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All Journal Journal of Education and Learning (EduLearn) Journal of Educational Science and Technology Jurnal Pendidikan Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Pedagogy and Teacher Education Jurnal Didaktika Dwija Indria
Suharno Suharno
Sebelas maret university
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Library & Information Science Materials Science & Nanotechnology Physics Social Sciences Other

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Journal : Jurnal Pendidikan Indonesia

 1 
Identifikasi permasalahan implementasi pembelajaran pada masa pandemi di sekolah dasar Galuh Ratna Palupi; Siti Wahyuningsih; Suharno Suharno
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 8, No 1 (2022): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpi.v8i1.60216

Abstract

The research aims to identify implementation issues of learning at the time of the pandemic at SDN 3 Karangsambung in 2020 based on Environment-Load Theory. The method used in this research was a descriptive qualitative method. The subjects of this research were 1st-6th grade teachers at SDN 3 Karangsambung. Data were collected using in-depth interview techniques, observation, and document analysis. Data analysis techniques used were data reduction, data presentation, and deduction drawing. Analysis shows that problems have been found in the learning implementation process at the time of the pandemic at SDN 3 Karangsambung, namely lack of access to online learning activities, low levels of teacher and learner interaction, and lack of learning methods variations. According to the Environment-Load Theory, this problem stems from the amount of stimulus that must be accepted by the research subject of the environment. In accordance with the Environment-Load Theory, where stimulus received exceeds capacity, would create issues. Based on this study, it can be concluded that education implementation problems at the time of pandemic at SDN 3 Karangsambung due to the stimulus received by SDN 3 Karangsambung’s teachers. The study implicates to show identification of the implementation problems of learning based on the Environment-Load Theory that can be used to reference such studies and reference to schools, teachers, or others in policymaking regarding the implementation of learning. 
Kemandirian belajar siswa ditinjau dari gaya belajar pada pembelajaran tema 3 dengan model scaffolding di kelas IV sekolah dasar Syahadatul Fitriyah; Chumdari Chumdari; Suharno Suharno
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 8, No 1 (2022): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpi.v8i1.61408

Abstract

The purpose of this research is to describe students' learning independence viewed from learning styles on learning with Scaffolding model. Type of research used qualitative descriptive methods with case study design. The research subjects were fourth grade students and teachers. Sample technique was purposive sample technique, data collection was non-participatory observation, in-depth interviews and document studies. Learning process scaffolding carried out by the teacher is (1) explaining the learning material, (2) determining the Zone Of Proximal Development (ZPD) based on the value of previous learning outcomes, (3) Grouping students according to ZPD, (4) giving group assignments (5) encouraging students to complete tasks independently in groups, (6) providing assistance in the form of motivation, giving examples, (7) directing students to teach each other to their friends, (8) conclude lessons, give evaluation questions, and homework. The highest aspect of learning independence is self efficacy), the lowest aspect is diagnosis of learning needs. Learners with visual learning styles tend to show aspects of the diagnosis of learning needs. Learners with auditory learning styles tend to show aspects of self-efficacy and view difficulties as challenges. Learners with kinesthetic learning styles tend to show aspects of diagnosing learning needs, learning settings, and self-efficacy.
Co-Authors Chumdari Chumdari Dian Nafiah Dikxy Zul Karnain Dwi Aries Himawanto Fatihul Ihsan Febriana Hendra Watik Galuh Ratna Palupi Indah Widiastuti Kisma Arrum Maharatri Muhammad Hanif Siti Wahyuningsih Sri Anitah Syahadatul Fitriyah Widha Sunarno Yustina Laurentius Sri Mulatsih