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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 13 Documents
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Search results for , issue "Vol 11, No 1 (2024)" : 13 Documents clear
What are the Difficulties of Teachers in Implementing Integrated Thematic Learning on the Previous Curriculum in Elementary Schools? Isnaini, Siti Nur; Sukma, Elfia; Ahmad, Syafri; Zen, Zelhendri
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.69014

Abstract

The educational curriculum is continuously changing according to technological developments. The Merdeka Curriculum is here to perfect the implementation of the 2013 curriculum. Implementation of the 2013 curriculum at the elementary school level is carried out through integrated thematic learning. This study aims to analyze the difficulties faced by teachers in implementing integrated thematic learning in the 2013 curriculum in elementary schools. This research uses a mixed-methods approach and uses a literature review technique to examine the difficulties of implementing integrated thematic learning. This mixed-methods study involved 133 elementary school teachers in Payakumbuh City as respondents. The research instrument was a closed statement questionnaire about the difficulties faced by the teacher and an open question questionnaire about the reasons and causes of the difficulties. The results of the research show that the main difficulties experienced by teachers in planning, implementing, and assessing integrated thematic learning are that teachers have difficulty in preparing learning media to facilitate the achievement of basic competencies (39.9%), teachers have difficulty connecting concepts between subjects so that the separation between subjects in the lesson is not very clear (50.4%), and teachers have difficulty assessing student portfolios (47.4%). Teachers say that they find it difficult to determine the right learning model, method, or strategy that covers all the material and students' needs. Teachers also have difficulty implementing integrated thematic learning with several subjects that require a lot of time.
Digital Leadership Influencing the Capabilities of Early Childhood Education Organizations in School Mover I Bandung Mulyaniapi, Tepi; Permana, Johar; Soemarto, Soemarto; Nurdin, Diding
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.63875

Abstract

The study aims to investigate the challenges and issues arising from the impact of digital leadership and organizational capabilities on Early Childhood Education (ECE) School Mover in Bandung City. This includes understanding how these factors may hinder or enhance the educational environment in such institutions. This research examines the influence of digital leadership and organizational capabilities in Early Childhood Education (ECE) School Mover in Bandung City. The author used the Structure Equation Model (SEM) in conjunction with quantitative methods on a sample of 238 participants. Results indicate that all indicators on both variables effectively reflect the latent variables, and show a strong level of validity. These findings underscore the significance of digital leadership in enhancing educational organizational capabilities. Even though ECE is part of School Mover, with the vision "Freedom to Learn, Freedom to Play," this research reveals that there is still a gap between the need for digitalization in education and the ability of ECE organizations to adopt digital technology. Efforts to overcome this inequality must include technology training for teaching staff, support from the government, adequate budget allocation, and a leadership model that can lead ECE organizations in adopting digital technology. The demonstrated strong correlation between digital leadership and organizational capabilities underscores the need for targeted interventions to bridge the digital leadership implementation gap in ECE.
Innovation of Flipbook Teaching Materials in Supporting Student Learning Independence Rahmadani, Ervi; Bungawati, Bungawati
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.61620

Abstract

Currently, it is still rare to find teaching materials that are innovative and use technology, so they have an impact on decreasing student motivation and independence in learning. The purpose of this study was to describe the stages of developing teaching materials, determine the validity and practicality of the teaching materials produced and determine the level of independence of students after using these teaching materials. This type of research is research and development by adapting the 4D development model. The steps are Define, Design, Develop, and Disseminate. The subjects in this study were 16 fifth grade students and teachers at SD Negeri 173 Gaya Baru, Tellu Limpoe District, Bone Regency. The instruments used in this study were interview guidelines, validation sheets, student and teacher response questionnaires and learning independence questionnaires. The results showed that the resulting product was in the form of Flipbook teaching materials with the help of the Publuu application which was developed containing material in the form of reading materials, pictures, videos and evaluation through 3 stages of define, design and development. The data from the material expert validation results is 96.9% in the valid category and the media expert validation results are 76.6% which are in the valid category. In addition, the practicality test shows that the average student response is 89% and the teacher's response is 90.26% which is in a very high practicality category, so that it influences student learning independence. This flipbook-shaped teaching material makes a contribution to elementary schools for use in the learning process, because it is practical and flexible.
Bibliometric Analysis of Studies on Empathy and Empathic Thinking Skills Bekiroğlu, Derya; Güllühan, Nur Ütkür
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.68880

Abstract

Empathy, a crucial social skill that can lead to positive results, has gained more attention in recent years. This study aims to systematically examine research on empathy and empathy skills. For this purpose, within the scope of the research, studies on empathy and empathic thinking skills were subjected to bibliometric analysis. Analyzing bibliographic information is one of the most important methods for tracking aspects of scholarly communication, assessing research trends, and determining the priorities of research fields. Since this study focuses on the trends of studies on empathy and empathic thinking skills, the method of the research was determined as bibliometric analysis. The study group of the research consists of between the years 2013-2023 1135 articles accessed from the Web of Science database. According to the first finding of the research, it was seen that studies on empathy were mostly published in 2014. Additionally, most of the studies were published in the journal "Social Cognitive".The third observation is that most research is conducted in the health field. Following it were psychology and education. A fourth conclusion was that the correlation design, one of the quantitative research methods, was preferred. Additionally, It was determined that the sample levels of the studies were primarily adults and university students, and the sample size was between 31-100. It was observed that descriptive analysis, correlation, and ANOVA were mainly used in data analysis of the studies. In light of the findings obtained from the research, it is suggested that empathy-based studies can be carried out with preschool, primary school, and young children, and the number of meta-analysis and meta-synthesis studies can be increased.
The Effect of Self-Regulated Learning Modules on Academic Procrastination and Critical Thinking Skills of Primary School Teacher Education Students of UNS Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Lestari, Endah Yuliana
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.61178

Abstract

This research aims to determine the effect of the self-regulated learning module on academic procrastination and critical thinking abilities among college students in the PGSD (Primary School Teacher Education) program at Universitas Sebelas Maret (UNS). This study follows an experimental design with a quasi-experimental approach. The research population comprises students enrolled in the PGSD program at UNS, with a sample size of 67 students. The sample group was divided into an experimental class and a control class. The experimental class consisted of 34 students from class 2E, while the control class comprised 33 students from class 2F. Content validity assessment using Aiken’s V confirmed the validity of all research instruments were valid. The reliability of the instruments, as measured by Cronbach’s Alpha coefficient, indicated their reliability, with a coefficient value of 0.833 for the academic procrastination scale and 0.713 for the critical thinking test. The hypothesis testing employed a Manova Test for Multivariate Analysis. The results demonstrate a significant simultaneous effect of self-regulated learning modules on academic procrastination and critical thinking skills among PGSD students at UNS, with a significance value (Sig.) in the Multivariate Test of 0.000, which is less than 0.05. These research findings can positively impact students by enhancing their understanding and application of self-regulation in learning—a crucial skill to develop. Moreover, the outcomes of this experimental research can motivate students to invest more effort in improving the quality of their learning experiences, leading to a reduction in academic procrastination levels and an enhancement of critical thinking skills.
Elementary School Physical Education Teachers' Perceptions of Strengthening Character Education in Physical Education Isyabella, Annisa; Suherman, Ayi; Supriyadi, Tedi
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.69177

Abstract

The government has been implementing the Strengthening Character Education (PPK) program since 2016, mandating teachers, including Physical Education (PE) teachers, to integrate character values into the learning process. However, practical implementation often needs to be improved, with character values being documented mainly in administrative records like learning plans. Preliminary studies in the Sumedang district reveal a need for more emphasis on the affective domain, as PE teachers tend to focus on the psychomotor domain. So, in-depth research must be conducted on this topic. This research, a case study involving 10 PE teachers in Sumedang Regency, explores their perceptions of character education. The data were collected by distributing short questionnaires to collect participant demographic data; ten people participated in semi-structured interviews. Through inductive and thematic data analysis, themes voiced by participants were identified, evaluated, and created with the help of NVivo 12 Pro. Significant findings emerged through open questionnaires and semi-structured interviews, which included teacher understanding, urgency, challenges, learning strategies in integrating character values, and PPK's contribution to improving holistic student development. This research contributes to improving the quality of physical education learning in elementary schools, which is oriented toward strengthening character education. These insights are crucial for policymakers, curriculum writers, and educators to enhance character education in physical learning.
Implementation of Problem-Based Learning to Improve Collaboration Skills in Grade 4 Elementary School Students Mandalika, Wayan Pudma Febby; Srihastuti, Woro; Syahrizal, Irvan; Marwan, Marwan
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.68905

Abstract

The learning model used by educators only transmits knowledge and does not provide opportunities for students to interact, causing them to lose time to develop their experience in the collaborative learning process. This research aims to improve collaboration skills by implementing a problem-based learning model in grade IV elementary school. The research method used is Classroom Action Research (CAR) using the Kemmis McTaggart model. The results of the research are 1) how to improve collaboration skills with a problem-based learning model using stages; a) Provide orientation regarding problems; b) Organize students; c) Assist with investigations; d) present work results; e) Analyze and apply problem-solving processes. 2) Obstacles in improving collaboration skills with learning models are; a) Students are hampered in finding problems; b) the teacher is constrained in encouraging students to investigate learning tasks related to the problem. Efforts made to overcome this problem are by presenting the problem in the form of news, videos, and photos that illustrate the problem. Students are encouraged to investigate solutions by presenting more references on how to solve the problem accompanied by news, videos, and photos of related solutions.
Factors that Influence Teacher Self-Efficacy in Providing Education in the School Environment Wijayanto, Pikir Wisnu; Supriyadi, Tugimin; Satyaninrum, Ika Rahayu; Judijanto, Loso; Sanulita, Henny; Lumbantoruan, Jitu Halomoan
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher self-efficacy is considered important and a priority in the learning process. Teachers who do not have self-efficacy have a negative impact and are related to ability. This is an urgent matter to research to find out the influencing factors of ability and self-efficacy in carrying out education in the school environment. The method used is quantitative. Subjects numbered 263 from a population of 30 schools. Data collection techniques using questionnaires. The instruments in the questionnaire are rated on a Likert scale of points 1 to 5 points. Data analysis techniques using Statistics version 25.0 and determining the mean, percentage, and standard deviation as well as inferential analysis are used for regression and correlation. The results and findings show that the level of teacher self-efficacy in implementing education is in the medium category. It was also found that teachers' perceptions of the implementation of leadership were moderate and environmental awareness was also moderate. However, the teacher's attitude in the environment is positive and good. In conclusion, teacher self-efficacy in implementing education must coincide with teacher awareness, teacher perception of leadership, and practice of loving the environment. Recommendations need to further examine teacher self-efficacy in the process towards students in the classroom. This research contributes to providing information about Teacher Self-Efficacy which influences the learning process in schools.
The Effect of the STEM Learning Model on IPA Learning Outcomes of Grade 4 Students at SD Negeri 2 Kotabunan Rorimpandey, Widdy HF; Modeong, Irshandy
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.63061

Abstract

The low outcome of IPA (Ilmu Pengetahuan Alam/Science) learning in the Ecosystem topic is a problem in this research so that the use of the STEM learning model is expected to improve IPA learning outcomes. The population in this study was SD Negeri 2 Kotabunan sampled using a cluster random sampling technique and 20 students in Grade 4A and 20 students in Grade 4B were the samples in this study. This research is quasi-experimental using a control group design. The data were collected using test and questionnaires instruments and analyzed using the T test. Test results showed that the significance value was 0.0010.005, or it can be concluded that the STEM learning model affected IPA learning outcomes in the Ecosystem topic. Thus, the STEM learning model can be implemented in learning because it has an effect and can improve the learning outcomes of elementary school students.
Integration of Multiple Intelligence Theory in Curriculum Implementation for Developing Student Potential in Indonesia Setyawan, Jefri; Lumbantoruan, Jitu Halomoan; Listiani, Hanida; Judijanto, Loso
Mimbar Sekolah Dasar Vol 11, No 1 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i1.68906

Abstract

Education in Indonesia is experiencing a transformation through the integration of multiple intelligence theories in the curriculum to optimize student potential. The problem is the need to develop students' potential holistically to prepare them to face the demands of future society. The urgency lies in the need for inclusive and diverse education to ensure that every student can develop optimally. This research aims to evaluate the effectiveness of integrating the theory of multiple intelligences in improving student learning in Indonesia. The research method involves direct observation during classroom learning sessions, using the Science Behavior Checklist and Pure Value Observation. Data was collected through structured observation and processed using qualitative analysis methods. The research results show that a learning atmosphere that integrates multiple intelligence elements helps develop students' scientific tendencies and noble values. In conclusion, the integration of multiple intelligence theory in the Indonesian curriculum provides a valuable contribution to developing students' potential holistically, preparing them for academic success, and becoming empowered individuals. The implication of this research is the need to continue to encourage inclusive learning approaches that take into account the diversity of students' intelligence to create a learning environment that supports holistic development.

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