Kesiapan Guru Sd Dalam Pelaksanaan Pembelajaran Tematik-Integratif Pada Kurikulum 2013 Di Diy

Wangid, Muhammad Nur; Mustadi, Ali; Erviana, Vera Yuli; Arifin, Slamet

doi:10.21831/jpe.v2i2.2717

Cited by 29 publications

(24 citation statements)

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“…Teachers have not been able to adapt to changes in the 2013 curriculum. Contrary to the results of previous research that the readiness of teachers in welcoming the 2013 curriculum from the Emotive-Attitudinal aspects (enthusiastic, responsible, willingness to adapt , and independence) in Yogyakarta City, Sleman Regency, Kulon Progo Regency, and Gunungkidul Regency in the very ready category and in Bantul in the ready category [11].…”

Section: Discussioncontrasting

confidence: 86%

The Level of Difficulty of Teachers in Thematic Learning

Patta¹,

Giarni²

2019

Proceedings of the Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 20

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The problem in this study is the difficulty of teachers in thematic learning in elementary schools related to the implementation of the 2013 curriculum. The purpose of the study was to determine the level of difficulty of teachers in thematic learning in Elementary School Cluster IV Tanete Riattang District Bone District. The research approach uses qualitative research with descriptive qualitative research. The research subjects were the teacher or homeroom teacher who taught thematic learning in Elementary School Cluster IV which applied the 2013 curriculum totaling 22 people. Data collection techniques using questionnaires and supporting interviews. Data were analyzed by data reduction, data presentation, and drawing conclusions. The results showed that teachers at the planning stage felt quite difficult and felt the most difficult in the preparation of lesson plans due to changes in the curriculum component. At the implementation stage the teacher found it quite difficult to integrate several maples into one learning accompanied by character planting. At the assessment stage, teachers still experience difficulties, especially in reporting learning outcomes due to lack of understanding and are not familiar with thematic learning assessments.

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Section: Discussioncontrasting

confidence: 86%

The Level of Difficulty of Teachers in Thematic Learning

Patta¹,

Giarni²

2019

Proceedings of the Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 20

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“…Kurikulum 2013 adalah pembelajaran yang didesain untuk mengembang kan potensi peserta didik, bertujuan untuk mewujudkan generasi bangsa Indonesia yang bermartabat, beradab, berbudaya, berkarakter, beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, menjadi warga negara yang demokratis, dan bertanggung jawab (Kemendikbud, Nomor 18A, 2013). Menurut Trianto (2017:06) (Wangid:2014) Dalam proses pembelajaran peserta didik didorong untuk mengembangkan keaktifan dan kemampuan berfikir. Untuk mencapai tujuan pendidikan yang maksimal, peran guru sangat penting.…”

Section: Pendahuluanunclassified

Perbedaan Hasil Belajar Dalam Pembelajaran Yang Menggunakan Dan Tidak Menggunakan Teknik Pembelajaran Probing Prompting

Sulistyowati

2018

jbpd

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Penelitian bertujuan untuk mengetahui perbedaan hasil belajar pembelajaran yang menggunakan dan tidak menggunakan teknik pembelajaran probing prompting di kelas V SDN Tanjungrejo 01. Penelitian menggunakan Quasy Eksperimental Design. Populasi dari penelitian ini adalah seluruh siswa kelas V. Analisis data menggunakan analisis data kuantitatif. Uji analisis data meliputi: uji instrumen, uji prasyarat analisis, dan uji hipotesis. Hasil penelitian menunjukkan bahwa: (1) hasil belajar peserta didik kelas eksperimen mempunyai nilai rata-rata (84,53). (2) hasil belajar peserta didik kelas kontrol mempunyai nilai rata-rata (64,22). Hal tersebut dibuktikan dengan menggunakan uji independent sample t-test yang menunjukkan jika dilihat dari signifikan lebih kecil dari 0,05, yaitu 0,00. (0,05>0,00) jadi pada penelitian ini dapat disimpulkan bahwa ada perbedaan hasil belajar pembelajaran yang menggunakan dan tidak menggunakan teknik pembelajaran probing prompting.

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“…Effective learning activities that can stimulate active students in it cannot be separated from the role of teachers and the use of interactive and innovative learning media. As mentioned in the study, that teachers still need guidance and mentoring in developing the media, as well as carrying out lessons in accordance with the demands of the Curriculum 2013 [5] [6].…”

Section: Introductionmentioning

confidence: 99%

The Need of Convertible Book Media

Septiani¹,

Mustadi²

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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The use of appropriate learning media is one of the supporting aspects of effective learning activities. However, the availability of instructional media which can support the effectiveness of classroom learning is still inadequate. This study aims to determine the needs of teachers and students to the Convertible Book media in elementary school. The subjects of this study are teachers and students in SD Negeri Purwobinangun, SD Negeri Salakan Lor and SD Negeri Pakem in Sleman Regency. This research is a survey research. Data were analyzed using descriptive analyses techniques through interview and observation. The results of this study indicated that in the implementation of the 2013 curriculum, teachers are still constrained by the availability of appropriate instructional media used to improve students' analytical skills. Teachers and students needed the development of Convertible Book media, thus, the development of print media based on Scientific Approach needs to be done in order to become a medium of learning in Curriculum 2013.

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Kesiapan Guru Sd Dalam Pelaksanaan Pembelajaran Tematik-Integratif Pada Kurikulum 2013 Di Diy

Cited by 29 publications

References 0 publications

The Level of Difficulty of Teachers in Thematic Learning

The Level of Difficulty of Teachers in Thematic Learning

Perbedaan Hasil Belajar Dalam Pembelajaran Yang Menggunakan Dan Tidak Menggunakan Teknik Pembelajaran Probing Prompting

The Need of Convertible Book Media

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