Model Pelatihan Guru Ips, Ipa Tematik Terpadu Kurikulum 2013 Di Sekolah Dasar Muhammadiyah Kartasura

Subadi, Tjipto; Murtiyasa, Budi; Sutama, Sutama; Sutopo, Anam; Muhroji, Muhroji

doi:10.23917/warta.v19i1.1982

Cited by 3 publications

(2 citation statements)

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“…Tematik terpadu dapat didefinisikan sebagai KBM yang dilakukan dengan menggunakan tema dalam memadukan berbagai mata pelajaran dalam satu kali tatap muka (Subadi et al, 2016). Karli (2010) mengungkapkan kegunaan pembelajaran tematik yaitu untuk mengkaitkan antar-mata pelajaran, harus bersifat menarik serta menghasilkan makna bagi peserta didik, selain itu juga harus menyesuaikan dengan tingkat perkembangan peserta didik serta disesuaikan dengan ketersediaan sumber belajar dilingkungan sekitar.…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Pembelajaran Tematik Berorientasi STEM Untuk Menumbuhkan Kemandirian Siswa Sekolah Dasar

Purwati

Markhamah

Sutama

2022

Tunas J Pendidikan Guru Sekolah Dasar

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Kurikulum yang diterapkan di Indonesia saat ini yaitu Kurikulum 2013 (K-13). K-13 di sekolah dasar menggunakan prinsip pembelajaran tematik terpadu. Dalam proses pembelajaran, guru kelas V SD Swasta 4 Paripurna Swakarsa menerapkan pendekatan STEM. Tujuan pembelajaran dengan menggunakan pendekatan STEM yakni agar peserta didik memiliki literasi sains dan teknologi serta mampu menerapkannya dalam kehidupan sehari-hari terkait bidang ilmu STEM. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Hasil yang didapatkan yaitu guru kelas V menggunakan sebelum melakukan perencanaan pembelajaran dengan merancang dan membuat RPP yang menggunakan pendekatan STEM. Guru mempercayai bahwa STEM dapat menumbuhkan kemandirian siswa sekolah dasar dalam menghadapi tantangan abad 21.

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Section: Hasil Penelitian Dan Pembahasanunclassified

Pembelajaran Tematik Berorientasi STEM Untuk Menumbuhkan Kemandirian Siswa Sekolah Dasar

Purwati

Markhamah

Sutama

2022

Tunas J Pendidikan Guru Sekolah Dasar

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“…Through the Ministry of Education and Culture, the Indonesian government has tried to anticipate this by making several changes to the education curriculum in Indonesia (Subadi et al, 2016). From 2000 to 2013, at least three types of the curriculum were implemented, namely the 2004 curriculum, the 2006 curriculum, and the 2013 curriculum (which is currently reformed into the Merdeka curriculum).…”

Section: Introductionmentioning

confidence: 99%

Improving Mathematics Teachers� Skills in Designing Context-based Tasks for Lower Secondary School Learning

Rejeki

Sari²,

Toyib³

et al. 2022

IJOCS

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Using context-based problems is essential to mathematics learning, especially with implementing the Minimum Competency Assessment or Asesmen Kompetensi Minimum (AKM). However, this has not been supported by learning resources that provide context-based math problems optimally. Therefore, there is a need for efforts to improve the skills of mathematics teachers in designing context-based problems. This community service or Pengabdian kepada Masyarakat (PkM) activity aims to enhance teachers' skills in designing context-based math problems based on numeracy AKM. This PkM activity was carried out as training involving ten mathematics teachers of Muhammadiyah Junior High School (SMP) in Kartasura District, Sukoharjo Regency, Central Java, Indonesia as training participants. In the first stage, the training was conducted online via Zoom Video Conference. Furthermore, the second phase of the activity focused on assisting the teachers of the training participants in compiling context-based junior high school math problems in numeracy AKM, especially on number content. The assistance was carried out using the Schoology Learning Management System (LMS). The results of PkM showed that based on the post-training survey, 75% of participants stated that they understood the concept of numeracy AKM and 100% of participants were ready to integrate numeracy AKM in the implementation and assessment of mathematics learning, especially in number content. The achievement of PkM targets is also reflected in training products as a collection of AKM-oriented mathematics problems on number content. Furthermore, further assistance is needed, focusing on the design of AKM context-based questions on geometry, algebra, and statistical content.

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Using science digital storytelling to increase students’ cognitive ability

Dewi

Savitri

Taufiq

et al. 2018

J. Phys.: Conf. Ser.

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Model Pelatihan Guru Ips, Ipa Tematik Terpadu Kurikulum 2013 Di Sekolah Dasar Muhammadiyah Kartasura

Abstract: (plan-do-see).

Cited by 3 publications

References 1 publication

Pembelajaran Tematik Berorientasi STEM Untuk Menumbuhkan Kemandirian Siswa Sekolah Dasar

Pembelajaran Tematik Berorientasi STEM Untuk Menumbuhkan Kemandirian Siswa Sekolah Dasar

Improving Mathematics Teachers� Skills in Designing Context-based Tasks for Lower Secondary School Learning

Using science digital storytelling to increase students’ cognitive ability

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