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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal DIKDAS MADAKO ELEMENTARY SCHOOL
Mas’adi
Universitas Tadulako
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Eksplorasi Nilai Budaya Gaukan Bantilan Sebagai Sumber Pembelajaran IPS di Sekolah Dasar: Penelitian Hamna; Muh. Khaerul Ummah BK; Mas’adi; Nurul Hidayah; Justiya Saputri; sukma
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6737

Abstract

Penelitian ini bertujuan untuk mengeksplorasi nilai-nilai budaya dalam tradisi Gaukan Bantilan serta menganalisis relevansinya sebagai sumber pembelajaran Ilmu Pengetahuan Sosial (IPS) pada peserta didik kelas V di SDN 2 Tolitoli. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan pendekatan etnografi sederhana dan historis. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dokumentasi, dan studi pustaka. Informan penelitian terdiri atas tokoh adat, pihak Dinas Sosial, tokoh masyarakat, serta guru. Hasil penelitian menunjukkan bahwa budaya Gaukan Bantilan mengandung berbagai nilai sosial dan budaya seperti gotong royong, kepedulian sosial, solidaritas, budaya berbagi, toleransi, kesopanan (tabe-tabe), serta prinsip Morikosuan yang berarti saling mengasihi dan menyayangi. Selain itu, ditemukan pula nilai religius dan solidaritas sosial dalam tradisi Doja di Pulau Lutungan. Nilai-nilai tersebut memiliki relevansi yang kuat dengan tujuan pembelajaran IPS di sekolah dasar karena mampu membantu pembentukan karakter peserta didik, meningkatkan kesadaran sosial, serta memperkuat identitas budaya lokal. Penelitian ini menunjukkan bahwa integrasi budaya lokal dalam pembelajaran IPS dapat menciptakan pembelajaran yang lebih kontekstual, bermakna, dan dekat dengan kehidupan peserta didik di tengah tantangan globalisasi dan perkembangan teknologi.
Penerapan Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Untuk Meningkatkan Hasil Belajar IPS Pada Siswa Kelas IV SD Negeri Perumnas Kecamatan Rappocini Kota Makassar Supriadi; Mas’adi; Roberto Rolly Bulalong; Muslim AR
JURNAL DIKDAS Vol. 12 No. 2 (2024): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v12i2.3962

Abstract

This study examines the Implementation of the Numbered Heads Together (NHT) Cooperative Learning Model to improve social studies learning outcomes in fourth grade students of Perumnas Public Elementary School, Rappocini District, Makassar City. The approach used is a qualitative approach with the type of research in the form of classroom action research. The research setting took place at Perumnas Public Elementary School, Rappocini District, Makassar City with research subjects consisting of one teacher and 30 fourth grade students of Perumnas Public Elementary School. Data collection used observation, tests, and documentation, while data analysis used descriptive qualitative analysis. The results of this study indicate that the implementation of the Numbered Heads Together cooperative learning model can increase teacher and student activity in learning so that learning outcomes increase. This increase can be seen from the score of students' social studies learning outcomes in each cycle, namely in cycle I it is in the sufficient category with details of 30 fourth grade students, there are 12 students who meet the minimum completeness criteria which is 70 with a percentage of 40%, and 18 students who have not met the minimum completeness criteria with a percentage of 60%. Meanwhile, the results of students' social studies learning in cycle II were in the very good category and experienced an increase with details of 30 grade IV students, there were 26 students who met the minimum completion criteria with a percentage of 86.67%, and 4 students who had not met the minimum completion criteria (KKM) with a percentage of 13.33%. So it can be concluded that learning with the application of the NHT type cooperative model can improve the results of social studies learning of grade IV students of Perumnas Elementary School, Rappocini District, Makassar City.
Teacher Challenges in Adapting New Technology in Indonesian Language Learning: An Exploratory Study in Elementary School Hamna; Muh. Khaerul Ummah BK; Mas’adi; Wahyudin P. Laubaha; Dewi Oktavia; Tiara Astian Ashar
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.349

Abstract

This study was motivated by the challenges faced by teachers in adapting Indonesian language instruction to emerging technological platforms at the elementary school level. Such conditions have contributed to the suboptimal implementation of digital-based learning in classroom settings. The study employed a qualitative approach with an exploratory research design. Data were collected through in-depth interviews, participant observations, and document analysis to obtain a comprehensive understanding of teachers’ adaptation processes toward new educational technologies. The findings revealed five major challenges encountered by teachers in their efforts to adjust to technological advancements in the learning process of Grade V students at SDN 3 Nalu, particularly in the utilization of Artificial Intelligence (AI) and Interactive Flat Panel (IFP) smartboard technology. These findings indicate that teachers’ innovative capabilities and pedagogical flexibility play a strategic role in enhancing students’ participation and learning motivation. Despite encountering various obstacles, teachers demonstrated strong adaptive capacities through several initiatives. The implications of this study highlight the importance of strengthening teachers’ digital literacy, providing continuous professional development and training opportunities, and ensuring equitable access to technological infrastructure to support a more effective and sustainable transformation of educational practices.
Co-Authors Dewi Oktavia Hamna Justiya Saputri Muh. Khaerul Ummah BK Muslim AR Nurul Hidayah Roberto Rolly Bulalong sukma Supriadi Tiara Astian Ashar Wahyudin P. Laubaha