Elementary School Curriculum Research Articles

IMPROVING UNDERSTANDING OF FRACTION ADDING CALCULATION OPERATIONS FOR CLASS III STUDENTS OF SDN PARAKANTIGA

<em><span>Fractional numbers are very important in everyday life, therefore fractions have been studied since grade 3 of elementary school. This is stated in the basic competencies of the syllabus for class 3 elementary school curriculum 2013 point 3.2 about explaining the presentation of whole numbers and simple fractions. However, based on observations made by the author, there are still many grade 3 elementary school children who do not understand fractions. Based on the initial ability test, only 11 students were able to work on the problem, namely 45.83%, while the remaining 13 students, namely 54.17%, still did not meet the KKM. Because of that, a research was made on Improving Understanding of Mathematics Learning Materials for Operations to Calculate Addition of Fractions Using Teaching Aids. In research using this visual aid successfully increased students' understanding of fractions. This can be seen from the results of student learning in pre-action, cycle I, and cycle II which have increased. The average value of students in the pre-action reached 64.14 and experienced an increase of 10.42 in the first cycle of 74.58 then experienced an increase in the second cycle of 13.32 to 87.9. Student completeness in the pre-action reached 20.83% and experienced an increase in cycle I by 16.67% to 37.5% then in cycle II it experienced an increase in returns of 62.5% to 100%.</span></em>

The Effect of Fly Swatter Game Toward Students’ Vocabulary Mastery

Vocabulary mastery is a crucial foundation for elementary students studying any language, including English. The typical problems that cause students to lack vocabulary are that they easily become bored when the teacher explains things, that they believe acquiring language only entails understanding its meaning, and that they exclusively acquire vocabulary from their textbooks. On the other hand, many studies show that using games can improve vocabulary mastery, but most studies on this teaching method are not conducted with elementary students, especially considering that previously, English was not a compulsory subject in the elementary school curriculum as far as the Indonesian EFL context is concerned. To fill this gap, this study examines whether the use of this method has an impact on the vocabulary mastery of elementary students. The study was an-experiment study involving 26 students from a state elementary school in Tabanan Regency, Bali. Using descriptive and inferential (paired t-test) statistics, this study concluded that the use of the fly swatter game had a significant effect on the students' vocabulary mastery which was indicated by a significant increase in student scores after being given the teaching treatment using the fly swatter game. Regarding this result, it is suggested that elementary school teachers consider using the fly swatter game when teaching vocabulary to their students.

A Study on the Characteristics of Integrated Curriculum and Teaching Models for Chinese Elementary Schools

A Study on the Characteristics of Integrated Curriculum and Teaching Models for Chinese Elementary Schools

PERAN KEPALA SEKOLAH UNTUK MENGATASI HAMBATAN GURU DALAM PENGEMBANGAN KURIKULUM MERDEKA DI SEKOLAH DASAR

The change in the transition period from the 2013 curriculum to the independent curriculum makes several obstacles experienced by the school community, one of which is the teacher in adjusting his competence to the latest curriculum. So that the principal plays a very important role in overcoming these obstacles. The purpose of this study is to reveal the role of the principal to overcome teacher obstacles in developing an independent curriculum in elementary schools. This research uses a case study method through a qualitative approach with Samirono State Elementary School as the location of this research. Data collection techniques were obtained through observation, interviews, and documentation. In an effort to obtain valid data, the data validity test was carried out through data triangulation. Data analysis techniques used were data reduction, data presentation, and data verification. The results of this study show that the role of the principal to overcome teachers' obstacles in developing an independent curriculum in elementary schools is as a decision maker, mentor, liaison, director, leader, and coordinator.

Sosialisasi Kurikulum Merdeka Belajar Pada Guru-Guru di SD Inpres Tomra di Wilayah Daerah 3T (Terdepan, Terpencil Dan Tertinggal)

The presence of this independent learning curriculum is a challenge in itself for teachers in 3T (Frontier, Remote and Disadvantaged) areas, including at SD Inpres Tomra, which is an area classified as a border area. Frontier, Remote and Disadvantaged Regions are the outermost regions in Indonesia, basically there are 122 regions in Indonesia that are included in the 3T region, one of which is Southwest Maluku Regency, Pulau Letti District. The aim of community service is to add new understanding to the teachers at SD Inpres Tomra regarding the application and implementation of the independent learning curriculum in elementary schools. Methods Used This community service activity is carried out based on the following stages: Pre-activity, 2). Implementation of Activities, 3). Post-Activity. Teachers in border areas, especially at SD Inpres Tomra, really need socialization about the independent curriculum so they can increase their insight and knowledge about the implementation of the independent learning curriculum. Based on the results of the socialization carried out, there is an increase in teacher understanding and in-depth knowledge about the independent learning curriculum and its implementation in elementary schools so that the learning process can run effectively and efficiently.

Analisis Kepemimpinan Kepala Sekolah dalam Implementasi Kurikulum Merdeka di Sekolah Dasar

The purpose of this study was to analyze the principal's leadership in planning and implementing the merdeka curriculum in elementary schools that implemented the merdeka curriculum independently. This study uses a descriptive quantitative approach with a questionnaire instrument to find out the results of the implementation of the merdeka curriculum in schools that implement it independently at the elementary level. The research subjects were school principals and teachers of grade 1 and grade 4 elementary schools in Kota Kudus District. Data collection techniques using questionnaires and questionnaire instruments, with descriptive quantitative analysis. The results of the study show that in the planning stages of implementing the merdeka curriculum, 45,5% of schools prefer to take examples from the Merdeka Teaching Ceiling. The stages of implementing the merdeka curriculum that have not been optimally carried out are reflection and evaluation activities and the leadership of the principal who is a type of learning leader who must focus on increasing student achievement results. Thus, reflection activities and evaluation of merdeka curriculum learning as well as school principal leadership management need to be improved.

Gender Equality in Narratives and Illustrations Contained in Integrated Thematic Books for Class I Students in the 2013 Curriculum in Primary Schools

This research aims to describe gender equality in the narratives and illustrations contained in the integrated thematic books for class I students in the 2013 curriculum in elementary schools. This study used descriptive qualitative method. The data collection methods used were literature study, observation, documentation and note taking. In data processing, we use a qualitative approach using Nature theory and semantics. Based on the results of the research and discussions that have been carried out, it can be concluded that the substance of the book's content contains gender inequality. Gender inequality is reflected through illustrative images and story text which fall into three categories, namely (1) Gender inequality in trait values, (2) Gender inequality in work roles, and (3) Gender inequality in hobbies. Each category depicts a woman who is feminine, weak, irrational, emotional and plays a lot of roles in domestic matters. Women are not in an equal position with men who have a masculine attitude and are able to play a role in public matters. Gender bias can influence student teaching and learning activities, such as: using appropriate methods that involve all students, classroom management such as assigning seats to the class teacher, dividing them randomly without looking at the gender and achievement of the students and changing them once a month so that students don't feel bored. and student interactions, especially those that occur outside the classroom, involve interactions between students. Male students usually play with members of the same gender, while female students also play with female friends to make it easier for students to choose the games they play

Project P5: How is assistance in implementing the independent curriculum in elementary schools?

Schools in SD 4 Gulang, Kudus Regency, currently need help in implementing the independent curriculum due to instructors' difficulties in setting themes, selecting sub-themes, determining activities, compiling project modules, and assessing their implementation. This mentoring method consists of seven in-person and online meetings. The results of the assistance demonstrated that SD 4 Gulang was able to modify the project module to strengthen the Pancasila profile of grade 1 students. Project 1's theme and topic were Entrepreneurship and Entrepreneurship Processing Waste, while Project 2's theme was Local Wisdom. My Snacks, My Culture is the topic. Each project's activity phase is divided into the introduction, contextualization, follow-up action, and reflection stages, respectively. Class IV project implementation for Project 1 has the theme of entrepreneurship, with the topic of turning trash into a blessing, and Project 2 has the theme of local knowledge, with the topic of consuming Kudus-style snacks. Strengthening the implementation of the Pancasila Student Profile The project activities at SD 4 Gulang are conducted in accordance with the prepared activity flow, and the assessment is based on the dimensions, elements, and sub-elements that have been determined. Teachers and students' comprehension and proficiency in implementing the Pancasila Student Profile Strengthening increased following mentoring. The Project

Analysis Of Teachers Readiness In Implementing The Independent Curriculum In Elementary Schools

Along with the implementation of the independent curriculum, teacher readiness in implementing the independent curriculum is something that is absolutely realized so that the expected goals can be achieved. No matter how good a curriculum is, if the teacher does not have the readiness and skills, then the curriculum cannot be realized properly. This shows that the curriculum and teachers have a very close relationship. This study aims to determine the readiness of elementary school teachers in implementing the independent curriculum. This research uses descriptive research type. The object of this research is teacher readiness in implementing the independent curriculum at Muhammadiyah 1 Ketelan Elementary School, Surakarta. Meanwhile, the subjects of this study were school principals and teachers as actors in implementing the independent curriculum. Data collection techniques in this study include interviews, observation, and documentation. Test the validity of the data in this study using method triangulation and theory triangulation. Data analysis techniques in this study used data reduction (data reduction), data display (data presentation), and conclusion drawing/verification (drawing conclusions. The results of this study indicate that overall the teacher is ready to implement the independent curriculum. Outline of the six indicators of teacher readiness have fulfilled four indicators.With the other two indicators teachers still feel they do not understand and still need training regarding the preparation of teaching modules and learning assessment in the independent curriculum

Ethnomathematics-Based Pancasila Student Profile Strengthening Project Module in the Merdeka Curriculum Phase A in Elementary Schools

The transformation of education in Indonesia after Covid-19 has experienced quite significant changes, namely the latest Merdeka Belajar curriculum. The Merdeka Curriculum develops learning according to interests, learning styles and abilities that are connected to the competence of teachers and students. There are six competencies in Pancasila students formulated as key dimensions that are interrelated and strengthen each other, namely 1) faith, devotion to God Almighty and noble character, 2) global diversity, 3) mutual cooperation, 4) independence, 5) critical reasoning , and 6) creativity which then requires module development. This research aims to produce a product, namely a project module for strengthening the profile of Pancasila students which includes ethnomathematics. Etonmathematics means a module developed by integrating curriculum, pedagogy, mathematics and local wisdom. The use of local wisdom as an integrated module for the project to strengthen the profile of Pancasila students makes students trained and able to explore mathematical concepts that exist in their cultural environment. In this research, the context is local ethnomathematics wisdom in Tuban Regency, East Java. This research is Research and Development (R&D) research with a 4D model. 4D model design consists of four flows, namely Define, Design, Develop, and Desseminase. This development research was validated with 3 validators, namely design validator, language validator and material validator. The validation results from the design validation were 88%, which means it is suitable for use, the language validator is 94%, which means it is suitable for use, and the material validator is 90%, which means it is suitable for use. Then the module was tested on 48 phase A students. The average pretest result from trial 1 was 62.75, then in trial 2 it was 63.75. Followed by the posttest results from trial 1, namely 90.33 and trial 2, namely 91.58. After carrying out the pre-test and post-test at the trial stage, the researcher calculated the N-Gain Score value, namely N-Gain trial 1, namely getting a score of 0.76 which means high and getting an interpretation of N-Gain effectiveness of 76.78% which means effective. Then students filled out a student response questionnaire, and obtained presentation results of 85% in the very satisfied category. So it can be concluded that the project module for strengthening the profile of Pancasila students based on ethnomathematics in the Phase A independent curriculum in elementary schools that was developed is suitable for use and effective in learning mathematics.

PENGEMBANGAN PENDIDIKAN KARAKTER DALAM KURIKULUM MUATAN LOKAL BERBASIS BUDAYA DAERAH PADA SISWA SEKOLAH DASAR

Character education is important in the content of the elementary school curriculum. The content of this curriculum can be constructed on local content subjects, in addition to conveying material as well as strengthening character according to local customs and culture. The development of character education that contains traditional values and local culture is important because it sees the reality on the ground that school children are very dependent on gadgets but are not used for educational activities, and in making decisions for the future they are still very dependent and centered on parents' decisions. So that the service team from the Unisri PPKn study program was motivated to provide workshops on the implementation of regional culture-based local content curricula.
 Methods Implementation of activities is carried out in the form of counseling and training in implementing a local content curriculum based on regional culture. The results of community service activities at SDN 01 Bumi Laweyan include teachers starting to carry out and apply local culture in daily learning activities such as greetings, greeting fellow friends, and with teachers using fine Javanese.
 Keywords:
 Regional Culture, Implementation, Character Education

Penerapan Profil Pelajar Pancasila Di Sekolah Dasar (Studi Kasus Di Sekolah Dasar Negeri 193 Pekanbaru)

The Pancasila student profile is a national education goal. The Pancasila student profile is a reference for educators in building the character and competence of students. The aim of this research is to find out the application of the Pancasila student profile in the independent curriculum in elementary schools and also to find out the obstacles faced by teachers during its implementation. This research method is qualitative with a case study type. The data collection technique uses interviews, observation and documentation. Data sources involve the school principal, 2 teachers and 2 students. Testing the validity of the data uses triangulation. Data analysis techniques include data collection, data reduction, data presentation and drawing conclusions. The results of the research show that the teacher has implemented the Pancasila student profile even though all of these applications can be realized well by the students themselves. The obstacles faced by teachers in implementing the Pancasila student profile are the different characteristics and abilities of students, lack of motivation from parents and advances in technology. The conclusion from the research results is that the form of implementation carried out by teachers is to familiarize students with always saying greetings, reciting prayers, instilling an attitude of loving tradition, respecting diversity and training students to be able to work together with each other and have an attitude of responsibility.

Development of a Project-Based Comprehensive Assessment Tool Model for Integrated Mathematics Learning in Elementary School Curriculum in Wetland Environments

The aim of this research is to determine the initial conditions, analyze, produce elementary school mathematics learning tools based on project assessment in a wetland environment that are valid and reliable and to determine the effectiveness of primary school mathematics learning tools based on project assessment in a wetland environment simultaneously. The type of R&D research used in this research is the Borg and Gall design model with pre-field, field survey and post-field stages. The results of the assessment of project-based instruments from experts and practitioners in carrying out internal tests received good marks. The project-based comprehensiveness assessment instrument that has been formulated and tested by researchers can be said to have high validity, namely exceeding ≥0.40. The conclusion in this research is that the development of a project-based comprehensive assessment tool model through mathematics learning activities helps teachers provide direct assessments, identify learning objectives, see student progress over time, and describe students' mastery of the material, especially in mathematics learning

유아교사들이 인식하는 교사의 핵심역량에 관한 연구

Objectives This study aims to investigate early childhood teachers' perceptions of what core competencies are required for effective job performance in the field of early childhood education, and to identify the future com-petencies of early childhood teachers according to rapidly changing social situations.
 Methods Research participants were 12 current teachers working at early childhood education institutions, and three focus interviews were conducted, and the 52 transcripts were analyzed according to a qualitative analysis process.
 Results First, the participants wanted to compose professionalism/personality in teaching profession as a com-petence and emphasized basic skill and quality. Second, they insisted that infants and toddlers’ developmental stage need to be segmented, and thus the developmental stage by age of months and the details on devel-opmental characteristics after seven years of age should be added. Third, they argued that the teachers need to enhance their competences as a play supporter so that the 2019 revised Nuri curriculum can be operated. Lastly, they demanded the development of programs for interpersonal relations and the communication competences and the evaluation method improvement in evaluation and accreditation. The Although the importance of eco-logical transformation education, democratic citizenship education, and digital literacy reflected in the 2022 ele-mentary, middle and high school curriculum revision as core competencies for future education of early childhood teachers is recognized, there is a lack of understanding of the practice method in the field of early childhood education.
 Conclusions The results of this study can be reflected in the composition of the curriculum for pre-service early childhood teachers and the training contents of in-service teachers, which can enhance the core competence of teachers for future education. As a follow-up study, it is necessary to explore a core competency model for fos-tering early childhood teachers that reflects the core competency required in the field of early childhood education and responding to changes in the future society.

Penerapan Profil Pelajar Pancasila di Sekolah Dasar (Studi Kasus di Sekolah Dasar Negeri 193 Pekanbaru)

The Pancasila student profile is a national education goal. The Pancasila student profile is a reference for educators in building the character and competence of students. The aim of this research is to find out the application of the Pancasila student profile in the independent curriculum in elementary schools and also to find out the obstacles faced by teachers during its implementation. This research method is qualitative with a case study type. The data collection technique uses interviews, observation and documentation. Data sources involve the school principal, 2 teachers and 2 students. Testing the validity of the data uses triangulation. Data analysis techniques include data collection, data reduction, data presentation and drawing conclusions. The results of the research show that the teacher has implemented the Pancasila student profile even though all of these applications can be realized well by the students themselves. The obstacles faced by teachers in implementing the Pancasila student profile are the different characteristics and abilities of students, lack of motivation from parents and advances in technology. The conclusion from the research results is that the form of implementation carried out by teachers is to familiarize students with always saying greetings, reciting prayers, instilling an attitude of loving tradition, respecting diversity and training students to be able to work together with each other and have an attitude of responsibility.

Teachers Readiness In The Process Of Implementing The Independent Learning Curriculum In Elementary School

This study aims to determine the readiness of teachers in implementing the Independent Curriculum in elementary schools. This research was conducted at the State Elementary School 34/I Teratai, Kec. Muara Bulian Kab, Batang Hari, Jambi Province. The type of research used is qualitative research with descriptive research. The research data were obtained through observation and interviews (as the main data) and document studies (as supporting data). The results in this study indicate that teacher readiness is an important component in curriculum implementation. teacher readiness in the process of implementing the independent curriculum at SDN 34/I is in the pretty good category. This is related to the teacher's presentation of the independent curriculum which shows that the teacher understands well the concept, objectives, mechanisms and structure of implementing the independent curriculum, but there are still a number of things that need to be studied further regarding lesson planning or making teaching modules. At the implementation stage the teacher has implemented the independent curriculum in accordance with government directives, namely carrying out project learning to strengthen the Pancasila student profile (P5) and differentiated learning. At the assessment stage the teacher carries out diagnostic, formative and summative assessments and processes these assessments to see the achievement of learning and become evaluation material. From the research results obtained, for the process of implementing the independent curriculum in the first year, schools and teachers are expected to always work together so that the process of implementing the independent curriculum is more optimal. It is hoped that the results of this study can have benefits for further research.

KEBIJAKAN KURIKULUM MERDEKA DAN IMPLEMENTASINYA DI SEKOLAH DASAR

The purpose of writing this article is to describe the independent curriculum policy and its implementation on campuses and elementary schools. The type of research used in this study is literature review research. The research approach used is in the form of systematic characteritic samples using sources of written works such as books, articles, policy documents, and other types of written works. The results of the analysis found that the independent learning policy document was 30 articles. This research procedure consists of 4 stages, including: (1) making designs, (2) conducting studies, (3) analyzing, and (4) compiling and writing results. The results of the review are divided into 3, namely: (1) independent curriculum, (2) implementation of independent curriculum on educational campuses, and (3) implementation of independent curriculum in elementary schools. In the independent curriculum, there are several characteristics, including: changes in class hours and teaching teachers, strengthening the profile of Pancasila students, local content, teaching modules, project-based learning, learning outcomes formed phases hierarchically, independent teaching platforms, and curriculum structure. For educational campuses, with the independent curriculum policy, the campus needs to complete course materials with the needs of an independent curriculum, the campus needs to provide learning rights to students to study outside the study program, the campus needs to adjust changes in the definition of credits, and the campus needs to conduct a scheduled study tracer to measure the quality of performance. Each elementary school is free to determine the curriculum to be applied. Some of the tasks if elementary schools implement an independent curriculum are the application of Natural and Social Sciences, the integration of skills lessons in art lessons, and the application of school assessments

Teachers’ Attitudes Toward Primary School English Teaching Reform in Japan

In Japan, following several other English language education policy reforms, English language instruction was formally introduced to the elementary school curriculum as a subject in 2020. This change affects not only elementary school pupils but, perhaps more drastically, elementary school teachers, who are now required to teach English as a subject in their role as homeroom teachers. This paper reports on a study of Japanese teachers of English enrolled in in-service training workshops, and examines the degree to which the teachers feel prepared to implement the new curriculum, the challenges they may face in their classrooms, and the degree to which they feel these workshops help prepare them to implement the curriculum changes. The findings suggest that while many of the participants perceived that there was a necessity for the policy changes, they recognized how their agency may be constrained due to a variety of factors at the micro- and macro-level. A concerted effort at the level of policy planning, teacher training, and curriculum design is needed to help teachers develop their professional identities to enable the necessary changes.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR DALAM PENINGKATAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR MAMBA’UL HISAN TEMPURAN MAGELANG

This study aims to evaluate the implementation of the Merdeka Belajar curriculum in elementary schools and its impact on the quality of learning. The case study was conducted in two elementary schools in the area that implemented the Merdeka Belajar curriculum for one school year. The research method used is qualitative with data collection techniques through observation, interviews, and documentation. The collected data is analyzed using descriptive analysis. The results showed that the implementation of the Merdeka Belajar curriculum in both elementary schools has improved the quality of learning through increased student involvement in the learning process and the development of 21st century skills competencies. The positive impact is also seen in increasing teacher creativity and innovation in presenting learning materials. However, challenges in the implementation of the Merdeka Belajar curriculum can be seen in the lack of support and training for teachers and the lack of supporting resources. Thus, it is recommended that the government provide greater support in the implementation of the Merdeka Belajar curriculum in elementary schools and increase training and supporting resources for teachers to maximize the positive impact of the Merdeka Belajar curriculum in improving the quality of learning.

Pengembangan Modul Pembelajaran Anak Berkebutuhan Khusus Implementasi Kurikulum Merdeka di SD Negeri Inklusi

This research aims to create a learning module that can support children with special needs in following the merdeka curriculum in Inclusive elementary Schools. The merdeka curriculum is an approach to learning that encourages flexibility in its process, making specifik adjustments for children with special needs essential. This research adopts the Research and Development method based on the ADDIE theory by Dick and Carey, Which consists of five stages: Analysis, Desaign, Development, Implementation, and Evaluation. This research only reached the third stage, which is the development stage, because the research was conducted using a predetermined Likert scale questionnaire instrument. the results of the questionnaire indicate that students are highly interested in this learning module. Furthermore, the validation of the materials and learning media also indicates that this module is highly suitable and effective for use in teaching children with special needs. Therefore, this learning module is considered both attractive and effective for use. İt is hoped that this research can be continued by adding more content to the learning module and implementing it in futher teaching processes