Claim Missing Document
Check
Articles

Found 13 Documents
Search

Kompetensi Pedagogik Guru dalam Mengelola Pembelajaran IPA di SD dan MI Indriani, Fitri
FENOMENA FENOMENA Vol 7 No.1, 2015
Publisher : LP2M IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/fj.v7i1.267

Abstract

The objective of this study was to know the teachers’ pedagogic competence to manage the teaching and learning of IPA at SD Negeri Tamansari 1 Kota Yogyakarta and MIN Kota Yogyakarta II. The research methods of the study is descriptive qualitative. Data were collected through observation, interview, and documentation. Data were validated by using triangulation. Data were analyzed descriptively. The result of data findings shows that the teachers’ pedagogic competence to manage the teaching and learning of IPA at SD Negeri Tamansari 1 Kota Yogyakarta is categorized “good”. Meanwhile, the teachers’ pedagogic competence to manage the teaching and learning of IPA at MIN Kota Yogyakarta II is categorized “poor”. The similarity of the teaching implementation for both schools is they try hard to develop a democratic teaching and students’ center-based teaching. They have a different teaching method. At SDN Tamansari 1 Kota Yogyakarta, the teachers implement minds-on and hands-on teaching process, that is, the experimental, demonstrational, and observational teaching, while the teachers at MIN Kota Yogyakarta implement theoretical (rote learning) teaching approach. Those differences were caused by some factors, such as: teachers’ qualification, teachers’ certification and professionalism, and the students’ background.
Pengembangan Multimedia Interaktif Berbasis Articulate Storyline pada Pembelajaran Tematik Abad 21 bagi Siswa Sekolah Dasar Itsnaani Nur Halimah; Fitri Indriani
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Volume 30 Nomor 2 November 2021
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v30i22021p159

Abstract

The use of interactive multimedia in the 21st-century era in learning is necessary to enable students to develop various skills, especially 21st-century skills. This research aims to produce interactive multimedia products based on articulate storylines on the thematic understanding of the 21st century for elementary school students.  This type of research is Research and Development with ADDIE (Analysis, Design, Development, Implementation, Evaluation) research model. A team of experts assess the product quality test: material experts, media experts, learning experts, and linguists, assessments from teachers, and student response questionnaires. The evaluation results have obtained as follows;  Material expert assessment results in 90 (very good), media experts 90 (very good), learning experts 85 (very good), linguists (good), teacher ratings 95 (very good), and student response 84 (excellent). The average score of the evaluation results is 86.04, thus, the product can be declared worthy as a medium and support learning with the category "very good." Penggunaan multimedia interaktif di era abad 21 dalam pembelajaran sangatlah diperlukan dalam rangka mengaktifkan siswa serta mengembangkan berbagai keterampilan terutama keterampilan abad 21. Penelitian ini bertujuan menghasilkan produk multimedia interaktif berbasis articulate storyline pada pembelajaran tematik abad 21 bagi siswa sekolah dasar.  Jenis penelitian ini adalah Research and Development dengan model penelitian ADDIE (Analysis, Design, Development, Implementation, Evaluation). Adapun uji kualitas produk dinilai oleh tim ahli yaitu; ahli materi, ahli media, ahli pembelajaran, dan ahli bahasa, penilaian dari guru dan angket respon siswa. Hasil penilaian diperoleh sebagai berikut;  hasil penilaian ahli materi 90 (sangat baik), ahli media 90 (sangat baik), ahli pembelajaran 85 (sangat baik), ahli bahasa (baik), penilaian guru 95 (sangat baik), dan respon siswa 84 (sangat baik). Rata-rata hasil penilaian produk 86,04, sehingga produk dapat dinyatakan layak sebagai media dan penunjang belajar dengan kategori “sangat baik”.
NILAI-NILAI ETIK PROFESI GURU SEKOLAH DASAR TERHADAP SISWA Fitri Indriani; Muhammad Ragil Kurniawan
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 5, No 1: Februari 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (395.48 KB) | DOI: 10.26555/jpsd.v5i1.12572

Abstract

Penelitian ini bertujuan untuk mengetahui: 1) Persepsi mahasiswa PGSD dan wali murid terhadap nilai-nilai etik guru SD terhadap siswa. 2) Kesamaan dan perbedaan antara perspektif mahasiswa PGSD dan wali murid SD tentang nilai etik guru SD terhadap siswa. Penelitian ini merupakan penelitian survei. Responden dalam penelitian ini terdiri dari mahasiswa PGSD UAD dan wali murid SD Muhammadiyah Wirobrajan 3 Kota Yogyakarta. Hasil penelitian menyebutkan: 1) Baik Mahasiswa PGSD maupun walimurid sekolah dasar menilai bahwa seorang guru sekolah dasar hendaknya memiliki nilai etik yang menyeluruh, 2) Antara mahasiswa PGSD dengan wali murid sekolah dasar berpendapat sama, bahwa seseorang profesi guru sekolah dasar sangat penting untuk berpegang teguh dan memiliki nilai etik.
Evaluation of the implementation of integrative thematic learning: A qualitative research approach phenomenology Fitri Indriani; Atiaturrahmaniah Atiaturrahmaniah
Jurnal Penelitian dan Evaluasi Pendidikan Vol 23, No 2 (2019)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.113 KB) | DOI: 10.21831/pep.v23i2.27431

Abstract

This research aims at evaluating the implementation of integrative thematic learning. This research is an evaluation of the CIPP model with a qualitative approach phenomenology. Data were collected through observations, in-depth interviews, and documentation. The informants in the study were principals, teachers, and students. Data were analyzed using a qualitative method that is descriptive and critical. The results show that the implementation of integrative thematic learning in Muhammadiyah Suronatan Elementary School Yogyakarta has been carried out quite well, both in planning, implementation, and assessment of processes and learning outcomes. The implementation is success because it has been supported by excellent teachers' competence and adequate facilities and infrastructure supporting the learning process. Besides, teachers also have the motivation and spirit of learning. The implementation of integrative thematic learning of curriculum 2013 has a positive impact on student learning outcomes from both aspects of knowledge, attitude, and skills. From the knowledge aspect, the integrative thematic learning of the curriculum 2013 can deliver the best value to the national exam in the top 10 of Yogyakarta. The attitude aspect of the student spirit in learning shows an increase in students' confidence. As for the skill aspect, students become creative and innovative in both thinking and working. However, constraints are still found: handbooks for students have not been distributed equally by the government, and the lack of teachers' understanding of the way of the subject complaint that corresponds to the sub-theme.
Pelatihan Pengembangan Subject Spesific Pedagogi Tematik Berbasis TPACK Bagi Guru SD Muhammadiyah di Wilayah Sleman Yogyakarta Fitri Indriani; Nur Hidayah; Yayuk Hidayah
Prima Abdika : Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2021): Volume 1 Nomor 2 Tahun 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.616 KB) | DOI: 10.37478/abdika.v1i2.979

Abstract

This community service activity aims to increase the understanding of Muhammadiyah Elementary School teachers in the Sleman Yogyakarta Region regarding the development of specific subject-specific thematic pedagogy based on TPACK. This activity was carried out online using Zoom Meeting involving 79 Muhammadiyah Elementary School teachers in the Sleman Region of Yogyakarta. Service activities are carried out through lectures, questions and answers and performances. After this service activity has been carried out, it shows that 1) in developing subject-specific thematic pedagogy based on TPACK for Muhammadiyah elementary school teachers in the Sleman region of Yogyakarta, it is a learning tool that can encourage students to be more active in collaborating between technology, pedagogics and materials. 2) the development of subject specific thematic pedagogy based on TPACK for Muhammadiyah Elementary School teachers in the Sleman Yogyakarta Region which is carried out online can be effectively carried out with cooperative learning strategies, Project based learning.
Kompetensi Pedagogik Guru dalam Mengelola Pembelajaran IPA di SD dan MI Fitri Indriani
FENOMENA Vol 7 No 1 (2015): FENOMENA Vol 7 No.1, 2015
Publisher : LP2M UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (351.432 KB) | DOI: 10.21093/fj.v7i1.267

Abstract

The objective of this study was to know the teachers’ pedagogic competence to manage the teaching and learning of IPA at SD Negeri Tamansari 1 Kota Yogyakarta and MIN Kota Yogyakarta II. The research methods of the study is descriptive qualitative. Data were collected through observation, interview, and documentation. Data were validated by using triangulation. Data were analyzed descriptively. The result of data findings shows that the teachers’ pedagogic competence to manage the teaching and learning of IPA at SD Negeri Tamansari 1 Kota Yogyakarta is categorized “good”. Meanwhile, the teachers’ pedagogic competence to manage the teaching and learning of IPA at MIN Kota Yogyakarta II is categorized “poor”. The similarity of the teaching implementation for both schools is they try hard to develop a democratic teaching and students’ center-based teaching. They have a different teaching method. At SDN Tamansari 1 Kota Yogyakarta, the teachers implement minds-on and hands-on teaching process, that is, the experimental, demonstrational, and observational teaching, while the teachers at MIN Kota Yogyakarta implement theoretical (rote learning) teaching approach. Those differences were caused by some factors, such as: teachers’ qualification, teachers’ certification and professionalism, and the students’ background.
Thematic Subject Specific Pedagogy to Integrate 21st Century Learning Skills Fitri Indriani; Syamsiah Zakariyah
International Journal of Learning Reformation in Elementary Education Vol. 1 No. 01 (2022): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.829 KB) | DOI: 10.56741/ijlree.v1i01.64

Abstract

The development of technological advances in the era of Industrial Revolution 4.0 has provided new challenges for education. Teachers have expected to package the subject matter into a comprehensive and educational set of learning. Nevertheless, most teachers cannot design thorough academic knowledge, especially in integrating HOTS, ICT, character, and competence of the 21st century. This research aims to produce learning tools in integrative thematic based on 21st-century skills. The research method used is research and development. Data collection techniques included expert validation sheets, teacher assessments, and student responses. Subject-specific pedagogy (SSP) consists of three products: syllabus, lesson plan, and student worksheet. They are eligible based on expert validation tests. The syllabus score is 4.8, the lesson plan is 4.8, and the student worksheet is 4.7. The assessment results are in the good category Students' response to the worksheet from the aspect of content feasibility, presentation aspect, linguistic aspect, and visual aspect entered is in the excellent category. Thus, SSP in 21st-century skills is suitable for elementary school students.
Disasters and Their Effects on Child Development Muzamil Hussain Al Hussaini; Naseem Kausar; Fitri Indriani
International Journal of Learning Reformation in Elementary Education Vol. 1 No. 02 (2022): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (313.145 KB) | DOI: 10.56741/ijlree.v1i02.165

Abstract

The special section's papers collectively paint a picture of where disaster and development in children and adolescents research is at. The articles' diversity is impressive; they cover a wide range of crisis circumstances, such as war and the use of child soldiers, terrorism and political unrest, hurricanes and tsunamis, earthquakes and floods, as well as political unrest and climatic change. There are representations of specific calamities that happened in nine different nations. The articles cover a wide range of ages, from very young children through adolescents. In this field of study, longitudinal research and studies that focus on developmental processes are still uncommon. Although a few articles discuss additional levels of analysis, such as biological function and relationships, the majority of the articles concentrate on a behavioral level of function and analysis.
Figure Out the Online Discussion Activeness of Pre-Teacher Education Students Fitri Indriani; Dwi Sulisworo
Journal of Pedagogy and Education Science Vol 1 No 01 (2022): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.556 KB) | DOI: 10.56741/jpes.v1i1.7

Abstract

Online learning has been widely applied at various levels of education, including lectures for prospective teachers of elementary school students in Indonesia. However, student activity in learning is still an obstacle in this study. This study describes student activity in online discussions. The discussion was conducted three times with different topics. The activity can be examined from the students' posts during the three discussions. The three aspects of the activeness were the number of posts in each discussion, participation in the three discussion topics, and the number of words in each post. These results were analyzed descriptively to see the trend of active discussion. The findings of this study show the role of lecturers in providing appreciation and feedback. The role of friends in reinforcing other friends' opinions determines the increase in activity in discussions. Social presence, self-esteem engagement, and social learning are essential issues in increasing this activity.
Building the Independent Character of Elementary School Students Fitri Indriani; Wahidatul Asfia
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 01 (2023): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v2i01.74

Abstract

The cultivation of independent character among elementary school students is crucial in the 21st century. Strong character traits such as empathy, integrity, responsibility, and resilience help students navigate challenges and make positive contributions to their communities. This research focuses on the development of independent character among students during the COVID-19 pandemic. A descriptive research method with a qualitative approach was used, involving observation, interview, and documentation as data collection techniques. The subjects of the research were the school principal, teachers, students, and parents. The data was analyzed through source triangulation techniques to identify opportunities and challenges in the development of character, including in-class learning activities, school culture, and extracurricular activities. In-class learning provides a foundation of knowledge and values, while the school community creates a supportive and inclusive environment. Extracurricular activities allow students to develop skills and interests and expose them to new experiences. Effective integration of these three elements helps students become well-rounded and independent individuals.