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Al Ibtida: Jurnal Pendidikan Guru MI
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 24425133     EISSN : 25277227     DOI : http://dx.doi.org/10.24235/al.ibtida.snj.v12i2
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Al Ibtida: Jurnal Pendidikan Guru MI is a high-quality peer-reviewed journal published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, UIN Siber Syekh Nurjati Cirebon, Indonesia in collaboration with Indonesian Islamic Elementary Education Lecturers Association (Perkumpulan Dosen PGMI Indonesia). Publishing twice a year, in June and October and already have a registration number p-ISSN: 2442-5133 and e-ISSN: 2527-7227. Al Ibtida: Jurnal Pendidikan Guru MI is the leading journal in Islamic educational institutions concerning Islamic elementary education. The journal promotes research and scholarly discussion concerning Islamic Elementary education in Academic disciplines and Institutions, focusing on the advancement of scholarship both formal and non-formal education. Topics might be about curriculum development, teaching and learning, learning methodologies, instructional technologies, teacher competences, and assessments.
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Articles 15 Documents
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Search results for , issue "vol. 11 no. 1 (2024): june 2024" : 15 Documents clear
The Effectiveness of Problem-Based Learning Methods in Improving Prospective Elementary School Teachers' Critical Thinking Skills Sisi Harokah; Setiawan Edi Wibowo; Anang Sudigdo; Asep Yudianto; Ika Yuni Wulansari
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.14104

Abstract

AbstractThis research was conducted to uncover the extent to which prospective elementary school teachers can utilize problem-based learning methods to improve their critical thinking skills. We employed a single-group pre-test experimental research approach, incorporating a pre-test and a post-test. 47 prospective elementary school teachers in Sarjanawiyata Tamansiswa University comprise this research sample. The analysis of data used the tests Wilcoxon and N Gain Score. These results show the problem-based learning methods that effectively enhanced the critical thinking of prospective elementary school teachers. The Wilcoxon test results reveal a statistically significant effect of problem-based learning methodologies on the development of critical thinking skills in students, with a sig value of 0.000. The test results for the means of the N Gain Score center on improving critical thinking competence in which their mean score is 0.61 and their average percentage is 61.07. Therefore, using problem-based learning methods will indeed immensely contribute much in enhancing the critical thinking in prospective elementary school teachers.Keywords: problem-based learning, critical thinking, prospective elementary school teachers.AbstrakPenelitian ini dilakukan untuk mengetahui sejauh mana calon guru sekolah dasar dapat memanfaatkan metode pembelajaran berbasis masalah untuk meningkatkan kemampuan berpikir kritisnya. Penelitian ini menggunakan pendekatan penelitian eksperimen pra-tes kelompok tunggal, yang terdiri dari pra-tes dan pasca-tes. Sebanyak 47 calon guru sekolah dasar di Universitas Sarjanawiyata Tamansiswa menjadi sampel penelitian ini. Analisis data menggunakan uji Wilcoxon dan N Gain Score. Hasil tersebut menunjukkan bahwa metode pembelajaran berbasis masalah efektif meningkatkan kemampuan berpikir kritis calon guru sekolah dasar. Hasil uji Wilcoxon menunjukkan bahwa metodologi pembelajaran berbasis masalah berpengaruh signifikan secara statistik terhadap pengembangan kemampuan berpikir kritis siswa, dengan nilai sig sebesar 0,000. Hasil uji rata-rata N Gain Score berpusat pada peningkatan kemampuan berpikir kritis dengan nilai rata-rata 0,61 dan persentase rata-rata 61,07. Oleh karena itu, penggunaan metode pembelajaran berbasis masalah akan sangat membantu dalam meningkatkan kemampuan berpikir kritis calon guru sekolah dasar.Kata kunci: pembelajaran berbasis masalah, berpikir kritis, calon guru sekolah dasar.
Content Analysis of Higher Order Thinking Skills in Grade V Student Books Elementary School Aida Rahmi Nasution; Tika Meldina; Atikah Syamsi; Alzairi Hendrik
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.14213

Abstract

AbstractLearning outcomes in the learning independence curriculum is that students must have Higher-Order Thinking Skills (HOTS) including for grade V elementary school. So, books must contain HOTS content to support students' HOTS thinking skills. This research aims to analyse the HOTS content in theme 9 student books and describe the amount of HOTS content in theme 9 student books. The research approach used qualitative analysis. The analysis instrument used a checklist sheet according to HOTS indicators. The data analysis technique included 4 stages: data collection; data reduction; data presentation; and conclusion drawing. The results showed HOTS content in theme 9 student books contains HOTS cognitive level 4 (analyzing) containing conceptual and metacognitive knowledge; cognitive level 5 (evaluating) containing conceptual, procedural, and metacognitive knowledge; and cognitive level 6 (creating) containing procedural and metacognitive knowledge. The amount of HOTS content in theme 9 student books are cognitive dimension level C4 (analyzing) by 27.37%, level C5 (evaluating) by 22.11%, and level C6 (creating) by 26.32%. Based on this context, the absorption of all HOTS content in the fifth-grade student book theme 9 amounted to 75.78%.Keywords: higher order thinking skills, student books, elementary school. AbstrakCapaian pembelajaran dalam kurikulum merdeka belajar salah satunya adalah siswa harus memiliki keterampilan berpikir Higher-Order Thinking Skills (HOTS), termasuk untuk kelas V Sekolah Dasar. Maka perlu buku siswa memuat konten HOTS untuk menunjang kemampuan berpikir HOTS siswa. Penelitian ini bertujuan untuk menganalisis konten HOTS pada buku siswa tema 9 dan mendeskripsikan jumlah konten HOTS pada buku siswa tema 9. Pendekatan penelitian menggunakan kualitatif analisis isi (content analysis). Instrumen analisis menggunakan lembar cheklist sesuai indikator HOTS. Teknik analisis data mencakup 4 tahap yaitu pengumpulan data; reduksi data; penyajian data; dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa muatan HOTS pada buku siswa tema 9 terdapat konten HOTS kognitif level 4 (analyzing) memuat pengetahuan konseptual dan metakognitif; kognitif level 5 (evaluating) memuat pengetahuan konseptual, prosedural, dan metakognitif; dan kognitif level 6 (creating) memuat pengetahuan prosedural dan metakognitif. 2) Jumlah konten HOTS pada buku siswa tema 9 terdapat dimensi kognitif level C4 (Menganalisis) sebesar 27.37%, level C5 (Mengevaluasi) sebesar 22.11%, level C6 (mencipta) sebesar 26.32%. Berdasarkan konteks ini keterserapan seluruh konten HOTS pada buku siswa kelas V tema 9 sebesar 75.78%.Kata kunci: keterampilan berpikir tingkat tinggi, buku siswa, sekolah dasar.
Development of Critical Thinking and Collaboration Skills in Science Learning at Elementary School: A Case Study Dita Purwinda Anggrella; Luluk Nurjanah; Ahmad Kamal Sudrajat
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.14469

Abstract

AbstractIn the era of industry 4.0, students are faced with the complexity of a changing world and the demand to develop relevant skills, one of which is critical thinking and collaboration skills. However, educators face difficulties in developing and integrating these skills into learning practices. This study aims to investigate the difficulties of teachers in developing critical thinking and collaborative skills in science learning. The research method used is a case study. Data collection was conducted at SD Aisyiah Surya Ceria, Karanganyar, Central Java through interviews with thematic teachers of grade III, students, and vice principals of curriculum. The results of the study indicate that the difficulties experienced by teachers in developing critical thinking and collaboration skills are related to student conditions, namely student thinking skills and learning characteristics. While the supporting factors are school policies, facilities, innovative learning models and mastery of information technology for the learning process.Keywords: critical thinking skills, collaboration, science learning. AbstrakDi era industri 4.0, siswa dihadapkan pada kompleksitas dunia yang terus berubah dan tuntutan untuk mengembangkan keterampilan yang relevan, salah satunya adalah keterampilan berpikir kritis dan kolaborasi. Namun demikian, para pendidik menghadapi kesulitan dalam mengembangkan dan mengintegrasikan keterampilan tersebut dalam praktik pembelajaran. Penelitian ini bertujuan untuk menginvestigasi kesulitan-kesulitan guru dalam mengembangkan kemampuan berpikir kritis dan kolaboratif dalam pembelajaran IPA. Metode penelitian yang digunakan adalah studi kasus. Pengumpulan data dilakukan di SD Aisyiah Surya Ceria, Karanganyar, Jawa Tengah melalui wawancara dengan guru tematik kelas III, siswa, dan wakil kepala kurikulum. Hasil penelitian menunjukkan bahwa kesulitan yang dialami guru dalam mengembangkan keterampilan berpikir kritis dan kolaborasi berkaitan dengan kondisi siswa, yaitu kemampuan berpikir dan karakteristik belajar siswa. Sedangkan faktor pendukungnya adalah kebijakan sekolah, fasilitas, model pembelajaran yang inovatif dan penguasaan teknologi informasi untuk proses pembelajaran. Kata kunci: keterampilan berpikir kritis, kolaboratif, pembelajaran IPA.
Student’s Perceptions of Numeracy Assessment in The Context of Children's Games for STEAM Education in Elementary Schools Wiryanto Wiryanto; Ika Rahmawati; Suprayitno Suprayitno; Ganes Gunansyah; M. Gita Primaniarta
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.15316

Abstract

AbstractStudents' achievement of numeracy competency requires strengthening and modifying game themes that are relevant to daily activity situations. The purpose of this study is to explain the perception of students' numeracy context needs as a process in STEAM education in elementary schools. The research method used is descriptive qualitative through observation, interviews and questionnaires. The subjects of the study were 60 students of SDN Sidotopo Wetan V and SD Kyai Ibrahim Surabaya in 2023. Research data analysis using Miles and Huberman techniques in the form of data collection, data reduction, data explanation and conclusions. The results of this research are answers consisting of 10 questionnaire questions distributed regarding the need for numeracy questions in the context of games. The highest aspect of numeracy needs related to student needs is that numeracy assessment with a game context can attract students' interest and help the learning process with a score of 93.3% each. STEAM education can identify the elements that make up a numeracy problem to help students enjoy the learning content. Numeracy problems related to the fifth aspect of STEAM will fulfil and make it easier to understand the context of the questions by playing games for children. Keywords: numeracy assessments, games, STEAM.                                                              AbstrakCapaian kompetensi numerasi peserta didik memerlukan penguatan serta modifikasi dari tema permainan gim yang relevan situasi aktivitas sehari-hari. Tujuan penelitian ini adalah untuk menjelaskan persepsi kebutuhan konteks numerasi dari peserta didik sebagai proses dalam Pendidikan STEAM di sekolah dasar. Metode penelitian yang digunakan adalah deskriptif kualitatif melalui observasi, wawancara, dan kuesioner. Subjek penelitian dilakukan oleh 60 peserta didik dari SDN Sidotopo Wetan V dan SD Kyai Ibrahim Surabaya tahun 2023. Analisa data penelitian yang digunakan menggunakan teknik miles and huberman berupa pengumpulan data, reduksi data, penjelasan data dan kesimpulan. Hasil penelitian ini merupakan jawaban dari sebaran 10 pertanyaan kuisioner mengenai kebutuhan persoalan numerasi konteks permainan gim. Aspek kebutuhan numerasi tertinggi mengenai kebutuhan peserta didik adalah asesmen numerasi dengan konteks permainan gim dapat membuat tertarik peserta didik dan membantu dalam proses pembelajaran dengan skor masing-masing 93,3%. Pendidikan STEAM dapat mengidentifikasi unsur pembentuk persoalan numerasi membantu peserta didik menyukai konten pembelajaran. Persoalan numerasi yang berkaitan dengan kelima aspek STEAM akan memenuhi dan mempermudah pemahaman konteks soal dengan permainan gim untuk anak-anakKata kunci: asesmen numerasi, gim, STEAM.
Bruner's Theory Constructivist Learning on the Ability to Understand Mathematical Concepts of Elementary School Students Yunita Wildaniati; Ummi Nur Rokhmah; Susana Eka Dewi; Fattah Hanurawan; Ade Eka Anggraini
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.15511

Abstract

AbstractHaving the ability to understand concepts is fundamental to learning math, and it is important for students. This study is directed to examine the impact of Bruner's constructivist learning approach on elementary school students' ability to understand mathematical concepts. The type of research used is pre-experimental with a one group pre-test-post-test design. This study focuses on grade IV students from SDN 04 Ardirejo, Kepanjen Regency Malang. Data was collected using a written test in the form of a description of 5 points of pre-test questions and 5 points of post-test questions. Research data was analyzed using descriptive and inferential statistics with a paired sample t-test. The test results of the t test obtained that tcount is 20.065 while ttable is 2.059. Because 20,065 > 2,059, the tcount > ttable, it can be concluded that there is a significant influence from the application of Bruner's theoretical constructivism learning on the ability to understand mathematical concepts of grade IV students of SDN 04 Ardirejo, Kepanjen Regency Malang.Keywords: bruner's theory of constructivism, understanding mathematical concepts.AbstrakMemiliki kemampuan untuk memahami konsep adalah hal fundamental dalam belajar matematika, dan hal ini penting bagi siswa. Studi ini diarahkan untuk mengkaji dampak dari pendekatan pembelajaran konstruktivisme yang dikembangkan oleh Bruner, terhadap kemampuan siswa sekolah dasar dalam memahami konsep-konsep matematika. Jenis penelitian yang digunakan adalah pre eksperimental dengan desain one group pre-test-postest. Subjek dalam penelitian ini adalah siswa kelas IV SDN 04 Ardirejo Kepanjen Regency Malang. Pengumpulan data dilakukan dengan menggunakan tes tertulis bentuk uraian sebanyak 5 butir soal pretes dan 5 butir soal post-test. Analisi data penelitian dilakukan dengan menggunakan statistik deskriptif dan inferensial dengan uji paired sample t-test. Hasil pengujian uji t diperoleh bahwa thitung bernilai 20,065 sedangkan ttabel sebesar 2,059. Karena 20,065 > 2,059 maka thitung > ttabel sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari penerapan pembelajaran konstruktivisme teori Bruner terhadap kemampuan pemahman konsep matematis siswa kelas IV SDN 04 Ardirejo Kepanjen Regency Malang.Kata kunci: konstruktivisme teori bruner, pemahaman konsep matematis.
How Science-Mathematics based Fairytale Book Enhance Critical Thinking Skills and Curiosity in Elementary School Students? Nur Luthfi Rizqa Herianingtyas; Tri Suryaningsih; Mohamad Syarif Sumantri; Erry Utomo; Nina Nurhasanah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.15809

Abstract

AbstractThis study aims to develop a fairytale book based on Science-Mathematics suitable to enhance critical thinking skills and curiosity and reveal the effectiveness of the fairytale book based on Science-Mathematics to improve critical thinking skills and curiosity. Moreover, this study was conducted at two State Elementary Schools in Yogyakarta, Indonesia. This study employed the R & D method adapted by Borg and Gall consisting of 10 steps, including (1) collecting information, (2) planning, (3) developing a preliminary xform of product, (4) conducting preliminary field testing, (5) revising main product, (6) conducting main field testing, (7) revising operational product, (8) conducting operational field testing, (9) revising final product, and (10) conducting dissemination and implementation. Moreover, the data were collected through interviews (need analysis), tests, observations, and questionnaires. Before data collection, the products’ validation was conducted by involving learning media experts, material experts, linguist experts, and teachers and students. After that, data were analysed using a MANOVA test with a significance level of 5%. The result showed that the Science-Mathematics-based fairytale book was feasible based on learning media, material, and linguist experts with a predicate of “very good”. Additionally, the Science-Mathematics-based fairytale book effectively improved critical thinking skills and curiosity with medium effectiveness.Keywords: fairytale, critical thinking, curiosity AbstrakPenelitian ini bertujuan untuk mengembangkan buku dongeng berbasis Sains-Matematika yang sesuai untuk meningkatkan kemampuan berpikir kritis dan rasa ingin tahu serta mengetahui keefektifan buku dongeng berbasis Sains-Matematika untuk meningkatkan kemampuan berpikir kritis dan rasa ingin tahu. Selain itu, penelitian ini dilakukan di dua Sekolah Dasar Negeri di Yogyakarta, Indonesia. Penelitian ini menggunakan metode R & D yang diadaptasi dari Borg dan Gall, yang terdiri dari 10 langkah, yaitu (1) mengumpulkan informasi, (2) melakukan perencanaan, (3) mengembangkan produk awal, (4) melakukan uji coba lapangan awal, (5) merevisi produk utama, (6) melakukan uji coba lapangan utama, (7) merevisi produk operasional, (8) melakukan uji coba lapangan operasional, (9) merevisi produk akhir, dan (10) melakukan diseminasi dan implementasi. Selain itu, data dikumpulkan melalui wawancara (analisis kebutuhan), tes, observasi, dan kuesioner. Sebelum pengumpulan data, dilakukan validasi produk dengan melibatkan ahli media pembelajaran, ahli materi, ahli bahasa, serta guru dan siswa. Setelah itu, data dianalisis menggunakan uji MANOVA dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa buku dongeng berbasis Sains-Matematika layak berdasarkan ahli media pembelajaran, ahli materi, dan ahli bahasa dengan predikat “sangat baik”. Selain itu, buku dongeng berbasis Sains-Matematika efektif meningkatkan kemampuan berpikir kritis dan rasa ingin tahu dengan tingkat keefektifan sedang.Kata kunci: dongeng, berpikir kritis, rasa ingin tahu
The Effectiveness of the In-Service Training Model towards Improving Madrasah Ibtidaiyah Teachers' Performance in Supporting National Assessment Policy Moh Masnun; Patimah Patimah; Tati Nurhayati; Ardian Maulana; Ziah Pandani
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16549

Abstract

AbstractThis study aims to investigates the effectiveness of the In-Service Training model in enhancing the performance of Madrasah Ibtidaiyah teachers in Indonesia, particularly in alignment with the National Assessment Policy. This research is a qualitative research using observation, interviews, and documentation for data collection. We analyzed the data through reduction, presentation, and conclusion stages. Findings indicate that the in-service training model significantly benefits Madrasah Ibtidaiyah teachers to improve their ability to support educational policy goals. Teachers and school leaders expressed a desire for sustained, needs-based training. Factors that facilitate successful training implementation include active participation by all teachers and school principals, positive attitudes toward professional development, and alignment of training activities with school-specific needs. However, there are persistent challenges, such as limited school resources, inadequate internet access, and teachers' low proficiency in digital skills. Furthermore, training availability often depends on external funding, such as school operational assistance affirmation grants, underscoring budget constraints as a barrier to consistent professional growth.Keywords: in-service training model, madrasah ibtidaiyah teachers performance, national assessment. AbstrakPenelitian ini bertujuan untuk menyelidiki efektivitas model Pelatihan Dalam Jabatan (in-service training) dalam meningkatkan kinerja guru Madrasah Ibtidaiyah di Indonesia, khususnya yang selaras dengan Kebijakan Penilaian Nasional. Penelitian ini merupakan penelitian kualitatif dengan menggunakan observasi, wawancara, dan dokumentasi untuk pengumpulan data. Data dianalisis melalui tahap reduksi, penyajian, dan kesimpulan. Temuan penelitian ini menunjukkan bahwa model In-Service Training secara signifikan memberikan manfaat bagi guru madrasah ibtidaiyah dalam meningkatkan kemampuan mereka untuk mendukung tujuan kebijakan pendidikan. Guru dan pimpinan sekolah menyatakan keinginan mereka untuk mendapatkan pelatihan yang berkelanjutan dan berbasis kebutuhan. Faktor-faktor yang memfasilitasi keberhasilan pelaksanaan pelatihan diantaranya partisipasi aktif dari semua guru dan kepala sekolah, sikap positif terhadap pengembangan profesional, dan penyelarasan kegiatan pelatihan dengan kebutuhan sekolah. Namun, tantangan tetap ada, terutama sumber daya sekolah yang terbatas, termasuk akses internet yang tidak memadai dan rendahnya kemampuan guru dalam keterampilan digital. Selain itu, ketersediaan pelatihan sering kali bergantung pada pendanaan eksternal, seperti dana BOS Afirmasi, yang menggarisbawahi keterbatasan anggaran sebagai penghalang bagi pertumbuhan profesional yang konsisten.Kata kunci: model in-service training, kinerja guru madrasah ibtidaiyah, asesmen nasional.
The Impact of the Pembina Learning Model on Elementary School Students' Understanding of Cultural Diversity Wina Dwi Puspitasari; Mubiar Agustin; Ernawulan Syaodih; Roni Rodiyana
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16737

Abstract

AbstractMulticultural education is an important approach to making the spirit of Bhinneka Tunggal Ika the main foundation in elementary schools. By integrating the values of Bhinneka Tunggal Ika in learning, teachers can create a learning environment that respects differences, and forms citizens who are tolerant and respect diversity. The study aims to determine the impact of the Pembina learning model on elementary school students' understanding of cultural diversity. The research design uses a quasi-experimental design with a non-equivalent control group design. The experimental group used a value inquiry-based multicultural education learning model  (Pembina), and the control group received ordinary learning. The research population was fourth-grade students in four elementary schools, while the control group was in three elementary schools. The results of the research show that the Pembina learning model provides an increase of 68.7% in providing an understanding of cultural diversity, and social and emotional skills of students. The findings show that this learning model contributes to forming characters who are more tolerant and respectful of cultural differences, as well as creating a deeper learning environment.Keywords:  Pembina learning model, understanding of cultural diversity, multicultural education.AbstrakPendidikan multikultural merupakan pendekatan penting untuk menjadikan semangat Bhinneka Tunggal Ika sebagai landasan utama di sekolah dasar. Dengan mengintegrasikan nilai-nilai Bhinneka Tunggal Ika dalam pembelajaran, guru dapat menciptakan lingkungan belajar yang menghargai perbedaan, membentuk warga negara yang toleran dan menghargai keberagaman. Penelitian ini bertujuan untuk mengetahui dampak model pembelajaran  Pembina terhadap pemahaman siswa sekolah dasar tentang keberagaman budaya. Desain penelitian menggunakan desain quasi eksperimen dengan desain kelompok kontrol non-ekuivalen. Kelompok eksperimen menggunakan model pembelajaran pendidikan multikultural berbasis inkuiri nilai (Pembina), dan kelompok kontrol menerima pembelajaran biasa. Populasi penelitian adalah siswa kelas IV di empat sekolah dasar, sedangkan kelompok kontrol di tiga sekolah dasar. Hasil penelitian menunjukkan bahwa model pembelajaran  Pembina memberikan peningkatan sebesar 68,7% dalam memberikan pemahaman tentang keberagaman budaya, keterampilan sosial dan emosional siswa. Temuan penelitian menunjukkan bahwa model pembelajaran ini berkontribusi dalam membentuk karakter yang lebih toleran dan menghargai perbedaan budaya, serta menciptakan lingkungan belajar yang lebih mendalam.Kata kunci: model pembelajaran  Pembina, pemahaman keberagaman budaya, pendidikan multikultural.
Project-based Authentic Assessment Needs Analysis for Teachers in Primary Schools Yuyun Dwi Haryanti; Sapriya Sapriya; Anggy Giri Prawiyogi; Ahmad Rifqy Ash-Shiddiqy; Raden Sudarwo
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16982

Abstract

AbstractLearning and assessment are an inseparable whole. Assessment, if designed appropriately, thoroughly and used appropriately in assessment procedures, can contribute to effective learning and have an impact on the competence of quality students. This study aims to analyze the need for project-based authentic assessment of teachers in elementary schools. This research includes descriptive qualitative research on elementary school teachers in Banjarnegara Regency, Central Java. Data was collected through literature studies of reputable international articles indexed by Scopus and field studies through questionnaires distributed to 103 elementary school teachers, interviews, and documentation studies of 10 elementary school teachers. Data analysis using the Miles and Huberman model includes: data collection, data reduction, data presentation, and conclusions. The results of the study showed that the majority of teachers' assessments focused on the knowledge aspect using a multiple-choice test, the attitude aspect using observation, and the skill aspect using project assessment. Due to a lack of references, teachers struggle to develop assessment instruments and thus lack a clear rubric. The conclusion of this study is that teachers have difficulty implementing project-based authentic assessments so they need a practical authentic assessment companion book.Keywords: authentic assessments, project-based, primary school teacher.AbstrakPembelajaran dan penilaian menjadi satu kesatuan yang tidak dapat dipisahkan. Penilaian bila dirancang dengan tepat, menyeluruh dan digunakan secara tepat dalam prosedur penilaian dapat berkontribusi pada pembelajaran yang efektif serta berdampak pada kompetensi peserta didik yang berkualitas. Penelitian ini bertujuan untuk menganalisis kebutuhan penilaian autentik berbasis proyek terhadap guru di sekolah dasar. Penelitian ini termasuk penelitian kualitatif deskriptif terhadap guru Sekolah Dasar di Kabupaten Banjarnegara, Jawa Tengah. Data dikumpulkan melalui studi literatur artikel internasional bereputasi terindeks scopus dan studi lapangan melalui kuesioner yang dibagikan terhadap 103 guru SD, wawancara, dan studi dokumentasi terhadap 10 guru SD. Analisis data menggunakan model Miles dan Huberman meliputi: pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa bentuk penilaian mayoritas guru pada aspek pengetahuan menggunakan tes pilihan ganda, aspek sikap dengan menggunakan observasi, dan aspek keterampilan diukur dengan penilaian proyek. Guru kesulitan dalam mengembangan instrumen penilaian sehingga tidak memiliki rubrik yang jelas diakibatkan kurangnya referensi. Simpulan penelitian ini bahwa guru kesulitan menerapkan penilaian autentik berbasis proyek sehingga membutuhkan buku pendamping penilaian autentik yang praktis.Kata kunci: penilaian autentik, berbasis proyek, guru sekolah dasar.
The Digital Era: Transformation of Elementary School Students' Character through Social Media Interaction Ainun Jariah; Sukron Fujiaturrahman; Syafruddin Muhdar
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16992

Abstract

AbstractThe digital age presents significant challenges and roles in molding the character of elementary school students through social media. Today's youth are exposed to diverse information and interactions via online platforms, presenting new challenges in instilling positive values, attitudes, and behaviors. This study aims to explore how social media influences the character formation of elementary school students in the digital age. Employing a qualitative method with a phenomenological approach, the research involves 27 sixth-grade elementary students, along with teachers and parents as informants. Research tools include observation sheets illustrating social media's influence on character formation and interviews with teachers and parents. The research findings indicate that social media plays a significant role in shaping students' character. Most students demonstrate positive attitudes toward character values potentially influenced by social media, including time discipline, creativity, independence, responsibility, environmental awareness, a strong social spirit, and a high curiosity for new experiences. Keywords: digital age, social media, student’s character. AbstrakEra digital menimbulkan tantangan dan peran yang besar dalam membentuk karakter siswa sekolah dasar melalui media sosial. Anak-anak saat ini terpapar berbagai informasi dan interaksi melalui platform online, yang menciptakan tantangan baru dalam menanamkan nilai-nilai, sikap, dan perilaku positif. Penelitian ini bertujuan untuk mengeksplorasi bagaimana media sosial memengaruhi pembentukan karakter siswa sekolah dasar di era digital. Dengan menggunakan metode kualitatif dan pendekatan fenomenologis, penelitian melibatkan 27 siswa sekolah dasar kelas enam, serta guru dan orang tua sebagai informan. Instrumen penelitian meliputi lembar observasi yang menggambarkan pengaruh media sosial pada pembentukan karakter dan wawancara dengan guru dan orang tua. Hasil penelitian menunjukkan bahwa media sosial memiliki peran signifikan dalam membentuk karakter siswa, dengan sebagian besar menunjukkan sikap positif terhadap nilai-nilai karakter yang mungkin terpengaruh oleh penggunaan media sosial meliputi: religiusitas, toleransi, moral yang baik, disiplin waktu, kreativitas, kemandirian, tanggung jawab, kepedulian terhadap lingkungan, semangat sosial yang kuat, dan rasa ingin tahu yang tinggi terhadap hal-hal baru.Kata kunci: era digital, media sosial, karakter siswa.

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