Perkembangan Pendidikan abad ke 21 memberikan pembaharuan kurikulum dalam sistem Pendidikan di Indonesia. Pada pembaharuan kurikulum ini, bagian asesmen dalam pembelajaran merupakan salah satu yang penting harus dipelajari. Penelitian yang paling dominan dirancang adalah kualitatif. Selain itu, subjek dan objek yang ditentukan merupakan sekolah tingkat dasar. Penelitian ini menggunakan analisis konten pada sejumlah artikel yang telah dipublikasikan berkaitan dengan asesmen pembelajar pada kurikulum merdeka belajar tingkat sekolah dasar. Test dan t-test secara serial adalah instrument yang paling umum digunakan dan metode analisa data. Hasil temuan dalam penelitian ini, beberapa rekomendasi telah diusulkan untuk penelitian mendatang yang mendasari asesmen pembelajaran kurikulum merdeka belajar.
This research begin from the importance of development that must be had in early childhood, namely aspects of cognitive development, motor development and language development, and social-emotional. The purpose of this study was to determine the increase in kinesthetic intelligence in early childhood using the outbound method. The research method used was Classroom Action Research (PTK) which was carried out through 2 cycles with each cycle of stages being Planning, Action, Observation and Reflection. The subjects of this study were RA Al-Ghifary Class B students for the 2022-2023 academic year, with a total of 25 students. Data collection was carried out using observation data and interviews and documentation. The results of the research show 1) Cycle I percentage is 60.6%, Cycle 2 reaches 87.8%, 2) children's kinesthetic intelligence can be increased by outbound methods such as carrying out coordinated body movements to train flexibility, balance and agility, then coordinate eye movements chief accomplices in imitating dance or gymnastics, performing physically according to the rules, skillfully using the right and left hands, carrying out personal hygiene activities. In addition, outbound games are outdoor activities whose purpose is to relax and unwind, with relatively light series of adventures and games.
The purpose of this study was to determine the conducive learning environment for the Siroh subject in grades IV, V and VI at SDIT Al Hikmah Depok through the application of Reward and Punishment. This research is a qualitative research "case study". The research subjects were students in grades IV, V and VI of SDIT Al Hikmah Depok, totaling 78 students. Sources of data come from teachers, data and documents. Data collection techniques are by observation, interviews and documentation. The data validation technique uses triangulation of data sources. Data analysis used descriptive analysis techniques and qualitative analysis techniques. The results of this study indicate that through the application of the Reward and Punishment learning method it can create a conducive learning environment, especially in the Siroh subject. The conclusion of this study is that the application of the Reward and Punishment learning method can create a conducive environment for learning the Siroh subject for grades IV, V and VI SDIT Al Hikmah Depok. The results of the research are: 1) The effectiveness and efficiency of reward and punishment, 2) The teacher can manage the class well through reward and punishment, 3) A conducive environment supports students' comfort. The conclusion of the results of research conducted at SDIT AL-HIKMAH using a case study approach and applying the Reward and Punishment method yielded quite good results. student. Keywords: reward and punishment, conducive learning environment
The behavior change approach has the potential to increase interest in learning. This study uses a qualitative descriptive method with an open observational approach. Observations were made at MI Al-Hidayah Cipayung school. The main observational findings state two core points: (1) Rewards can improve performance and the form can be in the form of simple appreciation (2) Punishment can bring benefits and the form does not have to be in the form of punishment. The behavior change approach can make the classroom atmosphere more conducive and directed if it is applied properly.
The results of observations and interviews at SDN 2 Depok show the low minimum completeness criteria (KKM) 75 scores of students in the Islamic Religious Education (PAI) subject found that student learning outcomes in the Islamic Religious Education (PAI) subject are still low, due to not focusing on learning the lack of learning methods used by the teacher. One of the contributing factors is that the learning methods used are less varied so that learning becomes monotonous. The purpose of this study was to determine the application of the talking stick method in the learning outcomes of Islamic Education. The method used is classroom action research (PTK). The object in this study was 29 students in grade V. Data collection was carried out using learning outcomes, filling out observation sheets. The data analysis used quantitative calculations which were then described in the form of presentations. Based on the learning results of the students after using the talking stick method, student learning outcomes increased each cycle. Judging from the learning outcomes of cycle 1 reached a percentage of 62% and cycle II reached 89%, meaning that there was an increase of 24%. In cycle, student learning outcomes in Islamic Education subjects have reached 62%, while in cycle II it has reached 89%. So, it can be concluded that between cycle I and cycle II an increase of 24%.
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