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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol 11, No 3 (2024)" : 6 Documents clear
HOTS-Based Learning Versus HOTS-Based Test Instruments: A Study Analysis of Elementary School Teachers' and Students' Readiness Isrokatun, Isrokatun; Sunaengsih, Cucun; Maulana, Maulana; Syahid, Aah Ahmad; Karlina, Dety Amelia; Rohaeti, Popon
Mimbar Sekolah Dasar Vol 11, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i3.75404

Abstract

The research is motivated by the demands for the readiness of elementary school teachers and students to face the Merdeka Curriculum, one of which is the demand for HOTS- based learning. The implementation of HOTS-based learning requires an evaluation using HOTS- based test questions as well. The objectives are, 1) to analyze and examine the readiness of teachers in supporting the implementation of HOTS-based learning and its evaluation using HOTS-based test instruments, and 2) to analyze and examine how students' readiness to receive HOTS-based tests, especially in mathematics. This study used the survey method. The survey was conducted on 172 teachers and 154 high grade students in West Java, Indonesia. The instrument used questionnaires, for teachers distributed through Google Form, while for students using paper questionnaires that were filled in manually. Research results: 1) Elementary school teachers aren’t fully prepared to implement HOTS-based learning, there are still misconceptions of teachers' understanding of HOTS learning; 2) In Mathematics, there are still many students who aren’t ready to accept the presence of HOTS-based test questions, because they haven’t mastered basic arithmetic skills. This is the biggest obstacle for students to be able to absorb, accept, and solve HOTS-based math questions as an evaluation standard in the Merdeka Curriculum.
Situational Leadership Analysis of Madrasah Principals in Improving the Effectiveness of Madrasah Management at MTs Asuhan Medan Afany, Salisa; Syukri, Makmur
Mimbar Sekolah Dasar Vol 11, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i3.75578

Abstract

This research addresses internal conflicts and challenges through a responsive and adaptive situational leadership approach. The study employs a qualitative descriptive research design, using observations, interviews, and documentation to gather data. The findings focus on the principal’s leadership practices, examining whether they are implemented effectively and appropriately. Situational leadership enables the principal to foster a positive learning environment, enhance teaching quality, and support students’ academic achievement. A supportive environment and effective management play crucial roles in achieving the goals of madrasah education. Overall, the situational leadership analysis indicates that the principal of MTs Asuhan Medan can significantly improve madrasah management through a flexible and adaptive approach. By understanding the unique needs and circumstances of staff and teachers and applying suitable leadership styles, the principal creates a productive and harmonious work environment, ultimately enhancing the quality of education offered to students. The situational leadership approach employed by the principal of MTs Asuhan Medan is instrumental in improving madrasah management effectiveness. By adapting to various needs and situations, this leadership style enables the principal to provide appropriate direction, support, participation, and delegation to staff and teachers. Situational leadership allows the principal to tailor their approach to staff competencies and commitment levels, boosting their motivation and engagement in administrative and instructional responsibilities.
Sundanese Cultural Integration in English Learning: Insights from Young Learners and Parents Alwasilah, Indiana Ayu
Mimbar Sekolah Dasar Vol 11, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i3.75179

Abstract

Amidst globalization, there is an emerging issue to strengthen students’ local identity since the trend of English teaching is shifting from using English-speaking culture materials into integrating local culture. As a multicultural country, Indonesia has great potential to incorporate local culture into education. This concept, known as ethnopedagogy, utilizes local culture to strengthen genuine Indonesian education, considering that local culture is a source of innovation and skills that can be empowered in the classroom. Therefore, this research investigates the insights of young learners (aged 10-11 years old) regarding Sundanese cultural integration in their English language learning. Guided by an interpretivist paradigm, this qualitative case study seeks to explore the students’ learning experiences and insights. This research involved a class of English for Young Learners class in one of English language courses in Bandung, West Java, Indonesia. Data were collected using classroom observation, interview, and field notes. The findings revealed that integrating Sundanese culture into English lessons was a novel experience for the students, differing significantly from their school-based English learning. Furthermore, this approach fostered a sense of participation in preserving culture since students had better understanding about their own culture. In addition, it contributed to improvement in attention span, excitement, memory, knowledge, English score at school, and students relationship. Also, parents appreciated Sundanese culture integration into their children’s English learning. They perceived it as a means to preserve Sundanese culture while also support their cultural values and educational foundation at home and help them navigate the challenges of modern society.
Empowering Educators: Exploring Teacher Understanding and Implementation of Differentiated Instruction in Indonesian Primary Schools Wiakta Putri, Ni Luh Vidary; Mangunsong, Frieda Maryam
Mimbar Sekolah Dasar Vol 11, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i3.75215

Abstract

Differentiated Instruction (DI) is recognized as an effective method for addressing varied student learning needs within a single classroom. However, integrating DI into teaching practices remains a challenge for many teachers. This non-experimental study employs a quantitative comparative design to examine the understanding and implementation of DI strategies among 330 in-service primary school teachers from 14 provinces in Indonesia, aged 22 to 60. The study utilized the Differentiated Instruction Scale, which was adapted into Bahasa Indonesia to ensure its relevance. The adaptation process followed the Guidelines for Cross-Cultural Adaptation of Self-Report Measures. Most respondents graduated from elementary school teacher education programs, with teaching experience spanning three months to 38 years. Results show that while teachers understand DI well, especially in the assessment category, implementation in product differentiation remains low. A significant gap exists between theoretical knowledge and practical application. Findings highlight the need for targeted professional development focusing on critical DI categories, especially Product differentiation. Recommendations stress the importance of structural support, ensuring teachers have the time and resources to develop varied learning products. Enhancing teachers' competence in DI is vital for meeting the diverse needs of students in Indonesian primary schools.
Feasibility of Augmented Reality Integrated E-Comics to Improve Learning Outcomes Jannah, Rizqa Raudatul; Putra, Galih Mahardika Christian
Mimbar Sekolah Dasar Vol 11, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i3.75399

Abstract

Student learning outcomes that have not been maximized can be caused by one of them is the utilization of learning media that is less varied. The use of varied learning media can attract student interest and can affect student learning outcomes. However, in reality there are still many teachers who have not maximized the use of learning media. The main objective of this research is to develop augmented reality integrated e-comics to improve learning outcomes. The research method used is Research and Development research. The development model used is 4D (Define, design, develop, and disseminate). This study involved teachers and 20 fifth grade students. E-comic integrated augmented reality was developed according to the needs of teachers and students obtained from the results of interviews, observations, and questionnaires. The results showed the percentage level of feasibility of e-comic from media experts obtained a percentage value of 90% with very feasible criteria. Assessment of e-comic integrated augmented reality from material experts obtained a percentage value of 80% with decent criteria. The n-gain test result is 0.581 which shows an increase in student learning outcomes. The conclusion is that e-comic integrated with augmented reality can help students improve learning outcomes in IPAS learning.
The Relationship between Linguistic Intelligence and Computational Thinking among Fifth Grade Students of Elementary School Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Widianto, Joko Tri; Saputri, Dwi Yuniasih; Faizah, Maryam
Mimbar Sekolah Dasar Vol 11, No 3 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i3.75400

Abstract

This study aims to determine whether there is a relationship between linguistic intelligence and computational thinking. The research method employed is quantitative, utilizing a correlational research design. The research sample comprised 73 students from 4 elementary schools in the Laweyan District, Surakarta City. Data collection involved a test instrument in the form of a descriptive test to assess both linguistic intelligence and computational thinking. Data analysis included prerequisite tests and hypothesis testing. The results indicate a significant overall relationship between linguistic intelligence and computational thinking, with a significance value of 0.000 (p 0.05) and a Pearson correlation coefficient of 0.493 with the moderate category. The relationship between each indicator of linguistic intelligence and computational thinking shows significant and positive correlations for the rhetoric, explanation, and metalinguistics indicators, with p 0.05. In contrast, the mnemonics indicator does not demonstrate a significant relationship, with a p 0.05.  These findings can serve as a reference for further research. The significant relationship between linguistic intelligence and computational thinking suggests that enhancing linguistic skills, particularly rhetoric, explanation, and metalinguistics, could improve students' computational abilities, guiding future educational strategies.

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