Penerapan Pendekatan Saintifik dalam Kurikulum 2013 untuk Mengembangkan Keterampilan Abad 21 Siswa Sekolah Dasar

Daga, Agustinus Tanggu

doi:10.47387/jira.v3i1.137

Cited by 6 publications

(6 citation statements)

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“…As many as 41.90% or 13 teachers spread across madrasas and Muhammadiyah schools in Yogyakarta City view that the curriculum makes an important contribution to achieving academic achievement. This is in line with the character of Curriculum 13, which has a more scientific approach (Daga, 2022), and one of the characteristics of Curriculum 13 is that students master basic subject competencies (Lise Chamisijatin, 2023).…”

Section: Picture 3 Curriculum Has a Stronger Influence On Academic Ac...mentioning

confidence: 59%

Dinamika Madrasah dan Sekolah Muhammadiyah di Era Transisi Kebijakan Kurikulum

Hopid,

Wantini,

Andriani

et al. 2024

At Turots J. Pendidik. Islam

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Penelitian ini mengungkap dan mendeskripsikan dinamika madrasah dan sekolah muhamamdiyah di era transisi kebijakan kurilulum, dimana pergantian kurikulum di indonesia berdampak serius pada lembaga pendidikan. Era transisi kebijakan kurikulum menimbulkan pergolakan dan dinamika yang tidak sederhana. Jenis penelitian yang digunakan adalah penelitian deskriptif. Data diperoleh melalui angket dan wawancara sebagai penggalian informasi lebih mendalam. Responden pada penelitian ini adalah pendidik di madrasah dan sekolah muhammadiyah Kota Yogyakarta sebanyak 31 orang yang tersebar di 7 lembaga pendidikan mulai tingkat dasar(SD), Menengah pertama (SMP), dan Menengah atas (SMA). Hasil dari penelitian menunjukan adanya dinamika di madrasah dan sekolah Muhammadiyah di Kota Yogyakarta. Pertama, diberlakukannya 2 jenis kurikulum (K-13 dan Kurikulum Merdeka Belajar). Kedua, adanya tingkat kekhawatiran para pendidik terhadap prestasi dan capaian peserta didik. Ketiga, meskipun adanya kekhawatiran yang cukup besar, tapi secara personal para pendidikan mayoritas menerima diberlakukan kurikulum merdeka belajar, namun demikian secara kelembagaan lebih mempertimbangkan terlebih dahulu. Keempat, pemberlakukan dua kurikulum (K-13 dan Kurikulum Merdeka Belajar) menghasilkan dua kecenderuangan; k-13 lebih pada prestasi akademik, dan kurikulum merdeka belajar lebih cenderuang pada prestasi life skill.

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Section: Picture 3 Curriculum Has a Stronger Influence On Academic Ac...mentioning

confidence: 59%

Dinamika Madrasah dan Sekolah Muhammadiyah di Era Transisi Kebijakan Kurikulum

Hopid,

Wantini,

Andriani

et al. 2024

At Turots J. Pendidik. Islam

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“…This means that in order to promote the advancement of the times, students must be able to collaborate with others. Collaboration skills are the ability of students to work in teams and combine ideas to solve problems (Daga, 2022). Another definition is the skills of individuals who are able to work together and fix each other when creating a product (Septikasari & Frasandy, 2018;Zubaidah, 2018).…”

Section: Collaboration Skillsmentioning

confidence: 99%

Student learning independence to improve communication and collaboration skills in view of gender

Nurhayati,

Bahtiar

2024

JEELR

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This research aims to determine the differences and influence of independent learning on communication and collaboration skills. This research uses survey methods and a quantitative-descriptive approach. Data was obtained using a questionnaire with a Likert scale. The research subjects using random sampling techniques consisted of 33 female students and 82 female students in the Islamic religious education study program at UIN Datokarama Palu, Indonesia. The questionnaire contains 18 statements: 10 indicators of learning independence (LII), 3 indicators of communication skills (COM) and 5 indicators of collaboration skills (CLB). According to the results of data analysis using the Winsteps (Rasch model), male students have the best collaborative skills while female students are better at autonomous learning and the capacity to listen to information is the COM that is hardest to obtain. After applying one-way analysis of variance (ANOVA), a statistical significance of sig<0.05 was found indicating that male and female students exhibited distinct skill sets in the post hoc Games-Howell type follow-up test. The results show that for male and female students, learning independence is more dominant than communication and collaboration skills. The distinction lies in the fact that female students prefer communication skills while male students prefer collaboration skills. Further results obtained through the general linear model (GLM) test show that independent learning has an effect on communication skills (96.8%) and collaboration skills (93%). Finally, it can be stated that there is a positive relationship between learning independence and communication and collaboration skills.

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“…Such learning content is known as 4C's which stands for communication, collaboration, critical thinking and problem-solving, and creativity and innovation (Hidayatullah et al, 2021;Meilani et al, 2020;Widodo & Wardani, 2020). Regarding 21st-century skills, the Indonesian government has been striving to provide more meaningful learning experiences for students such as the application of a scientific approach to learning through the implementation of the 2013 curriculum (Daga, 2022;Suarman et al, 2018;Suryawati & Osman, 2018). However, apart from using this innovative approach, teachers also need to develop their digital competence as capital in presenting learning media.…”

Section: Introductionmentioning

confidence: 99%

Problem-Based Learning Flipbook E-Module in Improving Students’ Critical Thinking Skills in "Always Save Energy" Thematic Learning

Endaryati

Slamet

Suryandari

2023

International j.of Elementary Education

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The threat of the world energy crisis is a topic of discussion that needs to be emphasized in classroom learning. In addition, the integration of technology becomes one of the things that must be connected to the demands of 21st-century learning. This study aims to analyze the use of problem-based learning flipbook e-modules in thematic learning "Always Save Energy". This research is a quasi-experimental research with a pretest-posttest control group design that tests the effectiveness of the e-module in improving critical thinking skills in thematic learning "Always Save Energy". This research was conducted on fourth-grade elementary school students who were taken by purposive sampling and came from four different schools. The control group came from 1 school, namely 31 students, and the experimental group consisted of 3 schools, totalling 70 students. Test techniques become primary data collection data, while observations and interviews become research-supporting data. The data analysis technique was carried out by testing the independent sample t-test. The results showed that the flipbook e-module based on problem-based learning greatly impacted the critical thinking skills of fourth-grade elementary school students. The features presented in the electronic module make students enthusiastic about participating in the learning process to form a positive learning attitude in problem-solving.

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Penerapan Pendekatan Saintifik dalam Kurikulum 2013 untuk Mengembangkan Keterampilan Abad 21 Siswa Sekolah Dasar

Cited by 6 publications

References 0 publications

Dinamika Madrasah dan Sekolah Muhammadiyah di Era Transisi Kebijakan Kurikulum

Dinamika Madrasah dan Sekolah Muhammadiyah di Era Transisi Kebijakan Kurikulum

Student learning independence to improve communication and collaboration skills in view of gender

Problem-Based Learning Flipbook E-Module in Improving Students’ Critical Thinking Skills in "Always Save Energy" Thematic Learning

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