Elementary School Education

module code student credits semester frequency duration

PGSDUM6001 workload (according to 1st semester One 1 semester
83.33 ECTS) semester
3,33
1. Types of courses contact hours independent class size
a) Lecture 20.33 hours study 40 students
b) Seminar 60 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
The juridical, philosophical, religious, and empirical basis for elementary education;
life-based learning, elements of 21st century life-based learning, scientific approach
and active learning; Learning objectives (cognitive, affective, and psychomotor
taxonomies) and higher-order thinking skills (HOTS); Analyze the management of
planning, implementing, monitoring, evaluating and assessing, and improving the ICT-
based elementary school education curriculum in the 21st century
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
No.
8. Responsibility for module
Prof. Dr. Sa'dun Akbar, M.Pd
Muchtar, S.Pd, M.Si
9. Reference
Brookhart, S. M. 2010. How to Assess High Order Thinking Skills in Your Classroom.
Alexandria ASCD.
Hayes, D. 2007. Joyful Teaching and Learning in the Primary School. Exeter: Learning
Matters.
Piirto, J. 2011. Creativity for 21st Century Skills: How to Embed Creativity into the
curriculum. Rotterdam: Sense Publisher.
Trilling, B. & Fadel, C. 2009. 21st Century Skills: Learning for Life in Our Times. San
Fransisco: Josey Bass.
Dewantoro, Ki Hadjar, 1962. Bagian I: Pendidikan, Yogyakarta: Majlis Luhur Taman
Siswa. 
Dimyati, M. 2002. Keilmuan Pendidikan Sekolah Dasar, Malang: Program
Pascasarjana UM. 

AQAS e.V. – module description

AQAS e.V. – module description
Study and Development of Curriculum
module code student credits semester frequency duration
st
PGSDUM60 workload (according to 1 semester one 1 semester
02 83,33 ECTS) semester
3,33
1. Types of courses contact hours independent class size
a) Lecture 20.33 hours study 40 students
b) Seminar 60 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
The nature of the curriculum, the functions and objectives of the curriculum, the
foundation and level of development and innovation of the elementary school
curriculum, the basic concepts of competency-based curriculum, the implementation of
competency-based curriculum development, various curriculum innovations, the
development of active student learning oriented towards active, innovative, creative,
effective, and adaptive to science and technology.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. I Made Suardana, M.Pd
Dra. Lilik Bintartik, M.Pd
Drs. Suhartono, M.Pd
9. Reference
Wiles, John. 2008. Leading Curriculum Development. Thousand Oaks: Corwin.
Cullen, R., Harris, M., & Hill, R. R. 2012. The Learner-Centered Curriculum: Design
and Implementation. San Fransisco: Josey-Bass.
Hamalik, O. 2012. Manajemen Pengembangan Kurikulum. Bandung: Remaja
Rosdakarya.

AQAS e.V. – module description

Information and Communication Technology (ICT) in Education
module code student credits semester frequency duration
st
PGSDUM600 workload (according to ECTS) 1 semester one 1
3 83.33 hours 3.33 semester semester
1. Types of courses contact hours independent class size
a) Lecture 23.33 hours study 40 students
b) Workshop 60 hours
c) Group work
d) Demonstration
2. Prerequisites for participation
-
3. Learning outcomes
8. Apply knowledge, attitudes, and skills as a life-based pedagogical entrepreneur with
ICT insight by developing local potential for global excellence.
4. Subject content
The basic framework of the principles, functions and benefits of ICT in education, the
curriculum in ICT studies, integrated learning and assessment with ICT, authentic
learning and assessment rooted in 21st-century learning, introduction to ICT-based
instructional design, understanding of digital society, code of ethics for using ICT in
the context of collaboration and information sharing.
5. Teaching methods
Project-Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dra. Harti Kartini, M.Pd
Arda Purnama Putra, M.Pd
9. Reference
Churcull, D., Lu, J., Chiu, T. K. F., & Fox, B. (Eds.). 2016. Mobile Learning Desing:
Theories and Application. London: Springer.
Flavin, M. 2017. Disruptive Technology Enhanced Learning: The Use and Misuse of
Digital Technologies in Higher Education. London: Palgrave Macmillan.
Moodie, G. 2016. Universities, Disruptive Technologies, and Continuity in Higher
Education: The Impact of Information Revolutions. Toronto: Palgrave
Macmillan.
Prensky, M. 2012. From Digital Natives to Digital Wisdom: Hopeful Essays for 21st
Century Learning. Thousand Oaks: Corwin.
Wan Ng. 2015. New Digital Technology in Education: Conceptualizing Professional
Learning for Educators. London: Springer.
Williams, P. J. (Ed.). 2012. Technology Education for Teachers. Rotterdam: Sense
Publishers.

AQAS e.V. – module description

Media and Learning Resources
module code student credits semester frequency duration
nd
PGSDUM600 workload (according to 2 semester one 1
4 83,33 hours ECTS) semester semester
3.33
1. Types of courses contact hours independent class size
a) Lecture 23.33 hours study 40 students
b) Workshop 60 hours
c) Seminar
d) Individual project
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
Definition, position, and function of learning resources and media; abilities, the
foundation for the use of learning media; classification of learning media; characteristics
of 2-dimensional learning media; characteristics of 3-dimensional learning media;
characteristics of electronic/modern learning media, media development models for
elementary school; the use of media in the learning process at elementary school; the
procedure for the production of learning materials for elementary school students based
on information and communication technology.
5. Teaching methods
Project-Based Learning, R&D
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Drs. Usep Kustiawan, M.Sn
Drs. Sumanto, M.Pd
Dr. Erif Ahdhianto, M.Pd
9. Reference
Burden, Paul R. dan David M. Byrd. 2007. Methods for Effective Teaching: Promoting
K-12 Student Understanding. Boston: Pearson Education Inc.
Gunter, Mary Alice, Thomas H. Estes, dan Susan L. Mintz. 2007. Instruction A Models
Approach. Boston: Pearson Education Inc.
Ibrahim. 2002. Media Pembelajaran. Malang: FIP Universitas Negeri Malang.
Madyamadja, E. Didik. 2012. Pemrograman Pembelajaran Berbasis Komputer. Jakarta:
Penerbit Dian Rakyat.
Setyosari, Punaji, dan Sihkabuden. 2005. Media Pembelajaran. Malang: Elang Mas.
Siegler, Robert, Judy Deloache, dan Nancy Eisenberg. 2006. How Children Develop.
New York: Worth Publishers.

AQAS e.V. – module description

Smaldino, Sharon E., Lowther, Deborah L., and Russell, James D. 2002. Instructional
Technology and Media for Learning 9th Edition. New Jersey: Pearson
Education.

AQAS e.V. – module description

Educational Assessment
module code student credits semester frequency duration
nd
PGSDUM6005 workload (according to 2 semester one 1
123 ECTS) semester semester
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Seminar 88 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
The concept and function of learning assessment, assessment of learning processes and
outcomes along with procedures for its development, requirements for assessment
instruments, assessment of skills, knowledge, and attitudes; authentic assessment in
elementary schools, assessment of higher-order thinking skills (HOTS); designing
assessment instruments, testing instruments (item analysis), and analysis of the
implementation of assessments in primary schools.
5. Teaching methods
Problem-Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dra. Harti Kartini, M.Pd
Puri Selfi Cholifah, S.Pd, M.Pd
9. Reference
Brookhart, S. M. 2010. How to Assess Higher-Order Thinking Skills in Your Classroom.
Virginia: ASCD.
Cohen, R. J. Swerdlik, E. 2010. Psychological Testing Assessment: An Introduction to
Test and Measurement (Seventh Edition). New York: McGraw Hill.
Griffin, P. & Care, E. (Eds.). 2015. Assessment and Teaching of 21st Century Skills:
Methods and Approach. London: Springer
McMillan, J. H. 2007. Classroom Assessment: Principles and Practice for Effective
Standards-Based Instruction. Boston: Pearson Education.
McMillan, J. H. 2007. Classroom Assessment: Principles and Practice That Enhance
Student Learning and Motivation. Boston: Pearson Education.
Salkind, N. J. 2013. Test and Measurement for People Who (Think They) Hate Test &
Measurement. Thousand Oaks: SAGE Publications.

AQAS e.V. – module description

Secolsky, C. & Denison, D. B. 2012. Handbook on Measurement, Assessment, and
Evaluation in Higher Education. Oxon: Routledge.
Wade, Carole dan Carol Tavris. 2007. Psikologi. Jakarta: Penerbit Erlangga
Woolfolk, A. 2009. Educational Psychology Active Learning Edition. Boston: Pearson
Education Inc.
Duchesne, S & McMaouggh. 2016. Educational Psychology for Learning and Teaching.
Cengage Learning.
Wragg, E. C. 2001. Assessment and Learning in The Primary School. London: Routledge.

AQAS e.V. – module description

Teaching Skills
module code student credits semester frequency duration
rd
PGSDUM600 workload (according to ECTS) 3 semester one 1
6 123 hours 4.92 semester semester
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Observation 88 hours
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
The concept of teaching skills, types of teaching skills (opening and closing, asking,
explaining, class management, giving reinforcement to guide groups and individuals,
learning variations), application of teaching skills, microlearning, supervision of
learning
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Titis Angga Rini, S.Pd, M.Pd
Dra. Tri Murti, S.Pd, M.Pd
Dra. Siti Umayaroh, S.Pd, M.Pd
9. Reference
Archer, Anita L. Charles A. Hughes. 2011. Explicit Instruction: Effective and Efficient
Teaching. New York: The Guilford Press
Griffin, P., & Care, E. (Eds.). 2014. Assessment and teaching of 21st-century skills:
Methods and approach. New York: Springer.
Eggen, P., & Kauchak, D. 2011. Strategies and models for teachers: Teaching content
and thinking skills. Boston: Pearson Higher Ed.
Saphier, J., Gower, R. R., & Haley-Speca, M. A. 2011. The skillful teacher: Building
your teaching skills. Acton, MA: Research for Better Teaching.
Sutrisno, T. 2019. KETERAMPILAN DASAR MENGAJAR (The Art of Basic
Teaching) (Vol. 121). Duta Media Publishing.

AQAS e.V. – module description

Statistics
module code student credits semester frequency duration
rd
PGSDUM6007 workload (according to 3 semester one 1 semester
83,33 ECTS) semester
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 hours study 40 students
b) Seminar 60 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
6. Compile a study on the application and analysis of the field of elementary school
studies based on humanities, principles, procedures, and scientific ethics in the form of
scientific works stored in the university repository to ensure validity and prevent
plagiarism by applying collaboration and communication skills with the academic
community and the scientific community in a manner independently.
4. Subject content
Basic concepts of statistics, sampling and population, variable, and scale measurement
(ordinal, nominal, interval, ratio); presentation of statistical data; reliability and data
validity; parametric statistics and non-parametric statistics; descriptive statistics:
frequency distribution, graphic presentation, central tendency, variability, normal
distribution; inferential statistics: probability, sampling distribution, recommendation, z
test, t-test, chi-square test; statistical test data using Microsoft Excel® and SPSS®.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Yuniawatika, S,Pd, M.Pd
Yulia Linguistika, S.Pd, M.Ed
Dr. Siti Mas'ula, M.Pd
9. Reference
Abbott, Marten L. 2011. Understanding Educational Statistics Using Microsoft Excel®
and SPSS®. Hoboken: John Wiley & Sons, Inc.
Coladarci, T., Cobb, Casey, D., Minium, Edward. W., & Clarke, R. B. 2011.
Fundamentals of Statistical Reasoning in Education. Hoboken: John Wiley &
Sons, Inc.
Huck, Schuyler, W. 2012. Reading Statistics and Research. Boston: Pearson.
Weiss, N. A. 2017. Introductory Statistics. Boston: Pearson.
Priyatno, D. 2008. Mandiri Belajar SPSS untuk Analisis Data dan Uji Statistik.
Yogyakarta: Mediakom.

AQAS e.V. – module description

Siregar, S. 2014. Statistik Parametrik untuk Penelitian Kuantitatif. Jakarta: Bumi Aksara.
Wijaya. 2000. Statistika Non Parametrik (Aplikasi Program SPSS). Bandung: Alfabeta.
Sopingi. 2015. Pengantar Statistik Pendidikan. Malang: Gunung Samudera.
Sudijono, A. 2007. Pengantar Statistika Pendidikan. Jakarta: CV Rajawali.

AQAS e.V. – module description

Quantitative Research Methodology
module code student credits semester frequency duration
th
PGSDUM6008 workload (according to 4 semester one semester 1 semester
83,33 ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 hours study 40 students
b) Seminar 60 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
6. Compile a study on the application and analysis of the field of elementary school
studies based on humanities, principles, procedures, and scientific ethics in the form of
scientific works stored in the university repository to ensure validity and prevent
plagiarism by applying collaboration and communication skills with the academic
community and the scientific community in a manner independently.
4. Subject content
Basic concepts, insight into educational research, formulation of primary education
research problems, theoretical studies of problems and research procedures, types of
quantitative research, research and development, preparation of research proposals related
to the learning process in elementary schools, systematic research reports.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dra. Harti Kartini, M.Pd
Yuniawatika, S.Pd, M.Pd
Yulia Lingusitika, S.Pd, M.Ed
9. Reference
Arikunto, S. 2000. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Creswell, J. W. 2012. Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson.
Huck, Schuyler, W. 2012. Reading Statistics and Research. Boston: Pearson.
Plomp, T., & Nieveen, N. (2013). Educational Design Research. Netherlands: Institute for
Curriculum Development (SLO).
Smeyers, P. & Depaepe, M. (Eds.). 2010. Educational Research: The Ethics and
Aesthetics of Statistics. New York: Springer.
Somekh, B. 2006. Action Research: a Methodology for Change and Development.
Berkshire: Open University Press.
Sugiyono. 2010. Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Yogyakarta:

AQAS e.V. – module description

Alfabeta.

AQAS e.V. – module description

Qualitative Research Methodology
module code student credits semester frequency duration
th
PGSDUM6009 workload (according to 4 semester one semester 1 semester
83,33 ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 hours study 40 students
b) Seminar 60 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
6. Compile a study on the application and analysis of the field of elementary school
studies based on humanities, principles, procedures, and scientific ethics in the form of
scientific works stored in the university repository to ensure validity and prevent
plagiarism by applying collaboration and communication skills with the academic
community and the scientific community in a manner independently.
4. Subject content
Basic concepts, insight into educational research, formulation of primary education
research problems, theoretical studies of problems and research procedures, types of
qualitative research, classroom action research, preparation of research proposals related
to the learning process in elementary schools, systematic research reports.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Prof. Dr. Sa'dun Akbar
Muchtar, S.Pd, M.Si
9. Reference
Arikunto, S. 2000. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Creswell, J. W. 2012. Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson.
Hatch, J. A. 2002. Doing Qualitative Research in Education Settings. New York: State
University of New York.
Huck, Schuyler, W. 2012. Reading Statistics and Research. Boston: Pearson.
Smeyers, P. & Depaepe, M. (Eds.). 2010. Educational Research: The Ethics and
Aesthetics of Statistics. New York: Springer.
Somekh, B. 2006. Action Research: A Methodology for Change and Development.
Berkshire: Open University Press.
Sugiyono. 2010. Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Yogyakarta:
Alfabeta.

AQAS e.V. – module description

AQAS e.V. – module description
Thesis
module code student credits semester frequency duration
th
PGSDUM610 workload (according to 8 semester one semester 1 semester
0 480 hours ECTS)
19.20
1. Types of courses contact hours independent class size
a) Individual Guidance 140 hours study 40 students
b) Seminar 340 hours
c) Workshop
2. Prerequisites for participation
-

3. Learning outcomes
6. Compile a study on the application and analysis of the field of elementary school
studies based on humanities, principles, procedures, and scientific ethics in the form of
scientific works stored in the university repository to ensure validity and prevent
plagiarism by applying collaboration and communication skills with the academic
community and the scientific community in a manner independently.
4. Subject content
Research problems, research objectives, determination of data collection methods and
techniques, preparation of research instruments, data collection, data processing, and
interpretation of research results, drawing conclusions and determining alternative
problem solving oriented to active, innovative, creative, effective, and adaptive learning
to science and technology.

5. Teaching methods
Case study, Inquiry
6. Assessment methods
final examination, self-activity (portfolio, performance, self-assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. H. Sutarno, M.Pd
9. Reference
Tim FIP-UM.2014. Panduan Pengelolaan dan Pembimbingan Skripsi Fakultas Ilmu
Pendidikan (FIP-UM). Malang: FIP-UM.
Universitas Negeri Malang, 2014. Pedoman Penulisan Karya Ilmiah. Malang: UM
Press.

AQAS e.V. – module description

Basic Concept of Elementary School Mathematics
module code student credits semester frequency duration
nd
PGSDUM601 workload (according to 2 semester one 1 semester
1 123 ECTS) semester
4,92
1. Types of courses contact hours independent study class size
a) Lecture 35 hours 88 hours 40 students
b) Seminar
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
Deductive and inductive reasoning in mathematics, logic, concluding, set, numbers and
their symbols, whole numbers, integers, Greatest Common Divisor (GCD) and Lowest
Common Multiple (LCM), fractions, decimals, comparisons and scales, rational and
irrational numbers, exponents and roots, number bases, systems notation, modulo
systems, sequences and series, relations and functions, linear equations and
inequalities, quadratic equations and inequalities, geometric elements, plane figures,
three-dimensional figures, measurements (length, mass, temperature, area, perimeter,
volume, capacity), and basic statistics.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Ni Luh Sakinah Nuraini, S.Pd, M.Pd
Yuniawatika, S.Pd, M.Pd
Dr. Siti Mas'ula, M.Pd
9. Reference
Abramovich, S. 2017. Diversifying Mathematics Teaching: Advanced Educational
Content and Methods for Prospective Elementary Teachers. World Scientific
Bennett, AB, Nelson LT. 2004. Mathematics for Elementary Teachers an Activity
Approach. New York: McGraw-Hill Companies, Inc.
Bennett, AB, Nelson LT. 2004. Mathematics for Elementary Teachers a Conceptual
Approach. New York: McGraw-Hill Companies, Inc.
Burton, David M. 2011. The History of Mathematics: An Introduction 7th edition. New
York: McGraw-Hill.
Gibilisco, Stan. 2011. Geometry Demystified A Self Teaching Guide. New York: Mc
Graw Hill.

AQAS e.V. – module description

Harmini, S. 2013. Penalaran dan Pemecahan Masalah dalam Matematika di SD untuk
PGSD. Malang: FIP UM
Harmini. S., Soerjono, B. 2009. Aritmetika SD. Malang: FIP UM.
Musser, G. L., Burger, W. F., Peterson, B. E. 2013. Mathematics for Elementary
Teachers: A Contemporary Approach 9th Edition. New Jersey: John Wiley &
Sons, Inc.
Van de Walle, J. A., Karp, K.S., & Bay-Williams, J.M. 2019. Elementary and middle
school mathematics: Teaching developmentally 10th Edition. Boston: Pearson.
Winarni, E.S. & Harmini, S. 2006. Matematika Untuk PGSD. Malang: FIP UM.

AQAS e.V. – module description

Elementary School Mathematics Problem Solving Strategies
module code student credits semester frequency duration
rd
PGSDUM60 workload (according to 3 semester one 1 semester
12 88,33 ECTS) semester
3,33
1. Types of courses contact hours independent study class size
a) Lecture 23,33 hours 60 hours 40 students
b) Seminar
c) Discussion
d) Group work
e) Eksperimen
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
Mathematical problem-solving strategies, heuristic strategies in solving math problems,
arithmetic problem-solving in elementary school, solving geometric problems and
measuring in elementary school, solving data processing problems in elementary
school.
5. Teaching methods
Problem Based Learning, Inquiry
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Drs. Goenawan Roebyanto, S.Pd, M.Pd
Ni Luh Sakinah Nuraini, S.Pd, M.Pd
Yuniawatika, S.Pd, M.Pd
Yulia Linguistika, S.Pd, M.Ed
9. Reference
Abramovich, S. 2017. Diversifying Mathematics Teaching: Advanced Educational
Content and Methods for Prospective Elementary Teachers. World Scientific
Bennett, AB, Nelson LT. 2004. Mathematics for Elementary Teachers an Activity
Approach. New York: McGraw-Hill Companies, Inc.
Bennett, AB, Nelson LT. 2004. Mathematics for Elementary Teachers a Conceptual
Approach. New York: McGraw-Hill Companies, Inc.
Billstein, R., Libeskind, S., & Lott, J. W. (2013). Problem Solving Approach to
Mathematics for Elementary School Teachers, A: Pearson New International
Edition. Pearson Higher Ed.
Gibilisco, Stan. 2011. Geometry Demystified A Self Teaching Guide. New York: Mc
Graw Hill.
Musser, G. L., Burger, W. F., Peterson, B. E. 2013. Mathematics for Elementary

AQAS e.V. – module description

 Teachers: A Contemporary Approach 9th Edition. New Jersey: John Wiley &
Sons, Inc.
Roebyanto, G. & Harmini, S. 2017. Pemecahan Masalah Matematika. Bandung:
Remaja Rosdakarya.
Van de Walle, J. A., Karp, K.S., & Bay-Williams, J.M. 2019. Elementary and middle
school mathematics: Teaching developmentally 10th Edition. Boston: Pearson.

AQAS e.V. – module description

Mathematics on Thematic Learning
module code student credits semester frequency duration
th
PGSDUM601 workload (accordin 4 semester one semester 1 semester
3 83,33 g to
ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 study 40 students
b) Observation 60
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-
3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
The essence of mathematics in thematic learning in elementary school, learning theory
in thematic learning, low-grade mathematics curriculum, and compiling learning tools
for mathematics content by linking at least two content and mathematics learning
practices accompanied by assessing mathematics learning in elementary school using
innovative oriented on active learning, innovative, creative, effective, and adaptive to
science and technology.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Yulia Linguistika, S. Pd., M. Ed;
Drs. Goenawan Roebyanto, S. Pd., M. Pd
Yuniawatika, S. Pd., M. Pd
Dr. Siti Mas'ula, M.Pd
9. Reference
Abramovich, S. 2017. Diversifying Mathematics Teaching: Advanced Educational
Content and Methods for Prospective Elementary Teachers. World Scientific
Barmby, P., Bolden, D., & Thompson, L. (2014). Understanding and enriching
problem-solving in primary mathematics. Critical Publishing.
Bennet Jr, AB & Nelson LT.2007. Mathematics for Elementary Teachers - An Activity
Approach 7th edition. New York: McGraw-Hill.
Billstein, R., Libeskind, S., & Lott, J. W. (2013). Problem Solving Approach to

AQAS e.V. – module description

 Mathematics for Elementary School Teachers, A: Pearson New International
Edition. Pearson Higher Ed.
Musser, G. L., Burger, W. F., Peterson, B. E. 2013. Mathematics for Elementary
Teachers: A Contemporary Approach 9th Edition. New Jersey: John Wiley &
Sons, Inc.
Donphy, E., Dooley, T., dan Shield, G. 2014. Mathematics in Early Childhood and
Primary Education (3-8 Years); Teaching and Learning. Dublin: NCCA.
Hart, L. C., Oesterle, S., Auslander, S. S., &Kajander, A. (Eds.). (2016). The
mathematics education of elementary teachers: issues and strategies for content
courses. IAP.
KurikulumSekolah Dasar
Permendikbud No. 20 – 24 Tahun 2016
PermendikbudNomor 37 Tahun 2018 TentangPerubahan Atas Peraturan Menteri
Pendidikan Dan KebudayaanNomor 24 Tahun 2016 TentangKompetensi Inti
Dan Kompetensi Dasar Pelajaran Pada Kurikulum 2013 Pada Pendidikan Dasar
Dan Pendidikan Menengah
Van de Walle, J. A., Karp, K.S., & Bay-Williams, J.M. 2019. Elementary and middle
school mathematics: Teaching developmentally 10th Edition. Boston: Pearson.

AQAS e.V. – module description

Mathematics Learning for Elementary School
module code student credits semester frequency Duration
th
PGSDUM601 workload (accordin 5 semester one semester 1 semester
4 123 g to
ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
must have successfully completed module PGSDUM6011 Basic Concept of
Elementary School Mathematics
3. Learning outcomes
5. 5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
the essence of mathematics learning in SD, mathematics learning theory, elementary
mathematics curriculum, compiling mathematics learning tools and mathematics
learning practices; accompanied by assessing mathematics learning in elementary
schools using innovative learning models oriented to active, innovative, creative,
effective, and adaptive learning to science and technology.

5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Yuniawatika, S.Pd, M.Pd
Yulia Linguistika, S.Pd, M.Ed
Drs. Goenawan Roebyanto, S.Pd, M.Pd
Dr. Erif Ahdhianto, S. Pd, M. Pd
9. Reference
Abramovich, S. 2017. Diversifying Mathematics Teaching: Advanced Educational
Content and Methods for Prospective Elementary Teachers. World Scientific
Barmby, P., Bolden, D., & Thompson, L. (2014). Understanding and enriching
problem-solving in primary mathematics. Critical Publishing.
Bennet Jr, AB & Nelson LT.2007. Mathematics for Elementary Teachers - An Activity
Approach 7th edition. New York: McGraw-Hill.
Billstein, R., Libeskind, S., & Lott, J. W. (2013). Problem Solving Approach to

AQAS e.V. – module description

 Mathematics for Elementary School Teachers, A: Pearson New International
Edition. Pearson Higher Ed.
Musser, G. L., Burger, W. F., Peterson, B. E. 2013. Mathematics for Elementary
Teachers: A Contemporary Approach 9th Edition. New Jersey: John Wiley &
Sons, Inc.
Donphy, E., Dooley, T., dan Shield, G. 2014. Mathematics in Early Childhood and
Primary Education (3-8 Years); Teaching and Learning. Dublin: NCCA.
Hart, L. C., Oesterle, S., Auslander, S. S., &Kajander, A. (Eds.). (2016). The
mathematics education of elementary teachers: issues and strategies for content
courses. IAP.
KurikulumSekolah Dasar
Permendikbud No. 20 – 24 Tahun 2016
PermendikbudNomor 37 Tahun 2018 Tentang Perubahan Atas Peraturan Menteri
Pendidikan Dan KebudayaanNomor 24 Tahun 2016 TentangKompetensi Inti
Dan Kompetensi Dasar Pelajaran Pada Kurikulum 2013 Pada Pendidikan Dasar
Dan Pendidikan Menengah
Van de Walle, J. A., Karp, K.S., & Bay-Williams, J.M. 2019. Elementary and middle
school mathematics: Teaching developmentally 10th Edition. Boston: Pearson.

AQAS e.V. – module description

Basic Concept of Elementary School Indonesian Language
module code student credits semester frequency duration
nd
PGSDUM601 workload (accordin 2 semester one semester 1 semester
5 123 g to
ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Seminar 88
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
The basic concept, function, nature and acquisition of language in various contexts in
general and specifically in Indonesian; Indonesian phonology, morphology, syntax and
semantics, Indonesian grammar and rules; types and structures of discourse in
Indonesian; language skills and literacy activities in various Indonesian discourses
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Titis Angga Rini, S. Pd, M. Pd
Dr. Alif Mudiono, M. Pd
Dra. Sutansi, M. Pd
9. Reference
Clark, Eve V. 2016. First Language Acquisition. New York: Cambridge University
Press
Dardjowidjodjo, S. 2012. Psikolinguistik: PengantarPemahaman Bahasa Manusia.
Jakarta: Yayasan Pustaka Obor Indonesia
Fahrurrozi., Wicaksono, Andri., 2016. SekilasTentang Bahasa Indonesia. Yogyakarta:
PenerbitGarudhawaca
Harsiati, Titik., Trianto, Agus., &Kosasih, E. 2017. Buku Guru Bahasa Indonesia.
Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud
Kemendikbud. 2016. PedomanUmumEjaan Bahasa Indonesia. Jakarta: Badan
Pengembang dan Pembinaan Bahasa
Krissandi, Apri D S., Widharyanto, B., Dewi, Rishe P. 2017. Pembelajaran Bahasa
Indonesia untuk SD (Pendekatan dan Teknis). Bekasi: Penerbit Media Maxima

AQAS e.V. – module description

Mahsun, M.S. 2014. Teks dalamPembelajaran Bahasa Indonesia Kurikulum 2013.
Jakarta: RajawaliPers
Roskos, Kathleen A. 2015. Play and Literacy in Early Childhood. New York:
Routledge
Rumidjan. 2015. Dasar Keilmuan Bahasa Indonesia. Malang: Universitas Negeri
Malang
Soedjito, Djoko Saryono. 2014. Morfologi Bahasa Indonesia. Malang: Aditya Media
Thompkins, G. E. 2010. Third Edition Literacy in The Early grades. United States of
America: Pearson Education

AQAS e.V. – module description

Study and Skills of Elementary School Literature
module code student credits semester frequency duration
rd
PGSDUM601 workload (accordin 3 semester one semester 1 semester
6 83,33 g to
ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 study 40 students
b) Seminar 60
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
Concepts, the building blocks of literary works; the essence of fiction and non-fiction
works, the main components of fiction and non-fiction works; fiction and non-fiction
work concepts, analysis of fiction and non-fiction works; analysis of fiction and non-
fiction works, appreciating children's literary works both fiction and non-fiction.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Dr. Muh Arafik, S. Pd., M. Pd
Drs. Achmad Taufiq, M.Pd
Dr. Alif Mudiono, M. Pd
9. Reference
Gamble, N. 2013. Exploring Children's Literature: Reading with Pleasure and
Purpose, Third Edition. Los Angeles: SAGE
Huck, C. (1987). Children’s Literature in the elementary school. New York: Holt,
Rinehart and Winston
Hunt, P. (1995). Criticism, theory, and children’s literature. Cambridge, Massachusetts:
Blacwell.
Kurniawan, H. 2013. Sastra Anak: dalamkajianStrukturalisme, Semiotika,
hinggaPenulisanKreatif. Yogyakarta: GrahaIlmu
Ramadhanti, D. 2016. Buku Ajar ApresiasiProsa. Yogyakarta: Deepublish Publisher
Pinsent, P. 2017. Childern’s Literature. New York: Palgrave MacMillan Publishing
Warsiman, 2015. MenyibakTirai Sastra. Malang: UB Press
Warsiman, 2017. PengantarPembelajaran Sastra: Sajian dan Kajian Hasil Riset.

AQAS e.V. – module description

 Malang: UB Press
Nurgiyantoro, B. 2016. Sastra Anak: PengantarPemahaman Dunia Anak. Yogyakarta:
UGM Press
Moruzi, K., Smith, M.J., & Bullen, E. 2018. Affect, Emotion, and Childern’s
Literature. New York: Routledge
Saxby, M & Winch, G. (1991). Give them wings the experience of children’s literature.
Melbourene: The Macmillan Company.

AQAS e.V. – module description

Indonesia Language on Thematic Learning
module code student credits semester frequency duration
th
PGSDUM6017 workload (accordin 4 semester one semester 1 semester
83,33 g to
ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 study 40 students
b) Observation 60
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-
3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Position, function, and characteristics of Indonesian language content in thematic
learning; analyzing the standards and basic competencies of Indonesian language
content in low and high-class thematic learning, and designing Indonesian language
content in thematic learning for low and high-grade learning.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
No.

8. Responsibility for module

Titis Angga Rini, S. Pd., M. Pd
Dr. Muh Arafik, M. Pd
Dr. Alif Mudiono, M. Pd
9. Reference
Iskandarwassid & Sunendar, D. 2015. Strategi Pembelajaran Bahasa. Bandung:
RemajaRosdakarya.
Mudiono, Alif. 2010. PengembanganBahanPembelajaran Bahasa Indonesia Sekolah
Dasar. Malang: FIP UM
Priyatni, Endah Tri. Desain Pembelajaran Bahasa Indonesia dalamKurikulum 2013.
Jakarta: BumiAksara.
Rohmadi, M. 2011. Bunga Rampai: Model-Model Pembelajaran Bahasa, Sastra, dan
Seni. Surakarta: Yuma Pustaka.
Wahyuni, S. & Ibrahim, A. S. 2012. AsesmenPembelajaran Bahasa. Bandung:
RefikaAditama.

AQAS e.V. – module description

Zulela. 2012. Pembelajaran Bahasa Indonesia: Apresiasi Sastra di Sekolah Dasar.
Bandung: RemajaRosdakarya.
Ali, L. 2000. Sejarah Ejaan Bahasa Indonesia. Jakarta: Pusat Bahasa, Depdiknas
Blo0mfield, L. 2005. Language. Delhi: MontilalBanarsidah Publisher
Chaer, A. 2007. LinguistikUmum. Jakarta: RinekaCipta
Dardjowidjojo, S., Jaya, U.A. 2012. Psikolinguistik: PengantarPemahaman Bahasa
Manusia. Jakarta: Yayasan Pustaka Obor Indonesia
Gass, S., Salinker, L. 2001. Second Language Accuisition: An Introduce Course.
London: LAS Publisher
Gleason,B.J. 2009. The Development of Languange 7th edition. Boston: Allyn&
Bacon
Green, A. 2012. Language Function Revisted: Theoritival and empirical bases for
language construct definition across the ability range. UK: Cambridge
University Press
Lunquist, L., Jarvella, R.J. 2010. Language, Text, and Knowledge. New York:
Mounton De Gruyter
Santrock, J.W. 2014. Psikologi Pendidikan. Jakarta: SalembaHumanika
Schmidt, R., Thomas, P.L. 2009. 21st Century Literacy. USA: Springer and Bussines
Media B.V
Thomkins, G. E. 2012. Third Edition Literacy in The Early grades. United States of
America: Pearson Education.
Thomkins, G., Campbell, R., Green, D., Smith, C. 2014. Literacy for the 21st Century.
Australia: Pearson

AQAS e.V. – module description

Indonesian Language Learning for Elementary School
module code student credits semester frequency Duration
th
PGSDUM601 workload (accordin 5 semester one semester 1 semester
8 123 g to
ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
must have successfully completed module PGSDUM15 Basic Concept of Elementary
School Indonesian Language
3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Methods, techniques, and models for learning Indonesian in elementary schools;
designing media, design, and assessment of Indonesian language learning in
elementary school; simulate and assess Indonesian language learning in elementary
school.

5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Drs. Achmad Taufiq, M.Pd
Drs. Suhel Madyono, S. Pd., M. Pd
Dra. Sutansi, M. Pd
9. Reference
Iskandarwassid & Sunendar, D. 2015. Strategi Pembelajaran Bahasa. Bandung:
RemajaRosdakarya.
Mudiono, Alif. 2010. PengembanganBahanPembelajaran Bahasa Indonesia Sekolah
Dasar. Malang: FIP UM
Priyatni, Endah Tri. Desain Pembelajaran Bahasa Indonesia dalamKurikulum 2013.
Jakarta: BumiAksara.
Rohmadi, M. 2011. Bunga Rampai: Model-Model Pembelajaran Bahasa, Sastra, dan
Seni. Surakarta: Yuma Pustaka.

AQAS e.V. – module description

Wahyuni, S. & Ibrahim, A. S. 2012. AsesmenPembelajaran Bahasa. Bandung:
RefikaAditama.
Zulela. 2012. Pembelajaran Bahasa Indonesia: Apresiasi Sastra di Sekolah Dasar.
Bandung: RemajaRosdakarya.
Ali, L. 2000. Sejarah Ejaan Bahasa Indonesia. Jakarta: Pusat Bahasa, Depdiknas
Blo0mfield, L. 2005. Language. Delhi: MontilalBanarsidah Publisher
Chaer, A. 2007. LinguistikUmum. Jakarta: RinekaCipta
Dardjowidjojo, S., Jaya, U.A. 2012. Psikolinguistik: PengantarPemahaman Bahasa
Manusia. Jakarta: Yayasan Pustaka Obor Indonesia
Gass, S., Salinker, L. 2001. Second Language Accuisition: An Introduce Course.
London: LAS Publisher
Gleason,B.J. 2009. The Development of Languange 7th edition. Boston: Allyn& Bacon
Green, A. 2012. Language Function Revisted: Theoritival and empirical bases for
language construct definition across the ability range. UK: Cambridge University
Press
Lunquist, L., Jarvella, R.J. 2010. Language, Text, and Knowledge. New York:
Mounton De Gruyter
Santrock, J.W. 2014. Psikologi Pendidikan. Jakarta: SalembaHumanika
Schmidt, R., Thomas, P.L. 2009. 21st Century Literacy. USA: Springer and Bussines
Media B.V
Thomkins, G. E. 2012. Third Edition Literacy in The Early grades. United States of
America: Pearson Education.
Thomkins, G., Campbell, R., Green, D., Smith, C. 2014. Literacy for the 21st Century.
Australia: Pearson

AQAS e.V. – module description

Basic Concept of Elementary School Social Studies
module code student credits semester frequency duration
st
PGSDUM601 workload (accordin 1 semester one semester 1 semester
9 123 g to
ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Seminar 88
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
The basic concepts and characteristics of social studies; basic concepts of history; basic
geography concepts; basic economic concepts; basic concepts of sociology; basic
anthropological concepts; basic political concepts; basic concepts of social psychology;
multicultural education in social studies; inquiry and critical thinking in social studies;
and literacy in social studies.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
No.

8. Responsibility for module

Prof. Dr. H. M. Zainuddin, M. Pd
Puri Selfi C, S. Pd., M. Pd
Dra. Nihayati, S. Pd., M. Pd
9. Reference
Farris, P. J. 2015. Elementary and middle school social studies: An interdisciplinary,
multicultural approach. Waveland Press.
Parker, W. C. 2014. Social Studies in Elementary Education. Essex: Pearson Education
Limited
Zarillo, J. J. 2012. Teaching Elementary Social Studies Principles and Applications,
Fourth Edition. Boston: Pearson Education, Inc.
Diaz-Rico, L.T. 2014. Pearson New International Edition: Elementary Social Studies,
A Practical Guide. Essex: Pearson Education Limited.
Lee, J.K. 2008. Visualizing elementary social studies methods. New York: John Wiley
& Sons

AQAS e.V. – module description

AQAS e.V. – module description
Study and Problem-Solving Strategy for Elementary School Social Studies
module code student credits semester frequency duration
th
PGSDUM602 workload (accordin 5 semester one semester 1 semester
0 83,33 g to
ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 study 40 students
b) Seminar 60
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
Social studies education concept; study of social studies content in the SD curriculum;
concepts and problems in the substance of history, geography, economics, sociology,
politics, anthropology, and psycho-social; the problem of diversity in the social studies
concept; literacy and its problems in social studies.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
No.

8. Responsibility for module

Prof. Dr. H. M. Zainuddin, M. Pd
Puri Selfi C, S. Pd., M. Pd
Dra. Nihayati, S. Pd., M. Pd
9. Reference
Farris, P. J. 2015. Elementary and middle school social studies: An interdisciplinary,
multicultural approach. Waveland Press.
Parker, W. C. 2014. Social Studies in Elementary Education. Essex: Pearson Education
Limited
Zarillo, J. J. 2012. Teaching Elementary Social Studies Principles and Applications,
Fourth Edition. Boston: Pearson Education, Inc.
Moallem, M., Hung, W., &Dabbagh, N. (Eds.). (2019). The Wiley handbook of
problem-based learning. Hoboken, New Jersey: Wiley Blackwell.
Diaz-Rico, L.T. 2014. Pearson New International Edition: Elementary Social Studies,
A Practical Guide. Essex: Pearson Education Limited

AQAS e.V. – module description

AQAS e.V. – module description
Social Studies on Thematic Learning
module code student credits semester frequency Duration
rd
PGSDUM602 workload (accordin 3 semester one semester 1 semester
1 83,33 g to
ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 study 40 students
b) Observation 60
c) Workshop
d) Teaching simulation
2. Prerequisites for participation

-
3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
The nature of the characteristics of social studies learning; thematic learning; material
in the curriculum and its relation to facts, concepts and generalizations of elementary
school social studies; media, methods, models, strategies, and approaches in
elementary school social studies learning; learning models, multi-cultural approaches
in social studies; cooperative learning, inquiry and critical thinking, literacy in social
studies; assessment in social studies learning; development of lesson plans and
simulation of learning practices
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Dra. Tri Murti, S. Pd., M. Pd
Dra. Nihayati, S. Pd., M. Pd
Prof. Dr. H. M. Zainuddin, M. Pd
9. Reference
Winataputra, U.S. 2008. Materi dan Pembelajaran IPS di SD. Jakarta: Universitas
Terbuka.
Kemdikbud. 2016. Modul Guru Pembelajar: Modul Pelatihan SD Kelas Tinggi Kajian
Materi IPS SD Kelas Awal.
Seefeldt, C. Castle, S.D., & Falconer, R.D. 2014. Social Studies for the
Preschool/Primary Child, 9th Edition. Boston: Pearson Education, Inc.

AQAS e.V. – module description

Farris, P. J. 2015. Elementary and middle school social studies: An interdisciplinary,
multicultural approach. Waveland Press.
Parker, W. C. 2014. Social Studies in Elementary Education. Essex: Pearson Education
Limited
Zarillo, J. J. 2012. Teaching Elementary Social Studies Principles and Applications,
Fourth Edition. Boston: Pearson Education, Inc.
Lee, J.K. 2008. Visualizing elementary social studies methods. New York: John Wiley
& Sons.
https://www.kemdikbud.co.id/2020/12/pdf-permendikbud-nomor-37-tahun-2018.html
https://guruberbagi.kemdikbud.go.id/
https://www.puskurbuk.com/2016/09/download-modul-guru-pembelajar-jenjang.html
https://www.pustaka.ut.ac.id/lib/pdgk4405-materi-dan-pembelajaran-ips-sd/

AQAS e.V. – module description

Social Studies Learning for Elementary School
module code student credits semester frequency duration
th
PGSDUM602 workload (accordin 4 semester one semester 1 semester
2 123 g to
ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
must have successfully completed module PGSDUM6019 Basic Concept of
Elementary School Social Studies
3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
The nature of the characteristics of social studies learning; material in the curriculum
and its relation to facts, concepts and generalizations of elementary school social
studies; media, methods, models, strategies, and approaches in elementary school
social studies learning; learning models (discovery, inquiry, problem-based learning,
project-based learning, differentiated instruction (di) approach (social studies for all
learners), multicultural approach in social studies; cooperative learning, inquiry and
critical thinking, literacy in social studies; assessment in social studies learning;
development of lesson plan, and simulation of learning practices.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. H. Sutarno, M. Pd
Muchtar, S. Pd., M. Si
Putri Mahanani, S. Pd., M. Pd
Drs. Imam Nawawi, M. Si
9. Reference
Winataputra, U.S. 2008. Materi dan Pembelajaran IPS di SD. Jakarta: Universitas
Terbuka.
Kemdikbud. 2016. Modul Guru Pembelajar: Modul Pelatihan SD Kelas Tinggi Kajian
Materi IPS SD Kelas Tinggi.
Farris, P. J. 2015. Elementary and middle school social studies: An interdisciplinary,

AQAS e.V. – module description

 multicultural approach. Waveland Press.
Parker, W. C. 2014. Social Studies in Elementary Education. Essex: Pearson Education
Limited
Zarillo, J. J. 2012. Teaching Elementary Social Studies Principles and Applications,
Fourth Edition. Boston: Pearson Education, Inc.
Diaz-Rico, L.T. 2014. Pearson New International Edition: Elementary Social Studies,
A Practical Guide. Essex: Pearson Education Limited.
Lee, J.K. 2008. Visualizing elementary social studies methods. New York: John Wiley
& Sons.
https://www.kemdikbud.co.id/2020/12/pdf-permendikbud-nomor-37-tahun-2018.html
https://guruberbagi.kemdikbud.go.id/
https://www.puskurbuk.com/2016/09/download-modul-guru-pembelajar-jenjang.html
https://www.pustaka.ut.ac.id/lib/pdgk4405-materi-dan-pembelajaran-ips-sd/

AQAS e.V. – module description

Basic Concept of Elementary School Civic Education
module code student credits (according semester frequency duration
PGSDUM602 workload to ECTS) 1st semester one 1 semester
3 123 4,92 semester

1. Types of courses contact hours independent class size

a) Lecture 35 hours study 40 students
b) Seminar 88 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
Pancasila and international ideology, concepts and theories of citizenship, historical
milestones of nationality and statehood, political administration and governance, and
global issues.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. Sutarno, M.Pd
Muchtar, S.Pd, M.Si
Putri Mahanani, S.Pd, M.Pd
Drs. Imam Nawawi, M.Si
9. Reference
Arthur, J., Davies, I., & Hahn, C. 2008. The SAGE Handbook of Education for
Citizenship and Democracy. London: SAGE Publications Ltd.
Beiner, R. 2003. Liberalism, Nationalism, Citizenship: Essays on the Problem of
Political Community. Vancouver: UBC Press.
Heater, D. 2004. A Brief Theory of Citizenship. New York: New York University
Press.
Kennedy, K. J. 2006. Citizenship Education and The Modern State. Oxon:
RoutledgeFalmer.
Kennedy, K. J., Lee, W. O., & Grossman, D. L. (Eds.). 2013. Citizenship Pedagogies
in Asia and the Pacific. Dordrecht: Springer.
Petrovic, J. E. & Kuntz, A. M. 2014. Citizenship Education Around the World: Local
Contexts and Global Possibilities. Oxon: RoutledgeFalmer.
Williams, M. & Humphrys, G. (Eds.). 2003. Citizenship Education and Lifelong
Learning: Power and Place. Oser Ave: Nova Science Publisher, Inc.

AQAS e.V. – module description

Winataputra, U. S., & Budimansyah, D. 2012. Pendidikan Kewarganegaraan dalam
Perspektif Internasional (Konsep, Teori, dan Pembelajaran). Jakarta: Dwitama
Asrimedia.

AQAS e.V. – module description

Multicultural Education
module code student credits semester frequency duration
th
PGSDUM602 workload (accordin 5 semester one semester 1 semester
4 88.33 hours g to
ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 20.33 hours study 40 students
b) Seminar 60 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
theory, approach, history, meaning, implication, basis, purpose, function of
multicultural education; the vital role of primary schools as cultural development
institutions; discussing problems in the implementation of multicultural education in
Indonesia, as well as providing alternative solutions to overcome these problems;
traditional games and traditional products for learning in elementary schools,
compiling culture-based learning preparation plans, and practicing culture-based
learning.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Dr. Sutarno, M.Pd
Muchtar, S.Pd, M.Si
Putri Mahanani, S.Pd, M.Pd
Drs. Imam Nawawi, M.Si
9. Reference
Banks, J. A. & Banks, C. A. M. 2012. Multicultural Education: Issues and
Perspectives. New Jersey: John Wiley & Sons.
Race, R. 2015. Multiculturalism and Education, 2nd edition. London: Bloomsbury.
Banks, J. A. 2018. An Introduction to Multicultural Education. London: Pearson
Education
Ghosh, R. & Galcznski, M. 2014. Redefining Multicultural Education: Inclusion and
the Right to Be Different Third Edition. Ontario: Canadian Scholars’ Press Inc.
Sutarno.2012. Pendidikan Multikultural. Jakarta: Dikti.

AQAS e.V. – module description

AQAS e.V. – module description
Civic Education Content on Thematic Learning
module code student credits semester frequency duration
rd
PGSDUM602 workload (accordin 3 semester one semester 1 semester
5 83.33 hours g to
ECTS)
3.33
1. Types of courses contact hours independent class size
a) Lecture 23.33 hours study 40 students
b) Observation 60 hours
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
The content of civics education under the themes in the low and high grades of
elementary schools; indicators or objectives of pursuit, material, learning and
evaluation activities for civics education content in an integrative manner.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. Sutarno, M.Pd
Muchtar, S.Pd, M.Si
Putri Mahanani, S.Pd, M.Pd
Drs. Imam Nawawi, M.Si
9. Reference
Bujono, B. & Adi, W. 2012. Seni Rupa Indonesia. Jakarta: Dewan Kesenian Jakarta
Day, Michael, Hurwitz, Al. 2007. Children and their art: methods for the elementary
school. USA: Thomson Learning, Wadsworth Publ Co.
Jazuli. 2008. Pradigma Kontekstual Pendidikan Seni. Surabaya: Unesa University
Press.
J. Tumurung, Heti. 2006. Pembelajaran Kreativitas Seni Anak Sekolah Dasar. Jakarta:
Depdiknas Dirjen Dikti Direktorat Ketenagaan
Kamtini. 2006. Berkreativitas melalui Kerajinan Tangan dan Kesenian di Sekolah

AQAS e.V. – module description

 Dasar. Jakarta: Depdiknas Dirjen Dikti Direktorat Ketenagaan
Margono, E.T. & Aziz, A. 2010. Mari Belajar Seni Rupa. Jakarta: Pusat Perbukuan
Kementerian
Pendidikan Nasional
Sadjiman, E. S. 2005. Dasar-Dasar Tata Rupa dan Desain (Nirmana). Yogyakarta: Arti
Bumi Intaram.
Sumanto. 2013. Pendidikan Senirupa SD. Malang: UM Press.
Sumanto. 2015. Estetika Gambar Anak SD. Malang: FIP UM.
Sukimin. 2012. Seni Budaya. Solo: PT Tiga Serangkai Pustaka Mandiri

AQAS e.V. – module description

Civic Education Learning for Elementary School
module code student credits semester frequency duration
th
PGSDUM602 workload (accordin 4 semester one semester 1 semester
6 123 hours g to
ECTS)
4.92
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Observation 88 hours
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
must have completed module PGSDUM6023 Basic Concept of Elementary School
Civic Education
3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Civics education character as value, norm, and moral education; integrated thematic
and scientific approaches to learning in elementary school; curriculum applicable in
elementary school; elementary student characteristics; 21st-century learning; moral
education model for elementary school learning; learning planning; peer-teaching
learning in elementary school.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. Sutarno, M.Pd
Muchtar, S.Pd, M.Si
Putri Mahanani, S.Pd, M.Pd
Drs. Imam Nawawi, M.Si
9. Reference
Syarbani, Syahiral, Alirias Wahid, dkk. 2006. Membangun Karakter & Kepribadian
melalui Pendidikan Kewarganegaraan. Jakarta: Graha Ilmu.
Forgatry, Robin, J. & Pete, B. M. 2009. How to Integrate the Curricula. Corwin Press.
Forgatry, Robin, J. & Stoehr, J. 2008. Integrating Curricula with Multiple Inteligences.
Corwin Press.
Kurikulum Sekolah Dasar.
Sutikno, Sobry. 2013. Belajar dan Pembelajaran. Lombok: Holistica.
Balu H. Athreya & Chrystalla Mouza. Thinking Skills for the Digital Generation. USA:

AQAS e.V. – module description

 Philadelphia.
Hersh, Miller, Fielding. 1980. Models of Moral Education: An Appraisal. New York:
Longman, Inc.

AQAS e.V. – module description

Basic Concept of Elementary School Science
module code student credits semester frequency duration
st
PGSDUM6027 workload (accordin 1 semester one semester 1 semester
123 g to
ECTS)
4.92
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Seminar 88 hours
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
Scientific method related to facts, concepts, theories on plant structure and function,
photosynthesis, motion and plant growth; The structure and function of animals and
humans, related to organs, respiratory system, digestion, circulation, movement,
reproduction and excretion as well as growth, the environment and natural resources;
based on laboratory studies. In addition, studies related to theory and application include
scientific methods, matter and change, force and motion, energy, temperature and heat,
light, electricity, magnetism and the earth and the universe.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dra. Lilik Bintartik, M.Pd
Esti Untari, S.Pd, M.Pd
Dra. Sri Estu Winahyu, M.Pd
Dra. Hj. Sukamti, M.Pd
Dr. M. Anas Thohir, M.Pd
9. Reference
Agustina, I.G.A.T., & Tika, I.N. 2013. Konsep Dasar IPA: Aspek Fisika dan Kimia.
Yogyakarta: Ombak
Anderson, Paul D. 2008. Anatomi & Fisiologi Tubuh Manusia. Jakarta: EGC.
Campbell, Neil A dkk. 2004. BIOLOGI. Jakarta: Erlangga.
Untari, Esti, dkk. 2020. Konsep Dasar IPA SD. Malang: UM Press
Untari, Esti. 2020. Ilmu Pengetahuan Alam. Bandung: Rosda Karya
Pearce, Evelyn. 1991. Anatomi dan Fisiologi untuk Paramedis. Jakarta: PT Gramedia

AQAS e.V. – module description

 Pustaka Utama.
Koes, H.S. & Prabowo 2001. Konsep-konsep Dasar IPA. Malang: UM Press
Tjitrosoepomo, Gembong, dkk. 1980. Biologi II. Jakarta: Dedikbud

AQAS e.V. – module description

Study and Problem-Solving Strategy for Elementary School Science
module code student credits semester frequency duration
rd
PGSDUM602 workload (according to 3 semester one 1 semester
8 88,33 ECTS) semester
3,33
1. Types of courses contact hours independent study class size
a) Lecture 23,33 hours 60 hours 40 students
b) Seminar
c) Discussion
d) Group work
e) Eksperimen
2. Prerequisites for participation
-
3. Learning outcomes
4. Apply and analyze the fields of mathematics, Indonesian language, science, social
studies, and civics education in elementary schools in a creative, critical, collaborative
and communicative manner.
4. Subject content
Analyze and carry out problem-solving in-depth on the material structure and function
of plants, photosynthesis, motion and plant growth; structure and function of animals
and humans, related to organs, respiratory system, digestion, circulation, movement,
reproduction and excretion as well as growth, the environment and natural resources;
based on laboratory studies. Studies related to theory and application include scientific
methods, matter and change, force and motion, energy, temperature and heat, light,
electricity, magnetism and the earth and the universe.
5. Teaching methods
Problem Based Learning, Inquiry
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dra. Lilik Bintartik, M.Pd
Esti Untari, S.Pd, M.Pd
Dra. Sri Estu Winahyu, M.Pd
Dra. Hj. Sukamti, M.Pd
Dr. M. Anas Thohir, M.Pd
9. Reference
Agustina, I.G.A.T., & Tika, I.N. 2013. Konsep Dasar IPA: Aspek Fisika dan Kimia.
Yogyakarta: Ombak
Anderson, Paul D. 2008. Anatomi & Fisiologi Tubuh Manusia. Jakarta: EGC.
Campbell, Neil A dkk. 2004. BIOLOGI. Jakarta: Erlangga.
Davidson, J. E., Sternberg, R. J., & Sternberg, R. J. (Eds.). (2003). The psychology of
problem solving. Cambridge university press.
Giancoli, D. C. 2014. Fisika: Prinsip dan Aplikasi, Edisi Ketujuh I Jilid 1. Jakarta:
Erlangga.

AQAS e.V. – module description

Halliday, Resnick. 1984. Fisika Jilid 1 (Terjemahan). Jakarta: Erlangga
Untari, Esti, dkk. 2020. Konsep Dasar IPA SD. Malang: UM Press
Untari, Esti. 2020. Ilmu Pengetahuan Alam. Bandung: Rosda Karya
Klir, G. J. (2013). Architecture of systems problem solving. Springer Science &
Business Media.
Untari, Esti, dkk. 2020. Konsep Dasar IPA SD. Malang: UM Press
Untari, Esti. 2020. Ilmu Pengetahuan Alam. Bandung: Rosda Karya
Weisberg, R. W. (2006). Creativity: Understanding innovation in problem solving,
science, invention, and the arts. John Wiley & Sons.
Pearce, Evelyn. 1991. Anatomi dan Fisiologi untuk Paramedis. Jakarta: PT Gramedia
Pustaka Utama
Tjitrosoepomo, Gembong, dkk. 1980. Biologi II. Jakarta: Depdikbud.

AQAS e.V. – module description

Science on Thematic Learning
module code student credits semester frequency duration
nd
PGSDUM602 workload (accordin 2 semester one semester 1 semester
9 83.33 hours g to
ECTS)
3.33
1. Types of courses contact hours independent class size
a) Lecture 23.33 hours study 40 students
b) Observation 60 hours
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
According to pedagogical content knowledge, knowledge and methods for integrating
science concepts in elementary school according to integration models and developing
elementary school themes are oriented towards active, innovative, creative, effective
and adaptive learning of science and technology.

5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dra. Lilik Bintartik, M.Pd
Esti Untari, S.Pd, M.Pd
Dra. Sri Estu Winahyu, M.Pd
Dra. Hj. Sukamti, M.Pd
Dr. M. Anas Thohir, M.Pd
9. Reference
Abruscato, J. 2004. Teaching Children Science: A Discovery Approach, 6th Edition.
Boston, MA: Allyn and Bacon.
Allen, M. 2010. Misconceptions in Primary Science, Second Edition. Berkshire:
McGraw-Hill Education.
Appleton, K. (Eds.). 2007. Elementary Science Teacher Education: International

AQAS e.V. – module description

 Perspectives on Contemporary Issues and Practice. Mahwa, NJ: Lawrence
Erlbaum Associates, Publishers.
Martin, D. J. 2012. Elementary Science Methods: A Constructivist Approach, Sixth
Edition. Belmont: Wadsworth.
Aikenhead, G., S. 2005. Science Education for Everyday Life: Evidence-Based
Practice. Newyork. Teachers College Press
Baaquie, B.E. & Willeboordse, W.H. 2010 Exploring Integrated Science. New York:
CRC Press Science
Butzow, C. M., & Butzow, J. W. 2000. Science Through Children's Literature: An
Integrated Approach. Libraries Unlimited.
Direktoral Pembinaan Sekolah Dasar. 2016. Panduan Pembelajaran Tematik Terpadu
Sekolah Dasar. Jakarta: Kemdikbud
Forgatry, R. 2009. How to Integrate Curricula, Third Edition. Thousand Oaks: Corwin.
Tillery, B., Enger, E. & Ross, F. 2019. Integrated Science, 7th Edition. New York:
McGraw-Hill
Drake, S.M. & Burns, C. R. 2004. Meeting Standards Through Integrated Curriculum.
Alexandria: Association for Supervision and Curriculum Development

AQAS e.V. – module description

Science Learning for Elementary School
module code student credits semester frequency duration
th
PGSDUM603 workload (accordin 5 semester one semester 1 semester
0 123 hours g to
ECTS)
4.92
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Observation 88 hours
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
must have successfully completed module PGSDUM6027 Basic Concept of Elementary
School Science
3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of mathematics,
Indonesian language, science, social studies, civics education, and cultural arts in
elementary school learning independently oriented to active, innovative, creative,
effective, and adaptive learning to science and technology.
4. Subject content
Knowledge of the nature and implications of learning theory in science learning;
curriculum analysis; misconceptions and remediation, characteristics of science
learning, making scientific-based student activity sheets, assessment and preparation of
learning tools.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dra. Lilik Bintartik, M.Pd
Esti Untari, S.Pd, M.Pd
Dra. Sri Estu Winahyu, M.Pd
Dra. Hj. Sukamti, M.Pd
Dr. M. Anas Thohir, M.Pd
9. Reference
Abell, S.K. et al. 2010. Designing and Teaching the Elementary Science Methods
Course. New York: Routledge
Abruscato, J. 2004. Teaching Children Science: A Discovery Approach, 6th Edition.
Boston, MA: Allyn and Bacon.
Appleton, K. (Eds.). 2007. Elementary Science Teacher Education: International
Perspectives on Contemporary Issues and Practice. Mahwa, NJ: Lawrence
Erlbaum Associates, Publishers.

AQAS e.V. – module description

Buxton, C. A. & Provenzo, Jr., E. F. 2012. Place-based Science Teaching and
Learning: 40 Activities for K-8 Classrooms. Thousand Oaks: SAGE
Publications, Inc.
Hayes, D. (Eds.). 2007. Joyful Teaching and Learning in the Primary School. Exeter:
Learning Matters Ltd.
Joyce, B. R., Weil, M., & Calhoun, E. 2014. Models of Teaching. Pearson Education.
Koch, J. 2018. Science stories: Science methods for elementary and middle school
teachers, 6th edition. Nelson Education.
Krajcik, J. S. & Czerniak, C. M. 2014. Teaching Science in Elementary and Middle
School: A Project-Based Approach, Fourth Edition. New York: Routledge.
Krajcik, J. S. & Czerniak, C.M. 2018. Teaching Science in Elementary and Middle
School A Project-Based Learning Approach. New York: Taylor & Francis
Kurikulum Sekolah Dasar.
Martin et al. 2014 Teaching Science for All Children An Inquiry Approach, 5th Edition.
Harlow: Pearson Education
Martin, D. J. 2012. Elementary Science Methods: A Constructivist Approach, Sixth
Edition. Belmont: Wadsworth.
Permendikbud no 37 tahun 2018, tentang KI dan KD Pendidikan Dasar dan Menengah
Permendiknas no. 20 tahun 2006. Tentang Standar Kelulusan
Permendiknas no. 21 tahun 2006. Tentang Standar Isi
Permendiknas no. 22 tahun 2006. Tentang Standar Proses
Permendiknas no. 23 tahun 2006. Tentang Standar Penilaian
Usman Samatowa. 2016. Pembelajaran IPA di Sekolah Dasar. PT. Indeks: Jakarta
Yunus Abidin. 2015. Pembelajaran Multiliterasi. Refika Aditama: Bandung

AQAS e.V. – module description

Art Education for Elementary School
module code student credits semester frequency duration
st
PGSDUM603 workload (accordin 1 semester one semester 1 semester
1 83.33 hours g to
ECTS)
3.33
1. Types of courses contact hours independent class size
a) Lecture 23.33 hours study 40 students
b) Observation 60 hours
c) Workshop
d) Teaching
simulation
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Insights on art, aesthetics, fine arts, the process of creating fine arts, appreciation of
fine arts, the concept of fine arts education in elementary school, learning elementary
school art, creating two-dimensional and three-dimensional art, appreciative and
communicative abilities of pure and applied art, fine arts of elementary school children.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Drs. Usep Kustiawan, M.Sn
Drs. Sumanto, M.Pd
9. Reference
Bujono, B. & Adi, W. 2012. Seni Rupa Indonesia. Jakarta: Dewan Kesenian Jakarta
Day, Michael, Hurwitz, Al. 2007. Children and their art: methods for the elementary
school. USA: Thomson Learning, Wadsworth Publ Co.
Jazuli. 2008. Pradigma Kontekstual Pendidikan Seni. Surabaya: Unesa University
Press.
J. Tumurung, Heti. 2006. Pembelajaran Kreativitas Seni Anak Sekolah Dasar. Jakarta:
Depdiknas Dirjen Dikti Direktorat Ketenagaan
Kamtini. 2006. Berkreativitas melalui Kerajinan Tangan dan Kesenian di Sekolah

AQAS e.V. – module description

 Dasar. Jakarta: Depdiknas Dirjen Dikti Direktorat Ketenagaan
Margono, E.T. & Aziz, A. 2010. Mari Belajar Seni Rupa. Jakarta: Pusat Perbukuan
Kementerian
Pendidikan Nasional
Sadjiman, E. S. 2005. Dasar-Dasar Tata Rupa dan Desain (Nirmana). Yogyakarta: Arti
Bumi Intaram.
Sumanto. 2013. Pendidikan Senirupa SD. Malang: UM Press.
Sumanto. 2015. Estetika Gambar Anak SD. Malang: FIP UM.
Sukimin. 2012. Seni Budaya. Solo: PT Tiga Serangkai Pustaka Mandiri

AQAS e.V. – module description

Music Education for Elementary School
module code student credits semester frequency duration
rd
PGSDUM603 workload (accordin 3 semester one semester 1 semester
2 83.33 hours g to
ECTS)
3.33
1. Types of courses contact hours independent class size
a) Lecture 23.33 hours study 40 students
b) Observation 60 hours
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
The concept of music, the characteristics of children's music, the basic theory of music,
the basic theory of composing children's songs, appreciation of children's music,
composing children's songs, practicing simple musical instruments, developing music
learning for elementary schools.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Munaisra Tri Tirtaningsih, S.Pd, M.Pd
Suryadi, S.Sn, M.Pd
9. Reference
Anderson, W. M. & Lawrence, J. E. 2007. Integrating Music into the Elementary
Classroom, Seventh Edition. Belmont: Thomson Higher Education.
Banoe, Pono. 2013. Metode Kelas Musik. Jakarta: PT. Indeks.
Budidharma, Pra. 2001. Belajar Sendiri Mencipta Lagu. Jakarta: Elex Media
Komputindo.
Depdikbud. 1996. Musik dan Anak. Jakarta: Proyek Pendidikan Tenaga Akademik
Depdikbud.
Djohan. 2003. Psikologi Musik. Yogyakarta: Buku Baik.
Djohan. 2010. Respons Emosi Musikal. Bandung: CV. Lubuk Agung.
Glover, J. & Ward, S. (Eds). 2004. Teaching Music in the Primary School. London:

AQAS e.V. – module description

 Continuum.
Griffee, Dale T. 1992. Songs in Action. New Jersey: Prentice-Hall International (UK)
Ltd.
Jamalus. 1988. Pengajaran Musik Melalui Pengalaman Musik. Jakarta: Departemen
Pendidikan dan Kebudayaan Direktorat Pendidikan Tinggi, Proyek
Pengembangan Lembaga Pendidikan Tenaga Kependidikan.
Jamalus. Depdikbud. 1986. Musik. Jakarta: Proyek Pendidikan Tenaga Akademik
Depdikbud.
Lakshmi, V. V. 2006. Techniques of Teaching Music. New Delhi: Sonali Publications.
Lina, Ng. 2003. Theory of music made easy. Malaysia: Penerbit Muzikal.
Mack, Dieter. 1995. Apresiasi Musik. Yogyakarta: Yayasan Pustaka Nusatama.
Mack, Dieter. 1994. Komposisi Musik. Yogyakarta: PML.
Mahmud, AT. Dan Fat. 1994. Musik dan Anak. Jakarta: Proyek Pendidikan Tenaga
Akademik Depdikbud.
Safrina, R. 1999. Pendidikan Seni Musik. Jakarta: Depdikbud.
Soeharto, M. 1989. Belajar Notasi Balok, Jakarta: PT. Gramedia.

AQAS e.V. – module description

Dance Education for Elementary School
module code student credits semester frequency duration
th
PGSDUM6033 workload (according 6 semester one semester 1 semester
88.33 to ECTS)
3.33
1. Types of courses contact hours independent class size
a) Lecture 23.33 hours study 40 students
b) Observation 60 hours
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Insight into art, aesthetics, goals and functions of dance education for elementary
school children, recognizing the scope, characteristics, basic techniques of dance
movements and appreciating elementary school children's dance, the basics of creating
dance movements and children's dance scripts, developing elementary school dance
learning.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Retno Tri Wulandari, S.Pd, M.Pd
Munaisra Tri Tirtaningsih, S.Pd, M.Pd
9. Reference
Brinson, Peter. 2005. Dance as Education. UK: Taylor & Francis e-Library,
Hidayat, Robby. 2005. Koreografi Anak-Anak. Malang: Balai kajian Seni dan Desain
Universitas Negeri Malang
Hidayat, Robby. 2009. Pengetahuan Seni Tari. Malang: Jurusan Seni Desain FS UM
Irawan, Dedy. 2017. Paradigma Pendidikan Seni. Yogyakarta: Tafa Media.
Jazuli, M. 2008. Pendidikan Seni Budaya Suplemen Pembelajaran Seni Tari.
Semarang: UNNES Press.
Jazuli, M. 2008. Paradigma Kontekstual Pendidikan Seni. Surabaya: Unesa University
Press
Nancy B & Gloria B.M. 2003. Rahasia Mengajarkan Seni Pada Anak. Yogyakarta:

AQAS e.V. – module description

 Pripoenbooks
Purwatiningsih, N. H. 2004. Pendidikan Seni Tari-Drama di TK/SD. Malang. UM
Press.
Supriatna, R. Atang dan Dadan Suwarna. 2019. Mencipta Lewat Seni. Bogor: Mitra
Wacana Media.
Soehardjo, AJ. 2017. Pendidikan Seni Dari Konsep Sampai Program. Malang: Balai
Kajian Seni dan Desain, Jurusan Seni dan Desain FS Malang.
Soehardjo, AJ.2011. Pendidikan Seni Strategi Penataan Dan Pelaksanaan Pembelajaran
Seni. Malang: Bayumedia
Triyanto. Spirit Ideologis Pendidikan Seni. Yogyakarta: Cipta Prima Nusantara
Wulandari, Retno Tri. 2015. Pengetahuan Koreografi Untuk Anak Usia Dini. Malang:
Universitas Negeri Malang

AQAS e.V. – module description

English for Elementary School Teacher Education
module code student credits semester frequency duration
th
PGSD6034 workload (according 4 semester one semester 1 semester
123 hours to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Seminar 88 hours
c) Discussion
d) Group work
e) Teaching Simulation
2. Prerequisites for participation
-
3. Learning outcomes
6. Compile a study on the application and analysis of the field of elementary school
studies based on humanities, principles, procedures, and scientific ethics in the form of
scientific works stored in the university repository to ensure validity and prevent
plagiarism by applying collaboration and communication skills with the academic
community and the scientific community in a manner independently.
4. Subject content
General English (speaking, writing, reading, and listening); English Medium Instruction
(EMI) through CLIL (methodological, pedagogical, strategic, attitudinal, motivational,
linguistic, sociolinguistic and pragmatic); theory, concepts and practice in English for
teaching in elementary schools (development of lesson plans, methods, media,
worksheets, and assessment; children's songs, games, and children's stories in English
according to the curriculum).
5. Teaching methods
Project-Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Puri Selfi Cholifah, S.Pd, M.Pd
Yulia Lingusitika, S.Pd, M.Ed
Ferril Irham Muzaki S.Pd., M.Pd
9. Reference
Toh, G. 2016. English as Medium of Instruction in Japanese Higher Education. Palgrave
McMillan.
Wyse, D. 2002. Becoming a Primary School Teacher. London and New York: Routledge
Falmer
Carrio-Pastor, M.L. (Ed). 2020. Internationalising Learning in Higher Education: The
Challenges of English as a Medium of Instruction. Cham: Palgrave Macmillan

AQAS e.V. – module description

Tsou, W. & Kao, S. (Eds). 2017. English as a Medium of Instruction in Higher
Education: Implementations and Classroom Practices in Taiwan. Singapore:
Springer.
Breeze, R. & Ginda, C.S. (Eds). 2017. Essential Competencies for English-medium
University Teaching. Springer
Cremin, T., Bearne, E., Dombey, H.& Lewis, M. 2009. Teaching English Creatively.
London and New York: Routledge.

AQAS e.V. – module description

Health and Nutrition for Young Child
module code student credits semester frequency duration
PGSDUM603 workload (according 4th semester one semester 1 semester
5 123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Seminar 88
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
The essence of health and nutrition, sources of nutrients, types of nutrients, child
growth and development, efforts to improve the quality of child development,
malnutrition, feeding, disease epidemiology, first aid in accidents, school canteen
management.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Esti Untari, S.Pd, M.Pd
Dra. Hj. Sukamti, M.Pd
Dra. Sri Estu Winahyu, M.Pd
9. Reference
Efendi, Moh. 2011. Pengantar Kesehatan dan Gizi Anak. Malang: FIP-UM.
Ziomek-Daigle, J. (Ed.). 2017. Counseling Children and Adolescents: Working in
School and Clinical Mental Health Settings. Taylor & Francis.
Krapp, K., & Wilson, J. 2016. The gale encyclopedia of children's health: infancy
through adolescence. Gale Group
Fadhli, A. 2010. Buku Pintar kesehatan anak. Pustaka Anggrek.
Temple, N. J., Wilson, T., & Jacobs Jr, D. R. (Eds.). 2012. Nutritional health: strategies
for disease prevention. Springer Science & Business Media.
Denham, J. N. 2013. Competitive Foods in Schools: Revenue Issues and Nutrition
Standards. Nova Science Pub Inc

AQAS e.V. – module description

Global Perspective
module code student credits semester frequency duration
PGSDUM6036 workload (according 7th semester one 1 semester
123 to ECTS) semester
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Seminar 88
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
8. Apply knowledge, attitudes, and skills as a life-based pedagogical entrepreneur
with ICT insight by developing local potential for global excellence.
4. Subject content
The essence and concept of a global perspective; dimensions, benefits, goals and
problems of a global perspective; a global perspective from the point of view of
social sciences and other related sciences; a global perspective from a political,
sociological, and anthropological vision; the importance of awareness and insight
into a global perspective; global issues and problems concerning national interests.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance,
homework)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Putri Mahanani, S.Pd, M.Pd
Muchtar, S.Pd, M.Si
Drs. Imam Nawawi, M.Si
9. Reference
Green, W. & Whitsed, C. (Eds.). 2015. Critical Perspectives on Internationalising
the Curriculum in Disciplines: Reflective Narrative Accounts from Business,
Education and Health. Rotterdam: Sense Publishers.
Kelleher, A. & Klein, L. 2013. Global Perspective. New Jersey: Pearson.
Mapp, S. C. 2007. Human Rights and Social Justice in a Global Perspective: An
Introduction to International Social Work. Oxford: Oxford University Press.
https://b-
Sumaatmadja, N. dan Wihardit, K. 2002. Perspektif Global. Jakarta: Pusat
Penerbitan Universitas Terbuka.

AQAS e.V. – module description

Problematic of Indonesian Language Learning in Elementary School
module code student credits semester frequency duration
th
PGSDUM603 workload (according 6 semester one semester 1 semester
7 123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Identify, diagnose, and solve Indonesian language learning problems in elementary
school and prepare themes for thesis writing or other written works.
5. Teaching methods
Problem Based Learning, Case Study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Titis Angga Rini, S.Pd, M.Pd.
Dr. Muh Arafik, S.Pd., M.Pd.
Dr. Alif Mudiono, M.Pd
9. Reference
Andayani. 2015. Problema dan Aksioma dalam Metodologi Pembelajaran Bahasa
Indonesia. Yogyakarta: Deepublish.
Budyartati, S. 2018. Problematika Pembelajaran di Sekolah Dasar. Yogyakarta:
Deepublish
Iskandarwassid., & Sunendar, D. 2015. Strategi Pembelajaran Bahasa. Bandung:
Remaja Rosdakarya.
Gould, Nick., & Baldwin, Mark. 2016. Social Work, Critical Reflection, and Learning
Organization. London: Routledge (e-book)
Susanto, Ahmad. 2016. Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta:
Prenadamedia Group
Harsiati, Titik., Trianto, Agus., & Kosasih, E. 2017. Buku Guru Bahasa Indonesia.
Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud
Krissandi, Apri D S., Widharyanto, B., & Dewi, Rishe P. 2017. Pembelajaran Bahasa

AQAS e.V. – module description

Indonesia untuk SD (Pendekatan dan Teknis). Bekasi: Penerbit Media Maxima

AQAS e.V. – module description

Problematic of Science Learning in Elementary School
module code student credits semester frequency duration
th
PGSDUM6038 workload (according 5 semester one semester 1 semester
123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Factual, conceptual, and procedural knowledge related to the identification of problems
in science learning in elementary schools, the breadth and depth of material,
misconceptions of science, science learning approaches, procurement of learning
resources, preparation of student activity sheets and media use, assessment of processes
and learning outcomes of science learning, and design solutions as well as preparing
themes for thesis writing or other written works
5. Teaching methods
Problem Based Learning, Case Study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Esti Untari S.Pd, M.Pd
Dra. Lilik Bintartik, M.Pd
Dr. M. Anas Thohir, M.Pd
Dra. Sri Estu Winahyu, M.Pd
Dra. Hj. Sukamti, M.Pd
9. Reference
Abruscato, J. 2004. Teaching Children Science: A Discovery Approach, 6th Edition.
Boston, MA: Allyn and Bacon.
Allen, M. 2014. Misconceptions in Primary Science, Second Edition. Berkshire:
McGraw-Hill Education.
Appleton, K. (Eds.). 2007. Elementary Science Teacher Education: International
Perspectives on Contemporary Issues and Practice. Mahwa, NJ: Lawrence
Erlbaum Associates, Publishers.
Martin, D. J. 2012. Elementary Science Methods: A Constructivist Approach, Sixth

AQAS e.V. – module description

 Edition. Belmont: Wadsworth.
Chalkiadaki, A. (2018). A systematic literature review of 21st-century skills and
competencies in primary education. International Journal of Instruction, 11(3),
1-16.
Meyer, J. W., Kamens, D., & Benavot, A. (2017). School knowledge for the masses:
World models and national primary curricular categories in the twentieth
century (Vol. 36). Routledge.
Vojíř, K., & Rusek, M. (2019). Science education textbook research trends: a
systematic literature review. International Journal of Science Education, 41(11),
1496-1516.
Fraser, B. J., Aldridge, J. M., & Adolphe, F. G. (2010). A cross-national study of
secondary science classroom environments in Australia and Indonesia. Research
in Science Education, 40(4), 551-571.

AQAS e.V. – module description

Problematic of Social Science Learning in Elementary School
module code student credits semester frequency duration
th
PGSDUM6039 workload (according 6 semester one semester 1 semester
123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
The essence of the problematics of elementary school social studies learning; problems
experienced in elementary social studies learning; identification of elementary school
social studies learning problems; solutions to problems in elementary social studies
learning; study of case study learning problems; and preparing themes for thesis
writing or other written works
5. Teaching methods
Problem Based Learning, Case Study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Puri Selfi Cholifah, S.Pd, M.Pd
Dra. Nihayati, S.Pd, M.Pd
Prof. Dr. H. Mohammad Zainuddin, M.Pd
9. Reference
Moallem, M., Hung, W., & Dabbagh, N. (Eds.). (2019). The Wiley handbook of
problem-based learning. Hoboken, New Jersey: Wiley Blackwell.
Farris, P. J. 2015. Elementary and middle school social studies: An interdisciplinary,
multicultural approach. Waveland Press.
Parker, W. C. 2014. Social Studies in Elementary Education. Essex: Pearson Education
Limited
Zarillo, J. J. 2012. Teaching Elementary Social Studies Principles and Applications,
Fourth Edition. Boston: Pearson Education, Inc.

AQAS e.V. – module description

Problematic of Mathematics Learning in Elementary School
module code student credits semester frequency duration
th
PGSDUM6040 workload (according 6 Semester one semester 1 semester
123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
The essence of the problems of learning elementary mathematics in low and high
grades, the trend of learning mathematics in elementary school, the problems
experienced in learning elementary mathematics, identifying learning problems,
elementary mathematics, and solving problems in learning elementary mathematics,
preparing themes for writing thesis or paper other.
5. Teaching methods
Problem Based Learning, Case Study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Ni Luh Sakinah Nuraini S.Pd, M.Pd
Yuniawatika, S.Pd, M.Pd
9. Reference
Abramovich, S. (2017). Diversifying mathematics teaching: Advanced educational
content and methods for prospective elementary teachers. World Scientific.
Barmby, P., Bolden, D., & Thompson, L. (2014). Understanding and enriching problem
solving in primary mathematics. Critical Publishing.
Hart, L. C., Oesterle, S., Auslander, S. S., & Kajander, A. (Eds.). (2016). The
mathematics education of elementary teachers: issues and strategies for content
courses. IAP.
Permendikbud Nomor 37 tahun 2018 Tentang Perubahan Atas Peraturan Menteri
Pendidikan Dan Kebudayaan Nomor 24 Tahun 2016 Tentang Kompetensi Inti
Dan Kompetensi Dasar Pelajaran Pada Kurikulum 2013 Pada Pendidikan Dasar
Dan Pendidikan Menengah
Artikel dan jurnal yang relevan dengan pembelajaran matematika SD

AQAS e.V. – module description

AQAS e.V. – module description
Problematic of Civics Education Learning in Elementary School

module code student credits semester frequency duration

th
PGSDUM6041 workload (according 5 semester one semester 1 semester
123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Problems of raw input, instrumental input, learning throughput, environmental input,
and learning output for civics education in elementary school; preparation of themes
for thesis writing or other written works
5. Teaching methods
Problem Based Learning, Case Study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. H. Sutarno, M.Pd
Muchtar, S.Pd, M.Si
Putri Mahanani, S.Pd, M.Pd
Drs. Imam Nawawi, M.Si
9. Reference
Clough, N. & Holden, K. 2002. Education for Citizenship: Ideas into action: A
Practical-Guide for Teachers of Pupil Aged 7-14. New York: Routledge Falmer.
Davies, I. 2011. 100+ Ideas for Teaching Citizenship. London: Continuum International
Publishing Group.
Klein, R. 2001. Citizens by Right: Citizenship Education in Primary Schools. Sterling:
Trentham Books and Save the Children.
Showan, P. B. 2013. Citizenship and the School. Cambridge: Cambridge University
Press.
Silverman, M. A. 2017. Pedagogy of Humanist Moral Educational Thought of Janusz
Korczak.

AQAS e.V. – module description

AQAS e.V. – module description
Problematic of Elementary School Learning
module code student credits semester frequency duration
th
PGSDUM604 workload (according 5 semester one semester 1 semester
2 123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
2. Prerequisites for participation
-

3. Learning outcomes
6. Compile a study on the application and analysis of the field of elementary school
studies based on humanities, principles, procedures, and scientific ethics in the form of
scientific works stored in the university repository to ensure validity and prevent
plagiarism by applying collaboration and communication skills with the academic
community and the scientific community in a manner independently.
4. Subject content
Raw input learning problems both psychologically, physically, and how to learn.
Instrumental learning input problems include issues with the curriculum,
administration, budget, teaching staff and education. Learning environmental
problems, both demography and ideology, politics, socio-culture, national defense and
security. Learning throughput problems and learning outputs.
5. Teaching methods
Problem Based Learning, Case Study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. I Made Suardana, S.Pd, M.Pd
Drs. Suhartono, S.Pd, M.Pd
Drs. Suhel Madyono, S.Pd, M.Pd
Dra. Sutansi, M.Pd
9. Reference
Burden, Paul R., & David M. Byrd.2007. Methods for Effective Teaching: Promoting
K-12 student Understanding. Boston: Pearson Education. Inc
Dana, N. F. (2013). Digging Deeper into Action Research: A Teacher Inquirer's Field
Guide. Gainesville: Corwin Press.
Scheerens, Jaap. 2004. Review of School and Instructional Effectiveness Research.
New York: UNESCO.
The Florida Department of Education (FDOE). 2015. Guiding Tools for Instructional
Problem Solving Revised 2015 (GTIPS-R). Florida: FDOE.

AQAS e.V. – module description

Teaching Profession
module code student credits semester frequency duration
th
PGSDUM604 workload (according 6 semester one semester 1 semester
3 123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Seminar 88
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
7. Mastering and applying knowledge, attitudes and administrative and supervision
skills in the process of evaluating the performance of individuals and or groups under
their responsibility on an ongoing basis.
4. Subject content
Definition and requirements of the teaching profession and the development of the
teaching profession in Indonesia; the scope of the teaching profession; study and
analysis of the teaching profession cases and seek solutions to existing conditions;
professional code of ethics, professional organizational structure, problems and
challenges faced by the teaching profession in Indonesia are oriented towards active,
innovative, creative, effective, and adaptive learning to science and technology
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Dr. I Made Suardana, S.Pd, M.Pd
Drs. Suhartono, S.Pd, M.Pd
Drs. Suhel Madyono, S.Pd, M.Pd
Dra. Sutansi, M.Pd
9. Reference
Amri, Sofan; Ahmad, I.K. 2010. Proses Pembelajaran Kreatif dan Inovatif dalam
Kelas. Jakarta: Prestasi Pustaka Publisher.
Craft, A. 2000. Continuing Professional Development: A Practical Guide for Teachers
and Schools, Second Edition. London: RoutledgeFalmer.
Danim, Sudarwan. 2010. Profesionalisasi dan Etika Profesi Guru. Bandung: Alfabeta.
Soetjipto, dan RaflisKosasi. 2003. Profesi Keguruan. Edisi Ketiga. Jakarta: Rineka
Cipta.
Townsend, T. & Bates, R. (Eds.). 2007. Handbook of Teacher Education:
Globalization, Standards, and Professionalism in Times of Change. Dordrecht:
Springer.

AQAS e.V. – module description

AQAS e.V. – module description
Pedagogical Entrepreneurship
module code student credits semester frequency duration
th
PGSDUM6044 workload (according 7 semester one semester 1 semester
83,33 to ECTS)
3,33
1. Types of courses contact hours independent class size
a) Lecture 23,33 study 40 students
b) Seminar 60
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
8. Apply knowledge, attitudes, and skills as a life-based pedagogical entrepreneur with
ICT insight by developing local potential for global excellence.
4. Subject content
Leadership and problem-solving skills in the business field and business opportunities;
evaluation and creation of social innovation, diffusion of innovation, publication,
globalization, and financial management; entrepreneurial project proposals according
to the chosen field of business interest.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Drs. Suhartono, S.Pd, M.Pd
Esti Untari S.Pd, M.Pd
Drs. H. Syaiful Imam, S.Pd, M.Pd
Ferril Irham Muzaki S.Pd., M.Pd
9. Reference
Lockwood, T., & Papke, E. 2017. Innovation by design: How any organization can
leverage design thinking to produce change, drive new ideas, and deliver
meaningful solutions. Red Wheel/Weiser.
Zhou, J. 2015. The Oxford handbook of creativity, innovation, and entrepreneurship.
Oxford University Press.
Manimala, M. J., & Thomas, P. 2017. Entrepreneurship education. Springer.
Badu, S. Q., & Djafri, N. 2017. Kepemimpinan dan Perilaku
Organisasi. Kepemimpinan dan Perilaku Organisasi. Ideas Publishing
Weber, S., Oser, F.K., Achtenhagen, F., Fretschner, & Trost, S. 2014. Becoming an
Entrepreneur. Rotterdam: Sense Publisher.
Zhao, Fang. 2006. Entrepreneurship and Innovations in E-Business: An Integrative
Perspective. Hershey: Idea Group Publishing.

AQAS e.V. – module description

Local Language Learning in Elementary School
module code student credits semester frequency duration
th
PGSDUM604 workload (according 6 semester one semester 1 semester
5 123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-

3. Learning outcomes
5. Designing, organizing, developing, and evaluating the fields of study of
mathematics, Indonesian language, science, social studies, civics education, and
cultural arts in elementary school learning independently oriented to active, innovative,
creative, effective, and adaptive learning to science and technology.
4. Subject content
Nature and concepts related to the Javanese language include competency in language
proficiency, processing literature, and Javanese culture, as the basis for implementing
Javanese language learning in elementary schools.
5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Dr. Muh Arafik, S.Pd, M.Pd
9. Reference
Arafik, Muh. 2015. Pembelajaran Bahasa Jawa Berbasis Karakter. Malang: UM Press.
Endraswara, Suwardi. 2002. Tembang dolanan lan Macapat. Yogyakarta: Swaloka.
Endraswara, Suwardi. 2003. Membaca, Menulis, Mengajarkan Sastra: Sastra Berbasis
Kompetensi. Yogyakarta: Kota Kembang.
Sasangka, Sry Satriya Tjatur Wisnu. 2001. Paramasastra Gagrag Anyar Basa Jawa.
Jakarta: Yayasan Paramalingua.
Sasangka, Sry Satriya Tjatur Wisnu. 2004. Unggah-ungguh Bahasa Jawa. Jakarta:
Yayasan Paramalingua.
Subalidinata. 1994. Kawruh Kasusastran Jawa. Yogyakarta: Yayasan Pustaka
Nusatama. Suwadji. 1994. Ngoko lan Krama. Yogyakarta: Yayasan Pustaka
Nusatama.
Tim Pemerintah Propinsi DIY, Jateng, dan Jatim. 1998. Pedoman Penulisan Aksara
Jawa. Yogyakarta.

AQAS e.V. – module description

Wedhawati, dkk. 2001. Tata Bahasa Jawa Mutakhir. Jakarta: Departemen Pendidikan
Nasional.

AQAS e.V. – module description

Scientific Writing Method
module code student credits semester frequency duration
th
PGSDUM6046 workload (according 4 semester one semester 1 semester
123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Seminar 88
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
6. Compile a study on the application and analysis of the field of elementary school
studies based on humanities, principles, procedures, and scientific ethics in the form of
scientific works stored in the university repository to ensure validity and prevent
plagiarism by applying collaboration and communication skills with the academic
community and the scientific community in a manner independently.
4. Subject content
Analyze the characteristics of written works (articles, papers, proposals, reports) of
research and non-research results in elementary school education; identify concepts,
insight into educational research, and ethics of writing scientific papers; compile the
title, background and formulation of research or non-research problems in the field of
elementary school education; compiling research or non-research theoretical studies in
elementary school education, compiling research or non-research procedures with
quantitative and qualitative analysis in accordance with the formulation of the problem,
compiling proposals and research or non-research articles according to the title,
problem formulation, theoretical studies, and prescribed procedures.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Drs. Achmad Taufiq, M.Pd
Titis Angga Rini, S.Pd, M.Pd
9. Reference
Kemendikbud. 2016. Pedoman Umum Ejaan Bahasa Indonesia. Jakarta: Badan
Pengembang dan Pembinaan Bahasa
Saifuddin Ismail, S.M., & Wekke, I S. 2017. Strategi dan Tenik Penulisan Skripsi.
Yogyakarta: Deepublish Publisher
Alley, M. 2018. The Craft of Scientific Writing. New York: Springer.
Blackwell, J. & Martin, J. 2011. A Scientific Approach to Scientific Writing. New
York: Springer.

AQAS e.V. – module description

Benson, P. J., & Silver, S. C. 2013. What editors want: an author's guide to scientific
journal publishing. University of Chicago Press.
Cargill, M., & O'Connor, P. 2013. Writing scientific research articles: Strategy and
steps. John Wiley & Sons.
Universitas Negeri Malang. 2017. Pedoman Penulisan Karya Ilmiah Edisi Keenam.
Malang: UM Press

AQAS e.V. – module description

Digital Learning in Elementary School

module code student credits semester frequency duration

th
PGSDUM6047 workload (according 6 semester one semester 1 semester
123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Observation 88
c) Workshop
d) Teaching simulation
2. Prerequisites for participation
-

3. Learning outcomes
8. Apply knowledge, attitudes, and skills as a life-based pedagogical entrepreneur with
ICT insight by developing local potential for global excellence.
4. Subject content
Designing and utilizing various innovations in technology and information to develop
digital learning models in primary schools. The nature, types, processes, strategies,
dissemination, and nature of innovation for developing life-based learning by
developing local potential for global excellence. Innovative design procedures for life-
based global development by developing local potential for global excellence.

5. Teaching methods
Project-Based Learning, Lesson study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, self & peer
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Arda Purnama Putra, S.Pd, M.Pd
Dra. Harti Kartini, M.Pd
Dr. Erif Ahdhianto, S.Pd., M.Pd.
9. Reference
Hall, B.H & Rosenberg, N. 2010. Handbook of the Economics of Innovation. Oxford:
Elsevier.
Little, S.E., Go, F.M., & Poon, T. S. (Eds.). 2017. Global Innovation and
Entrepreneurship Challenges and Experiences from East and West. Palgrave,
Mcmillan: DOI 10.1007/978-3-319-43859-7
Marklund, G., Vonortas, N. S., Wessner, C. W. 2009. The Innovation Imperative:
National Innovation Strategies in the Global Economy. Glos: Edward Elgar
Publishing Limited.
Morabito, V. 2014. Trends and Challenges in Digital Business Innovation. Springer:
DOI 10.1007/978-3-319-04307-Online sources

AQAS e.V. – module description

Narayanan, V.K. 2010. Managing Technology and Innovation for Competitive
Advantage. Ohio: Prentice-Hall.
Shivina, L. V. 2013. The Routledge International Handbook of Innovation Education.
New York: Routledge

AQAS e.V. – module description

Scout Education for Elementary School
module code student credits semester frequency duration
th
PGSDUM604 workload (according 5 semester one semester 1 semester
8 123 to ECTS)
4,92
1. Types of courses contact hours independent class size
a) Lecture 35 study 40 students
b) Seminar 88
c) Discussion
d) Group work
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
Basic scouting education philosophy; the history of world scouting and Pramuka
Indonesia; government documents related to the boy scout movement; scout movement
organizations; scouting education system; scouting education function in education;
scouting education unit; scouting education factors; administration in scouting; scout
skills: emergency first aid, seeding, human sensory skills, code & morse, semaphore,
pioneering, ceremony, marching, boy scout songs; scout learning and scout
extracurricular activities in elementary schools.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance, homework)
7. This module is used in the following degree programmes as well
-

8. Responsibility for module

Puri Selfi Cholifah, S.Pd, M.Pd
Dra. Nihayati, S.Pd, M.Pd
9. Reference
UU Gerakan Pramuka No. 12 Tahun 2010
AD & ART Gerakan Pramuka 
SKU Pramuka Penggalang
SKU Pramuka Siaga
Sunardi, Adri B. 2016. Boyman Ragam Latih Pramuka. Bandung: Nuansa Muda.
Vallory, Eduard. 2012. World Scouting Educating for Global Citizenship. New York:
Palgrave Macmillan.
Hudiyono, 2013. Membangun Karaktersiswa Profesional Guru Gerakan Pramuka.
Jakarta: Erlangga.
Ardianysah, Israr. 2014. Kursus Pembina Pramuka Mahir Tingkat Dasar. Jakarta:
Kwartir Nasional Gerakan Pramuka

AQAS e.V. – module description

Online sources: 
https://pramuka.co.id
https://www.pramukaindonesia.com
www.scouting.org

AQAS e.V. – module description

Elementary School Educational Administration and Supervision
module code student credits semester frequency duration
th
PGSDUM604 workload (according 5 semester one semester 1 semester
9 123 hours to ECTS)
4.92
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Workshop 88 hours
c) Seminar
d) Classwork
2. Prerequisites for participation
-
3. Learning outcomes
7. Mastering and applying knowledge, attitudes and administrative and supervision
skills in the process of evaluating the performance of individuals and or groups under
their responsibility on an ongoing basis.
4. Subject content
School administration in elementary schools: student affairs, finance, curriculum,
infrastructure as instrumental input, along with human resources administration and
educational organizations, educational leadership, educational policy, academic
supervision, clinical supervision, administrative supervision; theory, type, and structure
of the organization in elementary schools.
5. Teaching methods
Problem Based Learning
6. Assessment methods
final examination, midterm exam, class activity (homework, portfolio & performance
assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Titis Angga Rini, M. Pd
Puri Selfi Cholifah, M.Pd
9. Reference
Asf, J., & Mustofa, S. 2013. Supervisi Pendidikan: Terobosan Baru dalam Kinerja
Peningkatan Kerja Pengawas Sekolah dan Guru. Yoyakarta: Ar-ruzz Media.
Eggen, Paul., & Don Kauchak. 2012. Educational Psychology: Windows on Classroom
(9th ed.). New Jersey: Pearson Education, Inc.
Muhaimin., Su’tiah., & Prabowo, S L. 2015. Manajemen Pendidikan: Aplikasi dalam
Penyusunan Rencana Pengembangan Sekolah/Madrasah. Jakarta: PT Kharisma
Putra Utama
Mukhtar., & Iskandar. 2013. Orientasi Baru Supervisi Pendidikan. Jakarta: Referensi
Pananrangi, R A. 2017. Manajemen Pendidikan. Bandung: Celebes Media Perkasa
Purwanto, M. Ngalim. 2014. Administrasi dan Supervisi Pendidikan. Jakarta: Remaja
Rosdakarya

AQAS e.V. – module description

AQAS e.V. – module description
Guidance and Counselling in Elementary School
module code student credits semester frequency duration
th
PGSDUM605 workload (according 6 semester one semester 1 semester
0 123 hours to ECTS)
4.92
1. Types of courses contact hours independent class size
a) Lecture 35 hours study 40 students
b) Workshop 88 hours
c) Observation
d) Group work
e) Simulation
2. Prerequisites for participation
-
3. Learning outcomes
3. Implementing and evaluating strategies for the management and implementation of
educational learning in elementary schools by prioritizing spiritual attitudes and social
attitudes.
4. Subject content
Learn about The essence of guidance and counseling in elementary school, techniques
to understand children's development, family background, society, and learning needs
of elementary school children, tutoring for children with learning disabilities, gifted,
intelligent children, children with disabilities, children with problematic behavior,
guidance for students’ development.
5. Teaching methods
Problem Based Learning, Case Study
6. Assessment methods
final examination, midterm exam, class activity (portfolio, performance assessment)
7. This module is used in the following degree programmes as well
-
8. Responsibility for module
Drs. H. Syaiful Imam, S.Pd, M.Pd
Dra. Siti Umayaroh, S.Pd, M.Pd
Dra. Tri Murti, S.Pd, M.Pd
9. Reference
Ramli. M. 2000. Pengembangan Kecerdasan emosional siswa Sekolah Dasar
(Makalah Seminar Pengembangan Kecerdasan Emosional Anak SD). Malang:
Universitas Negeri Malang.
Hidayah, Nur dan Adi Atmoko. 2014. Landasan Sosial Budaya dan Psikologi
Pendidikan. Jakarta: Penerbit Gunung Samudera.
Jones, R. 2003. Basic Counseling Skills: A Helper’s Manual. London: SAGE
Publications
Kraus, R., Stricker, G., & Speyer, C. 2011. Online Counseling: A Handbook for
Mental Health Professionals, Second Edition. London: Academic Press.

AQAS e.V. – module description