Analisis Persepsi Guru dalam Pelaksanaan Pembelajaran Daring Di Sekolah Dasar

Khotijah, Siti; Rahayu, Dewi Widiana; Nafiah, Nafiah; Hartatik, Sri

doi:10.31004/edukatif.v3i5.1003

Cited by 5 publications

(5 citation statements)

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“…This is because, during online learning, it is the parents of students who deliver assignments or teaching materials and sometimes parents do not have time to accompany their children to study, and not all students have mobile phones. This is in accordance with research conducted by Khotijah et al, (2021) stated that during online learning most students did not understand the material presented by the teacher, so parents and teachers needed to review the material that had been given. This, of course, provides more effort compared to learning before the COVID-19 pandemic.…”

Section: Sources Of Stress For MI Al-qomar Nganjuk Teachers During Th...supporting

confidence: 90%

Stress Coping Strategies among Teachers at Madrasah Ibtidaiyah Al-Qomar Nganjuk during the Covid-19 Pandemic

Risma Udhia Fitria,

Nafikadini,

Erwin Nur Rif’ah

2023

JPK

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Background: COVID-19 pandemic has become a new source of stress among teachers. Education was originally carried out directly and has now changed to network-based (online), so it is not uncommon for teachers to experience work stress. Objective: This study aims to analyze stress coping among teachers at MI Al-Qomar Nganjuk during the COVID-19 pandemic. Methods: This study used qualitative research with a case study. There were 9 informants consisting of 1 key informant, 5 main informants, and 3 additional informants. Data collection techniques are in-depth interviews, observation, and documentation. Data analysis used thematic content analysis. The credibility test used triangulation of techniques and sources. Results: The results of the study state that the source of stress among teachers who come from stressors is task demands during the pandemic such as teachers being required to create learning innovations, achievement of student learning outcomes that have not been running optimally and increasing task demands. There are two stress coping used by the informants, problem-focused coping and emotional-focused coping. As many as 4 informants mostly use problem-focused coping with aspects of planful-focused coping and seeking social support. In addition, all key informants also use emotional-focused coping, which mostly uses positive reappraisal aspects. Conclusion: The informants are positive, as indicated by the condition of the informants after using the two copings, they feel better and have a positive impact on the stress they experience.

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Section: Sources Of Stress For MI Al-qomar Nganjuk Teachers During Th...supporting

confidence: 90%

Stress Coping Strategies among Teachers at Madrasah Ibtidaiyah Al-Qomar Nganjuk during the Covid-19 Pandemic

Risma Udhia Fitria,

Nafikadini,

Erwin Nur Rif’ah

2023

JPK

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“…The data collection technique is by direct interviews via mobile calls with the science subject teacher. Data analysis techniques in qualitative research are carried out by collecting data first then followed by selecting the data obtained after that followed by presenting data and drawing conclusions (Khotijah et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Implementation of Science Learning Based on Animated Videos in Elementary School

Safitri,

Prastowo

2024

PJP

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This study aims to find out how the implementation of science learning based on animated videos in elementary schools. This research uses a qualitative approach with a descriptive method. This research was conducted at Al-Fatih Integrated Islamic Elementary School. The subjects in this study were science lesson teachers in class V. The instrument used to collect data was in the form of semi-structured interview instruments. Data collection techniques with interviews. This data analysis technique is carried out by collecting data, then continued with the selection of the data obtained, after that continued with the presentation of data, and drawing conclusions. The implementation of learning in class is divided into three stages of implementation, namely initial activities, core activities, and closing activities. In the implementation of learning, teachers play an important role in transferring knowledge to students. Teachers need media that can help them in transferring knowledge. Animated videos are a medium that can help teachers transfer knowledge to students. The implementation of animated video-based science learning provides benefits and has a positive impact on students and teachers. Animated videos motivate students, increase students' interest and understanding and help teachers in providing concrete examples and creating a fun learning atmosphere

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“…Pada tahap perkembangan ini siswa sangat sulit untuk memahami materi pembelajaran atau pengetahuan yang sifatnya abstrak dimana materi atau pengetahuan tersebut merupakan bayangan dalam pikiran dan tanpa dapat dilihat atau dikaitkan secara langsung oleh siswa (Agung, 2019;Basri, 2018). Selain itu, karakteristik siswa sekolah dasar yaitu siswa sekolah dasar sangat sulit untuk memahami materi pembelajaran sehingga perlu adanya penjelasan secara berulang ulang (Agustin, 2019;Khotijah et al, 2021). Berdasarkan hal tersebut maka dapat diyakini bahwa adanya media video pembelajaran akan sangat membantu siswa dalam mengikuti pembelajaran karena dengan media video pembelajaran dapat siswa gunakan unruk membantu siswa dalam memahmi materi yang bersifat abstrak dan membantu siswa memahami materi secara berulang-ulang.…”

Section: Pembahasanunclassified

Media Video Pembelajaran Tri Hita Karana Untuk Meningkatkan Daya Serap Siswa Kelas V Sekolah Dasar

2022

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Rendahnya daya Serap pada materi pembelajaran yang membuat hasil belajar siswa menjadi rendah yang diakibatkan karena siswa memerlukan penjelasan secara berulang. Penelitian ini bertujuan untuk menghasilkan media video pembelajaran berbasis Falsafah Tri Hita Karana pada muatan materi masuknya bangsa eropa ke Indonesia untuk siswa kelas V SD yang telah teruji validitas isi serta telah mendapatkan respon dari guru dan siswa. Jenis penelitian ini yaitu pengembangan dengan menggunakan model pengembangan ADDIE. Subjek penelitiannya adalah 4 orang dosen sebagai ahli, 2 orang guru, dan 12 orang siswa. Sedangkan objek penelitiannya adalah rancang bangun, validitas isi, respon guru dan siswa terhadap media video pembelajaran berbasis Falsafah Tri Hita Karana pada muatan materi masuknya bangsa Eropa ke Indonesia yang dikembangkan. Data yang dihasilkan dibagi menjadi dua, yaitu data kualitatif dan data kuantitatif yang dikumpulkan melalui wawancara, studi dokumen, dan angket/kuisioner. Instrumen pengumpulan data yang digunakan meliputi rating scale, lembar observasi dan pedoman wawancara. Data yang diperoleh kemudian dianalisis dengan menggunakan analisis deskriftif kualitatif. Hasil penelitian yaitu produk yang dihasilkan adalah media video pembelajaran dengan muatan materi IPS yaitu masuknya bangsa Eropa ke Indonesia berbasis Falsafah Tri Hita Karana yang telah dinyatakan valid dengan indeks validasi Aiken Tinggi yang berada pada rentang 0,75-1,00 serta mendapat respon sangat baik dari guru dengan persentase 84% dan mendapat respon siswa secara perseorangan dengan persentase 97% serta dari siswa secara kelompok kecil sebesar 99%. Disimpulkan media video pembelajaran dengan muatan materi IPS layak digunakan dalam pembelajaran.

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Analisis Persepsi Guru dalam Pelaksanaan Pembelajaran Daring Di Sekolah Dasar

Cited by 5 publications

References 0 publications

Stress Coping Strategies among Teachers at Madrasah Ibtidaiyah Al-Qomar Nganjuk during the Covid-19 Pandemic

Stress Coping Strategies among Teachers at Madrasah Ibtidaiyah Al-Qomar Nganjuk during the Covid-19 Pandemic

Implementation of Science Learning Based on Animated Videos in Elementary School

Media Video Pembelajaran Tri Hita Karana Untuk Meningkatkan Daya Serap Siswa Kelas V Sekolah Dasar

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