Desain Model Prakarya Dan Kewirausahaan Berbasis Ekonomi Kreatif Berdimensi Industri Keunggulan Lokal

Sukardi, Sukardi

doi:10.21831/cp.v1i1.8381

Cited by 12 publications

(18 citation statements)

References 6 publications

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“…Based on these findings, it is considered urgent to develop a curriculum that integrates local primacy of West Nusa Tenggara province. This is in line with the perspective of social reconstruction in an education world to accommodate local primacy, integrate the environment, solve social problems and substance of potentials around the students (Sukardi, 2016).…”

Section: Introductionsupporting

confidence: 78%

“…Each component of the learning variable refers to the social reconstruction theory that is considered relevant to the developed model. This is in accordance with the principle of social reconstruction theory because it places an integrated education with the environment, solves social problems, and learns content excavated from environmental potentials around students (Sukardi, 2016).…”

Section: Model Developmentsupporting

confidence: 69%

“…The development of lessons that adopted local primacy in West Nusa Tenggara has been done by Sukardi (2016) who developed a creative economic-based craft and entrepreneurship model with the dimensions of the local primacy industry, namely silver and batik handicraft. There have not many types of research related to the development of curriculum that adopts local prima-cy in the form of a coral reef ecosystem in West Nusa Tenggara.…”

Section: Introductionmentioning

confidence: 99%

“…The main purpose of the social reconstruction curriculum is to include students in solving social problems (McNeil, 1981;Stanley, 1981;Hunkins& Ornstein, 2016;Sulthon, 2014). The social reconstruction curriculum emphasizes interaction and substance extracted from the surrounding potentials (White, 2001;Sukardi, 2016;Sulthon, 2014;Mubaroq, 2018). The basic concept of social reconstruction theory is the foundation for the development of science curriculum integrated with local primacy of West Nusa Tenggara, Indonesia.…”

mentioning

confidence: 99%

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Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia

Sukri

Rizka

Sakti

et al. 2018

JPII

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The purpose of this study was to develop a curriculum model which included local primacy based on the principles of social reconstruction curriculum in West Nusa Tenggara. This study was a developmental research which adopted and modified Borg & Gall developmental model (1983) with the following stages: (1) needs analysis; (2) model development; and (3) model validation. The results of needs analysis indicated that coral reef materials were the main priority of local primacy integrated into the secondary school curriculum in West Nusa Tenggara. The principles of social reconstruction curriculum were implemented in three components as the result of model design, i.e. learning objectives, learning methods (organizational learning strategies, learning delivery strategies, and learning management strategies), and learning results or assessment. The product design model was embraced in instructional tools consisting of syllabus, topic formulation and basic competence, comic learning materials, and assessment instruments. Based on the assessment qualifications on the instructional tools validation test which included three aspects, namely the content aspect, the display aspect and the accuracy aspect of language use, the mean scores were 3.4, 3.8, and 3.4 respectively. Therefore, the overall instructional tools were in a very good category.

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Section: Introductionsupporting

confidence: 78%

Section: Model Developmentsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia

Sukri

Rizka

Sakti

et al. 2018

JPII

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“…Proses yang dilakukan ini tidak lepas dari bangunan teori rekonstruksi sosial yang menjadi pijakan PTK ini. Teori ini menempatkan kegiatan aktif, bekerjasama, interaksi dalam proses pembelajaran sebagaima pernah dibuktikan oleh Sukardi dkk (2014), Sukardi (2016;2017). Dengan keaktifan secara bersama-sama tersebut, siswa terlatih untuk menemukan dan mengkonstruksi pengetahuan secara bebas dan tanpa tekanan.…”

Section: Tabel 1 Perkembangan Hasil Penelitianunclassified

Peningkatan Hasil Belajar Siswa Kelas IV SDN 22 Mataram Pada Mata Pelajaran IPS Melalui Penerapan Model Pembelajaran Inquiry

Ningsih¹,

Jaya²

2018

JURIDIKSIAM

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Tujuan penelitian ini adalah untuk meningkatkan hasil belajar sisw a kelas VI SDN 22 Mataram pada mata pelajaran IPS melalui penggunaan model pembelajaran inquiry. Metode penelitian menggunakan penelitian tindakan kelas yang dilalui dalam tiga siklus. Masing-masing siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data dijaring menggunakan lembar observasi untuk rancangan dan pelaksanaan pembelajaran dan tes untuk data hasil belajar yang selanjutnya dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan adanya peningkatan hasil belajar sisw a di setiap siklusnya dengan presentase ketuntasan klasikal 63.33% pada siklus I, 73.33% pada siklus II, dan 86,67% pada siklus ke III. Dari rancangan dan pelaksanaan pembelajaran juga mengalami perbaikan dari kategori baik pada siklus I menjadi kategori sangat baik pada siklus III. Dengan demikian dapat disimpulkan bahw a penggunaan model pembelajaran inquiry dapat meningkatkan hasil belajar IPS sisw a. AbstractThe purpose of this study is to improve student learning outcomes of class VI SDN 22 Mataram on the subjects of IPS through the use of inquiry learning model. The research method uses classroom action research that is passed in three cycles. Each cycle consists of planning, action, observation, and reflection. Data w ere collected using observation sheets for the design and implementation of learning and test for learning result data w hich then analyzed descriptively quantitative. The result of the research show s that there is an increase of student learning outcomes in each cycle w ith 63.33% classical completion percentage in cycle I, 73.33% in cycle II and 86.67% in third cycle. From the design and implementation of learning also improved from good category in cycle I to very good category in cycle III. Thus it can be concluded that the use of inquiry learning model can improve students' IPS learning outcomes.Keywords: Learning Outcomes, Inquiry Learning

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Learning Process during Covid-19 Pandemic from Various Variables in Senior High School

Noviana¹,

Sukardi²,

Suryanti³

2020

SAR Journal

Self Cite

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This study aimed to determine differences in the learning process during Covid-19 pandemic from various variables (gender, age, class, school location, school status) in Senior High Schools (SMA). This research used a quantitative approach with a survey method. The population in this study was all public and private high school students in Central Lombok Regency. The sampling technique was accidental sampling with a sample of 456. The learning process data were collected using a questionnaire which already met research requirements in the google form. Overall data were analyzed quantitatively using non-parametric comparative analysis because the data was not normally distributed. The results showed the significant differences in the learning process during the Covid-19 pandemic from various variables (gender p-value 0.015; age p-value 0.041; class p-value 0.034; school location p-value 0.000; school status p-value 0.001) with 5% significance. The better perception of the learning process during the pandemic was found in female, 16 years old, 10th grader, public school, and urban school students.Therefore, the learning process during the Covid-19 pandemic should consider geographical characteristics (gender, age, class, school location, school status) in designing learning intervention.

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Desain Model Prakarya Dan Kewirausahaan Berbasis Ekonomi Kreatif Berdimensi Industri Keunggulan Lokal

Cited by 12 publications

References 6 publications

Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia

Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia

Peningkatan Hasil Belajar Siswa Kelas IV SDN 22 Mataram Pada Mata Pelajaran IPS Melalui Penerapan Model Pembelajaran Inquiry

Learning Process during Covid-19 Pandemic from Various Variables in Senior High School

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