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PEMIKIRAN TEORI KOGNITIF PIAGET DI SEKOLAH DASAR Helda Kusuma Wardani
Khazanah Pendidikan Vol 16, No 1: Maret 2022
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jkp.v16i1.12251

Abstract

Jean Piaget is a psychologist who contributed greatly to the world of education, there are at least two contributions piaget, namely the theory of cognitive learning and the theory of human cognitive development.  Piaget's theory explains that human knowledge is essentially considered active, namely: knowing means acting on objects and realities, and building a system of transformations that can be done on or with them. Piaget stresses that the cognitive processes children use as they build their knowledge of the world are essential: schema, assimilation and accommodation, organization, and equilibrium. Piaget divides the cognitive development of children and adolescents into four stages: sensory-motor, preoperative, concrete operations, and formal operations. Elementary school students are at the stage of concrete operational thinking. Student learning activities are given concrete experiences. Through concrete experience students will easily find concepts. One of them can be done by playing. Piaget believes that playing will foster intrinsic motivation from students. This theory focuses on the active role of children in learning activities. A child not only receives material instantly but the child is guided and directed to discover the concept of material.    
TECHNOLOGY PEDAGOGY CONTENT KNOWLEDGE (TPACK) (ANALISIS KONSEP & MODEL PEMBELAJARAN) Helda Kusuma Wardani
BASA Journal of Language & Literature Vol 2, No 1 (2022): Bulan 04 Tahun 2022
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/basa.v2i1.15529

Abstract

Analisis kepustakaan dilakukan terhadap TPACK untuk menguatkan konsep yang termasuk baru dalam praktik pembelajaran di Sekolah Dasar (SD). Prinsip pembelajaran ini sedang gencar disebarluaskan melalui berbagai forum ilmiah, dan yang paling terlihat ditonjolkan dalam Pendidikan Profesi Guru (PPG) untuk guru kelas SD. TPACK merupakan pengetahuan yang meliputi pengetahuan teknologi atau Technology Knowledge (TK), pengetahuan pedagogi atau Pedagogy Knowledge (PK), dan pengetahuan konten/isi atau Content Knowledge (CK) sebagai 3 (tiga) unsur utamanya. Ketiga unsur ini saling berinterseksi yang memunculkan 4 (empat) unsur utama TPACK lainnya. Sehingga dalam praktik pembelajaran, seorang guru professional dituntut untuk mampu menerapkan 7 (tujuh) unsur utama TPACK. Implementasi prinsip pembelajaran TPACK harus ada dalam perancangan, pelaksanaan, dan penilaian pembelajaran yang dilakukan guru.
Analysis of 4C's Ability in the Implementation of Online Learning in Elementary Schools Helda Kusuma Wardani; Suhartono Suhartono
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol 5, No 1 (2022): VOLUME 5, NUMBER 1, 2022
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v5i1.45301

Abstract

The goal of this study was to describe the 4 C's ability to implement the 2020/2021 odd semester learning at Jitu State Elementary School in Sidoarjo Regency. The research location, which is included in the countryside, is intended to obtain a qualitative picture of the ability of the 4 C's in elementary schools, most of which are rural. Qualitative research with a descriptive narrative research design is applied. The result is that during this pandemic, there is a reality that online learning does not allow the realization of the collaborative abilities of all classes. Critical thinking skills, creative thinking, and communication are planned and implemented in learning. The ability of students who study under the guidance of their parents at home decreases compared to face-to-face learning. The teacher marks the existence of student work that parents do. Individual learning causes a decline in students' critical thinking, creative thinking, and verbal communicative skills, although the three skills (creative thinking, critical thinking, and communication) are still visible in students. The impact of learning with individual assignments on students shows a significant decrease in the 4 C's ability. Keywords: 4 C's, learning, critical thinking, creative thinking, elementary school  ==================================================Tujuan dari penelitian ini adalah mendeskripsikan kemampuan 4 C’s dalam pelaksanaan pembelajaran semester ganjil 2020/2021 Sekolah Dasar Negeri Jitu Kabupaten Sidoarjo. Lokasi penelitian yang termasuk pedesaan dimaksudkan agar diperoleh gambaran kualitatif dari kemampuan 4 C’s di Sekolah Dasar yang mayoritas ada di daerah pedesaan. Penelitian kualitatif dengan desain penelitian naratif deskriptif diterapkan. Hasilnya pada masa pandemic ini ada realita bahwa pembelajaran dalam jaringan tidak memungkinkan diwujudkannya aspek kemampuan kolaboratif semua kelas. Aspek kemampuan berpikir kritis, berpikir kreatif, dan komunikasi terencana dan terlaksana dalam pembelajaran. Kemampuan siswa yang belajar dibimbing orangtua di rumah menurun dibanding saat pembelajaran tatap muka. Guru menandai adanya pekerjaan siswa yang dikerjakan orangtua. Pembelajaran individual menyebabkan menurunnya keterampilan berpikir kritis, keterampilan berpikir kreatif, dan keterampilan komunikatif verbal siswa, walaupun ketiga keterampilan (berpikir kreatif, berpikir kritis, komunikasi) masih terlihat pada diri siswa. Dampak pembelajaran dengan penugasan individual pada diri siswa menampakkan penurunan kemampuan 4 C’s sigifikan. Kata kunci: 4 C's, learning, critical thinking, creative thinking, sekolah dasar 
Singularitas teknologi dalam perspektif filsafat pendidikan Helda Kusuma Wardani; Rukiyati Rukiyati; Mulyo Prabowo
Humanika Vol 22, No 2 (2022): Humanika, Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v22i2.47079

Abstract

Singularitas teknologi yang diprediksi akan terjadi tahun 2045, bersamaan dengan titik waktu generasi emas, merupakan peristiwa adanya teknologi supercerdas AGI yang mempunyai kemampuan untuk memperbaiki, mengembangkan, dan menciptakan diri-sendiri. Kemampuan supercerdas yang melampui kecerdasan manusia, menyebabkan manusia akan kehilangan kemanusiaannya (terjadinya post-human atau dehumanisasi). Filsafat pendidikan yang merupakan pemikiran radikal terhadap upaya-upaya optimalisasi kualitas hidup dan kehidupan mempunyai tanggungjawab moral, maupun nilai dan etika untuk mengkaji peristiwa singularitas teknologi. Dengan menggunakan metode reviu literatur, diharapkan diperoleh gambaran lebih jelas tentang dampak peristiwa tersebut agar dapat diantisipasi sejak awal melalui pendidikan. Kesimpulan yang diperoleh dari kajian literatur diperoleh bahwa (1) titik waktu tahun 2045 terjadinya singularitas teknologi yang diprediksi oleh Ray Kurzweil merupakan keniscayaan yang harus diantisipasi terutama pada generasi emas Indonesia, (2) kemanfaatan AI baik yang supercerdas atau hipercerdas dalam pendidikan, sepanjang selalu terkontrol untuk tidak tergelincir dalam dehumanisasi patut tetap dijalankan sebagai media terancang atau media dimanfaatkan, dan (3) kerterlambatan dan keterhambatan untuk aktivitas antisipasi singularitas teknologi akan mengakibatkan kerugian yang mendunia bagi seluruh umat manusia.The technological singularity that is predicted to occur in 2045, along with the golden generation time point, is an event of the existence of AGI supercerdas technology that has the ability to improve, develop, and create itself. Supercerdas abilities that exceed human intelligence, causing humans to lose their humanity (post-human or dehumanization). The philosophy of education which is a radical thought towards efforts to optimize the quality of life and life has a moral responsibility to examine the events of technological singularities. By using the method of review literature, it is expected to get a clearer picture about the impact of the event so that it can be anticipated from the beginning through education. The conclusion obtained from the literature study obtained that (1) the time point in 2045 the occurrence of technological singularities predicted by Ray Kurzweil is an inevitability that must be anticipated especially in the future. (2) the expediency of AI, whether supercer smart or hypercerdas in education, as long as it is always controlled not to slip in dehumanization should still be carried out as a designed medium or media utilized, and (3) slowness and inhibition for anticipatory activities of technological singularity will result in worldwide losses for all mankind.
Kontribusi Reformis Pendidikan Swiss Abad ke-18: Johan Heinrich Pestalozzi Irfan Wahyu Prananto; Helda Kusuma Wardani
Jurnal Pendidikan : Riset dan Konseptual Vol 7 No 2 (2023): Volume 7 Nomor 2, 2023
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v7i2.638

Abstract

Pestalozzi was a Swiss 18th-century education reformer, whose contributions of conceptual thinking on education are still relevant today. Education develops the 3 H (Heart, Head, Hand), meaning that human beings must improve their spiritual attitudes and social attitudes, intellectual abilities, and skills. Pestalozzi also contributed thoughts on schools for democracy, teacher education programs, and humanism. This conception of Pestalozzi's thought, is very relevant for education in Indonesia today. The independent curriculum is colored by Pestalozzi's educational thinking, this is reflected in student-oriented education and the dimensions of the Pancasila Student Profile which instills human relationship with God, human relationship with man, and human relationship with the surrounding nature.
TECHNOLOGY PEDAGOGY CONTENT KNOWLEDGE (TPACK) (ANALISIS KONSEP & MODEL PEMBELAJARAN) Helda Kusuma Wardani
BASA Journal of Language & Literature Vol. 2 No. 1 (2022): Bulan 04 Tahun 2022
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/basa.v2i1.15529

Abstract

A literature analysis was conducted on TPACK to corroborate the concept, which is new to learning practices in elementary schools. This learning principle is being vigorously disseminated through various scientific forums, and is most visibly highlighted in Teacher Professional Education (PPG) for elementary classroom teachers. TPACK is knowledge that includes technology knowledge (TK), pedagogy knowledge (PK), and content knowledge (CK) as its three main elements. These three elements intersect with each other which gives rise to 4 (four) other main elements of TPACK. Thus, in learning practices, a professional teacher is required to be able to apply the 7 (seven) main elements of TPACK. The implementation of TPACK learning principles must exist in the design, implementation, and assessment of learning carried out by teachers.