Scholaria: Jurnal Pendidikan dan Kebudayaan
Scholaria: Jurnal Pendidikan dan Kebudayaan is a double blind-peer-reviewed journal managed by Program Studi Pendidikan Guru Sekolah Dasar (PGSD), Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Kristen Satya Wacana (UKSW) Salatiga cooperates with the Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia presenting diverse themes, yet still within major themes in education. Particularly about the study of theoretical education and results of classroom action research, experimental research and development research in the development of education including sustainable professionalism. Scholaria: Jurnal Pendidikan dan Kebudayaan is published three times a year in January, May and September.
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<![CDATA[Penalaran Matematis: Pembiasaan Soal High Order Thinking Pada Siswa Usia Sekolah Dasar ]]>
<![CDATA[Octarina Hidayatus Sholikhah]]>;
<![CDATA[Amalia Chamidah]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p216-224
<![CDATA[The purpose of the article is to create a mathematical reasoning modeling framework through working on high order thinking questions for elementary school students. The modeling cycle (formulating, applying, interpreting, and evaluating) is a central aspect of the conception of mathematical reasoning for students for the sake of mathematical literacy. Formulating is an individual's ability to recognize and identify opportunities to use mathematics and then provide a mathematical structure for problems presented in several contextual forms. Applying is an individual's ability to apply concepts, facts, procedures, and mathematical reasoning to solve mathematically formulated problems in order to obtain mathematical conclusions. Interpreting and evaluating (interpret and evaluate) is the individual's ability to reflect on mathematical solutions, results or conclusions and interpret them into the context of real life problems. This is a literature study, the data was collecting using literature studies on scientific journal articles and news about mathematical reasoning, high order thinking, and numeracy. The modeling cycle is recommended for teaching mathematics in elementary school through series of problem solving stages in questions with higher order thinking skill concept.]]>
<![CDATA[Strategi Adaptasi Penerapan Program MBKM yang Kolaboratif dan Partisipatif ]]>
<![CDATA[Stefani Natalia Sabatini]]>;
<![CDATA[Patricia Pahlevi Novianri]]>;
<![CDATA[Sita Yuliastuti Amijaya]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p182-192
<![CDATA[Freedom to Learn and Independent Campus (Merdeka Belajar- Kampus Merdeka or MBKM) was established by Indonesian Ministry of Education and Culture (Kemendikbud) in 2020, creating challenges for Higher Education Institutions (HEIs). HEIs needs adaptation strategies to set up and implement the program. This article aims to discuss the adaptation strategies to be consider by HEIs in order to implement participative and collaborative learning for the new curriculum framework, especially in design-based study program for architecture major. Data collection method was done by survey, distributed questionnaires, interviewing the curriculum executant, and literature study. Data analysis was carried out using quantitative distributive method for questionnaires and qualitative textual analysis for interview data. As the result, there are five adaptation strategies found. They are (1) identifying similar program that already been conducted, (2) giving students freedom to choose by providing variation of program, (3) constructing a set of devices to perform the new curriculum, (4) integrating program funding with funder, and (5) starting simple activitties.]]>
<![CDATA[Online Learning Program Evaluation in The Covid-19 Pandemic Era Using The CIPP Model ]]>
<![CDATA[Sophia Tri Satyawati]]>;
<![CDATA[Menik Purpuniyanti]]>;
<![CDATA[Sri Katoningsih]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p193-203
<![CDATA[The objective of this study is to evaluate the online learning program from using CIPP model which was focused on explaining the online learning system program in terms of the Context, Input, Process, Product components. The method used in this research was mixed method research with a descriptive approach. The quantitative data was collected using a questionnaire for 140 students, while the qualitative data used interview techniques with the principal, coordinator of the curriculum field, and two teacher representatives at SMA Negeri 1 Wonosegoro 1. The results of the study concluded that the level of achievement of the online learning system program in the Context component averaged 70.20% in ‘Good’ category; the Input component averaged 67.96% in ‘Good’ category; the Process components averaged 39.65% in ‘Poor’ category; and the Product components averaged 36.53% in ‘Poor’ category. The average score for all components was 53.59% categorized as sufficient. From the research results, it can be concluded that the online learning system program from home at SMA Negeri 1 Wonosegoro as a whole is sufficient, so there is still a need for improvements.]]>
<![CDATA[Persepsi Siswa Terhadap Kompetensi Calon Guru Matematika Pada Praktik Magang Blended Learning ]]>
<![CDATA[Wachid Nugroho]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p250-260
<![CDATA[Along with the easing of the covid-19 pandemic situation, learning is held directly using a blended learning model. A mathematic teacher candidate is required to be able to adapt to the development of learning conditions before actually becoming a professional teacher with superior competence. This study aims to describe student’s perceptions of the competence of mathematic teacher candidate in the practice of blended learning internships. The qualitative description approach in this research analyzed 68 student respondents in the first semester of 2021-2022 at one of vocational high school in Salatiga. The results showed that students’ perceptions of the competence of mathematic teacher candidate were in the very good category in the four aspects of pedagogic competence, namely mastery of student characteristics, educational learning activities, potential development, and communication with students. Likewise for aspects of personality competence or exemplary, social attitude competence, and professional competence or material mastery at very good category level. Careful preparation and planning focus with no other workloads during and before teaching only to two practical classes will have different implementations later when actually become a mathematic teacher.]]>
<![CDATA[Analisis Kemampuan Berpikir Kritis Matematis Berbasis Realistik ]]>
<![CDATA[Indri Anugraheni]]>;
<![CDATA[E. Kus Eddy Sartono]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p244-249
<![CDATA[The purpose of this study is to describe students' critical thinking skills in realistic-based. This research is a qualitative descriptive study. The subjects of this study were students of Elementary School Teacher Education, FKIP, Satya Wacana Christian University in mathematics courses. The data collection technique in this study was a test of students' critical thinking skills. The results of the critical thinking test were analyzed by describing the students' critical thinking skills in the fraction operation. Based on the results of the study, it is known that: 1) students of elementary school teacher candidates need to improve their ability to generalize in teaching addition, subtraction and division arithmetic operations with the same denominator; 2) students need assistance and improvement in their ability to analyze the addition and multiplication count operations with the same denominator; 3)students need assistance and increase their ability to generalize to the addition and subtraction of fractions with different denominators, 4) Students need assistance in improving their ability to analyze multiplication and division counting operations on different denominators.]]>
<![CDATA[Pemulihan Pembelajaran di Sekolah Melalui Kurikulum Prototipe ]]>
<![CDATA[Syamsul Bahri]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p204-215
<![CDATA[This study aims to describe a prototype curriculum that has similarities with the national curriculum since it is a simplified version. This type of research is a qualitative analysis with a literature study approach and literature study. Searching for in-depth documentation was carried out to obtain data. The discussion covers literature search, literature evaluation using a number of criteria, literature content review and analysis, also the synthesis of prototype curriculum literature content. The data analysis used a critical and accurate content analysis model consisting of three stages, namely collecting, reviewing documents, triangulating data, and confirming the validity of the data. The results show that the prototype curriculum was carried out through stages based on capacity and target setting by the education unit and it was necessary to analyze and develop the operational curriculum of the education unit with a focus on growing the Pancasila character for students, based on the seven selected themes. Following up on these findings, it is necessary to emphasize the voice of the students. Whatever changes occur, they must provide the maximum benefit to students.]]>
<![CDATA[Paradigma Kurikulum Merdeka Bagi Guru Sekolah Dasar ]]>
<![CDATA[Chumi Zahroul Fitriyah]]>;
<![CDATA[Rizki Putri Wardani]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p236-243
<![CDATA[Independent curriculum was dream of implementation curriculum after pandemic. It has a several principle, on of them was flexibility. Its means that school can apply this curriculum based on the environment. But, this curriculum was very newby for being implemented by teacher. The objective of this research was describing kurikulum merdeka by conceoptual that would be implemented in 2025 later. The research method used was a descriptive qualitataive. Collecting data used depth interview and literature review from journal about Kurikulum Merdeka. Analyzing data used Miles model, there were three steps, 1) collecting data, 2) verification, and 3) conclusion. Based on the result, this curriculum can be implemented in various regions. The preparation teacher to face of this independent curriculum were join the workshop about this curriculum helds by educational and private institutions. Based on interview with other elemntary school teacher, they gave an enthusiastic response in this curriculum. It hope this curriculum that would be implemented can be gain our goals Indonesian education.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kritis Siswa Menggunakan Hyflex Learning Berbantuan Wordwall ]]>
<![CDATA[Maulina Zaidatul Ma’rifah]]>;
<![CDATA[Mawardi Mawardi]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p225-235
<![CDATA[The dullness of online learning has an impact on the decline of critical thinking skills and student learning outcomes. These problems can be solved through action research with the aim of improving students' critical thinking skills and learning outcomes using the Hyflex learning design assisted by Wordwall. This action research uses the Stringer model, including the look, think and act stages. The research subjects were all 5th grade students of SD Negeri 1 Saban, Gubug District, Grobogan Regency, a total of 37 students. The research was carried out in March-April in the second semester of the 2021/2022 academic year. The research instrument used an observation sheet to obtain information on learning activities, a rubric for measuring students' critical thinking skills, and a test to measure student learning outcomes. The data analysis technique used percentation, categorical, and comparative techniques. The results of the action research show the following findings: 1) students' critical thinking skills have increased, with a difference in the average score of students' critical thinking skills from Cycle I to Cycle II of 10.29 points; 2) the average student learning outcomes have increased, with the difference in scores from Cycle I to Cycle II of 4.5 points. While the percentage of completeness of classical learning outcomes has increased, with a percentage difference of 24.31%.]]>
<![CDATA[Penerapan Problem Based Learning Untuk Meningkatkan Hasil Belajar Peserta Didik Pada Pembelajaran Tematik ]]>
<![CDATA[Anita Desy Ratnasari]]>;
<![CDATA[Wahyudi Wahyudi]]>;
<![CDATA[Intan Permana]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p261-266
<![CDATA[The purpose of this Classroom Action Research (CAR) is to improve students’ learning outcomes in thematic learning by using the Problem-based Learning. The model used for the research of Stringer ET uses the steps look, think, act, while the technique used for data collection is using observation techniques. The instrument in this study was an observation sheet. This Classroom Action Research (CAR) was conducted in 2 cycles. From the results of the actions taken, it is proven that Problem-based Learning can improve student learning outcomes. The learning outcomes obtained are, the average learning outcomes for the class are 52.00 (pre-cycle), 61.00 (cycle 1), and 82.00 (cycle 2) and the completeness of the KKM in the class reaches 85%. The results of this Classroom Action Research show that the Problem-based Learning can improve students’ learning outcomes in thematic learning in class III SD Negeri Gondoriyo, Jambu District, Semarang Regency.]]>
<![CDATA[Analisis Kemandirian Belajar Mahasiswa Dalam Pembelajaran Berbasis Moodle Pada Flearn UKSW ]]>
<![CDATA[Mila Chrismawati Paseleng]]>;
<![CDATA[Dani Kusuma]]>;
<![CDATA[Herry Sanoto]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 12 No 3 (2022) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2022.v12.i3.p267-273
<![CDATA[This research objective is to analyze students’ learning independence in the moodle-based learning at SWCU F-learn. This is a qualitative research by looking for the root of the research problem so that it can produce research findings. The subjects of this study were students from the Faculty of Teacher Training and Education which consisted of 20 students and then 3 subjects were selected with certain criteria. The research instrument used in this study were learning independence questionnaire, interview guidelines, and observation of the implementation of learning through Moodle. The validity and reliability of the instrument were reached by the validation from expert validators. The research was carried out by distributing questionnaires to students related to learning independence, then from students who had high, medium, and low learning independence, in-depth interviews and observations of the learning process were carried out through lectures. The data analysis used qualitative analysis by triangulating data sources, namely from questionnaires, interviews, and observations. The learning independence is the result of several integrated factors such as learning motivation, learning objectives, learning strategies, and self-evaluation. Subjects with low learning independence were caused by low learning motivation so that they did not have clear goals for the targets to be achieved. Subjects with moderate independence had good learning motivation but lack of follow-up and implications, so that less improvements were made. Meanwhile, subjects with high learning independence had high learning motivation and awareness, were able to design learning targets and make improvements simultaneously. In general, online-based learning using the Moodle/Flearn system requires good learning independence so that learning goals and achievements can run.]]>
