Jurnal Cakrawala Pendas最新文献

{"title":"READING INTEREST CHARACTER OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS AT UNIVERSITAS PENDIDIKAN INDONESIA","authors":"Asri Aditya Lestari, A. Sujana, Wahyu Sopandi","doi":"10.31949/jcp.v10i2.8052","DOIUrl":"https://doi.org/10.31949/jcp.v10i2.8052","url":null,"abstract":"Reading interest is one of the fundamental skills in language and is a highly effective learning activity for acquiring knowledge and literacy. Reading literacy is an essential skill, particularly for prospective educators; however, many students experience challenges in cultivating a reading habit. This research aims to: (1) describe the reading interest conditions of prospective teacher students at Universitas Pendidikan Indonesia (UPI), (2) elucidate the supporting and inhibiting factors for prospective teacher students (PTS) at UPI in their reading activities. This study employs a quantitative approach with a survey design. The research subjects are UPI PGSD (Elementary School Teacher Education) students. Data collection methods include questionnaires, surveys, and interviews. Data analysis involves descriptive analysis, frequency distribution, and percentage calculation. The findings reveal that: (1) the overall reading interest of PTS is categorized as low, (2) students' activities on campus before class hours mainly involve waiting and chatting with friends; only a small portion of students utilize their free time to read books or visit the library. (3) PTS' preferred books are novels and fiction, while scientific texts are less favored due to unappealing design and layout, (4) the time spent on reading books by PTS is relatively short, with less than 1 hour daily, and some do not allocate any time for reading, except when there are assignments or exams, (5) the major inhibiting factors for PTS in reading are internal, indicated by low reading habits or preferences for other interests over reading.","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":" 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141129518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPLEMENTATION OF CHARACTER-BUILDING EDUCATION IN INCLUSIVE SCHOOLS","authors":"Fitri Meliani, Sati Sati","doi":"10.31949/jcp.v9i4.6497","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.6497","url":null,"abstract":"This study looks at how character education is practiced in inclusive schools, so that regular students and children with special needs (ABK) can learn together and respect each other. Children with special needs differ from ordinary pupils in their learning styles and modalities. Schools and teachers need to implement an approach so that regular students can tolerate ABK and ABK students can learn calmly without being bullied by regular students. The purpose of Permendiknas No. 70 of 2009 concerning Inclusive Education is to provide the greatest opportunity for all students to obtain quality education in accordance with their needs and abilities, regardless of whether they have intellectual potential or physical, emotional, mental, or social disorders. Child-friendly learning, empathy, learner-centered learning, and learning that matches children's learning needs are all characteristics of implementing inclusive character education in normal schools. Research data were collected through observation, interviews, and documentation. Data analysis includes data reduction, data visualization, and conclusions. Using triangulation sources and triangulation procedures, the data are tested for validity. The findings show that teachers in the sixth grade of Sekolah Sibghah Akhlak Quran Bekasi teach character through learning, modeling, reinforcement, and habituation. The values of tolerance and compassion are prioritized by the teacher in the classroom. Teachers do so by explaining ideas, discussing moral dilemmas, telling a story, encouraging active learning, and using a collaborative approach. In addition, teachers encourage their students to interact with their peers who have special needs both inside and outside the classroom by providing role models, rewards, and special supervision. Penelitian ini melihat bagaimana pendidikan karakter yang dipraktikan di sekolah inklusi, agar siswa regular dan anak berkebutuhan khusus (ABK) dapat belajar bersama dan saling menghormati. Anak-anak dengan kebutuhan khusus berbeda dari murid biasa dalam gaya belajar dan modalitas mereka. Sekolah dan guru perlu menerapkan pendekatan agar siswa regular bisa bertoleransi terhadap ABK dan siswa ABK dapat belajar dengan tenang tanpa mendapat perlakuan bullying dari siswa regular. Tujuan Permendiknas No. 70 Tahun 2009 tentang Pendidikan Inklusif adalah memberikan kesempatan sebesar-besarnya kepada seluruh peserta didik untuk memperoleh pendidikan berkualitas yang sesuai dengan kebutuhan dan kemampuannya, terlepas dari apakah mereka memiliki potensi intelektual atau gangguan fisik, emosional, mental, atau sosial. Pembelajaran ramah anak, empati, pembelajaran yang berpusat pada peserta didik, dan pembelajaran yang sesuai dengan kebutuhan belajar anak adalah semua karakteristik dari penerapan pendidikan karakter inklusif di sekolah normal. Data penelitian dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis data meliputi reduksi data, visualisasi data, dan penarik","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"75 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EFFECTIVENESS OF DEVELOPING SCIENCE E-MODULES BASED PROJECT-BASED LEARNING TO IMPROVE THE COMMUNICATION SKILLS OF GRADE 5th STUDENTS","authors":"Asriani Asriani, None Retno Triwoelandari, None Hambari","doi":"10.31949/jcp.v9i4.6502","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.6502","url":null,"abstract":"21st century teachers are required to be able to integrate information and communication technology (ICT) in the learning process. In addition, teachers must be able to equip students with skills needed in the 21st century, one of which is communication skills. Science as a subject studied since elementary school is related to communication skills. Therefore, this study aims to develop a project-based learning science learning e-module to improve the communication skills of grade 5 elementary school/ MI students. In addition, this study is focused on knowing the development process, feasibility and effectiveness in improving students' communication skills. The development of the e-module is carried out using the Research and Development (R&D) 4D model and data collection was carried out through interviews, observations and questionnaires. Meanwhile, data analysis was carried out by measuring the validity of the e-module by material experts, linguists and media experts while to determine the effectiveness of normality, homogeneity and hypothesis tests of independent samples t-test. Based on the overall feasibility test results, a score of 81.9% was obtained, which means that the e-modules that have been developed are very valid and suitable for use in science learning. In addition, the effectiveness test was carried out using the SPSS FOR Windows 26 application from posttest and pretest data in the control class and experimental class, obtained Sig. (2-Tailed) results of 0.001 or less than 0.05 which means there is a significant difference. Thus, it can be concluded that the project-based learning e-module of science learning is declared effective for improving students' communication skills. Keywords: Effectiveness, Development, E-module, Communication Skills. Guru abad 21 didituntut untuk mampu mengintegrasikan teknologi informasi dan komunikasi (TIK) dalam proses pembelajaran. Selain itu, guru harus mampu membekali siswa dengan keterampilan yang dibutuhkan di abad 21, salah satunya keterampilan komunikasi. IPA sebagai mata pelajaran yang dipelajari sejak SD berkaitan dengan keterampilan komunikasi. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan e-modul pembelajaran IPA berbasis project based learning untuk meningkatkan keterampilan komunikasi siswa kelas 5 SD/MI. Selain itu, penelitian ini difokuskan untuk mengetahui proses pengembangan, kelayakan dan keefektifannya dalam meningkatkan keterampilan komunikasi siswa. Pengembangan e-modul dilakukan menggunakan metode Research and Development (R&D) model 4D dan pengumpulan data dilakukan melalui wawancara, observasi serta angket. Adapun, analisis data dilakukan dengan mengukur validitas e-modul oleh ahli materi, ahli bahasa dan ahli media sedangkan untuk mengetahui efektivitas dilakukan uji normalitas, homogenitas dan uji hipotesis independent samples t-test. Berdasarkan hasil uji kelayakan secara keseluruhan diperoleh skor 81,9% yang berarti e-modul yang telah dikembangkan s","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"27 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS OF INFLUENCE THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT ON LITERACY ABILITY IN ELEMENTARY SCHOOLS","authors":"Nafillah Dipa Aeiniq, Iqnatia Alfiansyah","doi":"10.31949/jcp.v9i4.6635","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.6635","url":null,"abstract":"The aim of this research is to determine the factors that cause low reading of letters and improve literacy skills through the application of the Pancasila student profile. This type of research is qualitative. The object of this research is SD Negeri 29 Gresik involving grade 1 students, grade 1 teachers and the principal as research subjects. Data collection techniques include observation, interviews, written tests, and documentation. Based on research findings, low literacy can be caused by two main factors, namely internal factors originating from the students themselves and external factors originating from outside influences. Students have included four of the six elements identified as influential in forming literacy skills. Among them are cultivating noble ethics, embracing global diversity, fostering cooperation, and developing critical thinking skills. However, the other two elements, creativity and independence, only show a limited influence on students' reading abilities. Therefore, it is important to emphasize these two aspects to improve students' reading skills. Tujuan penelitian ini adalah untuk mengetahui faktor-faktor penyebab rendahnya membaca huruf dan meningkatkan kemampuan literasi melalui penerapan profil siswa pancasila. Jenis penelitian ini adalah kualitatif. Objek penelitian ini adalah SD Negeri 29 Gresik dengan melibatkan siswa kelas 1, guru kelas 1, dan kepala sekolah sebagai subjek penelitian. Teknik pengumpulan data meliputi observasi, wawancara, tes tertulis, dan dokumentasi. Berdasarkan temuan penelitian, rendahnya literasi dapat disebabkan oleh dua faktor utama yaitu faktor internal yang berasal dari siswa itu sendiri dan faktor eksternal yang berasal dari pengaruh luar. Siswa telah memasukkan empat dari enam elemen yang diidentifikasi berpengaruh dalam membentuk keterampilan literasi. Diantaranya adalah menumbuhkan etika luhur, merangkul keberagaman global, membina kerja sama, dan mengembangkan kemampuan berpikir kritis. Namun, dua elemen lainnya, kreativitas dan kemandirian, hanya menunjukkan pengaruh yang terbatas terhadap kemampuan membaca siswa. Oleh karena itu, penting untuk menekankan kedua aspek tersebut untuk meningkatkan keterampilan membaca siswa.","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS OF DIFFICULTIES AND METACOGNITION ABILITIES OF PRE-SERVICE PRIMARY SCHOOL TEACHERS IN REVIEWING RESEARCH ARTICLES","authors":"None Arya Setya Nugroho","doi":"10.31949/jcp.v9i4.6736","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.6736","url":null,"abstract":"Pre-service teacher do not understand how to do a good article review, including difficulty finding important elements in an article, difficulty creating relevant questions, or difficulty evaluating research methodology. This actually supports students' cognitive abilities. This study aimed to analyze students' difficulties and metacognitive abilities in reviewing scientific articles. The research method used is descriptive-qualitative, and the data collection techniques used are interviews and assignments. Carried out on 40 PGSD UMG class B students in the Educational Foundations course. Data analysis techniques using a theory-driven thematic approach The results obtained from metacognitive abilities are 1) developing planning, namely analysis of research objectives in articles, analysis of research methodology, analysis of research results, analysis of conclusions, analysis of bibliography; 2) Monitoring implementation, namely setting schedules and time limits, providing solutions to review difficulties, evaluating the student article review process; 3) evaluate the actions obtained for advantages (critical analysis skills, literacy abilities, insight into research and development) and shortcomings (misunderstanding of the concept of understanding the article, not noting the weaknesses of the article, feedback that is not detailed enough). Students are expected to construct knowledge through learning and provide insight into research and development in education. Mahasiswa calon guru tidak memahami bagaimana melakukan review artikel yang baik termasuk kesulitan menemukan elemen penting dalam sebuah artikel, kesulitan membuat pertanyaan yang relevan, atau kesulitan mengevaluasi metodologi penelitian. Hal tersebut sebenarnya mendukung kemampuan kognisi mahasiswa. Tujuan penelitian ini untuk menganalisis kesulitan dan kemampuan metakognisi mahasiswa dalam melakukan review artikel ilmiah. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data yang digunakan adalah wawancara dan penugasan. Dilakukan pada 40 mahasiswa PGSD UMG kelas B di mata kuliah Landasan Pendidikan. Teknik analisis data dengan menggunakan pendekatan tematik theory driven. Hasil yang didapatkan kemampuan metakognisi 1) mengembangkan perencanaan yaitu analisis tujuan penelitian dalam artikel, analisis metodologi penelitian, analisis hasil penelitian, analisis kesimpulan, analisis daftar pustaka; 2) Memonitor pelaksanaan yaitu pengaturan jadwal dan batas waktu, pemberian solusi pada kesulitan review, evaluasi proses review artikel mahasiswa; 3) mengevaluasi tindakan diperoleh kelebihan (keterampilan analisis kritis, kemampuan literasi, wawasan penelitian dan pengembangan) dan kekurangan (kesalahan konsep memahami artikel, tidak mencatat kelemahan artikel, umpan balik yang tidak cukup rinci). Mahasiswa diharapkan mengkonstruk pengetahuan melalui pembelajaran dan memberikan wawasan penelitian dan pengembangan dalam dunia pendidikan.","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF ANIMATED VIDEOS TO ENHANCE STUDENTS MASTERY OF CONCEPTS IN THE SOLAR SYSTEM","authors":"None Anggi Ratna Sari, None Atep Sujana, None I. Isrok'atun","doi":"10.31949/jcp.v9i4.6437","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.6437","url":null,"abstract":"The learning outcomes obtained by students are still far below the standard assessment criteria. It turns out that the factor causing this issue is the students' lack of understanding of concepts taught by the teacher. Therefore, concept comprehension is the foundation for achieving learning objectives. The purpose of writing this article is to create the development of animated video learning media to enhance students' concept comprehension abilities. This study adopts a quantitative approach, using the Research & Development (R&D) method with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research subjects consist of 30 sixth-grade students, comprising 16 males and 14 females, from a public elementary school in Bogor Regency, West Java. The research instruments used include observation and questionnaires aimed at assessing the effectiveness of the animated video learning media, as well as tests to measure students' concept comprehension as a benchmark for the success of the animated video. The research findings indicate that 100% of the students experienced an increase in scores when they underwent a pretest-posttest assessment using the validated animated video, which obtained a 100% score from media experts and subject matter experts. This means that the animated video is highly suitable for use as a learning media for the solar system subject. Thus, animated videos are an excellent learning media when used in education, as they capture students' interest and enthusiasm in participating in the learning process. Hasil belajar yang diperoleh peserta didik masih jauh dari sebuah standar penilaian yang menjadi acuan. Ternyata hal yang menjadi faktor terjadinya permasalahan tersebut adalah karena peserta didik yang mengalami kurangnya pemahaman sebuah konsep dari suatu materi yang diajarkan oleh guru kepada peserta didik. Maka pemahaman konsep adalah hal yang menjadi sebuah dasar di dalam mencapai sebuah tujuan pembelajaran. Tujuan dari penulisan artikel ini adalah untuk menciptakan sebuah pengembangan media pembelajaran video animasi agar dapat meningkatkan terhadap kemampuan pemahaman konsep yang dimiliki peserta didik. Penelitian ini menggunakan sebuah pendekatan kuantitatif. Dengan metodenya adalah Research & Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation, Evaluation) dengan subjek penelitian yaitu 30 peserta didik kelas VI yang terdiri dari 16 orang laki-laki dan 14 orang perempuan pada salah satu SD Negeri yang berada di Kabupaten Bogor, Jawa Barat. Instrumen penelitian ini dengan menggunakan observasi, angket yang khususnya bertujuan untuk dapat mengetahui keefektifan sebuah media pembelajaran video animasi tersebut dan tes agar dapat juga mengetahui pemahaman konsep peserta didik sebagai tolak ukur keberhasilan suatu video animasi tersebut. Hasil Penelitian menunjukkan bahwa 100% peserta didik mengalami peningkatan nilai ketika melaksanakan pretest – postt","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INTERNALIZATION OF ISLAMIC RELIGIOUS CHARACTER VALUES IN MADRASAH IBTIDAIYAH","authors":"None Amin Ary, None Maragustam Siregar, None Mufrod Teguh Mulyo","doi":"10.31949/jcp.v9i4.5569","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.5569","url":null,"abstract":"The internalization of Islamic religious character refers to the process by which individuals deeply and sincerely adopt the core principles, values, and moral guidelines of Islam into their personal beliefs, attitudes, and behaviors. This study aims to describe the internalization of Islamic religious Character values in Madrasah Ibtidaiyah Nurul Huda, Gondang, Sragen. This madrasah uses the concept of Aswaja An-Nahdliyah in academic and non-academic activities. This concept is interesting to be described in more depth. This type of research is using qualitative and described analysis using phenomenological and naturalistic approaches. Data collection techniques are interview and observation. The data analysis method used is qualitatively descriptive. The results of this study show that the internalization of a character building in the institution can be divided into two important subjects. Firstly, direct internalization through Aswaja course. Secondly indirect internalization, namely by internalizing aswaja values with the principles of tawasut or moderate, tasamuh or tolerance, tawazun or balanced, i'tidal or impartial and amar ma'ruf nahi munkar. In addition, the madrasah is categorized as having understood the philosophical meaning, moral message, good advice contained in the character values of Aswaja An-Nahdliyah; having reconstructed the internalization of aswaja an-Nahdliyah character values in a way; introducing, familiarizing, instilling, the importance of aswaja An-Nahdliyah character values, and becoming an option in the development of noble character in line with the values of Islamic teachings to welcome a strong millennial generation in accordance with the expectations of Islamic religion and Indonesian country. Penelitian ini bertujuan untuk mendeskripsikan internalisasi nilai karakter agama Islami di Madrasah Ibtidaiyah Nurul Huda, Gondang, Sragen. Madrasah ini menggunakan konsep Aswaja An-Nahdliyah dalam kegiatan akademik maupun non akademik. Konsep ini menarik untuk dipaparkan lebih dalam. Jenis penelitian ini menggunakan analisis kualitatif dan deskriptif dengan pendekatan fenomenologis dan naturalistik. Teknik pengumpulan data adalah wawancara and observasi. Metode analisis data yang digunakan adalah deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa internalisasi pembentukan karakter di lembaga dapat dibagi menjadi dua mata pelajaran penting. Pertama, internalisasi langsung melalui kursus Aswaja. Baik internalisasi tidak langsung yaitu dengan menginternalisasi nilai-nilai aswaja dengan prinsip tawasut atau moderat, tasamuh atau toleransi, tawazun atau seimbang, i'tidal atau tidak memihak dan amar ma'ruf nahi munkar. Selain itu, madrasah dikategorikan telah memahami makna filosofis, pesan moral, nasehat baik yang terkandung dalam nilai-nilai karakter Aswaja An-Nahdliyah; telah merekonstruksi internalisasi nilai-nilai karakter aswaja an-Nahdliyah dengan cara; mengenalkan, membiasakan, menanamkan, pentingnya nilai","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"71 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS OF KURIKULUM MERDEKA IN SEKOLAH PENGGERAK","authors":"None Ali Muckromin, Anam Sutopo, Yulia Maftuhah Hidayati, Choiriyah Widyasari","doi":"10.31949/jcp.v9i4.5445","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.5445","url":null,"abstract":"Education cannot be limited by space and time as Ki Hajar Dewantara said: \"anyone can become a teacher and anywhere can be a class\". Education will continue to experience development along with the changes or progress of the times. Since the beginning of independence until now, the curriculum in Indonesia has undergone 12 changes, the first Curriculum 1947; the second Curriculum 1952; the third Curriculum 1964; the fourth Curriculum 1968; the the fifth Curriculum 1975; the sixth curriculum CBSA 1984; the seventh Curriculum 1994; the eighth Curriculum 1999; the ninth Curriculum 2004 (CBSA); the tenth Curriculum 2006 (KTSP); the eleventh Curriculum 2013; And the twelfth “Kurikulum Merdeka” (2022). None other than the occurrence of various kinds of changes that are for the sake of realizing the goals of national education. The curriculum is also a very important organ in the body of education and has a very important role in determining the progress of education in Indonesia. This study aims to analyze the strengths and weaknesses of the “Kurikulum Merdeka” in primary drive schools, Wonosamodro District, Boyolali Regency. The method in this research is qualitative through a case study approach. The research shows the following results: there are several advantages of the “Kurikulum Merdeka” in “Sekolah Penggerak”, including: (1) Improving the quality of learning outcomes within 3 years; (2) Improving the ability and qualifications of school principals and educators; (3) Acceleration of school digitization (received 16 chromebooks); (4) Ability to act as a catalyst for change in other educational units; (5) Accelerating the achievement of Pancasila student profiles; (6) receive intensive assistance; (7) Obtaining additional budget in the form of BOS Performance for 3 years with a nominal value of Rp80,000,000,-/year. The weaknesses are (1) in terms of implementing the curriculum it cannot be fully implemented; (2) lack of human resources and an unstructured system (shortage of PAI & PJOK teachers); (3) The facilities and infrastructures that are less adequate. Pendidikan tidak bisa dibatasi oleh ruang dan waktu seperti yang dikatakan Ki Hajar Dewantara: “Siapapun bisa menjadi guru dan dimanapun bisa menjadi kelas”. Pendidikan akan terus mengalami perkembangan seiring dengan perubahan atau kemajuan zaman. Sejak awal kemerdekaan hingga saat ini, kurikulum di Indonesia telah mengalami 12 kali perubahan, yang pertama Kurikulum 1947; Kurikulum kedua tahun 1952; Kurikulum ketiga tahun 1964; Kurikulum keempat tahun 1968; Kurikulum Kelima 1975; kurikulum keenam CBSA 1984; Kurikulum ketujuh tahun 1994; Kurikulum kedelapan tahun 1999; Kurikulum Kesembilan 2004 (CBSA); Kesepuluh Kurikulum 2006 (KTSP); Kurikulum Kesebelas 2013; Dan yang kedua belas “Kurikulum Merdeka” (2022). Tidak lain adalah terjadinya berbagai macam perubahan demi terwujudnya tujuan pendidikan nasional. Kurikulum juga merupakan organ yang sangat penting dalam tubuh pendidikan dan mempunya","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"357 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF CONTEXTUAL MEDIA DIORAMA OF WATER CYCLE IN SCIENCE SUBJECT IN ELEMENTARY SCHOOL","authors":"Tasya Humaira, Mimin Ninawati","doi":"10.31949/jcp.v9i4.5653","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.5653","url":null,"abstract":"This research is motivated by the fact that there are still many students who do not understand the water cycle material in science lessons because teachers do not use learning media in the learning process, this causes a lack of student understanding of the water cycle material in science lessons. The purpose of this study is to develop water cycle diorama media so that it meets the eligibility criteria to be implemented in science lesson content. This research uses the Research and Development (R&D) method or commonly referred to as development, with a 4D model. In the 4D model, there are several stages such as, define, design, develop, and disseminate. The data collection process uses descriptive data results through questionnaires. The descriptive data was obtained from responses and suggestions by experts and respondents of grade V students. The subject of this study was grade V students of SDN Ciracas 11 Pagi. The study was conducted in small groups and large groups. A small group consists of 5 students of Class V, while for large group consists of 32 students of Class V. Based on the results of validation by media experts and material experts, it shows that water cycle diorama media is very suitable to be used as a learning medium on water cycle material and the results of research to small groups with 5 students and large groups with 32 students, It was concluded that this water cycle diorama media is also very suitable to be used as a learning medium for water cycle material in science lesson content in grade V elementary school. The results of validation by media experts got a very valid category, for the results of validation by material experts got a very valid category, and the responses obtained by 5 students in this study got a very decent category, and responses to 32 students got a very decent category. Based on the results of the acquisition, it was concluded that the water cycle diorama media in the content of science lessons for grade V elementary school was said to be very feasible to use. Penelitian ini dilatarbelakangi oleh masih banyak siswa yang belum memahami materi siklus air pada pelajaran IPA, dikarenakan guru tidak menggunakan media pembelajaran dalam proses pembelajaran, hal ini menyebabkan kurangnya pemahaman siswa terhadap materi siklus air muatan pelajaran IPA. Tujuan penelitian ini adalah untuk mengembangkan media diorama siklus air sehingga memenuhi kriteria kelayakan untuk dapat diimplementasikan pada muatan pelajaran IPA. Penelitian ini menggunakan metode Research and Development (R&D) atau biasa disebut dengan pengembangan, dengan model 4D. Pada model 4D terdapat beberapa tahapan seperti, define (pendefinisian), design (perancangan), develop (pengembangan), disseminate (penyebarluasan). Proses pengumpulan data menggunakan hasil data deskriptif melalui angket. Data deskriptif tersebut didapatkan dari tanggapan dan saran oleh para ahli dan responden siswa kelas V. Subjek penelitian ini adalah siswa kel","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE INFLUENCE OF THE INQUIRY LEARNING MODEL ON THE LEARNING OUTCOMES OF NATURAL SCIENCES CLASS FOUR ELEMENTARY SCHOOL","authors":"Rizky Ajeng Ayuningtias, Diki Rukmana","doi":"10.31949/jcp.v9i4.5381","DOIUrl":"https://doi.org/10.31949/jcp.v9i4.5381","url":null,"abstract":"The learning process can influence a student’s success in achieving educational goals. However, the lack of innovation in elementary school natural science learning models makes it difficult for students to assimilate the presented material. This research aims to determine the influence of the guided inquiry learning model on the learning outcome of Natural Sciences. Research methods use quantitative research methods, quasi-models experiment with a pretest-posttes-only control design pattern, and the type of instrument use using a double choice test using 2 class samples on the experimental class using. The inquiry model is guided, and the control class uses the conventional learning outcomes of students in the fourth grade of the Master of Science. This is a supported by a cognitive hypothesis test with the results of N_sig < N_table with a score of 0.015 < 0.05. test affective hypothesis test with the results of N_sig < N_table with a score of 0.000 < 0.05, and psychomotor hypothesis test, whit the results of N_sig < N_table, with score of 0.000 < 0.005. based on the research, It can be concluded that the guided inquiry learning model influence the results of natural science learning in the fourth grade of elementary. Proses pembelajaran dapat mempengaruhi keberhasilan siswa untuk mencapai tujuan pendidikan. Namun kurangnya inovasi model pembelajaran pada pelajaran ilmu pengetahuan alam di sekolah dasar membuat siswa mengalami kesulitan untuk memahami materi yang diajarkan. Penelitian ini bertujuan melihat pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar ilmu pengetahuan alam kelas IV SD, metode yang digunakan adalah kuasi eksperimen dengan pretest-posttest-only control desain. Sempel yang dipakai adalah sebanyak 2 kelas dipilih secara random sampling, kelas eksperiment sebanyak 30 siswa dan kontrol sebanyak 30 siswa. Hasil penelitian ini menunjukan bahwa model pembelajaran yang dipandu oleh survei mempengaruhi hasil belajar ilmu alam pengetahuan alam kelas IV di sekolah dasar. Hasil ini didukung oleh tes hipotesis dengan hasil hipotesis kognitif N_sig < N_table dengan nilai 0.015 < 0.05., hipotesis afektif dengan nilai 0.000 < 0.05 dan hipotesis psikomotor dengan nilai 0.000 < 0.05. Hasil penelitian yang diperoleh dapat disimpulkan bahwa model pembelajaran tersebut memiliki pengaruh yang dipandu pada hasil belajar ilmu pengetahuan alam kelas IV di sekolah dasar.","PeriodicalId":33458,"journal":{"name":"Jurnal Cakrawala Pendas","volume":"358 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135978468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}