Penelitian terdahulu diperoleh bahwa mahasiswa Jurusan Pendidikan Ilmu-ilmu Sosial (PIIS) sebagian besar menggunakan internet dalam aktivitas komunikasi dan akademik menggunakan media internet. Penelitian ini merupakan kelanjutan untuk menjawab permasalahan hubungan antara literasi media internet, literasi membaca, dan literasi menulis sebagai kompetensi literasi digital di era Revolusi Industri 4.0 (R.I. 4.0). Pendekatan penelitian kuantitatif menggunakan instrument angket. Jumlah partisipan sebanyak 151 orang. Variable penelitian diukur dengan skala ordinal berdasarkan sikap dan pernyataan yang dijawab partisipan. Data dianalisis menggunakan statistik uji korelasi untuk menguji hipotesis yang diajukan. Hasil penelitian menunjukkan bahwa mahasiswa PIIS sangat baik (91%) menggunakan media internet mengunduh referensi untuk mendukung aktivitas belajar. Referensi diunduh dalam format pdf (77%). Selanjutnya untuk melengkapi referensi mahasiswa mengnduh artikel jurnal penelitian (50%) dan artikel dari Blog (52%). Hubungan antara variable literasi media internet, membaca, dan menulis dengan nilai koefisien sangan rendah dan tidak signifikan. Sedangkan, hubungan parsial antara literasi membaca dan menulis menujukkan nilai koefisien cukup dan signifikan
Kurikulum pendidikan dasar dan menengah mengalami perubahan dalam tiga tahun terakhir yaitu perubahan versi kurikulum 2013 versi pertama. Kemudian berubah dengan versi tahun 2014, dan terakhir perubahan versi 2016. Hal inimeresahkan para guru dan orang tua siswa dalam meilih buku sumber ajar yang sesuai. Penelitian ini mengungkap ketersediaan materi, kecukupan, dan kesesuaian materi sumber ajar dengan kompetensi dasar (KD) kurikulum 2013 revisi 2016 pada mata pelajaran IPS di SMP Kota Pontianak. Metode penelitian menggunakan analysis konten. Hasil penelitian menunjukkan bahwa ketersediaan materi dinilai memadai dengan kategori baik. Kecukupan materi berdasar KD kurikulum 2013 dinilai tidak memadai. Kesesuaian materi dengan tuntutan KD untuk kurikulum 2013 dinilai tidak sesuai.
This study aims to determine the use of Whatsapp media in the socialstudies learning process during the Covid 19 pandemic and theobstacles in using WhatsApp in class VIII students. B SMP Negeri 11Pontianak. This study uses a qualitative approach in the form ofdescriptive research. Data collection techniques used in this studywere direct observation, interviews and documentation studytechniques.students B SMP Negeri 112) Barriers to the Use ofWhatsapp Social Media for Class VIII Students B, namely whatsappsuch as group video calls have limitations in the number of uses andusage must be connected to internet services to use the whatsappapplication if not connected will hamper the online learning process
This research aimed to determine the suitability of the Lesson Plan (RPP) with the learning implementation of Social Studies teacher of SMP Negeri 13 Pontianak in class VIII A, VIII B, and VIII C. This research was conducted from April to May 2019. The method of this research was the qualitative descriptive method. The techniques of this research were observation, interview, and documentation. The result of the research on the first problem showed that in the implementation of the lesson plan with learning, it was carried out with the percentage of 86.6%, it categorized as very good. While the second problem regarding to the components of the Lesson Plan made by the teacher which consists of 13 components was very good, based on the Curriculum 2013 that applied, with the percentage of 85%, and the result of the third research problem about constraints experienced in the implementation of the lesson plan in learning Social Studies to the eighth grade of SMP Negeri 13 Pontianak related to facilities and infrastructures, improper of the time allocation, the different characteristics of students and schools, and the certain other unexpected conditions.Keywords: Analysis, Implementation of Lesson Plan (RPP), Social Studies (IPS).
This paper discussed Indonesian efforts to change the Indonesian educational system from centralization to decentralization. The Indonesian government launched several programmes to support its decentralization policy in education. The programmes were intended to open equal access to education all over Indonesia and minimize the gap among the regions. This paper analysed whether the programmes provided equality and equity to Indonesian citizens in terms of educational access. Finally, this researcher recommended that the Indonesian government gives more attention to the disadvantaged area, for example, poor and remote regions. This may provide equal access to education with good quality in Indonesia. Moreover, the Indonesian central government may allow local authorities to get involved in teacher professionalism programmes. Local authorities may invite successful educators from other regions to learn their successful localized curriculum. Finally, the central government must ensure that local government apply a minimum of 20% of its budgets for education. The funding might help local educational authorities pay teachers' salaries on time as the delay in teacher salaries may affect negatively their work conditions.
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