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Tracer Study: Studi Rekam Jejak dan Tingkat Kepuasan Pengguna Terhadap Lulusan Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Curup Siti Zulaiha; Tika Meldina; Chandra Dio Saputra; Yuli Tri Astuti
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 5, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v5i1.2416

The aims of this study are to determine: 1) the acceptance numbers of graduates for job opportunities, 2) the waiting period for graduates to get a job, 3) the relevance of the graduates’ qualification to the field of work, and 4) the level of stakeholders’ satisfaction with graduates of the PGMI (Education of Basic School Teachers) study program of IAIN (The Institute for Islamic Studies) Curup. This research method was survey research with quantitative descriptive data analysis. The data collection was carried out using questionnaires sent directly via email, social media, face to face and by telephone. The research results showed that: 1) the graduates of PGMI Study Program of IAIN Curup were well accepted in job opportunities, 2) the waiting period for graduates to get a job was in the range of 0 - 3 months after graduation, 3) there was relevance of graduates’ work field to their qualification, 4) the level of stakeholders’ satisfaction with graduates of the PGMI Study Program of IAIN Curup was in very good criteria. Based on the results of the study, it was suggested that institutions need to carry out tracer study activities in a sustainable manner so that they can find out the condition of graduates after completing their education in the institutions. Then, feedback was expected from alumni and stakeholders to get a higher response rate. In addition, the results of this study can be a consideration for stakeholders at universities to develop curriculum so that they can improve the competence of graduates in accordance with the demands of the work field.

Integrasi Pembelajaran IPS pada Kurikulum 2013 di Sekolah Dasar Tika Meldina; Melinedri Melinedri; Alfiana Agustin; Siti Hadijah Harahap
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 4, No 1 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v4i1.1572

This research wanted to find out the integration of social studies learning in the curriculum of 2013 in elementary schools. In structure’s curriculum of elementary school/ madrasah ibtidaiyah, social studies are only studied in the high class (IV, V, VI). In the low class (I, II, III) the name of the social studies is eliminated, but Basic Competence of social studies is integrated into the basic competence of other subjects such as Indonesian, Pancasila and Citizenship Education and Mathematics are linked through the closeness of meaning. In the high class, sosial studies have same position as other subjects. Even though learning is done thematically, basic competence for social studies remains independent. The approaches used in integrating social studies learning include indisciplinary, interdisciplinary and multidisciplinary integration.

IMPLEMENTASI MODEL LEARNING START WITH A QUESTION STRATEGI MENINGKATKAN KETERAMPILAN BERTANYA SISWA SEKOLAH DASAR Tika Meldina
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 6, No 2 (2019): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Kurikulum 2013 identik dengan pendekatan saintifik dalam proses pembelajaran. Pendekatan saintifik ini merupakan impelementasi langkah 5M yaitu Mengamati, Menanya, Mencoba, Menalar dan Mengkomunikasikan. Kegiatan bertanya menjadi salah satu stimulus yang tidak kalah penting untuk menyalurkan rasa ingin tahu siswa karena bertanya merupakan proses awal dalam berfikir. Salah satu strategi yang bisa guru gunakan untuk menstimulus keterampilan bertanya siswa adalah dengan menggunakan model Learning Start with a Question (LSQ). Penulis mengumpulkan beberapa literatur yang berkaitan dengan strategi ini. LSQ memberikan ruang bagi siswa untuk mengajukan pertanyaan mengenai topik-topik yang tidak mereka pahami, dimana sebelumnya mereka telah membaca dan mempelajari materi tersebut terlebih dahulu. Strategi LSQ ini bisa direkomendasikan untuk meningkatkan keterampilan bertanya siswa.

Gadget dan Perkembangan Sosial Anak Usia Dini Delpima Suhita; Melinedri Melinedri; Tika Meldina; Yulya Muharmi; Nella Novita
Zuriah : Jurnal Pendidikan Anak Usia Dini Vol 1, No 2 (2020)
Publisher : Insititut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/zuriah.v1i2.2177

Gadgets are a result of the development of information technology. Gadgets are multi-functional media that are not only used as a medium of communication but also as a medium of information and recreation. With this small device, a wireless gadget can be carried and used anywhere. Not a few people are addicted to gadgets, including children. This dependence can be caused because gadgets help in work, it can also be due to dependency due to hobbies so that it becomes "addictive". Social development must be honed from an early age. It will be an obstacle if children prefer to play with gadgets, because it will reduce children's interactions with parents, siblings, peers, or other people. Social development in children will not be optimal due to the lack of interaction. Here, parenting styles from parents are needed in managing the use of gadgets in children

Efek Game Online dalam Mempengaruhi Sikap Sosial Anak Sekolah Dasar Aida Rahmi Nasution; Tika Meldina; Erwanto Erwanto; Diah Yupita Sari
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 6, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v6i2.5697

The rapid development of technology today does not fully have a positive impact on children. The breadth of access to online games, the ease of access and operationalization make children forget the time when playing them. This is a concern for all groups including parents, because online games have penetrated the family as well as school level. The fun effect of playing online games turns out to have an impact on children's low social attitudes. This research was conducted to explore and prove the extent to which children are addicted to online games and how much influence online games have on children's social attitudes. This study uses a quantitative non-experimental design approach. The research sample was 25 people who were assigned randomly (randomly). The methods used are interviews and questionnaires. Data analysis techniques in this study consisted of validity test, reliability test, normality test, homogeneity test, and linear test. While data analysis using hypothesis testing includes simple linear regression test, and test the coefficient of determination. The results of the study reveal that the effect of online games has a significant effect on children's social attitudes as evidenced by the results of simple linear regression where the output is known to be calculated F value = 18.966 with a significance level of 0.000 <0.05. This data recommends that there is an influence of online games (X) on social attitudes (Y), this data is also proven from the calculation of the coefficient of determination (R Square) of 0.963, which explains that the independent variable (online games) on the dependent variable (social attitudes) is 96 .3% of children's social attitudes are influenced by online games and the category is very high.

Problematika Guru dalam Menerapkan Kurikulum Merdeka Belajar Siti Zulaiha; Meisin Meisin; Tika Meldina
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 9, No 2 (2022): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v9i2.13974

Tujuan Penelitian ini yaitu untuk mengetahui penerapan Kurikulum Merdeka Belajar, problematika guru dalam penerapan Kurikulum Merdeka Belajar, dan bagaimana upaya guru dalam mengatasi problematika terhadap penerapan Kurikulum Merdeka Belajar pada siswa kelas I dan IV di SDN 17 Rejang Lebong. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian ialah kepala sekolah, guru, dan siswa kelas I dan IV. Pengumpulan data dilakukan dengan observasi, wawancara, dan dokumentasi. Adapun teknik analisis data yang dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Sedangkan uji keabsaan data dilakukan dengan Triangulasi Teknik.Hasil penelitian menunjukkan bahwa: Pertama,di SDN 17 Rejang Lebong sudah mengimplementasikan Kurikulum Merdeka Belajar dengan penerapan pembelajaran berbasis proyek, asesmen diagnostik, formatif, dan sumatif, pembelajaran berbasis mata pelajaran, IPAS, raport, ATP dan Modul Ajar dikerjakan berkelompok. Kedua, problematika guru dalam menerapkan Kurikulum Merdeka Belajar pada perencanaan, pelaksanaan dan penilaian pembelajaran adalah kesulitan menganalis CP, merumuskan TP dan menyusun ATP dan Modul Ajar, menentukan metode dan strategi pembelajaran, minimnya kemampuan menggunakan teknologi, terbatasnya buku siswa, kurangnya kemampuan menggunakan metode dan media pembelajaran, materi ajar terlalu luas, menentukan proyek kelas I dan IV, kurangnya alokasi waktu pembelajaran berbasis proyek, menentukan bentuk asesmen dan bentuk asesmen pada pembelajaran berbasis proyek. Ketiga, upaya yang diterapkan guru dalam mengatasi permasalahan penerapan Kurikulum Merdeka Belajar adalah pertemuan rutin dengan KKG, pendampingan PMO dan khusus coaching kepala sekolah, menggunakan buku abjad, ketik, buat lembar kerja, dan membuat format untuk proyek sendiri, melanjutkan proyek di rumah, membuat catatan, dan mengikuti pelatihan implementasi Kurikulum.

Analisis Kemandirian Belajar Siswa Sekolah Dasar Siti Zulaiha; Tika Meldina; Yulisti Ariani
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 7, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v7i1.7440

The background of this research is that student learning independence in thematic learning at SDN 125 Rejang Lebong is a major part of the problems students face in learning due to the lack of student independence in carrying out thematic learning. So the teacher seeks to foster an attitude of independence in students so that in the future they do not always depend on others in learning. The purpose of this study was to find out how students' learning independence in class IV thematic learning at SDN 125 Rejang Lebong and to find out how the teacher's efforts foster student learning independence in thematic learning at SDN 125 Rejang Lebong. This type of research used is qualitative in nature. The subjects of this study were the principal, class teachers and students at SDN 125 Rejang Lebong. Sources of data obtained from primary data and secondary data. Data collection techniques through interviews, observation and documentation. Then data analysis techniques using data collection, data reduction, data presentation, tools and conclusions as well as testing the validity of the data using source and technique triangulation. The results of this study indicate that first, student learning independence in class IV thematic learning at SDN 125 Rejang Lebong, students already have an attitude of independent learning in thematic learning. It can be seen that when the thematic learning process is taking place students appear confident, disciplined in learning, active in participating in learning and responsible in learning. Second, the teacher's efforts to foster student learning independence in thematic learning, namely by providing motivation in learning activities, the teacher does this by telling stories, questions and answers, riddles, giving examples of realities or experiences that occur in life. The teacher creates fun learning by using a variety of methods and using learning resources by utilizing the environment, theme books, the internet and teaching aids in schools.

Problematika Guru dalam Menerapkan Kurikulum Merdeka Belajar Siti Zulaiha; Meisin Meisin; Tika Meldina
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 9, No 2 (2022): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v9i2.13974

Tujuan Penelitian ini yaitu untuk mengetahui penerapan Kurikulum Merdeka Belajar, problematika guru dalam penerapan Kurikulum Merdeka Belajar, dan bagaimana upaya guru dalam mengatasi problematika terhadap penerapan Kurikulum Merdeka Belajar pada siswa kelas I dan IV di SDN 17 Rejang Lebong. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian ialah kepala sekolah, guru, dan siswa kelas I dan IV. Pengumpulan data dilakukan dengan observasi, wawancara, dan dokumentasi. Adapun teknik analisis data yang dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Sedangkan uji keabsaan data dilakukan dengan Triangulasi Teknik.Hasil penelitian menunjukkan bahwa: Pertama,di SDN 17 Rejang Lebong sudah mengimplementasikan Kurikulum Merdeka Belajar dengan penerapan pembelajaran berbasis proyek, asesmen diagnostik, formatif, dan sumatif, pembelajaran berbasis mata pelajaran, IPAS, raport, ATP dan Modul Ajar dikerjakan berkelompok. Kedua, problematika guru dalam menerapkan Kurikulum Merdeka Belajar pada perencanaan, pelaksanaan dan penilaian pembelajaran adalah kesulitan menganalis CP, merumuskan TP dan menyusun ATP dan Modul Ajar, menentukan metode dan strategi pembelajaran, minimnya kemampuan menggunakan teknologi, terbatasnya buku siswa, kurangnya kemampuan menggunakan metode dan media pembelajaran, materi ajar terlalu luas, menentukan proyek kelas I dan IV, kurangnya alokasi waktu pembelajaran berbasis proyek, menentukan bentuk asesmen dan bentuk asesmen pada pembelajaran berbasis proyek. Ketiga, upaya yang diterapkan guru dalam mengatasi permasalahan penerapan Kurikulum Merdeka Belajar adalah pertemuan rutin dengan KKG, pendampingan PMO dan khusus coaching kepala sekolah, menggunakan buku abjad, ketik, buat lembar kerja, dan membuat format untuk proyek sendiri, melanjutkan proyek di rumah, membuat catatan, dan mengikuti pelatihan implementasi Kurikulum.

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