Gotowa bibliografia na temat „Pusat Pengembangan Penataran Guru Matematika (Indonesia)”

Sekolah Penggerak merupakan sekolah yang berfokus pada pengembangan hasil belajar siswa secara holistik dengan mewujudkan Profil Pelajar Pancasila yang mencakup kompetensi serta kepribadian yang dimulai dengan SDM yang unggul (kepala sekolah dan guru). Peluncuran Kurikulum Merdeka adalah salah satu dari sekian banyak upaya Kemendikbudristek dalam menyikapi terbentuknya krisis pendidikan di Indonesia yang belum membaik dari tahun ke tahun. Riset PISA menampilkan banyak peserta didik yang tidak sanggup untuk menguasai teks simpel ataupun mempraktikkan konsep matematika dasar. Sepanjang 10 hingga 15 tahun terakhir kurang lebih 70% siswa umur 15 tahun terletak di dasar kompetensi minimum dalam literasi serta numerasi. Program Implementasi Kurikulum Merdeka dirancang untuk menunjang peluncuran kurikulum merdeka melalui aktivitas sosialisasi serta tutorial teknis untuk pemangku kepentingan seperti Dinas Pendididikan, Penilik, Pengawas, UPT Pusat, Organisasi Mitra yang bertugas mendampingi satuan PAUD di wilayahnya masing-masing. Penelitian ini bertujuan utuk menganalisis apakah guru-guru PAUD sudah mengimplementasikan Kurikulum Merdeka tersebut dengan baik sesuai dengan harapan dari pemerintah. Metode yang digunakan adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa sebagain besar guru telah mengimplementasikan Kurikulum Merdeka di Fase Fondasi (PAUD) dengan baik.

Buku Anonim. 2017. Pedoman Pengelolaan Pusat Pendidikan dan Latihan Olahraga Pelajar. Asisten Deputi Pengelolaan Pembinaan Sentra dan Sekolah Khusus Olahraga. Deputi Bidang Pembudayaan Olahraga. Kementerian Pemuda dan Olahraga Republik Indonesia. Jakarta.Atmoseoprapto, Kisdarto. 2001. Menuju SDM Berdaya. Edisi Pertama. Jakarta: PT Gramedia.Denhardt, R. B., and Denhardt, J. V., 2006. Public Administration: An Action Oriented. Belmont: Thomson Higher Education.Drucker Peter F. 2001. The Esential Drucker : In One Volume The Best of Sixty Years of Peter Druker’s Essenial Writtings on Managemen. Butterworth and einemann; HBS, Harper Collins Publisher.Dunn, Willain N. 2003. Pengantar Anaisis Kebijakan Publik. Yogyakarta : Gadjah Mada University Press.Dye, Thomas R., 2001. Top Down Policymaking. New York: Chatham House Publishers.Fester, Bill, S and Karen, S. 2001. Pembinaan untuk Meningkatkan Kinerja Karyawan. Jakarta: Ramelan.Gibson, James L., John M. Ivancevich, James H. Donnelly, Jr., and Robert Konopaske. 2012. Organizations: Behavior, Structure, Processes. Fourteenth Edition. Published by Mc Graw-Hill, a Business unit of The Mc Graw-Hill Companies, Inc., 1221 Avenue of The Americas, New York, NY.Geurts, T., 2012. Public Policy Making: The 21st Century Perspective, Apeldoorn, The Netherlands: Be Informed, online pada www.beinformed.com Handoko, T Hani. 2009. Manajemen “Edisi 2”. Yogyakarta: BPFE-Yogyakarta.Harsuki. 2003. Perkembangan Olahraga Terkini. Jakarta: PT Raja Grafindo Persada.Hulsmann, Jorg Guido, 2006. The Political Economy of Moral Hazard. Czech Journal Politica Economie. February 2006ICAEW, 2012. Acting in The Public Interest: A Framework for Analysis Market Foundations Initiative. London: ICAEW. Diakses dari icaew.com/marketfoundationsKitchin, D., 2010. An Introduction to Organisational Behaviour for Managers and Engineers: A Group and Multicultural Approach. Burlington: Elsevier Ltd.Koontz, H and Weichrich, H. 1993. Management A Global Prespective. Mc. Graw-Hill. Inc,.Kraft, Michael E., Scott R. Furlong, 2004. Public Policy: Politics, Analysis, and Alternatives. Washington: CQ Press.Lubis, Johansyah dan Heryanty Evalina, 2007. Latihan Dalam Olahraga Profesional. Jakarta: Badan Pengembangan dan Pengawasan Olahraga Profesional Indonesia.Lubis, S.B. Hari dan Martani Husaeni. 1987. Teori Organisasi. Suatu Pendekatan Makro. Jakarta: PAU Ilmu-Ilmu Sosial Universitas Indonesia.Lutan, Rusli. dkk. 2000. Dasar – Dasar Kepelatihan. Departemen Pendidikan Nasional Direktorat Jenderal Pendidikan Dasar Dan Menengah Bagian Proyek Penataran Guru SLTP Setara D-III Tahun 2000Miles, M.B and Huberman, A.M. 1994. Qualitative Data Analysis: An Expended Sourcebook, California: Sage Publications, Inc.Mulyadi, D. 2015. Studi Kebijakan Publik dan Pelayanan Publik : Konsep dan Aplikasi Proses Kebijakan Publik dan Pelayanan Publik. Bandung : Alfa Beta. Neuman, W. Lawrence. 2013. Metodologi Penelitian Sosial : Pendekatan Kualitatif dan Kuantitatif. Jakarta: PT. Indeks.Park, William H., 2000. “Policy”. In Defining Public Administration: Selections from the International Policy and Administration. Diedit oleh Jay M. Shafritz. Colorado: Westview Press.Riley, S., 2005. Herzberg's Two-Factor Theory of Motivation Applied to the Motivational Techniques Within Financial Institutions. Senior Honors Theses/Dissertations. Eastern Michigan University. (Online). Diambil dari http://commons.emich.edu/honors/119Rosenbloom, D.H and Robert S Kravchuk. 2005. Public Adinistration : Understanding Management, Politic and Law in The Public Sector. Boston: McGraw-Hill. Silalahi, Ulber 2015. Metode Penelitian Sosial Kuantitatif. Bandung: PT Refika Aditama.----------------------2013. Asas-Asas Manajemen. Bandung: PT Refika Aditama.Spencer, Lyle M. Jr, and Signe Spencer (1993), Competence At Work, Models for Superior Performance. United States of Amerika: John Wiley & Sons.Inc.Sumaryadi, Nyoman. 2005. Efektivitas Implementasi Kebijakan Otonomi Daerah. Jakarta: Citra Utama.Triton, P.B. 2009. Mengelola Sumber Daya Manusia. Yogyakarta: Penerbit Oriza.Vigoda, E. 2002. The Legacy of Public Administration and Review. In Public Administration : An Interdiciplinary Crytical Analysis. Edited By Eran Vigoda. New York: Marcell Dekker, Inc.m pp 1-18.Wibowo. 2015. Manajemen Kinerja. (Edisi Revisi). Jakarta: Raja Grafindo Persada.-----------, 2007. Manajemen Kinerja. Jakarta: Raja Grafindo Persada.Wilson, Charter A., 2006. Public Policy: Continuity and Change. New York: McGraw-Hill.Artikel dan Jurnal IlmiahAbidin, H. Zainal. 2013. Pembinaan Olahraga Prestasi dan permasalahnnya. Hhtp://www.tribunews.com/tribuners/2013/12/15. Pembinaan-olahraga-prestasi-dan-permasalahnnya. Diakses pada tanggal 14 Maret 2018Deli, Y. 2014. Efektivitas Pembinaan dan Pelarihan Gelandangan dan Pengemis Dinas Sosial dan pemakaman Kota Pekan Baru. Jom FISIP. Volmue 2 Nomor 1. Oktober 2014.Firdaus, Kamal. 2011. “Evaluasi Program Pembinaan Olahraga Tenis Lapangan di Kota Padang”. Jurnal Media Ilmu Keolahragaan Indonesia (Online) Volume 1. Edisi 2. Halaman 127-132. ( http://journal.unnes.ac.id/nju/index.php/miki/articl /download/2027/2141, diunduh pada 28 Pebruari 2018)Kusnanik, Nining Widyah. 2013. “Evaluasi Manajemen Pembinaan Prestasi PRIMA Pratama Cabang Olahraga Panahan di Surabaya”. Jurnal IPTEK Olahraga. Vol. 15 (2): hal. 125-137.Mulyadi, Agustanico Dwi. 2015. “Evaluasi Program Pembinaan Sepakbola Klub Persijap Jepara”. Jurnal Ilmiah PENJAS. (Online) Vol. 1 (2): hal. 1-18. (http://ejournal.utp.ac.id/index.php/JIP/article/vie w/323/318, diunduh pada 28 Pebruari 2018)Aji, Tri. 2013. Pola Pembinaan Prestasi Pusat Pendidikan dan Latihan Pelajar (PPLP) Sepak Takraw Putra Jawa Tengah Tahun 2013. Jurnal Media Ilmu Keolahragaan Indonesia Volume 3. Edisi 1. Juli 2013. ISSN: 2088-6802.Peraturan Perundang-UndanganSurat Keputusan Pejabat Pembuat Komitmen Satuan Kerja Dinas Kepemudaan dan Olahraga Propinsi Sulawesi Tenggara Nomor 7 tahun 2017 tentang Pengurus, Pelatih, Asisten Pelatih dan Atlet PPLP 5 Cabang Olahraga Kegiatan Pengembangan Sentra Keolahragaan Program Keolahragaan Dinas Kepemudaan dan Olahraga Propinsi Sulawesi Tenggara Tahun Anggaran 2017;

Mastery of Indonesian language skills for children is still a challenge for teachers and parents. Teachers need an effective learning model to improve Indonesian language skills and knowledge. This research aims to develop an active and innovative Indonesian language learning model for children aged 8 years by collaborating with the Numbered Heads Together, Sample Non-Examples, and Guess Words (NET) learning models. This research is a test of the effectiveness of the learning model with a small group trial study carried out at MI Kompa, and a large group trial carried out at MI Adda'wah and MIN I Sukabumi Parungkuda. Data collection techniques were carried out using a mixture of two types of data, qualitative and quantitative. The research results show that the development of the NET learning model in Indonesian language subjects has succeeded in improving children's learning outcomes. Therefore, the results of this study can be used as a starting point for further research. This study has limitations in using descriptive statistical data that do not yet explain the factors that influence the success of the proposed learning model. The results can also provide a basic approach to support further analysis of the impact of using learning strategies in the classroom, both in increasing student and teacher activity. Keywords: numbered heads together, non-examples, guess the words, Indonesian, eight-year-old children References: Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational objectives. In Allyn and Bacon. Pearson Education London. Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach and students learn in collaborative learning environments. International Journal of Instruction, 7(1). Hidayat, U. S. (2016). Model-Model Pembelajaran Efektif. Bina Mulia Publishing. Iskatiana, E. (2017). Pengaruh Strategi Pembelajaran Problem Based Learning dan Kooperatif Tipe Number Head Together (NHT) terhadap Hasil Belajar Matematika pada Siswa Kelas V di SD Bangunharjo. Trihayu: Jurnal Pendidikan Ke-SD-An, 4(1). Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12–15. Kurniasih, I., & Sani, B. (2015). Ragam pengembangan model pembelajaran untuk peningkatan profesionalitas guru. Jakarta: Kata Pena, 71–72. Kurniawan, M. I. (2015). Tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. PEDAGOGIA: Jurnal Pendidikan, 4(1), 41–49. Listiadi, A., Sulistyowati, R., & Sakti, N. C. (2019). Improving learning quality through NHT cooperation model in Indonesian vocational schools. KnE Social Sciences, 884–902. Nursyamsi, S. Y., & Corebima, A. D. (2016). The effect of numbered heads together (NHT) learning strategy on the retention of senior high school students in Muara Badak, East Kalimantan, Indonesia. European Journal of Education Studies. Rahmawati, I., Shodiqin, A., & Sugiyanti, S. (2018). Efektivitas Model Pembelajaran Numbered Head Together Berbantuan Media Prezi Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii. Senatik 2018. Saadie, M. (2007). Strategi Pambelajaran Bahasa Indonesia. Jakarta: Unversitas Terbuka. Santoso, H. (2011). Membangun minat baca anak usia dini melalui penyediaan buku bergambar. Universitas Negeri Malang. Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., & Pramuki, B. E. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta: Universitas Terbuka. Susanto, H. (2016). Membangun budaya literasi dalam pembelajaran bahasa Indonesia menghadapi era mea. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(1), 12–16. Zulela, M. S. (2012). Pembelajaran Bahasa Indonesia Apresiasi Sastra di Sekolah Dasar. Bandung: Remaja Rosdakarya.

Special needs ECE children should be prepared with early literacy and numeracy skills to strengthen their competencies during the transitional phase to primary school. To help this transitional phase, teachers can provide a variety of diverse play activities. This study aims to explore and evaluate the pedagogical strategies employed by teachers in reinforcing special needs children's literacy and numeracy, as a support to their transition process from ECE to primary year. The research applied a qualitative method with data collection techniques through interviews, observations, and documentation. The sample selection applied purposive sampling based on the criteria and objectives of this study. The sample consisted of inclusive classroom teachers from ten ECE institutions in five regions of Central Java, including Semarang City, Pekalongan City, Surakarta City, Wonosobo District, and Jepara District. The study concludes that ECE teachers still see several limitations in dealing with special needs children. Therefore, teachers should modify plans and play activities to strengthen literacy and numeracy skills for special needs children to help them embark on primary school. Teachers expect necessary support for their improvement through training and guidance in dealing with special needs children, especially in developing their literacy and numeracy. Keywords: literacy and numeracy, special needs children, ECE-primary school transition References: 1 Agustina, E., & Zayyadi, M. (2023). Kemampuan Literasi Numerasi Siswa di Sekolah Inklusi. Apotema: Jurnal Program Studi Pendidikan Matematika, 9(1), 15-20. Alberta. (2019). Literacy and Numeracy Proggression. Understanding Special Education Needs, 1-15. Atlar, H., & Uzuner, Y. (2023). Supporting Teacher Development about Early Literacy in Children with Hearing Loss: An Action Research in Turkey. 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Teacher Education Research and the Policy Reform Agenda. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact (pp. 1-14). Springer Singapore. https://doi.org/10.1007/978-981-10-0785-9_1 Brooks-Gunn, J., & Markman, L. B. (2005). The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness. The Future of Children, 15(1), 139-168. http://www.jstor.org/stable/1602666 BSKAP. (2022). Modul 3 Bagaimana Membangun Kemampuan Literasi. Comunitity Child Care Victoria. (2011). Early Literacy and Numeracy Self-Guided Learning Package. In: Australia. Davenport, L. A. (2012). Numeracy in inclusive early childhood classrooms: embedding learning opportunities and using effective instructional strategies. Department of Education and Early Childhood Development. ( 2009). Victorian Early Years Learning and Development Framework: For all children from birth to eight years. Department of Education and Early Childhood Development. 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Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(2), 67-76. https://doi.org/10.14421/jga.2022.72-02 Indah, W. (2023). Analisis Kemampuan Literasi Numerasi Berdasarkan Gaya Belajar pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 5840-5849. Jurmang, J. L. (2014). Teacher competencies for inclusive education: The case of management and instructional function. National Journal of Inclusive education, 2(1). Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79-92. https://doi.org/https://doi.org/10.1016/j.ecresq.2017.09.003 Keily, T., Evans, A., & Atchison, B. (2019). Strengthening the Early Childhood Education Continuum. Policy Guide. Education Commission of the States. Khasanah, I., & Purnamasari, I. (2023). Role-Playing Methods: Efforts to Stimulate the Development of Early Childhood Numeracy Literacy. 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Campbell Systematic Reviews, 13(1), 1-82. https://doi.org/https://doi.org/10.4073/csr.2017.1 Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793 Mumpuniarti, M. (2017). Challenges faced by teachers in teaching literacy and numeracy for slow learners. Journal of Sustainable Development, 10(3), 243. https://doi.org/https://doi.org/10.5539/jsd.v10n3p243 Ningsih, S., Gunayasa, I. B. K., & Dewi, N. K. (2022). Pengaruh Literasi Numerasi Terhadap Hasil Belajar Matematika Pada Siswa Kelas III SDN Lingkok Lima Tahun Ajaran 2021/2022. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 1938-1943. https://doi.org/10.29303/jipp.v7i3c.881 Nurhayani, N., & Nurhafizah, N. (2022). 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Efforts to develop children's character based on the application of religious culture are important for every early childhood education institution, but the implementation patterns are still limited. This research aims to describe the application of religious culture in early childhood education institutions in cultivating character to find application patterns. This research uses a qualitative descriptive method with a single case study design conducted at one of the early childhood education institutions in Banyumas, Indonesia. Data search was carried out using interviews, observation, and documentation. Analysis techniques used, data reduction, data presentation, verification, and conclusion. The research results show that the application of religious culture has two main parts. The part related to the phasing pattern of cultivating religious values and the part related to various religious cultures and how to transmit them to children. The phasing pattern of cultivating religious values in children is carried out through introduction and training, which leads to habituation. Meanwhile, various religious cultures include cultures related to holy books, religious rituals, and places of worship. Religious culture is transmitted through the learning process and activities outside the learning process, including socialization, role modeling, and building communication between parents and institutions. Keywords: religious culture, character, early childhood References: Abdurohim, Rohimah, B., & Hayani, R. A. (2021). Fungsi Ibadah Ritual Dalam Pembentukan Karakter Islami. Jurnal Pendidikan Karakter"Jawara" (JPKJ), 7, 74. https://jurnal.untirta.ac.id/index.php/JAWARA/article/view/11610 Abshor, M. U. (2019). Resepsi al-qur’an masyarakat gemawang mlati yogyakarta. Qof, 3(1), 41–54. https://doi.org/https://doi.org/10.30762/qof.v3i1.1022 Adhar, In’am, A., & Hartiningsih, S. (2018). 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The Science Teachers' Development and Training Centre or STDTC (Pusat Pengembangan dan Penataran Guru Ilmu Pengetahuan Alam or PPPG IPA) is an official in-service science teacher training, which is in Bandung, West Java, Indonesia. Between 1978 and 1997, an in-service science-teacher training project, which is known as the PKG IPA Project, was developed by the Directorate of General Secondary Education. The successful PKG IPA project implemented its own in-service science teacher training system within its own training network across Indonesia, without the involvement of the PPPG IPA as the existing official teacher-training agent. The existence of the project was discontinued when the World Bank loan ended. Unfortunately, the expensive infrastructures developed by the PKG IPA project could no longer be utilized because the PKG IPA project was excluded from the official structure of organization of the Ministry of Education and Culture (MOEC) which is now known as Ministry of National education (MNE). In addition, the ignorance of the staff of the PPPG IPA about the PKG IPA project is one indicator why that the PPPG IPA is facing some problems, which affect the implementation of its duties and functions.Based on this indicator, this study was implemented with two objectives, namely, to investigate and analyze current problems facing the PPPG IPA, and to make recommendations for formulating appropriate policies and strategies in order to rationalize the future roles of the PPPG IPA. The study involved seven research questions, which were grouped into three concerns, namely, the quality of the environment, a needs analysis, and analysis of the Directorate's policies. The seven research questions required different instruments to collect the data. Existing instruments, SLEQ (School Level Environment Questionnaire) and SLEI (Science Laboratory Environment Inventory), ++
were translated into Indonesian. The researcher developed other instruments. The study involved both qualitative and quantitative research methods and types of data, included various sampling strategy classifications, such as purposeful sampling and opportunistic sampling. The data collecting strategy involved surveys, observations, interviews, and mining documents.The study concluded that the PPPG IPA is facing some current problems related to the aspects of working environment, science laboratory environment, human resources, facilities, policies, and in-service training networking. The study recommended that the Ministry of National Education (MNE) formulate appropriate policies and strategies in order to rationalize the roles of the PPPG IPA in order to strengthen the implementation, and improve the quality, effectiveness, and efficiency of the in-service training programs. A new ministerial regulation also is recommended to be released to replace the previous relevant regulations in order to accommodate the above concerns.