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Strategies to Train Climate Change Issue-Oriented Teaching Skills for Pre-Service Science Teachers
No full textClimate change is an important issue for pre-service science teachers to understand and they must be able to design and implement learning that is appropriate and supports its understanding. This study aims to design a pedagogical framework to train teaching skills oriented toward climate change issues for pre-service science teachers. The research method uses literature review research with the following steps: i. Identification of topics and problems, ii. Literature search and collection, iii. Evaluation and selection of literature, iv. Analysis of literature, v. Synthesis of study results, and vi. Preparation of conclusions and implications. The results of this study are in the form of climate change issue-oriented teaching skills with these steps: i. Improvement of Scientific Knowledge, ii. Development of Pedagogical Skills, iii. Use of Technology and Digital Media, iv. Environmental Value-Based Education and Social Action, and v. Evaluation and Reflection. Conceptually, the pedagogical framework can train climate change issue-oriented teaching skills for pre-service science teacher candidates
Perspectives and Views of Elementary School Teachers on Academic Supervision Oriented toward te Merdeka Mengajar Platform
No full textThis research examines the need to reform the implementation of academic supervision within the Merdeka Mengajar platform. Currently, supervision focuses on administrative supervision, such as checking the teacher documents, so the main objective— improving teacher performance—is not achieved. This study analyzes the need to develop an academic supervision instrument integrated into the Merdeka Mengajar platform. Using a quantitative descriptive approach, the research surveyed elementary school teachers. The data were collected through surveys using a questionnaire. Data analysis was conducted using average and standard deviation formula. The results of the study indicated that supervision should involve guidance to improve learning and services to students, and that teachers should play an active role in determining strategies. These findings highlight the need to develop an academic supervision instrument that involves teacher self-assessment integrated into the Merdeka Mengajar platform
Implementing SMIP (Smart Microsite Supervision) to Improve Learning Quality
No full textEarly Childhood Education (ECE) educators play an important role in delivering quality learning but require help and guidance through academic supervision to implement it. Manual academic supervision by the head of ECE has not produced significant results, as educators remain uncertain about how to improve after supervision. The purpose of the SMIP application is to help the head of ECE to conduct academic supervision more effectively and teachers are supported by reflection and improvement. The actions taken in implementing the SMIP application are identification and analysis, planning, which includes reviewing the SMIP application, compiling an implementation timeline, determining target ECE units, involving stakeholders, and formulating the necessary material resources. The implementation includes Focus Group Discussion (FGD) activities, coaching the importance of academic supervision at ECE and IGTKI, socializing the SMIP application to PKG ECE, IGTKI, and ECE clusters, mentoring the implementation of the SMIP application to target ECE, followed by reflection, evaluation, and reporting activities. The results showed that the head of ECE developed a better understanding of academic principles, implementation stages, and supervision techniques, enabling them to support teachers more effectively. Educators improved their pedagogical and professional competence, gained a clearer understanding of learning quality indicators, were able to develop teaching modules and learning processes, and strengthened their IT skills. These findings highlight SMIP’s potential as an effective tool for improving academic supervision and teacher development in ECE settings
STEAM and Disaster Mitigation in Curriculum Merdeka for Junior High School Phase D
No full textThis study explores the potential application of the STEAM (Science, Technology, Engineering, Art, Mathematics) approach in the science subject for eighth-grade junior high school students, focusing on disaster mitigation, per the Merdeka Curriculum. This research aims to understand the potential of STEAM oriented toward disaster mitigation in the science subject of the Merdeka Curriculum, particularly in Phase D for eighth-grade students. The methods used include dependability and confirmability tests to ensure data validity, obtained through an analysis of learning outcomes, teacher guides, and student textbooks. The results indicate that the potential of STEAM-oriented disaster mitigation can be seen from the dominance of indicators related to the understanding of scientific concepts concerning disaster mitigation, the availability of disaster mitigation information in teaching materials, student involvement in disaster mitigation, and the lack of technology usage for disaster mitigation. The analysis of the potential for STEAM-oriented disaster mitigation in the learning outcomes, teacher guides, and student textbooks for the IPA subject of the Merdeka Curriculum Phase D shows that the potential is less than 30%, indicating a very low level. This research provides recommendations for developing contextual learning modules, teacher training, and periodic evaluations to enhance student understanding in facing the challenges of natural disasters
Implementation of Edupas as a Learning Platform for the IPAS Project to Improve Creative Thinking Skills of Vocational School Students in Semarang City
No full textThis study examines the implementation of Edupas as a learning platform in the subjects of the IPAS (Natural and Social Sciences) project to improve the creative thinking skills of vocational school students in Semarang City. Edupas is designed to support interactive and collaborative learning, allowing students to be actively involved in the learning process. The method used in this study is a quasy experiment with a one-group pretest-posttest design. The data were collected through pre-test questions and posttest for creative thinking skills as well as analyzing student work results on worksheets and observations. The results show that the use of Edupas significantly improves students’ creative thinking skills, especially in innovation, problem-solving, and teamwork. However, the study also found challenges, including limited technological infrastructure and training needs for teachers to make the most of the platform. This study recommends that schools improve technology facilities and provide continuous training for teachers to optimize the use of Edupas. Thus, Edupas is expected to be an effective tool in improving the creative thinking skills of vocational school students in Semarang City
Teachers' Challenges on the Use of Microlearning TikTok in Assessing Students' Speaking Skills within the Merdeka Curriculum
No full textThe Merdeka curriculum, the latest educational framework in Indonesia, promotes innovation and flexibility, allowing teachers and students to use various learning media. This study aims to explore the challenges faced by teachers when using TikTok as an assessing medium for students’ speaking skills. The use of TikTok for assessment represents a new area of research in this field. This study employs a qualitative exploratory study with descriptive analysis. The data were obtained through observations during the instructional process, Google Form questionnaires, and in-depth interviews with three senior high school English teachers in Denpasar, Bali. The participants were selected through purposive sampling, and data were collected over two months. The findings revealed the challenges came from external factors, such as time constraints, student-related factors, the curriculum, and facilities in the school. To address these challenges, alternative solutions to help teachers face challenges were needed in the form of education innovation. Using Microlearning through TikTok to assess students’ speaking skills, teachers found that TikTok was a practical outlet for students to perform their speaking skills where they practice using short, compact videos that encouraged them to speak more
Conservation Values and Values Conservation in the Oral Tradition of Jalawastu Community
No full textThis study explores the oral tradition of the Jalawastu community, a tourist village known for its rich customs and traditions. Despite being open to external influences due to tourism, the community remains deeply committed to preserving its cultural heritage, particularly its oral traditions. This study aims to explore the conservation values embedded in Jalawastu’s oral traditions and examine the community’s efforts to maintain them. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation over a three-day period. Findings show that the community’s oral traditions take the form of performances and rituals, which reflect conservation values in both cultural and environmental aspects. Efforts to preserve oral traditions include passing these traditions down to younger generations and routinely conducting performances and rituals. Tourism plays a crucial role in sustaining these traditions, as cultural events have become a source of financial support for the community
SDGs in Higher Education: Implementing Cutting-Edge English Learning Approach and Merdeka Curriculum to Achieve the SDGs
No full textThe implementation of the Sustainable Development Goals (SDGs) in higher education continues to face various challenges. This study argues that integrating innovative English language learning methods, particularly within the framework of the Merdeka curriculum, can contribute to advancing the SDGs in higher education. By promoting cooperative learning strategies, students are encouraged to think critically and independently, solve problems creatively, and collaborate effectively, offering a more holistic learning experience. In English as a Foreign Language (EFL) contexts, challenges such as large class sizes, diverse student backgrounds, policy implementation, and the need for intercultural competence often hinder effective learning. This research highlights the importance of tailoring pedagogical approaches to meet individual learner needs while still nurturing analytical and innovative thinking. Through the Merdeka curriculum’s flexible and student-centered design, this approach shows promise in addressing these challenges and supporting the broader goals of sustainable education
Design of Google Sites-Based Learning Media Using the Group Investigation Model on Convection Concepts and Its Effect on Students' Learning Outcomes
No full textThis paper aims to design learning media using Google Sites by applying the group investigation (GI) cooperative learning model on convection material for students and to determine the effect of Google Sites-based learning media on improving student learning outcomes. The method used is a literature study that reviews several journals. The results concluded that: 1) Google Sites learning media that applies the GI cooperative learning model are designed by the flow of activities used for students. 2) With an increase in the average score of students from pretest to posttest, the use of Google Sites as a learning media seems to have a good effect on improving student learning outcomes
Systematic Literature Review: The Utilization of Learning Media in the Implementation of the STE(A)M Approach in Mathematics Learning
No full textSTEAM (Science, Technology, Engineering, Art, and Mathematics) is an approach that can help provide stimulation to students to increase their creativity. Teachers can design mathematics learning in class by considering the needs of each student. Appropriate and interesting learning media can stimulate students to be able to arouse their imagination, creativity, and artistic expression. The purpose of this study is to classify the implementation of STE(A)M learning based on the level of education, type of learning media, topics, and mathematical abilities to be developed. It uses the method of systematic literature review (SLR), and concludes that STE(A)M learning has been widely applied at the secondary school level, especially in algebra and geometry, and has been proven effective in improving students’ problem-solving abilities