GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran

Analysis of P5 Implementation at SDN Tanipah 2 Barito Kuala Regency as an Implementation of the Independent Curriculum

Nor Aisyah Rosalina — 2024-05-27

This research is qualitative research with a descriptive approach. The research subjects were principals, students, and class II homeroom teachers at SDN Tanipah 2. Data collection techniques were observation, interviews, and documentation. Data analysis techniques using data reduction, data presentation and drawing conclusions. The research results show that the implementation of P5 at SDN Tanipah 2 consists of 3 stages: (1) The planning stage of teachers creating a coordination team, the level of readiness of the educational unit is at the main stage. The teacher chooses the project dimensions, namely the dimension of faith, being devoted to God Almighty and having noble morals and the independent dimension, the theme chosen is the theme of entrepreneurship with time allocated on Tuesdays, and the project topic is my vegetable theme, a manifestation of my responsibility and success. Teachers create project modules; teachers create reporting strategies with monitoring and evaluation instruments. (2) The first implementation stage is the introduction of plants in planting and care. Second, contextual, namely preparing good planting media. The three students' actions involved planting onions and also caring for the plants, preparing to harvest, and packaging the leeks, and using the onions to make omelettes and sell them. (3) In the evaluation activity stage, the teacher makes observations during the activity and uses instruments to monitor program implementation and evaluate the achievement of the Pancasila Student Profile related to dimensions, students compile portfolios and prepare P5 report cards.

Kesiapan Guru Terhadap Pembelajaran Diferensiasi

Fakhirah — 2024-05-14

Differentiated learning is a way of understanding and providing knowledge according to the talents and learning styles of students who have many characters. This research aims to describe the implementation of differentiated learning at SMK 1 Maros and Sekolah Putri Darul Istiqamah (SPIDI). This research uses qualitative with descriptive research type. The sources of this research are English teachers at SMK 1 Maros and Biology teachers at Sekolah Putri Darul Istiqamah (SPIDI). The data collection methods used were interview, observation, and documentation. Data analysis techniques used in this research are data reduction, data presentation and conclusion drawing. The results showed that teachers in both schools understand the concept of differentiated learning and its importance to meet students' diverse learning needs. The challenges faced by teachers in both schools include the diversity of student learning, the need for more time to prepare learning materials, and difficulties in managing the classroom. Teachers in both schools have also developed various solutions to overcome these challenges, such as collaboration with stakeholders, using technology, and providing varied tasks. The conclusion from this study is that student-focused differentiated learning is worth implementing as it is an effective strategy to meet students' diverse learning needs.

Perangkat Pembelajaran Kurikulum Merdeka

Nur Halisa — 2024-05-15

This research is a qualitative descriptive study which aims to determine the development of learning tools. The sample for this research was all biology teachers at SMAN 5 MAROS. The instruments used were questionnaires and interviews. Based on the research results, it can be seen that the development of learning tools really shapes the learning process in the classroom, because the learning tools created by the teacher can be implemented according to the results of the analysis of student needs from the results of initial observations. To help students think, teachers must use a variety of learning models to facilitate students' understanding, because every child has different attitudes and characters.

Transformasi Pembelajaran Melalui Implementasi Kurikulum Merdeka Di Sekolah Dan Era Society 5.0

Windy Septiana — 2024-05-19

This study aims to explore the implementation design of the Merdeka Curriculum at SMK Negeri 1 Maros, identify who is involved in its development, and outline the obstacles and challenges faced in its implementation. This research uses a qualitative method with data collection techniques through in-depth interviews with several teachers at SMK Negeri 1 Maros. The research findings show that the implementation design of the Merdeka Curriculum at SMK Negeri 1 Maros has similarities with the structure of the 2013 Curriculum, with the addition of the Pancasila profile as a compulsory subject. Those involved in developing this design include the principal, subject teachers, and the school curriculum team. This study also found several obstacles and challenges in implementing the Merdeka Curriculum, including the need for adaptation for teachers and limited resources

Perbandingan Keaktifan dan Hasil Belajar Matematika Pada Penerapan Model Pembelajaran Kooperatif Tipe NHT dan TSTS

Nur Qalbi Tayibu — 2024-05-05

This research is experimental research with the aim of to determine the activeness and learning outcomes of students in mathematics before and after implementing the NHT and TSTS type cooperative learning models, to find out whether there is a difference between student activity and learning outcomes when implementing the NHT type cooperative learning model and the TSTS type, The design is a pretest-posttest design. The population is all class XI students of SMK YAPIKA Makassar. The sampling technique is total sampling. Based on the results of data analysis, the average mathematics learning achievement test scores before and after being taught with the NHT model were 64.90 and 83.00 with a standard deviation of 8.656 and 6.017. It can be seen that there is a significant increase in student learning outcomes in the high category, as seen from g>0.70, namely g=0.73 and the standard deviation is 0.785. The average test scores for mathematics learning outcomes before and after being taught using the TSTS model were 66.03 and 83.62 with standard deviations of 8.139 and 6.472. It can be seen that there is a significant increase in student learning outcomes in the high category, as seen from g>0.70, namely g=0.86 and the standard deviation is 0.743. Student learning activeness in the NHT and TSTS type cooperative learning models is in the high category. The results of inferential statistical analysis obtained a significant value of 0.520>0.05, so H0 was accepted. It was concluded that there was no significant difference in increasing student learning outcomes when implementing the NHT type cooperative learning model with TSTS