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Analisis Manajemen Sarana dan Prasarana di Sekolah Dasar Citra Anugrahwati; Dini Rosyada Mahmud; Erwin Simon Paulus Olak Wuwur
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 2 No. 9 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The sarpras component is part of the school system and part of school accreditation. The existence of infrastructure management can support learning in schools to be effective and efficient. The type of research used is descriptive qualitative with the aim of exploring information data related to the benefits and maintenance of infrastructure facilities in elementary schools. The subjects used in this research were school principals, infrastructure managers, educators, and students. As for data collection techniques obtained by observation, in-depth interviews, and documentation. In addition, researchers analyze data using steps such as reducing data, displaying data, and drawing conclusions. From the needs analysis and self-assessment conducted at SD Harapan Bangsa Trilingual Elementary School, there are facilities such as: Adequate shelves/storage cabinets. books, textbooks, and props. As well as the process of analysis and evaluation of facilities and infrastructure that has been carefully thought out so that the facilities and infrastructure at the SD are good. All school members must carry out maintenance work to keep the facilities and infrastructure in good condition so that they can be used by teachers and students. Abstrak: Komponen sarpras yaitu bagian dari sistem di sekolah dan bagian dari akreditasi sekolah. Adanya manajemen sarpras dapat menunjang pembelajaran di sekolah menjadi efektif dan efisien. Jenis penelitian yang digunakan yaitu kualitatif deskriptif memiliki tujuan untuk menggali data informasi terkait manfaat dan perawatan sarpras pada sekolah dasar. Subjek yang digunakan penelitian yaitu kepala sekolah, pengelola sarpras, pendidik, peserta didik. Adapun teknik pengumpulan data diperoleh observasi, wawancara mendalam, serta dokumentasi. Selain itu, peneliti menganalisis data menggunakan langkah-langkah seperti merreduksi data, mendisplay data, serta menarik kesimpulan. Dari analisis kebutuhan dan penilaian diri SD Harapan Bangsa Tribahasa yang dilakukan terdapat fasilitas seperti: Rak/lemari penyimpanan yang memadai. buku, buku teks, dan alat peraga. Serta adanya proses analisis dan evaluasi sarana dan prasarana telah dipikirkan dengan matang sehingga sarana dan prasana di SD tersebut telah baik. Semua warga sekolah harus melakukan pekerjaan pemeliharaan untuk menjaga sarana dan prasarana dalam kondisi baik agar dapat digunakan untuk guru dan siswa.
Implementasi Pembelajaran IPS Sebagai Penguatan Pendidikan Karakter di Sekolah Dasar Erwin Simon Paulus Olak Wuwur; Oktaviani Adhi Suciptaningsih
Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Vol. 2 No. 2 (2023): Mei :Inspirasi Dunia : Jurnal Riset Pendidikan dan Bahasa
Publisher : Universitas Maritim AMNI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58192/insdun.v2i2.760

Abstract

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.
Analisis Kesiapan Asesmen Nasional Berbasis Komputer (ANBK) di Sekolah Dasar Daerah 3T Erwin Simon Paulus Olak Wuwur
Simpati: Jurnal Penelitian Pendidikan dan Bahasa Vol. 1 No. 1 (2023): Januari :Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (81.881 KB) | DOI: 10.59024/simpati.v1i1.58

Abstract

Assesmen Nasional Berbasis Komputer (ANBK) merupakan program nasional dari pemerintah dengan tujuan untuk pemetaan mutu pendidikan sekolah dasar dan menengah yang ada di seluruh Indonesia. Dengan adanya perubahan ini banyak guru dan siswa membutuhkan waktu untuk penyesuaian dengan menggunakan metode baru yakni menggunakan komputer. Tujuan dari penelitian ini adalah untuk menganalisis kesiapan guru dan siswa dalam menghadapi Assesmen Nasional Berbasis Komputer (ANBK) di daerah 3T. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan subjek penelitian adalah siswa dan guru tingkat gugus yang terdiri dari empat sekolah di daerah yang tergolong 3T. Hasil penelitian menunjukan bahwa kesiapan asesemen nasional berbasis computer (ANBK) di daerah 3T ialah bahwa belum sepenuhnya siap. Hal itu terlihat dari 1), guru sebagai pendamping belum siap karena sebagaian guru tidak mampu mengoperasikan computer, 2) kesiapan mental siswa dalam mengikuti ANBK karena hal baru berhadapan dengan komupter, 3) keterbatasan sarana dan prasarana computer sebagai penunjang terlaksananya ANBK.
Analisis Hubungan Kompetensi Pedagogik Guru Terhadap Kemampuan Literasi Budaya dan Kewargaan Pada Pelajaran PPKn Erwin Simon Paulus Olak Wuwur; Dwi Yani; Ahmad Saifullah; Nine Sekumi Hasiholan
Garuda: Jurnal Pendidikan Kewarganegaraan Dan Filsafat Vol. 1 No. 2 (2023): Juni : Jurnal Pendidikan Kewarganegaraan dan Filsafat
Publisher : Universitas Katolik Widya Karya Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (651.692 KB) | DOI: 10.59581/jpkf-widyakarya.v1i2.257

Abstract

There are still many challenges in the world of education in Indonesia, so that the goals of education have not been fully realized. one of the problems in Indonesian education is that learning outcomes at the elementary and secondary school levels are very minimal due to an imbalance in the effectiveness of learning and learning in the classroom. In 2019, the average teacher competency score (UKG) was 57 out of 100, with a teacher pedagogical average of 49.34 and a teacher professional average. The low literacy and competence of teachers is a benchmark for the success of education in Indonesia. This study aims to analyze the relationship between a teacher's pedagogical competence and students' cultural literacy and citizenship abilities through PKN subjects. The method used in this research is descriptive-qualitative, with the subject being a class V teacher and students at an elementary school in Mojokerto. The results of the study show that there is a relationship and influence between the pedagogical competencies possessed by teachers on the cultural literacy and citizenship abilities of students in PKN subjects. This can be seen from the readiness of the teacher to design and design learning tools, implementing learning in the classroom to evaluating learning.
Faktor Penghambat Minat Baca Siswa Sekolah Dasar Erwin Simon Paulus Olak Wuwur
Jurnal Sains dan Teknologi Vol. 1 No. 2 (2022): Desember : Jurnal Sains dan Teknologi
Publisher : Fakultas Teknik Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58169/saintek.v1i2.70

Abstract

Rendahnya literasi membaca siswa menjadi masalah utama dalam pendidikan di Indonesia. Literasi membaca merupakan dasar yang harus ditanamkan dalam diri siswa. Penelitian ini bertujuan untuk menganalisis faktor-faktor penghambat minat baca siswa pada sekolah dasar kelas V pada salah satu sekolah swasta di kabupaten Lembata. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian studi kasus (case study). Hasil penelitian menunjukan ada dua faktor penghambat minat baca siswa sekolah dasar yakni faktor internal yang terdiri dari siswa belum lancar membaca, kurangnya motivasi dan pembiasaan dalam membaca, dan kurang memahami isi bacaan, sedangkan faktor eksternal terdiri dari lingkungan sekolah yang kurang mendukung, faktor ekonomi keluarga, kurangnnya fasilitas dan kebiasaan siswa bermain gadget.
Internalisasi Kearifan Lokal Leva Nuang Sebagai Penguatan Pendidikan Karakter Dalam Pembelajaran IPAS di Sekolah Dasar Erwin Simon Paulus Olak Wuwur; Dedi Kuswandi; Siti Awaliyah
Cetta: Jurnal Ilmu Pendidikan Vol 6 No 4 (2023)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v6i4.2583

Abstract

Local wisdom plays an important role in instilling character in students. However, appreciation of local wisdom is still very minimal. This study aims to strengthen the awareness of elementary school students towards positive values ​​in their lives. This effort aims to improve the character of students so that they are able to maintain harmonious relationships with fellow human beings and the environment through daily actions that reflect good values. A descriptive qualitative methodology was used in this study. Data collection techniques through observation, in-depth interviews and documentation. The findings in this study are that leva nuang local wisdom has values ​​that form the basis of aspects of human life such as values ​​of life, socio-culture, knowledge, ethics and social life. There are values ​​that are implemented in learning, namely the values ​​of togetherness, religion, responsibility, democracy, communication and cooperation or mutual cooperation. In science lessons, these values ​​become a source of student learning. Achievement of internalization of religious attitudes and student responsibility in learning is achieved in the good category. The presence of local wisdom in the school curriculum supports the achievement of internalization.