This study examines the concept of independent learning from the perspective of progressivism educational philosophy. The method used in this research is library research. The researcher reviewed various works of literature and then analyzed related to the Concept of Merdeka Belajar Curriculum in Elementary Schools from the Viewpoint of Educational Philosophy. Data collection techniques are conducted by including eligibility, screening, identification, and analysis from various sources such as books, articles, and relevant research results. The search for research data resulted in 5 electronic books and 36 articles from scholars. The texts studied included educational philosophy books and independent curriculum guides specific to elementary schools. In contrast, there are several selected articles. Articles found in the Sholer and Mendeley databases, using the search terms "Independent Curriculum in elementary schools, Educational Philosophy, Progressivism" in the title and keywords only selected articles which are continued in the discussion and the papers used are the last five years published in national journals (Sinta 1, 2, 3, 4, 5) and several in international journals. Library materials from various sources, both in print and electronic form, go through the stages of eligibility, screening, identification, and analysis as needed to obtain proportions and ideas. The results of this study indicate the concept of independent learning with the flow of progressivism believes that education must be progressive, innovative, flexible, open, rational, and scientific according to the times. The concept of an independent learning curriculum in elementary schools from the point of view of the philosophy of progressivism education has similarities to progress and independence in educational practice. The relationship between the concept of independent learning in elementary schools from a progressivism point of view can be seen from the impact of its implementation: 1) for educators, the administrative burden will be reduced because the RPP tools are simplified; teachers have free time to improve competence through various platforms; Educators have the freedom to innovate and be creative. 2) Students can experience knowledge in their environment as character strengthening, learning themes, or critical issues related to sustainable lifestyles, culture, entrepreneurship, and technology. So that students can take real action in answering these issues according to the stages of learning and their needs.
This study aims to namely the design of appropriate learning models for children with special needs in inclusive classes. This research is important to understands the learning of special needs students according to their needs and characteristics, to achieve optimal learning. The type of research that researchers do is field research (Field Research) based on qualitative research. This study resulted in three conclusions, namely: 1) classical learning model. 2) contextual learning model. 3) direct learning model. The process includes concrete learning media that are easy to find and easy to use.
Tujuan penelitian ini adalah untuk mengkaji lebih jauh tentang teori perkembangan kognitif oleh Jean Piaget terhadap pembelajaran di sekolah dasar sesuai tingkat berfikir anak. Sumber data yang digunakan dalam penelitian ini yaitu buku, jurnal, artikel, dan karya ilmiah lainnya. Teknik pengumpulan datanya adalah Studi Pustaka. Analisis data menggunakan content analysis. Hasil penelitian ini menunjukkan bahwa perkembangan kognitif anak pada tahap usia operasional konkret (7-12 tahun) dalam pembelajaran ini berbeda-beda hampir pada setiap fase usianya. Pembelajaran di Sekolah Dasar disesuaikan dengan tahapan usia. Hal ini sesuai dengan implementasi teori perkembangan Jean Piaget. Merujuk pada bagaimana orang tumbuh, menyesuaikan diri, dan berubah sepanjang perjalanan hidupnya melalui perkembangan fisik, perkembangan kepribadian, perkembangan sosioemosi, perkembangan kognisi (pemikiran), dan perkembangan bahasa. Selain tingkat pemahaman model dan metode serta penanganan yang digunakan juga bervariatif. Hasil penelitian dapat menjadi landasan guru mengajar sehingga pembelajaran menjadi lebih efektif, efisien, dan tepat sasaran. Terlebih untuk mewujudkan tercapainya tujuan pendidikan nasional
During this pandemic, learning is not carried out as usual, thus providing its own challenges for teachers to use technology. This study aims to answer two important questions, namely, the challenges of teachers in delivering mathematics learning at SD Negeri 3 Podomoro and the application of online mathematics learning strategies. This research is important, to understand the need for learning mathematics during the Covid-19 New Habit Adaptation period. This type of research is qualitative with an exploratory case study approach. Data collection techniques used semi-structured interviews which were used as primary data, while secondary data was in the form of library research. Interviews were conducted in a semi-structured manner via telephone, intended to support physical distancing implemented to prevent the transmission of COVID-19. The results of this study indicate that, the limitations of teachers in using internet-based learning media and internet access that are less supportive, as well as the lack of smart phone facilitation owned by students. The strategy for implementing mathematics learning during the Covid-19 pandemic includes 1) being carried out by door to door or the teacher visiting each student's house. 2) learning is done offline. 3) learning is done online.
Penelitian ini berangkat dari permasalahan masih rendahnya kualitas proses pembelajaran tematik di kelas, dan kemampuan guru dalam mengembangkan bahan ajar. Tujuan utama penelitian ini adalah untuk menghasilkan rancangan pembelajaran tematik berbasis lingkungan di MI Nurul Haromain Kulon Progo Yogyakarta kelas V dalam menumbuhkan kreatifitas siswa. Penelitian ini menggunakan metode penelitian dan pengembangan atau “Research and Development” (R&D) dengan langkah-langkah sebagai berikut: 1)melakukan penelitian pendahuluan, 2)perencanaan, 3)pengembangan prototipe model pembelajaran meliputi: pemetaan KI dan KD dengan tema yang dipilih, peta tema, 4) uji ke Subjek penelitian diambil sebanyak dua puluh dua orang siswa. Sekolah yang dipilih adalah MI yang memang kondusif untuk berlangsungnya pembelajaran tematik berbasis lingkungan. Teknik analisis data menggunakan teknik analisis kualitatif deskriptif. Penelitian ini menghasilkan pengembangan bahan ajar yang dikemas dengan memanfaatkan lingkungan sebagai media dan sumber belajar. Hasil dari penerapan bahan ajar tersebut, siswa lebih antusias dalam proses pembelajaran, karena dalam proses pembelajarannya siswa tidak hanya mendapatkan pemahaman terhadap pelajaran, namun juga sikap tanggung jawab dan peduli terhadap lingkungan. Penerapan perencanaan pembelajaran ini mencangkup empat ranah kognitif, afektif, spiritual dan psikomotorik, sehingga layak digunakan guru dalam proses pembelajaran.
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