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All Journal Jurnal Penelitian Pendidikan FENOMENA Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an
Fitri Indriani
UAD
Religion Education Other

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EVALUASI PENYELENGGARAAN PENDIDIKAN INKLUSI BERBASIS NILAI-NILAI PANCASILA DI SD NEGERI TAMAN SARI KOTA YOGYAKARTA Indriani, Fitri; Satrianawati, Satrianawati
Jurnal Penelitian Pendidikan Vol 35, No 2 (2018): Oktober 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v35i2.15426

Abstract

Penelitian ini merupakan jenis penelitian evaluasi program yang bertujuan untuk mengukur tingkat kesesuaian penyelenggaraan pendidikan inklusi berbasis nilai-nilai pancasila di SD Negeri Taman Sari Kota Yogyakarta. Data diperoleh dengan menggunakan angket yang disusun berbasis nilai-nilai Pancasila, khususnya sila pertama, kedua, dan kelima. Objek penelitian ini adalah guru dan kepala sekolah. Penelitian mengkaji tiga bagian dalam evaluasi program yaitu input, proses, dan output sekolah dalam menyelenggarakan pendidikan inklusi yang disesuaikan nilai-nilai Pancasila. Hasil penelitian melalui angket yang diberikan kepada kepala sekolah maupun guru menunjukkan bahwa input, proses dan output berada dalam kategori sangat baik yaitu ≥ 85%. Oleh karena itu, SD Negeri Taman Sari Kota Yogyakarta layak dikatakan sebagai sekolah penyelenggara Pendidikan inklusi berbasis Nilai-nilai Pancasila.
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 | 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.
EVALUASI PENYELENGGARAAN PENDIDIKAN INKLUSI BERBASIS NILAI-NILAI PANCASILA DI SD NEGERI TAMAN SARI KOTA YOGYAKARTA Indriani, Fitri; Satrianawati, Satrianawati
Jurnal Penelitian Pendidikan Vol 35, No 2 (2018): October 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v35i2.15426

Abstract

Penelitian ini merupakan jenis penelitian evaluasi program yang bertujuan untuk mengukur tingkat kesesuaian penyelenggaraan pendidikan inklusi berbasis nilai-nilai pancasila di SD Negeri Taman Sari Kota Yogyakarta. Data diperoleh dengan menggunakan angket yang disusun berbasis nilai-nilai Pancasila, khususnya sila pertama, kedua, dan kelima. Objek penelitian ini adalah guru dan kepala sekolah. Penelitian mengkaji tiga bagian dalam evaluasi program yaitu input, proses, dan output sekolah dalam menyelenggarakan pendidikan inklusi yang disesuaikan nilai-nilai Pancasila. Hasil penelitian melalui angket yang diberikan kepada kepala sekolah maupun guru menunjukkan bahwa input, proses dan output berada dalam kategori sangat baik yaitu ≥ 85%. Oleh karena itu, SD Negeri Taman Sari Kota Yogyakarta layak dikatakan sebagai sekolah penyelenggara Pendidikan inklusi berbasis Nilai-nilai Pancasila.
KOMPETENSI PEDAGOGIK MAHASISWA DALAM MENGELOLA PEMBELAJARAN TEMATIK INTEGRATIF KURIKULUM 2013 PADA PENGAJARAN MICRO DI PGSD UAD YOGYAKARTA Fitri Indriani
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 3 No. 1 (2016): Elementary School (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (528.71 KB) | DOI: 10.31316/esjurnal.v3i1.362

Abstract

This study aims to determine; (1) The pedagogical competence of students in managing integrated thematic learning curriculum in 2013 on micro teaching; (2) determine the barriers faced by students in managing integrated thematic learning curriculum in 2013 on micro teaching. This type of research is a field research using qualitative approach. The experiment was conducted in PGSD UAD Yogyakarta for six months. Technique of determining the source of the data by purposive sampling. The selected data source in this study are listed VI semester students active as a student and is implementing micro teaching. The data collection techniques is done by observation, interview and documentation. The validity of the data using triangulation, and data analysis was done descriptively kualitatif.Hasil research shows that; (1) The pedagogical competence of students in managing integrated thematic learning curriculum in 2013 on micro teaching is good. It is shown from the four aspects of pedagogical competence are the focus in the research, overall it can be displayed properly. Organized learning such as active, democratic and fun and in accordance with the planned RPP. RPPyang drafted in accordance with the standards process, which made already measurable indicators and have been using operational verbs (Marines). Step-by-step learning activities describe active learning, designing strategies and the use of media is quite varied, the draft assessment is appropriate and includes all indicators and describes otentik.Dalam implement thematic learning assessment is in conformity with the characteristics of the integrated thematic learning student-centered, there are interactive. The transfer of subjects one to the other subjects are not too visible. The scientific approach has been applied the observe, ask, reasoning, associate and communicate. Evaluations carried out during the learning process and at the end of the learning activities by developing authentic assessment and measures three aspects of the cognitive, affective and psychomotor; (2) the barriers faced by students in managing integrated thematic learning curriculum teaching in 2013 at the micro, among others; develop assessment instruments; linking indicators each subject according to the theme; removal of subjects one to the other subjects; make APE according to the theme; developing material.
Co-Authors Jamhari Jamhari Satrianawati Satrianawati, Satrianawati