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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Dasar Perkhasa
Tahmid Sabri
Universitas Terbuka
Education Other

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PROFIL PEMBELAJARAN TEMATIK BERBASIS TRADISI LOKAL “GAWAI DAYAK” DALAM MEMBENTUK KARAKTER PELAJAR PANCASILA PADA SISWA SEKOLAH DASAR DI KECAMATAN BINJAI HULU KABUPATEN SINTANG Paskarada Gerada; Tahmid Sabri; Tati Rajati
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 9, No 1 (2023): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v9i1.2205

Abstract

This research aimed to describe lesson plan, the implementation of learning that lesson plan, the  process of assessment, learning outcomes, supporting and inhibiting factors, and to describe the teachers’ and students’ responses and to describe the role of thematic learning based on local Dayak traditions in establishing the character of Pancasila for students. This is a descriptive research was carried out at SDN 12 Sungai Risap, SDN  04 SPF Mensiku and SDN 07 Telaga II, within the teachers, principals, and 4th grade students as the subjets. The findings of this research showed that are 1) the teachers had already planned the local tradition-based thematic learning well; 2) the teachers also had already performed 5 essential steps well, i.e. observing, asking, exploring, associating, and communicating; 3) the teachers had assessed the learning within the assessment procedure as showed by Curriculum of 2013; 4) the learning outcomes showed that the students could achieve the determined basic competencies through students’ knowledge, attitude, and skills; 5) there were some supporting and barrier factors for the students in order to achieve the basic competencies. The supporting factors were competent teachers, media, method, material, students’ interest, and environmental condition for studying, meanwhile the barrier factors were limited time, limited media, and students’ interest; 6) the teachers and students positively responded the implementation of local tradition ‘Gawai Dayak’ thematic learning-based. They stated that it was easy to understand because it was from their real experience in society; 7)  ‘Gawai Dayak’ tradition-based thematic learning played role to establish the characters of students of Pancasila. Some of the characters were noble moral character (to the God, nature, and other human beings), global diversity character and mutual cooperation character.
PROFIL SUPERVISI AKADEMIK KEPALA SEKOLAH DI SEKOLAH DASAR BINAAN DAERAH 3T KECAMATAN KETUNGAU HILIR Juniwan Juniwan; Tahmid Sabri; Tita Rosita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 3 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v8i3.11068

Abstract

The research aims to describe how the profile of the Principal's Academic Supervision at the 3T Regional Fostered Elementary School in Ketungau Hilir District.  This research used qualitative descriptive approach. The primary data source was derived by informant, namely 3 principals from SDN 2 Nanga Merkak, SDN 3 Kenuak and SDN 6 Setapang, Ketungau Hilir sub-District, Sintang. Collection data technique namely observation, semi-structured interview, and documentation. The data validity technique using triangulation. Data were analyzed by data reduction, data display, and conclusion. The results of his research show that: 1) the aspects that supervised were learning administration completeness, consict of the preparation and syllabus development, the annual program, semester program, minimum mastery criteria (KKM), and lesson plan (RPP); 2) the supervision technique which used by principal were individual and group technique; 3) principal’s academic supervision outcomes show that  the performance was good; 4) the obstacles that founded were principal bustle on duty, principal’s knowledge and skill limitation about academic supervision technique and instrument development, and the lack of teacher’s understanding and preparation; and 5) the principal did revised of the learning tools after the academic supervision.
Co-Authors Juniwan Juniwan Paskarada Gerada Tati Rajati Tita Rosita