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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of General Education and Humanities
Desi Engriani
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Integrating Character and Learning Outcomes Through the Archerys ID Model in Elementary IPAS Learning: Supporting SDG 4 Desi Engriani; Darmansyah; Zelhendri Zen; Rayendra
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.15061

Abstract

This study aims to examine the effect of the Archerys Instructional Design (ID) Model on students’ moral understanding, academic ethics, and IPAS learning outcomes among sixth-grade students at SDN 04 Korong Kota Solok. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 40 students divided into two intact classes, namely an experimental class receiving instruction through the Archerys ID Model and a control class receiving conventional learning instruction. Data were collected using questionnaires to measure moral understanding and academic ethics, essay tests to measure IPAS learning outcomes, observation sheets, and interviews as supporting qualitative data. Quantitative data were analyzed using descriptive statistics, normality tests, homogeneity tests, Multivariate Analysis of Variance (MANOVA), and Independent Sample t-tests. The results indicated significant differences between the experimental and control groups across all dependent variables (p < 0.05). Students in the experimental class achieved higher average scores in moral understanding (84.20) compared to the control class (74.10), academic ethics (84.50 compared to 73.20), and learning outcomes (87.80 compared to 77.40). In addition, correlation analysis demonstrated a positive trend in the relationship between moral understanding, academic ethics, and learning outcomes following the implementation of the Archerys ID Model, although the correlation strength remained statistically weak. These findings indicate that the Archerys ID Model effectively supports the integration of affective and cognitive learning dimensions through meaningful and value-oriented instructional activities in elementary school IPAS learning contexts.
Designing GeoGebra-Supported Instruction on Systems of Two-Variable Inequalities in Vocational High Schools under the Kurikulum Merdeka Framework Desvi Astutiana; Erviani Fajri; Geby Fitrya Adrian; Desi Engriani; Lichia Rahmat; Zelhendri Zen
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.863

Abstract

The Merdeka Curriculum emphasises student-centred, contextual, and problem-based mathematics learning, including in Vocational High Schools (SMKs). One of the key competencies in phase E is the ability to represent and interpret Two-Variable Linear Inequality systems, which requires mastery of both algebraic and graphical representations in an integrated manner. Recent studies indicate that integrating GeoGebra can enhance students’ conceptual understanding, motivation, and mathematical literacy across various algebra and geometry topics. However, instructional designs that specifically guide the use of GeoGebra for the Two-Variable Linear Inequality systems in SMK within the Merdeka Curriculum context remain limited. This article aims to develop a framework for designing GeoGebra-assisted learning of Two-Variable Linear Inequality systems for Grade X SMK students. The approach employed is a targeted literature review of the implementation of GeoGebra in mathematics learning from 2017–2025, combined with an analysis of the Merdeka Curriculum Learning Outcomes and Learning Objectives, and a study of student worksheets (LKS) featuring a series of GeoGebra activities designed by the authors. The review results in a set of design principles, including: the use of dynamic visuals to bridge symbolic and graphical representations, sequencing worksheets from guided exploration to vocational problem-solving, and integrating formative assessments based on screenshots and student reflections in GeoGebra. This framework is expected to serve as a reference for SMK teachers in designing more meaningful Two-Variable Linear Inequality system lessons aligned with the Merdeka Curriculum, while also opening avenues for further empirical research on the effectiveness of the proposed design.
Co-Authors Darmansyah Desvi Astutiana Erviani Fajri Geby Fitrya Adrian Lichia Rahmat Rayendra Rayendra Zen, Zelhendri