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Profesi Pendidikan Dasar
Published by Universitas Muhammadiyah Surakarta
ISSN : 24068012     EISSN : 25033530     DOI : https://doi.org/10.23917/ppd.v1i2.5748
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Profesi Pendidikan Dasar (PPD) is an open-accessed and peer-reviewed scholarly journal published by the Department of Elementary School Teacher Education (PGSD), Universitas Muhammadiyah Surakarta, in collaboration with Himpunan Dosen PGSD Indonesia (HDPGSDI). PPD focuses on elementary/primary education from an excellent perspective. PPD aims to be a media of communication, information, and discussion of elementary education such as instruction, curriculum, management, guidance and counseling, psychology, and teacher training.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 292 Documents
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Improving Reading Comprehension Skills to Solve Text Problems of Elementary School Students Nanda Anggun Wahyu Cahyani; Fitri Puji Rahmawati; Adolph Ian A. Dela Torre
Profesi Pendidikan Dasar Vol. 9, No. 1, July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i1.18250

Abstract

This study sought to determine the reading comprehension and text problem-solving abilities of sixth-grade elementary students. This research utilized qualitative methodology. Principal, sixth-grade teacher, and two sixth-grade students were the four subjects of this study. In this study, interviews, observation, and documentation were used as data collection methods. In this study, data analysis is performed using an interactive model data analysis technique comprising the steps of data reduction, data presentation, inference, and validation. Moreover, source triangulation was used to ensure the validity of the data in this study. The findings of this study indicate that: (1) sixth-grade students are proficient in reading and comprehension; the average student is nearly able to comprehend the text after reading it; and (2) sixth-grade students are proficient in writing. In order to comprehend the reading, students must first read the text, comprehend its content, and be able to interpret its meaning, with the exception of its implied meaning. On average, however, they were able to draw conclusions from the reading. There were few students whose test scores on text questions were below the Minimum Completeness Criteria score, given the sixth-grade students' average reading comprehension ability.
Curriculum Management Strategies and Effective Implementation of Universal Basic Education in Nigeria Nimota Jibola Kadir Abdullahi
Profesi Pendidikan Dasar Vol. 9, No. 1, July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i1.18016

Abstract

The main goal of this research was to investigate how curriculum management strategies affected the successful implementation of Universal Basic Education (UBE). A total of 712 participants were chosen using proportional random sampling from the sampled primary and junior secondary schools in North-west, Nigeria. Pearson product-moment correlation coefficient and linear regression analysis were used to test the hypotheses. The findings of the study demonstrated that students’ mastery goals, effective classroom instruction, and evaluation all helped to improve the effectiveness of UBE implementation. Thus, it was recommended that school managers should  encourage students' mastery goals so as to help learners to be better engaged in the learning process. Likewise, school managers should strive to create effective classroom instruction to help in engaging learners with concepts and processes of learning. Furthermore, evaluation of curriculum and learners’ activities should be done frequently in order to determine learners’ competence before, during, and after instruction toward effective implementation of the curriculum. The results showed that the curriculum management strategies had a significant impact on the effective implementation of UBE
The Role of Parents in Online Learning Motivation for Sixth-Grade Elementary School Students Sulistya Nurul Fikriah; Diki Rukmana
Profesi Pendidikan Dasar Vol. 9, No. 1, July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i1.18678

Abstract

This research sought to determine how parental roles affected children's motivation for online learning during the COVID-19 pandemic. This study employed a quantitative correlational survey as its methodology. The questionnaire was used to collect data for this study. While SEM-PLS (Structural Equation Modeling-Partial Least Square) analysis is used to test hypotheses, CFA (Confirmatory Factor Analysis) is used to assess validity and reliability. SmartPLS 3.0 software is used to assist in all data processing. The factor analysis results indicated a sufficient correlation between the 30 items of the instruments used to support the structure of each variable. According to the results of the SEM analysis, parents significantly impact their children's desire to learn online at home when it comes to the online learning system utilized by elementary school students. Four indicators measure parents' performance: providing guidance (PG), learning facilities (LF), rewards and praise (RP), and attention and supervision (AS) (AS). The results of this study indicate that parental roles (LF, PG, and RP) affect learning motivation, as indicated by P-values of (0.000 0.05), (0.035 0.05), and (0.006 0.05), respectively. In contrast, US indicators have no effect on parental roles and learning motivation, as indicated by the P-value of (0.879 0.05 In order to improve the home education system while still leaving a positive impression on children, parents' roles must become more child-centered. Due to their rigorous nature, the instrument validity techniques of CFA and the data analysis techniques of SEM enhance the validity and reliability of research findings
Digital Literacy and TPACK’s Impact on Preservice Elementary Teachers’ Ability to Develop Science Learning Tools Sarah Fazilla; Anita Yus; Muthmainnah Muthmainnah
Profesi Pendidikan Dasar Vol. 9, No. 1, July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i1.17493

Abstract

The transition of education from the 4.0 era of the Industrial Revolution to the 5.0 era of the Social Revolution necessitates educators’ skill development. Particularly, technology-based learning devices must be designed with digital literacy and Technological Pedagogical Kontent Knowledge (TPACK) skills in mind so that learning tools for teachers are more creative and innovative. The purpose of this study was to determine the impact of digital literacy and Technological Pedagogical Content Knowledge (TPACK) on the ability of prospective Madrasah Ibtidaiyah science teachers to create learning tools. This study employed a survey approach. Madrasah Ibtidaiyah (Islamic Primary School) IAIN Lhokseumawe sixth-semester preservice teacher students were the subjects of this study. The data collection method employed a questionnaire and a straightforward regression analysis. The results demonstrate a strong correlation between digital literacy and the ability to compose science learning tools. A t-table value of 9.880 indicated a positive and significant relationship between digital literacy and the capacity to organize science learning tools. With a t-table value of -0.562, TPACK has no significant effect on the ability to compose learning tools. Therefore, it can be concluded that digital literacy has a positive effect on the ability of preservice Islamic primary teachers to create science learning tools for their students.
Analysis of Factors Affecting Primary Teachers' Happiness Binsar Samosir; Darsih Idayani
Profesi Pendidikan Dasar Vol. 9, No. 1, July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i1.17687

Abstract

Teachers are indispensable to education. Teachers’ presence in the classroom is crucial for student learning. Consideration must be given to teachers’ happiness in order for them to perform their duties effectively in schools. This study employed a multiple linear regression model to determine the effects of character strength, social life, and compensation on the happiness of teachers. This was a quantitative descriptive study with 71 teachers as the population and 40 teachers as the sample from Maitreawira Primary School in Batam. The information was gathered using a questionnaire. Before using multiple linear regression to analyze the data, their validity and dependability were evaluated. The results indicated that the teachers’ social lives had an impact on their happiness. While the factors of moral fortitude and remuneration have a limited impact on teachers’ happiness, neither factor has a substantial impact. However, character strength, social life, and compensation can simultaneously affect teachers’ happiness. The headmaster of a primary school is expected to pay attention to the social life of teachers in order to increase their happiness. This study demonstrated the effect of character strength, social life, and compensation on the happiness of teachers. 
Analysis of the Implementation of 21st-Century Skills Based on 2013 Curriculum in Primary Level Karisma Anggun Surya; Ika Candra Sayekti; Siti Rahaimah binti Ali
Profesi Pendidikan Dasar Vol. 9, No. 1, July 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i1.16293

Abstract

This study aimed to describe the integration of 21st-century skills in implementing the 2013 curriculum at an Indonesian Islamic Elementary School and the challenges and solutions associated with implementing 21st-century skills at the Islamic Elementary School. This study utilised a qualitative research and case study research design. Interviews and documentation were used to collect the data. Triangulation of methods and sources was utilised to validate data. In the meantime, data analysis was conducted using comparative analysis. The results of this study indicated that the integration and implementation of 21st-century skills at the Islamic Elementary School had been comprehensively carried out; however, several obstacles still need to be overcome. It is hoped that this research can serve as an overview of the implementation of 21st-century skills in schools so that any necessary improvements can be made to the learning process. This study implies that decision-makers in Indonesia should expand the knowledge and understanding of teachers regarding 21st-century skills. The current study reveals the implementation of 21st-century skills in primary education
Science Literacy in Elementary Schools: A Comparative Study of Flipped Learning and Hybrid Learning Models Hamna Hamna; Muh. Khaerul Ummah BK
Profesi Pendidikan Dasar Vol. 9, No. 2, December 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i2.19667

Abstract

The condition of science literacy in elementary schools continues to transform using various learning technology platforms by following the dynamics of the learning conditions they face. Although previously learning interactions took place normally in the classroom, today's learning also always requires learning interactions in a virtual-based space. This study uses a comparative experimental research design Pretest-Posttest Control Group Design with a sample of 84 students from three grades who were purposively placed in two experimental class groups. Data were collected in the form of a pretest and posttest. The data analysis technique used parametric analysis in the form of the comparative Tukey test. The two models tested were proven to be effective in improving students' science literacy. The results of the comparative analysis prove that the Flipped Learning Model is more positively effective in improving students' science literacy, compared to the application of the Hybrid Learning Model. This technology-based model relies on facilities and infrastructure as a platform to support science literacy in addition to the technological capabilities of teachers and students. This study reveals the implementation of an effective learning model to be used in learning emergencies, including in normal situations after the Covid-19 pandemic
Practitioners’ Perceptions of Play-Based Pedagogy on the Holistic Development of Young Children Nonhlanhla Ntshangase; Roy Venketsamy
Profesi Pendidikan Dasar Vol. 9, No. 2, December 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i2.18477

Abstract

South Africa has made remarkable progress in trying to improve early childhood education by introducing the National Curriculum Framework (NCF) in 2015. The NCF encourages practitioners to engage young children in play-based activities to improve their physical, social, emotional, and cognitive development, as core developmental skills. The main objective of this study was to explore practitioners’ perceptions of play-based pedagogy on the holistic development of young children. The qualitative approach was used to collect information through semi-structured interviews and lesson observations from five participants in the Mpumalanga Province. This study found that despite the Department of Basic Education mandating the implementation of play-based pedagogy in early childhood centers through the National Curriculum Framework challenges are experienced by practitioners. Practitioners had a good understanding of play-based pedagogy and play-based teaching and learning, but they needed continuous professional development and support to implement it in classrooms
Re-examining Institutionalized Schooling: A New Era in Basic Education Institutions in Kenya Caleb Mackatiani; Navin Mackatiani; Mercy Imbova
Profesi Pendidikan Dasar Vol. 9, No. 2, December 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i2.20327

Abstract

This study examined critical concerns for reconsidering the future of education in Kenya. These are power/authority, school processes and policies, and the curriculum. Schools have developed regulations that have evolved into school cultures, leading to the institutionalization of education. Learners are enslaved due to administrators' expectations based on institutionalization-causing factors. This study aimed to analyze the elements that influence institutionalized education in Kenya. The issue was examined using both qualitative and quantitative methodologies. The study utilized a 384-person sample with a confidence interval of 0.05, a confidence level of 95%, a Z-score of 1.96, and a standard deviation of 0.5. The study indicated that school policies influence the power and authority of institutionalized education. The study discovered that headship authority and power institutionalize schools. Power, policies, and curricula institutionalize the elementary and secondary levels of education. This has spurred disobedience among teachers and students.
Bibliometric Review: Elementary and Mathematics Education from Indonesian Authors Edi Supriyadi; Sarah Inayah; Jarnawi Afgani Dahlan; Darhim Darhim
Profesi Pendidikan Dasar Vol. 9, No. 2, December 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v9i2.19481

Abstract

Several studies in the field of elementary education have examined the preparedness of elementary education to meet the challenges of the 4.0 industrial revolution. Unfortunately, there are currently no data that can be considered conclusive regarding the number of international publications pertaining to elementary education in Indonesia. The current study detailed the progress of elementary mathematics education research from the past to the present. Utilizing a literature review methodology, the study determined elementary mathematics education research trends in Indonesia. Then, a bibliometric analysis was conducted with the R package Biblioshiny to evaluate related articles in order to identify research trends, topics, and keywords. This study revealed that among all affiliations and authors, Sriwijaya University's Elementary Mathematics Education is the most influential. The term retrospective analysis currently leads the trend in elementary mathematics education research keyword usage

Page 29 of 30 | Total Record : 292

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