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All Journal MODELING: Jurnal Program Studi PGMI Jurnal Pendidikan dan Konseling JURNAL CERDAS PROKLAMATOR
Lora Devian
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Merdeka Belajar dalam Pandangan Ki Hadjar Dewantara dan Relevansinya bagi Pengembangan Pendidikan Karakter Lora Devian; Desyandri Desyandri
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 6 (2022): Jurnal Pendidikan dan Konseling: Special Issue (General)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i6.10163

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bagaimana Merdeka belajar dalam pandangan Ki Hadjar Dewantara dan Relevansinya bagi pengembang Pendidikan karakter. Maksud dari merdeka belajar disini yaitu membebaskan guru dan peserta didik menentukan sistem belajar. Di dalam Kurikulum merdeka belajar lebih menekankan pada aspek pengembangan karakter sesuai dengan nilai-nilai bangsa Indonesia. Menurut pandanga Ki Hadjar dewantara mengenai Pendidikan sebagai pendorong bagi perkembangan peserta didik untuk melakukan perubahan dan memiliki manfaat bagi lingkungan sekitar. oleh karena itu merdeka belajar merupakan salah satu bentuk implementasi nilai-nilai pembentuk karakter bangsa dimulai yang dari pembenahan sistem pendidikan dan metode belajar. Diharapkan merdeka belajar dapat memberikan perubahan ke arah yang lebih baik serta memberikan manfaat pada lingkungan.Jenis penelitian yang digunakan dalam penelitian ini adalah Kualitatif, Metode penelitian yang digunakan adalah metode studi literatur. Subjek dalam penelitian ini adalah informan kunci seperti kepala pustaka. Objek penelitian adalah artikel mengenai Merdeka belajar dalam pandangan Ki Hadjar Dewantara dan Relevansinya bagi pengembang Pendidikan karakter. Teknik pengumpulan datanya adalah dengan mencari jurnal atau buku yang relevan dengan judul penelitian. Teknik analisis data yang digunakan adalah teori dari Miles dan Huberman yang meliputi tahapan reduksi data, penyajian data dan penarikan kesimpulan.
PEMBELAJARAN BERDIFERESIASI DAN MOTIVASI HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS V DI SEKOLAH DASAR Lora Devian; Darmansyah
Cerdas Proklamator Vol 11 No 1 (2023): JURNAL CERDAS PROKLAMATOR
Publisher : Program Studi PGSD FKIP Universitas Bung Hatta

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Abstract

ABSTRACT One of the values and roles of teachers is to create learning that favors students, namely learning that liberates the thinking and potential of students. This is in line with differentiated learning. One of the educational philosophies according to Ki Hajar Dewantara is the "among" system, the teacher must be able to guide the strength of the participants to develop according to their nature. This study aims to describe differentiated learning and improve student motivation and learning outcomes in mathematics learning. This research was carried out at SD Negeri 09 Kampung Melayu, with the subject of the study being class V with 25 students. The research procedure starts from planning (compiling lesson plans, learning tools, observation sheets, and evaluation instruments), research implementation (application of differentiated learning), evaluation (tests at the end of each learning cycle), and reflection (identification of deficiencies and advantages of implementation at the end of the learning cycle). Data collection through obervation sheets in the learning process and through evaluation tests at the end of learning using test instruments. The data obtained were analyzed using descriptive quantitative analysis. The results of the study carried out in the first cycle were 52.00%, which showed that there were 13 students who scored above 75, and 12 students did not meet the completion standards. Then in cycle II with a completion gain of 88.00%, which shows that there are 22 students who meet the completion standard, and only 3 students who do not meet the minimum completion. The application of differentiated learning to mathematics subjects can increase the motivation of student learning outcomes through classifying student abilities, using material development that varies according to student abilities, and take an individual approach so that students are motivated to continuously improve mathematics learning
Strategi Pengembangan Profesionalisme Guru dalam Konteks Manajemen Berbasis Sekolah Dasar di Era Digital Nevi Novelita; Lora Devian; Sufyarma Sufyarma; Rifma Rifma
MODELING: Jurnal Program Studi PGMI Vol 10 No 3 (2023): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v10i3.1673

Abstract

The background of the problem in this article is the need to analyze the strategies for developing teacher professionalism in the context of school-based management at the elementary level in the digital era. The aim of this article is to analyze the strategies, benefits, challenges, and impacts of using technology on the development of teacher professionalism within the context of school-based management at the elementary level in the digital era. This article employs a qualitative research method, utilizing interviews with five teachers and analyzing recent literature. The research procedure involved structured interviews with teachers involved in professionalism development, as well as data collection and analysis using thematic coding. The findings and discussions indicate that strategies for developing teacher professionalism through technology utilization in the context of school-based management at the elementary level in the digital era have been identified. The challenges include limited access, inadequate training, and privacy concerns. However, the benefits include access to extensive educational resources, global collaboration, and increased student engagement. The use of technology also has a positive impact on improving the quality of teaching and the efficiency of school-based management. As a recommendation, support and collaboration among schools, government, and stakeholders are necessary to ensure effective and equitable utilization of technology in the context of elementary education.
Co-Authors Darmansyah Desyandri Desyandri Nevi Novelita Rifma Rifma Sufyarma Sufyarma