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Jurnal Pendidikan dan Kebudayaan
Published by Pusat Riset dan Inovasi Nasional
ISSN : 28097181     EISSN : 28097173     DOI : 10.55606
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
Linguistik: fonologi, morfologi, sintaksis, semantik, pragmatik, sosiolinguistik, analisis percakapan, analisis wacana kritis Sastra: sastra kontemporer, sastra komparatif, pendekatan interdisipliner dalam sastra, kritik sastra, sastra dan sejarah, sastra dan media, sastra dan seni lainnya, puisi dan prosa Filsafat: epistemologi, metafisika, etika, estetika, teologi Psikologi: psikologi pendidikan, psikologi sosial, psikologi konseling. Pendidikan: instruksi, pengajaran dan pelatihan, bimbingan dan konseling, studi pembelajaran. Hukum Studi budaya, Sosial
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 222 Documents
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Pengaruh Strategi KWL (Know, Want, Learned) Terhadap Keterampilan Membaca Pemahaman Siswa Kelas V Siskariani, Siskariani; Jamaluddin, Jamaluddin; Mega Isar Haura
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 3 (2025): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i3.9076

Abstract

The problem in this research is how to apply the KWL (Knowing, Wanting, Learning) strategy to the reading comprehension skills of fifth grade students at SDN Pacinonggang Unggulan, Gowa Regency. This research aims to determine the effect of the KWL Strategy (Knowing, Wanting, Learning) on ​​the reading comprehension skills of class V at the superior Pacciongang Elementary School, Gowa Regency. The type of research used is an experiment in the form of a design experiment using a one group pretest-posttest design. The sample in this research was 25 class V students at SDN Pacciongang Unggulan Gowa Regency. Data collection was carried out using the results of the written assessment results. The data obtained was then explained using statistical analysis techniques, namely descriptive statistics and inferential statistics. After analyzing the data, the author found that student learning outcomes before using the outdoor learning learning method were relatively low, namely the average value of the Pretest results was 1,218, then the average value Posttest result is 1.984. After obtaining Tcount 10.5648 and Ttable 2.06390, we get tCount > tTable or 10, 5648 > 2.06390. Based on the results of tCount and tTable, it can be concluded that the use of the KWL (Know, Want, Learned) strategy on class students' reading comprehension ability V.
Manajemen Keuangan dan Pengembangan Pelatihan Pendidik dan Tenaga Kependidikan AUD Rahayu, Kurnia; Lovita, Resi; Dzakiah, Iik; Cletus Lamatokan, Sisca
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 3 (2025): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i3.9113

Abstract

The quality of early childhood education is fundamentally dependent on the competence of educators and educational staff, which necessitates continuous professional development programs. However, the implementation of sustainable training initiatives requires a structured and accountable financial management system to optimize resource allocation effectively. This study aims to analyze financial management practices in organizing training programs for early childhood educators and staff, identify factors influencing budgeting effectiveness for professional development, and formulate an integrative financial management model to support training program sustainability. Employing a qualitative approach with library research methodology, this study systematically collected and analyzed academic literature including accredited journals, textbooks, research reports, and policy documents published between 2020-2025. Content analysis was conducted through identification and selection of relevant sources, extraction of key information, thematic categorization, synthesis of findings, and in-depth interpretation of conceptual relationships between financial management and professional development. Findings reveal that institutions with transparent and accountable financial management systems demonstrate superior capacity in allocating budgets for regular training activities, positively impacting learning quality. Major challenges include limited understanding of School Revenue and Expenditure Budget planning, insufficient budgeting transparency, and weak financial accountability systems. Training programs on financial reporting and bookkeeping effectively enhance managerial competencies, while flexible online professional development workshops generate significant transformation in pedagogical creativity and practice quality. Strategic integration between structured financial management and continuous capacity building programs constitutes an essential prerequisite for holistic quality improvement in early childhood education. The study recommends that institutions allocate adequate and consistent budget proportions for educator training, implement technology-based bookkeeping systems, and develop innovative financing strategies through revenue diversification and entrepreneurial programs to overcome budget limitations.

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