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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter JURNAL PENELITIAN ILMU PENDIDIKAN ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Jurnal Zarah Metodik Didaktik Edukasi : Jurnal Penelitian dan Artikel Pendidikan LITERASI (Jurnal Ilmu Pendidikan) Abdi Kami : Jurnal Pengabdian Kepada Masyarakat Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Journal of Elementary School Education Indonesian Journal of Elementary Education and Teaching Innovation
Yusinta Dwi Ariyani
Universitas Alma Ata
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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POSISI KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN BERPIKIR KREATIF DALAM PENDIDIKAN SAINS Wahyudi, Andi; Dwi Ariyani, Yusinta; Rochaendi, Endi; Apriyanti
Jurnal Zarah Vol 9 No 1 (2021): Jurnal Zarah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v9i1.2552

Abstract

Keterampilan berpikir kritis dan kreatif merupakan elemen yang penting dalam dunia pendidikan, tidak terkecuali dalam pendidikan sains. Tujuan dari studi ini adalah untuk melakukan eksplorasi mengenai posisi keterampilan berpikir kritis dan kreatif dalam pendidikan sains. Metode yang digunakan dalam studi ini adalah kajian literatur dari buku dan artikel yang membahas mengenai keterampilan berpikir kritis dan keterampilan berpikir kreatif dalam pendidikan sains. Literatur diperoleh dari berbagai lembaga pengindeks seperti google scholar, scopus, sage dan lembaga pengindeks lainnya. Hasil dari studi ini menemukan bahwa berpikir kritis dan kreatif sering dianggap sebagai dua keterampilan yang bertolak belakang. Berpikir kritis bersifat konvergen, sedangkan berpikir kreatif bersifat divergen. Berpikir kreatif jika ditinjau dari taksonomi Bloom dianggap sebagai keterampilan berpikir yang paling tinggi (mencipta C6), sedangkan keterampilan berpikir kritis berada pada jenjang di bawahnya (menganalisis C4 dan mengevaluasi C5). Peserta didik tidak bisa berpikir kreatif tanpa melakukan aktivitas kritis terlebih dahulu, seperti kegiatan menganalisis dan mengevaluasi. Proses sains merupakan wahana untuk mengarahkan peserta didik untuk memperoleh aspek produk dan nilai atau sikap sains. Hasil dari studi ini dapat merekonseptualisasi mengenai posisi keterampilan berpikir kritis dan kreatif dalam pendidikan sains.
Integrasi Nilai Karakter Menggunakan Model Value Clarification Technique (VCT) Untuk Mendukung Kurikulum 2013 Ariyani, Yusinta Dwi; Wahyudi, Andi
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 13 No 1 (2021)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/edukasi.v13i1.5029

Abstract

The 2013 curriculum is currently oriented towards developing student character education. In character education, there are character values ​​that need to be integrated into each subject matter. One way to integrate character values ​​is by using the VCT model. The purpose of this study is to analyze the VCT model in integrating character values ​​in the 2013 curriculum. The method used in this study is a literature study using book sources and articles both national and international journals. The focus of the study in this study is to explain the integration of character values ​​using the VCT model to support the 2013 curriculum. The results show that the VCT model is a highly recommended model for integrating character values. The integration of character values ​​is carried out through clarifying the values ​​related to the conflicts raised in learning. The process of internalizing character values ​​through VCT will be more profound, because students choose the internalized values ​​freely. An important stage of the VCT model is at the stage of providing a stimulus, because at this stage students are expected to understand the problem conflict.
PENGEMBANGAN BAHAN AJAR TEMATIK-INTEGRATIF BERBASIS NILAI KARAKTER PEDULI LINGKUNGAN DAN TANGGUNG JAWAB Yusinta Dwi Ariyani; Muhammad Nur Wangid
Jurnal Pendidikan Karakter Vol. 7, No. 1 (2016)
Publisher : LPPM Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.416 KB) | DOI: 10.21831/jpk.v0i1.10737

Abstract

Abstrak: Penelitian ini bertujuan untuk menghasilkan bahan ajar tematik-integratif dengan tema “Lingkunganku Bersih dan Sehat” berbasis nilai karakter peduli lingkungan dan tanggung jawab yang layak dan efektif untuk peserta didik kelas I SDN 2 Padokan Bantul. Jenis penelitian ini adalah penelitian Research and Development (R D), yang terdiri dari 9 tahap, yaitu: (1) studi pendahuluan dan pengumpulan informasi; (2) perencanaan; (3) pengembangan produk awal; (4) uji coba awal; (5) revisi untuk menyusun produk utama; (6) uji lapangan utama; (7) revisi produk operasional; (8) uji lapangan operasional; dan (9) revisi produk akhir. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan layak dan efektif digunakan dalam pembelajaran. Kelayakan bahan ajar ditunjukkan dengan penilaian “baik” oleh ahli materi dengan skor 50, penilaian “sangat baik” oleh ahli media dengan skor 47 dan penilaian “baik” oleh guru dengan skor 75. Keefektifan dibuktikan dengan hasil uji-t = -8,939 yang menunjukkan bahwa kenaikan rerata skor signifikan dengan nilai p sebesar 0,05 untuk karakter peduli lingkungan dan untuk karakter tanggung jawab hasil uji-t = -6,254 yang menunjukkan bahwa kenaikan rerata skor signifikan dengan nilai p sebesar 0,05. Kata Kunci: bahan ajar, tematik-integratif, karakter peduli lingkungan, karakter tanggung jawab
Penguatan Pendidikan Karakter pada Masa New Normal Covid-19 melalui Flipped Classroom An-Nisa Apriani; Intan Kurniasari Suwandi; Yusinta Dwi Ariyani; Indah Perdana Sari
Jurnal Penelitian Ilmu Pendidikan Vol 14, No 2 (2021): September
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v14i2.37909

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tentang peran flipped classroom dalam penguatan karakter siswa sekolah dasar pada masa new normal Covid-19. Metode yang digunakan dalam penelitian ini yaitu penelitian studi kepustakaan. Data dalam penelitian ini merupakan data sekunder berupa buku-buku ilmiah, jurnal ilmiah, dan laporan penelitian. Teknik analisis data dalam penelitian meliputi tiga tahapan: organize, synthesize, dan identify. Hasil penelitian ini menunjukkan bahwa flipped classroom memiliki relevansi yang kuat dalam penguatan pendidikan karakter siswa pada masa new normal Covid-19. Aktivitas dalam flipped classroom meliputi kegiatan tatap muka dan pembelajaran online yang berfokus pada proses pembelajaran yang berpusat pada siswa. Aktivitas pembelajaran tersebut memberikan kesempatan pada siswa sekolah dasar secara lebih luas untuk mengembangkan nilai-nilai moral yang dimilikinya. Pendekatan ini juga mendukung siswa dalam membangun pengetahuan baru, belajar secara efektif dan efesien, dan memperkuat karakter siswa. Pembelajaran melalui flipped classroom mendukung tercapainya tujuan program Penguatan Pendidikan Karakter (PPK) pada masa new normal Covid-19. Salah satu nilai utama PPK yang dapat meningkat dan berkembang melalui pendekatan flipped classroom yaitu nilai kemandirian. Strengthening Character Education in New Normal Covid-19 Periode through Flipped Classroom This study aims to describe the role of flipped classrooms in strengthening the character of elementary school students during the new normal covid-19 period. The method used in this research is library research. The data in this research is secondary data in the form of scientific books, scientific journals, and research reports. The data analysis technique in this research includes three stages: organize, synthesize, and identify. The results of this study indicate that the flipped classroom has strong relevance in strengthening the character education of students during the new normal Covid-19 period. Activities in the flipped classroom include face-to-face activities and online learning that focus on student-centered learning processes. These learning activities provide opportunities for elementary school students to a wider extent to develop their moral values. This approach also supports students in building new knowledge, learning effectively and efficiently, and strengthening student character. Learning through flipped classrooms supports the achievement of the objectives of the Penguatan Pendidikan Karakter’s program (PPK) during the new normal Covid-19 period. One of the main values of PPK’s program that can improve and develop through the flipped classroom approach is the value of independence.
PENGEMBANGAN BAHAN AJAR PENDIDIKAN MULTIKULTURAL BERBASIS KARAKTER NASIONALISME PADA PEMBELAJARAN TEMATIK KELAS IV SD NEGERI TRUCUK, BANTUL Susi Setyowati; Yusinta Dwi Ariyani; Ruwet Rusiyono
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol 9, No 3 (2019): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/esjpgsd.v9i3.16369

Abstract

ABSTRACTThis study aims to determine the feasibility and effectiveness of multicultural education teaching materials based on the character of nationalism. The research model used is the Borg & Gall research and development model (1983: 775-776). Effectiveness is evidenced by the results of the independence statistical test using U Mann Whitney which shows that the probability value is equal to 0.019 <0.05 then ho is rejected so it is concluded that teaching materials developed are effective for instilling the character of nationalism in multicultural education.Keywords: Teaching Materials, Multicultural, Nationalism ABSTRAKPenelitian ini bertujuan untuk mengetahui kelayakan dan keefektifan bahan ajar pendidikan multikultural berbasis karakter nasionalisme. Model penelitian yang digunakan adalah model penelitian dan pengembangan  Borg & Gall (1983: 775-776). Keefektifan dibuktikan dengan hasil uji statistik independensi menggunakan U Mann Whitney yang menunjukkan bahwa nilai probabilitas  sama dengan 0,019 < 0,05 maka ho ditolak sehingga disimpulkan bahan ajar yang dikembangkan efektif untuk menanamkan karakter nasionalisme pada pendidikan multikultural.     Kata Kunci: Bahan Ajar, Multikultural, Nasionalism
LOKAKARYA PENGENALAN MAKANAN DAN JAJANAN YANG MENGANDUNG PEMANIS DAN PEWARNA BUATAN PADA SISWA SMP NEGERI 5 CIANJUR MELALUI DEMONSTRASI SEDERHANA Andi Wahyudi; Riki Perdana; Endi Rochaendi; Yusinta Dwi Ariyani
ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2021): (Februari 2021)
Publisher : LPPM Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/abdi_kami.v4i1.511

Abstract

It is very important to introduce good food and snacks to students. This is useful for maintaining the health of students when consuming snacks in the school canteen. This service aims to increase students' knowledge and attitudes towards types of food that contain artificial sweeteners and dyes through simple demonstration methods. The service method is a pretest and posttest experimental research using test instruments and questionnaires. The population in this study were students at SMPN 5 Cianjur, West Java. The sample was selected randomly so that 37 students were selected. Data analysis using comparative descriptive. The results of this study were (1) a simple demonstration method could increase students' knowledge of the type of food based on n.gain dye 0.75 (high) and sweetener n-gain 0.69 (medium); (2) students' attitudes about food coloring and sweeteners are at a good level. (3) The relationship between the aspects of attitude and knowledge in this service includes the domain of disciplinary attitude towards sweeteners (0.92) and 0.442 dyes, the creative domain for sweeteners 0.789 and dyes 0.416, the domain of responsibility for sweetener aspects 0.279 and dyes 0.407. The introduction of food snacks through effective methods increases students' knowledge of sweeteners and food coloring that are healthy.
Implementasi Pendidikan Nilai Nasionalisme Dalam Pembelajaran Living Values An-Nisa Apriani; Yusinta Dwi Ariyani
LITERASI (Jurnal Ilmu Pendidikan) Vol 8, No 1 (2017)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.838 KB) | DOI: 10.21927/literasi.2017.8(1).59-73

Abstract

This research aims to investigate the implementation of educational values of nasionalism in the living values learning process on the preparation class at SD Tumbuh 1 Yogyakarta. The data were collected by qualitative-descriptive method. Participants of this research included the principal, the teachers, and the students. The object of this research is the process of living values learning. The data were collected by observation, interview, and documentation. The researcher used observation sheets and interview guides as the instruments of this research.  The data were analyzed by descriptive-analyzed technique and applied Miles and Huberman model. Many steps of data analysis were conducted, included measuring data reduction, displaying data, and conclusion. The validity of the data were checked by triangulation.The result showed that the implementation of educational values of nasionalism in the living values learning process involving the value of the award in diversity (tolerance), unity, and peace. Living values learning process includes three stages: planning, implementation, and evaluation. Learning plan of living values is based on signs EYCG curriculum (Years Earlier Curicullum guidence) and modified with multiple sources of reference. The learning plan includes syllabus and program description. The implementation of living values learning process emphasizes three elements of embeding moral values such as knowledge, feeling, and moral behavior. The evaluation of the living values learning process includes the assessment of learning outcome and learning process. Assessment of learning outcome has reached the domain of comprehension and moral behavior. Learning process assessment is conducted orally but rarely carried out by the teacher.
Bibliometric analysis of SCAMPER strategy over the past 20 years Yusinta Dwi Ariyani; Insih Wilujeng; Siti Irene Astuti Dwiningrum
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22316

Abstract

This study aimed to explore the publication trends of substitute, combine, adapt, modify, put to another use, eliminate, and rearrange (SCAMPER) research over the past 20 years. The method used to explore the research trends was literature review through bibliometric analysis. The results of the bibliometric analysis identify core research or authors, as well as their relationship, by covering all the publications related to a given topic or field. The publication related to SCAMPER from 2000 to 2020 was retrieved from Google Scholar, Pubmed, and Scopus. The research trends of SCAMPER were visualized using the VOSviewer program. The results showed that the research trend of SCAMPER has continually increased over the past 20 years, especially in the last five years. A network analysis based on the co-occurrence of keywords showed the main keyword study was creative thinking. Based on the analysis of the field of study, SCAMPER has been widely studied in science. Only a few have been studied in engineering, architecture, sports, social studies, management, mathematics, psychology, and health. The benefit of this research can illustrate the extent to which SCAMPER strategies have been applied to develop 21st-century skills.
ANALISIS MUATAN NILAI-NILAI NASIONALISME PADA BUKU TEKS KTSP PKn KELAS 3 SD Yusinta Dwi Ariyani An-nisa Apriani
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 4 No. 2 (2017): 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 (548.526 KB) | DOI: 10.31316/esjurnal.v4i2.176

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan nilai-nilai nasionalisme pada buku teks KTSP mata pelajaran PKn kelas 3 SD dan untuk menganalisis komponen-komponen muatan nilainasionalisme dalam buku teks KTSP mata pelajaran PKn kelas 3 SD. Penelitian ini merupakan penelitian analisis konten dengan pendekatan kualitatif melalui empat tahap, yaitu pengadaan data, reduksi data, inferensi dan analisis data. Sumber data penelitian ini adalah buku teks KTSP mata pelajaran PKn kelas 3 SD yang terdiri dari empat Bab yaitu Bab 1 “Makna Sumpah Pemuda”, Bab 2 “Aturan Masyarakat”, Bab 3 “Pentingnya Harga diri”, Bab 4 “Bangga Sebagai Bangsa Indonesia”. Unit analisis adalah nilai-nilai nasionalisme yang terkandung dalam buku teks. Hasil penelitian yaitu: (1) buku teks KTSP mata pelajaran PKn kelas 3 SD tidak semua materi mengandung muatan nilai-nilai nasionalisme, ada 1 materi yang tidak mengandung nilai-nilai nasionalisme. (2) pada buku teks KTSP mata pelajaran PKn kelas 3 SD semester 1 nilai-nilai nasionalisme yang lebih dominan terletak pada indikator persatuan dan kesatuan dan yang paling sedikit terletak pada indikator bangga sebagai bangsa Indonesia. Untuk semester 2 nilai-nilai nasionalisme yang lebih dominan terletak pada indikator persatuan dan kesatuan sedangkan untuk indikator nilai peduli sosial tidak terdapat pada materi di semester 2.Kata kunci: nilai-nilai nasionalisme, buku teks KTSP, PKn.AbstractThis research aims to describe the values of nationalism and to analyze the components of nasionalism content in the civics education textbook with Educational Unit Level Curriculum of third grade elementary school. This research is a research of content analysis with qualitative approach through four stages, such as data procurement, data reduction, inference and data analysis. The source of this research data is civics education textbook with Educational Unit Level Curriculum of third grade elementary school consisted of four chapters, include Chapter 1 "The Meaning of Youth Pledge", Chapter 2 "Rules of Society", Chapter 3 "The Importance of Self-Esteem", Chapter 4 "Proud As The Nation of Indonesia ". The unit of analysis of this research is the values of nationalism contained in the textbooks. The results of this research are: (1) Not all the civics education textbook with Educational Unit Level Curriculum of third grade elementary school contains the content of values of nationalism. There is one material that does not contain the values of nationalism. (2) In the civics education textbook with Educational Unit Level Curriculum of first semester of third grade elementary school, values of nationalism more dominant in indicator of unity and least dominant on proud indicator as Indonesian nation. At the second semester, the values of nationalism more dominant in the indicator of unity, whereas the indicators of social care value is not contained in the material of second semesterKeywords : values of nationalism, textbook with Educational Unit Level Curriculum, civics education
PENGEMBANGAN POP UP BOOK BERBASIS KARAKTER NASIONALISME SEBAGAI UPAYA MENINGKATKAN LITERASI SISWA SD Yusinta Dwi Ariyani; Susi Setyowati
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 8 No. 1 (2021): 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 (628.408 KB) | DOI: 10.31316/esjurnal.v8i1.1069

Abstract

This study aims to determine the feasibility and effectiveness of pop up books based on nationalism characters to improve literacy of second grade elementary school students. The research model used is the research and development model of Borg & Gall (1983: 775-776). Assessment of teaching material products that have been filled in by media experts, the final criteria from the aspects obtained are based on the results of the conversion of quantitative data into a value on a scale of 5, The number of assessments from validation conducted by media experts is 38, then the results of the assessment from media experts are in the range score X> 33.54 which overall the result is very good. While the results of discussions with class II teachers at SD NU Ma'arif Nurul Jannah Kulon Progo, the final criteria from the aspects obtained are based on the results of the conversion of quantitative data into a value on a scale of 5, the number of assessments made by the teacher is 72, then the results of the teacher's assessment are in the range of scores X> 63 which overall the results are very good. Based on the independent sample t-test, it shows that the t value is equal to -18.256. Meanwhile, the t table value on df is equal to 10 and α of 0.05 (sig.2-tailed) shows that the t table value is ± 2,160. This value is much greater than the calculated t value. So it can be concluded that ho is rejected. This means that the posttest scores of the experimental class and the control class from the operational field test results provide a significant difference. The Pop Up Book developed is said to be effective because there are significant differences between the control class and the experimental class.
Co-Authors Ahmad Kurnia Miyono An-Nisa Apriani An-Nisa Apriani Apriyanti Endi Rochaendi Fety Himawati Hafiziani Eka Putri, Hafiziani Eka Indah Perdana Sari Insih Wilujeng Intan Kurniasari Suwandi Julmiati Julmiati Khoirunnas Darojatun Muhamad Fahmi Muhammad Nur Wangid Nur Relawati Sarif Rika Asmara Sejati Riki Perdana Rizki Makhfudah Ruwet Rusiyono Saepul Ma&#039;mun Selly Utami Setyowati, Susi Shulhi Fifuadi Sidiq Nurrohman Sinta Dewi Maulidah Siti Aulia Kurnia Siti Irene Astuti Dwiningrum Susanti Susanti Susi Setyowati Susi Setyowati Tata Sri Lestari Unik Herniati Wahyudi, Andi Zada Farhana