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All Journal al-Aulad: Journal of Islamic Primary Education PROGRES PENDIDIKAN As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar
Handara Tri Elitasari
STAINU Purworejo
Religion Education Mathematics Physics Social Sciences Other

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ANALISIS KONSEP GURU PENGGERAK: PANDANGAN KI HAJAR DEWANTARA Handara Tri Elitasari
As-Sibyan Vol 5 No 2 (2022): As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah STAINU Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52484/as_sibyan.v5i2.347

Abstract

The 21st century changes influenced the education system in Indonesia. One of the changes was the implementation of mover teacher program in early 2021 which is expected to make educational changes. The mover teacher aims to maximize learning activities for students in an innovative and creative with educational technology to achieve educational goals. The learning presented must provide comfort to students to increase the motivation of learning. The purpose of writing this article was to analyze the relationship between the concept of mover teacher in Ki Hajar Dewantara’s view. In this article, author used literature study by reviewing books and journals related to the mover teacher and the educational principles of Ki Hajar Dewantara. The results of the analysis showed that the concept of the mover teacher was unification of Ki Hajar Dewantara’s three educational principels which include ing ngarsa sang tuladha, ing madya mangun karsa, dan tut wuri handayani. The mover teacher as a learning facilitator helped students to learning activities in class. So it can be concluded that the relationship between the concept mover teacher with Ki Hajar Dewantara’s education principle. Keywords: mover teacher, Ki Hajar Dewantara
ANALISIS TEMA CERITA RAKYAT BENGKULU UNTUK SISWA SEKOLAH DASAR Muhammad Asip; Handara Tri Elitasari; Irma Yulianti Budi Safitri; Yeni Rakhmawati
As-Sibyan Vol 5 No 2 (2022): As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah STAINU Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52484/as_sibyan.v5i2.348

Abstract

Abstract The learning process of elementary school students (SD) can be carried out using folklore. However, the folklore used for learning is not adapted to the characteristics of elementary school students. Folklore with content of violence, war, robbery, theft and so on is not appropriate to be a material for student learning. The role of the teacher is needed, to be careful in choosing the appropriate folk tales for their students. Teachers must innovate and modify folklore into teaching materials that suit the characteristics of students. Therefore, it is necessary to conduct research related to folklore that is appropriate for elementary school students. This study aims to analyze the themes of folklore for learning in elementary schools. The method used is descriptive analytic. The data source is the Bengkulu 2 folklore book by Naim Emel Prahana. The research succeeded in finding the themes of Bengkulu folklore. The themes are about patience, wisdom, intelligence, steadfastness, self-sacrifice, guarding the tongue, respecting others and mutual cooperation. Based on the results of the research found, it can be concluded that there are five stories of Bengkulu folklore that are suitable for learning and three stories that are not suitable for learning elementary school students. Keywords: Character; Folklore; Theme Abstrak Proses pembelajaran siswa sekolah dasar (SD) dapat dilakukan dengan menggunakan cerita rakyat. Namun, cerita rakyat yang digunakan untuk pembelajaran kurang disesuaikan dengan karakteritik siswa SD. Cerita rakyat dengan konten kekerasan, peperangan, perampokan, pencurian dan sebagainya tidak tepat untuk menjadi bahan pembelajaran siswa. Peran guru sangat dibutuhkan, untuk berhati-hati dalam memilih cerita rakyat yang sesuai untuk siswanya. Guru harus berinovasi dan memodifikasi cerita rakyat menjadi bahan ajar yang sesuai dengan karakteristik siswa. Oleh sebab itu, perlu dilakukan penelitian terkait cerita rakyat yang tepat untuk siswa SD. Penelitian bertujuan untuk menganalisis tema-tema cerita rakyat untuk pembelajaran di SD. Metode yang digunakan yaitu deskriptif analitik. Sumber data buku cerita rakyat Bengkulu 2 karya Naim Emel Prahana. Penelitian berhasil menemukan tema-tema cerita rakyat Bengkulu. Adapun temanya tentang kesabaran, kebijaksanaan, kecerdasan, sikap tabah, rela berkorban, menjaga lisan, menghormati orang lain dan gotong-royong. Berdasarkan hasil penelitian yang ditemukan maka dapat disimpulkan bahwa cerita rakyat Bengkulu terdapat lima cerita yang sesuai untuk pembelajaran dan tiga cerita yang kurang sesuai untuk pembelajaran siswa SD.
Ecoliteration Ability of Studens in Elementary Schools: Systematic Literature Review Irma Yulianti Budi Safitri; Muhammad Asip; Yeni Rakhmawati; Handara Tri Elitasari
Al-Aulad: Journal of Islamic Primary Education Vol 6, No 1 (2023): Al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/al-aulad.v6i1.23817

Abstract

Ecoliteracy lessons have been given to students, but in reality there has been no improvement in awareness of the environment. For example, students still throw garbage carelessly. Ecoliteracy is a means of making students aware of the importance of maintaining environmental balance. The research aims to find the right method or model in teaching ecoliteracy skills in elementary schools (SD). This type of research is literature study. The research subject is a form of elementary school students' awareness of the importance of protecting the environment. While the research data collection method uses the PRISMA method. Meanwhile, the research data collection instrument used a systematic literature review (SLR) which consisted of identifying, evaluating and interpreting the results of previous studies. Sources of research data from Scopus and Eric articles. The data were analyzed using the quality assessment method, namely analyzing article data that is in accordance with ecoliteracy learning in elementary schools. The results of the study found that there were 8 articles, namely: 1) one article problem solving model, 2) two article teaching materials, 3) two article contextual learning, 4) one project-based model, 5) one article adiwiyata school, 6) one article technology. Based on the research findings, it can be concluded that ecoliteracy research specifically discusses ecoliterate learning models in elementary schools, only three articles. In the process of learning ecoliteracy in elementary school, it is necessary to develop a special model for learning ecoliteracy in elementary school.Keywords: Ecoliteration, Elementary Schools
ALTERATION: 2013 CURRICULUM BECOMES MERDEKA CURRICULUM IN ELEMENTARY SCHOOLS Handara Tri Elitasari; Yeni Rakhmawati; Irma Yulianti Budi Safitri; Muhammad Asip
PROGRES PENDIDIKAN Vol. 4 No. 2 (2023): May 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v4i2.350

Abstract

The implementation of the 2013 curriculum in elementary schools had not been able to answer the problems of education in Indonesia. The results of the Pisa Indonesia test scores did not show a significant increase in scores, strengthening and instilling character values that matched expectations, as well as loss of learning experienced by students during the COVID-19 pandemic. It was important to make changes to improve the curriculum. The type of research used was a literature review. The stages carried out in this literature review include the search for related articles, filtering the content of articles that were in accordance with the article to be created, and synthesis of article content. The 2013 curriculum had not been able to accommodate the needs of learning about literacy and character which are important needs today. Thus, an adequate curriculum framework was needed and in accordance with the needs of students, so that students get the right to learn as a whole. Therefore, the independent curriculum provides solutions through independent learning programs and driving teacher programs that teachers hope to create creative and innovative learning, understand the learning needs of students, be technologically literate, and could create a democratic environment
Co-Authors Irma Yulianti Budi Safitri Irma Yulianti Budi Safitri Muhammad Asip Yeni Rakhmawati Yeni Rakhmawati