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INDONESIA
Indonesian Journal of Curriculum and Educational Technology Studies
ISSN : 22526447     EISSN : 25274597     DOI : -
Core Subject : Science, Education,
Indonesian Journal of Curriculum and Educational Technology Studies (IJCETS) publish two major themes on educational technology and curriculum studies
Arjuna Subject : -
Articles 186 Documents
Program Pendampingan Kurikulum 2013 Pujiati, Siti Robingah; Purwanto, Sugeng; Istyarini, Istyarini
Indonesian Journal of Curriculum and Educational Technology Studies Vol 5 No 2 (2017): November 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v5i2.16320

Abstract

Penelitian ini bertujuan untuk mengevaluasi program pendampingan Kurikulum 2013 bagi guru kelas X SMA menggunakan model evaluasi context, input, process, product, dan outcome (CIPPO). Penelitian ini menggunakan pendekatan kuantitatif deskriptif persentase dengan menggunakan kuesioner, pengamatan, wawancara dan dokumentasi. Subjek penelitian adalah guru kelas X alumni pendampingan Kurikulum2013 tahun 2016 di Kota Semarang. Hasil evaluasi Context menunjukan bahwa 98% program sesuai dengan kebutuhan guru. Hasil evaluasi Input menunjukan sumber daya yang dimiliki program sudah sangat baik (100%.) Evaluasi Process menunjukan proses kegiatan pendampingan sudah dilaksanakan 100% sesuai dengan petunjuk teknis pendampingan. Evaluasi product menunjukan 98% guru mampu melaksanakan pembelajaran dan penilaian berbasis Kurikulum 2013 dengan lebih baik setelah mengikuti program. Terlihat bahwa bahwa guru memperoleh banyak manfaat positif setelah mengikuti pendampingan. This article aims to evaluate the assistance program of Curriculum 2013 for 10th grade senior high school’s teachers in Semarang City using CIPPO model. By employing quantitative approach this research focusing on teacher who passed the teacher assistance program in 2016 and gave some questionnaire for them, observe their teaching practice at school, and analyze several related document. The research shown all of the CIPPO evaluation components have a good result, i.e. (1) in context evaluation 98% teacher argue that the program is appropriate for them, (2) in input evaluation 100% show that all of the program resources are in a good condition, (3) in process evaluation 100% the assistance program is in accordance with the official instruction from the Ministry of Education and Culture (MoEC), (4) in product evaluation approximately 98% teacher are able to implement Curriculum 2013 especially on the learning process and assessment according to the advice of the MoEC after passed the assistance program. This research conclude that teacher get lots of positive benefits after following the program on their traits, knowledge, and skills on implementing Curriculum 2013.
Pengaruh Full Day School terhadap Pembentukan Karakter Religius Siswa Raharjo, Tri Yunita; Rohana, Homsa Diyah; Istyarini, Istyarini; Nurussaadah, Nurussaadah
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 1 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i1.16683

Abstract

This article describes the effect of full day school program at fve grade of Nasima elementary school of Semarang to develop student religious character seen from its implementation. This research used quantitative approach in terms of correlation and the data were gathered trough questionnaire, interview and documentation. The research results shown that the implementation of full day school program at fve grade of Nasima elementary school was good at 76%, the religious character of ffth grade student is good in general up to 72% and full day school program influenced signifcantly on the nurturing student religious character at 51,8%. Therefore, full day school program in Nasima elementary school of Semarang has a great potential to encourage student religious character trough daily habituation program. Abstrak Artikel ini menguraikan pengaruh pelaksanaan full day school dalam membentuk karakter religius siswa kelas V Sekolah Dasar (SD) Nasima, Semarang, dilihat dari pelaksanaan sistem full day school di SD Nasima, Semarang. Penelitian ini menggunakan pendekatan kuantitatif jenis korelasional. Data pada penelitian ini diperoleh dengan cara penyebaran angket, wawancara, dan dokumentasi. Hasil penelitian menunjukan bahwa pelaksanaan full day school di SD Nasima dalam kategori baik yaitu sebesar 76%, karakter religius siswa kelas V SD Nasima secara umum juga dalam kategori baik yaitu sebesar 72%, dan full day school berpengaruh secara signifkan sebesar 51,8% terhadap pembentukan karakter religius siswa kelas V SD Nasima Semarang. Dengan demikian program full day school sebagaimana digambarkan di SD Nasima, Semarang, potensial sebagai program dan sistem yang dapat meningkatkan karakter religius siswa asalkan titik tekan programnya adalah pada pembiasaan nilai-nilai religius. Keywords: Full day school; character building; religious; elementary Islamic school
Prinsip-Prinsip Dasar Pengembangan Modul Berpendekatan Hypercontent Prawiradilaga, Dewi Salma; Widyaningrum, Retno; Ariani, Diania
Indonesian Journal of Curriculum and Educational Technology Studies Vol 5 No 2 (2017): November 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v5i2.17098

Abstract

Artikel ini menguraikan prinsip-prinsip dasar pengembangan modul dengan pendekatan hypercontent. Berbeda dengan modul konvensional yang berlogika linier, prosedural, dan relatif kaku, modul berpendekatan hypercontent didesain menggunakan logika postmodern yang relatif non-linier, acak, dan fleksibel. Dengan demikian desain modul berpendekatan hypercontent memberikan kesempatan bagi penggunanya untuk mempelajari dari sisi mana saja sesuai kebutuhan belajar. Tidak diharuskan memulai dari materi yang berada pada urutan pertama. Pendekatan hypercontent mengarahkan desain modul diperkaya oleh sumber-sumber belajar di dunia maya. Caranya dengan membuat tautan ke laman website, saluran YouTube, dan lainnya melalui URL, QR code dan sejenisnya. Pendekatan hypercontent dipadukan dengan pendekatan technological, pedagogical, content-knowledge menjadikan substansi modul yang dikembangkan lengkap dilihat dari sisi kesesuaian dan kekayaan materi serta kesesuaian pendekatan pedagogiknya. This article describes the basic foundations of the module development using hypercontent approach. Different from the conventional one wich is more linier, procedural, and rigid, hypercontent approach module are developed under postmodern logic of thinking which is more non-linear, non-sequential, and flexible. Thus, hypercontent modul open an opportunity for the student to use it in non-sequential and non-procedural ways according to their own learning need wich are different from one another. In this case there is no obligation to start the learning process from the first chapter. Hypercontent module approach also enriched its content by lots of learning resources from the internet by creating linkages to several appropriates webpages, YouTube channels, and others via URL, QR code and etc. Hypercontent approach combined with technological, pedagogical, content-knowledge approach make the substance of the modul more complete in terms of its pedagogical appropriateness and rich in content material.
Kendala dalam Implementasi Kurikulum 2013 di Jawa Tengah dan Strategi Penanganannya Kastawi, Nurkolis Siri; Widodo, Suwarno; Mulyaningrum, Eko Retno
Indonesian Journal of Curriculum and Educational Technology Studies Vol 5 No 2 (2017): November 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v5i2.17584

Abstract

Artikel ini menggambarkan implementasi Kurikulum 2013 di wilayah Jawa Tengah, terutama di Kota Semarang, Kabupaten Pati, Batang, Sragen, Banjarnegara, dan Kebumen dilihat dari sisi kesiapan guru, dukungan sekolah dan Pemerintah Daerah, faktor-faktor pendukung dan penghambat, dan langkah-langkah untuk mengatasi kendala. Penelitian ini menggunakan pendekatan metode campuran (mixed method). Hasil penelitian menunjukkan bahwa implementasi Kurikulum 2013 pada beberapa daerah tersebut belum berjalan secara efektif. Di sekolah-sekolah yang telah mengimplementasikan Kurikulum 2013 guru yang melaksanakan pembelajaran tematik, saintifik, dan penilaian otentik tak lebih dari 50%. Hal tersebut diidentifikasi karena (1) guru belum siap mengimplementasikannya, (2) dukungan sekolah masih rendah, (3) walau Pemerintah Daerah sudah mengalokasikan anggaran, namun belum optimal penggunaannya, (4) ditemukan beberapa faktor pendukung dan penghambat pada diri guru, pimpinan sekolah, dan Dinas Pendidikan, termasuk koordinasi yang masih lemah antarpihak terkait. This article describes the implementation of Curriculum 2013 in Central Java, focusing on Semarang City, Pati, Batang, Sragen, Banjarnegara, and Kebumen districts in terms of teacher readiness, the school and local district support, its supportive and barrier factors, and the strategies to handle those problems. This research using mixed method and the result indicated that the implementation of Curriculum 2013 in several districts in Central Java is not effective yet. Half of teachers in schools that implemented Curriculum 2013 cannot implement thematic and scientific learning approach and authentic assessment. This problem happens because (1) most of teacher are not ready to implement the new curriculum, (2) low school support, (3) even the local district allocate the financial support, but still not optimal in use, and (4) there are several supportive and barrier factors from the teacher itself, school managerial/leadership, and the local department of education, including the low coordination among stakeholders.
Legitimasi Budaya Lokal Islam dalam Pengembangan Kurikulum Pendidikan Agama Azmy, Rikzi Izzet Alvaeni; Haryono, Haryono; Utanto, Yuli
Indonesian Journal of Curriculum and Educational Technology Studies Vol 5 No 2 (2017): November 2017
Publisher : Universitas Negeri Semarang

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

Abstract

Artikel ini menguraikan mengenai legitimasi budaya dalam pengembangan kurikulum agama Islam di MTs Ma’arif, desa Nyatnyono, Ungaran. Dengan menggunakan pendekatan penelitian kualitatif peneliti menemukan bahwa kurikulum di MTs Ma’arif mengakomodasi keunikan nilai-nilai, tradisi, dan kultur keislaman masyarakat setempat. Akomodasi tersebut diwujudkan melalui integrasi ke dalam kurikulum dan praktik pembelajaran. Akomodasi ini merupakan upaya melestarikan dan mewariskan keunikan masyarakat lokal yang bertradisi Nahdliyin. Orientasi akomodasi tersebut kompatibel dengan MTs Ma’arif yang memang juga merupakan lembaga pendidikan bertradisi Nahdlatul Ulama (NU). Penelitian ini menunjukkan bahwa sekolah dapat berperan besar dalam melestarikan nilai-nilai, tradisi, dan kultur masyarakat setempat dengan cara mengintegrasikannya ke dalam kurikulum dan pembelajaran, dan sekolah-sekolah swasta seperti di bawah naungan Ma’arif potensinya lebih besar dalam hal ini. This article describes the cultural legitimation on Islamic teaching curriculum development in Islamic junior high school (MTs) Ma’arif, Nyatnyono, Ungaran. By employing qualitative approach the researcher found that the school’s curriculum accommodates the uniqueness of the local Islamic values, traditions, and cultures by integrating it to the official curriculum and learning practices. This kind of accommodation is compatible with the school characteristics as a private school under the supervision of Nahdlatul Ulama (NU) which is very acceptable to the Islamic local wisdom. This research also showed that MTs Ma’arif as a private school has a great potential to preserve the local Islamic values, traditions, and cultures by integrating it to the official curriculum and learning practices.
Implementasi Kurikulum Pendidikan Inklusi di Sekolah Agama (Islam) Tingkat Dasar Supriyono, Supriyono; Religiana, Mergy; Budiyono, Budiyono; Utanto, Yuli
Indonesian Journal of Curriculum and Educational Technology Studies Vol 5 No 2 (2017): November 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v5i2.19753

Abstract

Tujuan penelitian ini adalah untuk mengetahui, menganalisis, dan mendeskripsikan kesesuaian implementasi kurikulum pendidikan inklusi di MI Ma’arif Keji Ungaran Barat dilihat dari aspek konteks, aspek masukan, aspek, proses, dan aspek produk. Penelitian ini menggunakan model evaluasi CIPP yang terdiri dari aspek context, input, process, dan product. Subyek penelitian ini adalah kurikulum pendidikan inklusi MI Ma’arif Keji. Metode pengumpulan data menggunakan kuesioner/angket, wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa secara keseluruhan kesesuaian implementasi kurikulum pendidikan inklusi termasuk dalam kategori sangat sesuai dengan nilai pencapaian sebesar 41.8 (77.4%). Hasil per aspek sebagai berikut: (1) aspek konteks sangat sesuai dengan nilai pencapaian sebesar 48.0 (88.9%); (2) aspek masukan sangat sesuai dengan nilai pencapaian sebesar 42.2 (78.1%); aspek proses sangat sesuai dengan nilai pencapaian sebesar 43.1 (79.8%); dan (4) aspek produk sesuai dengan nilai pencapaian sebesar 33.8 (62.6%). The purpose of this study was to identify, analyze and describe the suitability curriculum implementation of education of inclusion in MI Ma'Arif Keji Ungaran Barat seen from the aspect of context, input, process, and of the product. This study used the CIPP evaluation model consisting of aspects of context, input, process, and product. The subject of this study is the educational curriculum of inclusion MI Maarif Keji. The Methods of collecting data using questionnaires, interviews, observation, and documentation. The results showed that the overall suitability of inclusion education curriculum implementation included in the category of highly value the achievement of 41.8 (77.4%). Results by the aspects as follows: (1) aspect of context is in accordance with the value achievement of 48.0 (88.9%); (2) aspects of the input is in accordance with the value achievement of 42.2 (78.1%); aspect of the process is in accordance with the value achievement of 43.1 (79.8%); and (4) aspects of the product in accordance with the value achievement of 33.8 (62.6%).
Pengembangan Rancangan Pameran Virtual Berbasis Media Augmented Reality Damara, Muhamad Albir; Kustiono, Kustiono; Sukirman, Sukirman
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 1 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i1.21213

Abstract

Augmented reality (AR) could be a new technology to address the exhibition event become more interesting, secure and its product could be easily renewable for educational purposes. This article describes the development process of AR media and fnd out it feasibility as a learning tool for 3D animation lecture at higher education level. This research employing Research and Development (R & D) model and adapted 10 stages of R & D model from Sugiyono (2013) into four primary steps, i.e. (1) analysis, (2) design, (3) development and (4) testing the product. The feasibility of the product has been tested by media expert and showed a very good result with average score at 95%, the testing product for student also gained the same result with average score at 81%. The result of this research proved that AR was feasible as a learning media for 3D animation lecture and therefore it has a potential to be used for another context for educational purposes. Abstrak Media augmented reality (AR) dapat dipergunakan sebagai teknologi baru dalam penyelenggaraan pameran secara virtual sehingga produk yang dipamerkan akan terpelihara dan dapat diperbarui. Artikel ini menggambarkan proses pengembangan media AR dan mengetahui kelayakannya sebagai media penunjang pembelajaran mata kuliah Animasi 3D. Penelitian ini menggunakan model research and development yang mengadaptasi 10 tahap pengembangan sugiyono dan disederhanakan menjadi 4 tahap utama, yaitu (1) analysis, (2) desain, (3) pengembangan produk, dan (4) ujicoba produk. Hasil uji kelayakan yang dilakukan oleh ahli media diperoleh rata-rata persentase 95% dengan kriteria sangat baik. Selain itu hasil ujicoba kepada mahasiswa didapatkan perolehan rata-rata persentase 81% dan masuk dalam kategori sangat baik. Hasl penelitian ini menunjukkan bahwa AR memang terbukti layak digunakan sebagai media pembelajaran dalam mata kuliah Animasi 3D dan oleh karenanya potensial juga digunakan untuk mata kuliah dan pembelajaran lain. Kewords: Augmented reality; educational technology; exibhition; research & development; virtual media
Benarkah Kompetensi Sosial Homeschooler Rendah? Arum, Winda Falah Setianing; Haryono, Haryono; Istyarini, Istyarini
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 2 (2018): November 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i2.21241

Abstract

This study aims to describe the social competence of homeschoolers, learning tutors visit program at ANSA School Semarang, and the influence of the learning program on the social competence of homeschoolers. The research was conducted using descriptive qualitative research method involving four homeschoolers equivalent to Junior High School (SMP) grades VII and VIII and some relevant resources. The results show that the social competence of the four homeschoolers is good enough according to some indicators in this resarch, for instance their openness to others. Moreover, the learning tutor visit program organized by ANSA School is a highly structured and systematic learning program with the aim to provide learning facilities for children who have special need, so the learning program visit tutor could be categorize to be one of the homeschooler competency forming factors. Abstrak Penelitian ini bertujuan untuk mendeskripsikan kompetensi sosial homeschooler, program pembelajaran tutor visit di Ansa School Semarang, serta pengaruh antara program pembelajaran tersebut terhadap kompetensi sosial homeschooler. Penelitian yang dilakukan menggunakan metode penelitian kualitatif deskriptif, melibatkan empat homeschooler setara Sekolah Menengah Pertama (SMP) kelas VII dan VIII, serta beberapa narasumber terkait. Hasil penelitian menunjukkan bahwa kompetensi sosial yang dimiliki oleh keempat homeschooler cukup baik yang ditunjukkan dengan terpenuhinya beberapa indikator-indikator dalam penelitian serta keterbukaan mereka terhadap orang lain. Kemudian, program pembelajaran tutor visit yang diselenggarakan oleh Ansa School merupakan program pembelajaran yang sangat terstruktur dan sistematis dengan tujuan untuk memberikan fasilitas belajar bagi anak-anak yang memiliki kebutuhan khusus, sehingga program pembelajaran tutor visit dapat disimpulkan menjadi salah satu faktor pembentuk kompetensi sosial homeschooler. Keywords: Homeschooler; homeschooling; social competency; tutor visit learning program
The Role of Social Media on Students GPA Wakil, Karzan; Nasraddin, Rebwar; Abdulrahan, Rajab
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 1 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i1.22634

Abstract

In academia, social media is an educational tool that can attract students inside and outside classrooms and affect their total success. Using social media can have negative effects on the students like wasting time and social problems which have negative effects on grades and studying performance. In this work, conducted a survey in a basic school at Sulaymaniyah Governorate about the impact of using social media on students, Facebook particularly. We received 127 forms; then our analysis shows that using social media has a negative impact on students’ grades. Students who use Facebook for more than three hours had average grades of (66.88%), (73.59%) for one to three hours, and (%82.93) for less than an hour usage. Overall, every one hour using Facebook, the average score decreases by (%5.35). Therefore, decreasing the duration of using Facebook is helpful to increase the student’s average grades. Abstrak Dalam dunia pendidikan media sosial merupakan perangkat pendidikan yang dapat menarik perhatian siswa baik di dalam maupun di luar kelas dan memengaruhi kesuksesan mereka. Salah satunya wujudnya adalah penggunaan media sosial yang berlebihan dan membuahkan masalah-masalah sosial serta berimbas pada prestasi akademik mereka. Dalam penelitian ini peneliti melakukan survei di beberapa sekolah dasar di daerah Sulaimaniyah berkaitan dengan efek penggunaan media sosial, terutama Facebook, terhadap capaian akademik siswa. Balikan survei yang diterima oleh peneliti sejumlah 127 dokumen dan hasil analisis menunjukkan bahwa penggunaan media sosial berimbas negatif pada prestasi siswa. Rinciannya, siswa yang menggunakan Facebook lebih dari tiga jam rata-rata prestasinya 66,88%, untuk penggunaan antara satu hingga tiga jam rata-rata prestasinya 73,59%, dan untuk penggunaan di bawah satu jam rata-rata prestasinya 82,93%. Secara keseluruhan tiap penggunaan Facebook selama satu jam rata-rata prestasi siswa menurun 5,35%, oleh karena itu dapat disimpulkan bahwa pengurangan durasi penggunaan Facebook dapat membantu meningkatkan skor ratarata prestasi siswa Keywords: Facebok; educational technology; social media; GPA
Pengembangan Model Pembelajaran Kooperatif Handep Berpasangan Berdasarkan Kaidah Quantum Teaching Sarjoko, Sarjoko; Demitra, Demitra
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 1 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i1.22710

Abstract

This article describes the development of handep cooperative learning model consist of 3-4 members become pair handep cooperative learning model in the form of module and validated by experts and students who used it. The model of development used R2D2, that focused on the design and development stage. The draft of the model at the single-path prototype level validated by the learning expert and small group validation in context the of mathematics learning in secondary school, to get the model at alpha version level. The instrument is rubric and questionnaire for small group testing. The result of the research (1) the model has fulflled the principle of quantum teaching that is context orchestrations include an exciting learning atmosphere and solid foundation; (2) junior high school students rated the model interesting and fun; (3) learning steps that to be challenging on individual work steps and mutually assisting in solved the difcult problems for students individually; (4) the model has reached the alpha version level. Abstrak Artikel ini menjelaskan pengembangan model pembelajaran kooperatif handep beranggotakan 3-4 orang menjadi model kooperatif handep berpasangan dalam bentuk modul dan dinilai oleh pakar dan siswa yang menggunakannya. Model pengembangan yang digunakan adalah R2D2 (Recursive, Reflective, Design and Development), difokuskan pada tahap design and development. Draf model pada level single path prototype divalidasi oleh pakar pembelajaran dan uji kelompok kecil dalam pembelajaran matematika di SMP, untuk mendapatkan model pada level alpha version. Instrumen berupa koesioner dengan pertanyaan terbuka untuk validasi ahli, dan angket respon siswa untuk uji kelompok kecil. Hasil penelitian (1) model telah memenuhi kaidah Quantum teaching yaitu orkestrasi konteks meliputi suasana belajar yang menggairahkan dan landasan yang kokoh, (2) siswa SMP menilai model tersebut menarik dan menyenangkan, (3) langkah-langkah pembelajaran yang dirasakan menantang pada langkah bekerja secara individual dan saling membantu secara bergiliran dalam memecahkan masalah sulit bagi siswa secara individual, dan (4) model telah mencapai level alpha version. Keywords: Aplha version; cooperative learning; pairs handep; quantum teaching; single path prototype

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