak usia dini. Jurnal ini ditujukan bagi para akademisi, praktisi pendidikan, mahasiswa, serta pemerhati dunia pendidikan yang ingin berkontribusi dalam pengembangan ilmu pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 45 Documents
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Kesiapan Guru PAUD Terhadap Transformasi Kurikulum Merdeka Damar, Damar
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 1 (2026): PEDASUD - April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i1.971

Abstract

The transformation of the Merdeka Curriculum at the Early Childhood Education (ECE) level requires teachers’ readiness as the main implementers of learning activities. This study aims to describe the level of ECE teachers’ readiness in facing the transformation of the Merdeka Curriculum, which includes pedagogical, professional, and psychological readiness. This research employed a descriptive quantitative approach involving ECE teachers who have implemented or are in the process of implementing the Merdeka Curriculum. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability, and analyzed using descriptive statistics. The results indicate that, in general, ECE teachers are categorized as ready to face the transformation of the Merdeka Curriculum. Teachers demonstrate a good understanding of play-based and child-centered learning principles, although challenges remain in lesson planning and developmental assessment implementation. Supporting factors include institutional support and access to training, while inhibiting factors involve limited mentoring and administrative workload. The findings are expected to serve as a basis for policymakers in designing sustainable professional development programs for ECE teachers.
Integrasi Kecerdasan Buatan (Artificial Intelligence)Dalam Pembelajaran SD dan PAUD Dafar, Dafar
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 1 (2026): PEDASUD - April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i1.972

Abstract

The rapid development of artificial intelligence (AI) has significantly influenced the educational sector, including primary education and early childhood education (ECE). The integration of AI in learning processes has the potential to support adaptive, interactive, and learner-centered instruction. This study aims to analyze the integration of artificial intelligence in primary school and early childhood education learning, focusing on the level of utilization, teacher readiness, challenges, and educational implications. The research employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through questionnaires, while qualitative data were obtained through interviews and classroom observations. The findings indicate that primary school and ECE teachers have begun to utilize AI-based technologies as learning media, although the level of integration remains moderate. Teachers perceive AI as a supportive tool that enhances student motivation; however, challenges persist regarding technical competence, pedagogical readiness, and ethical concerns. The study highlights the need for policy support, continuous professional development, and ethical implementation to ensure effective and sustainable AI integration in basic education.
Mempertimbangkan Perbedaan Penilaian Formatif Dan Penilaian Sumatif Dalam Kurikulum Mandiri Fatkhulilah, Anis; Maknun, Lu'luil
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 1 (2026): PEDASUD - April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i1.1078

Abstract

This study aims to analyze the differences between the use of formative and summative assessments in the Merdeka Curriculum. The method used is a literature review, examining various national and international sources related to the concepts, implementation, and results of previous research. The results of this review indicate that formative assessment emphasizes providing constant feedback, thereby helping teachers and students improve the teaching and learning process directly. In contrast, summative assessment serves as a final evaluation to measure students' learning achievements. The comparison between these two types of assessment indicates that a balanced combination of formative and summative assessments can create a learning environment that is more responsive, participatory, and aligned with the principles of the Merdeka Curriculum. The limitation of this study lies in the type of data used, which comes from secondary sources, so the results obtained are theoretical and have not yet been supported by direct empirical data from the field. The new element offered by this study is the comparative analysis of the two types of assessment within the context of Indonesia's relatively new education policy. The recommendations proposed include improving teachers' understanding of assessment concepts, developing relevant evaluation tools, and providing continuous policy support. Thus, this study makes an important contribution to strengthening learning assessment practices within the Merdeka Curriculum.
Menanamkan Nilai Kasih Sayang Dan Toleransi Kurikulum Berbasis Cinta Zahara, Putri; Maknun, Lu'luil
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 1 (2026): PEDASUD - April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i1.1084

Abstract

This study aims to instill the values of love and tolerance through a love-centered curriculum in schools, as an effort to create a humane and inclusive learning environment. The methodology used is a literature review by analyzing various studies, scientific articles, and educational documents related to the application of love and tolerance values in the learning process. These sources were systematically examined to identify concepts, strategies, and outcomes of implementing a love-based curriculum in different educational contexts. The results of this study indicate that the implementation of a love-based curriculum can enhance empathy, social care, and mutual respect among students. Previous research also emphasizes that the values of love and tolerance can be effectively taught through reflective, collaborative, and contextually appropriate learning methods. The conclusion of this study is that a love-based curriculum has great potential in building students' character filled with love and tolerance, making it highly relevant to be implemented at various educational levels. The research recommendations include the need for the development of learning models that emphasize affective aspects, formulation of policies that support the integration of love values in education, and further studies to test its implementation in diverse schools. The novelty of this research lies in the systematic integration of love and empathy into the formal curriculum, which is still rarely discussed in depth in Indonesian educational literature.
Hubungan Antara Pola Asuh Orang Tua Dengan Motivasi Belajar Siswa Selama Transisi Pasca Pandemi Gea, Della Nathaniel
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 1 (2026): PEDASUD - April
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i1.1373

Abstract

This study aims to examine the relationship between parenting styles and students’ learning motivation during the post-pandemic transition period. The shift from online to face-to-face learning has created various challenges in students’ adaptation processes, particularly in terms of learning motivation. This research employed a quantitative approach with a correlational method. The sample consisted of 80 junior and senior high school students selected using purposive sampling techniques. Data were collected through a questionnaire using a Likert scale that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and Pearson Product Moment correlation analysis. The results showed that democratic parenting was the most commonly applied parenting style. Additionally, students’ learning motivation was generally categorized as moderate to high. The correlation analysis indicated a significant and positive relationship between parenting styles and students’ learning motivation, with a correlation coefficient of 0.62. This finding implies that better parenting styles are associated with higher levels of students’ learning motivation. This study highlights the important role of parents in supporting students’ learning processes, especially during the post-pandemic transition period.

Page 5 of 5 | Total Record : 45

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