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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Sherly Dwi Amelia
Universitas Muhammadiyah Mataram
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Special Facilities in Elementary School Laboratories: Characteristics and Physical Components that Support Learning Sherly Dwi Amelia; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2073

Abstract

This study aims to examine specialized laboratory facilities in elementary schools, focusing on their physical characteristics and components in supporting student learning.  The background of this study is based on the importance of a learning environment that is appropriate for the developmental stage of elementary school students, who are still in the concrete operational stage and therefore require learning experiences that are hands-on, contextual, and interactive. Emerging issues indicate that laboratory facilities in elementary schools are often not optimally designed, whether in terms of accessibility, simplicity, or visual appeal, and thus fail to sufficiently support student engagement in learning. This study employs a descriptive qualitative approach using a literature review method. Data were obtained from various academic sources such as books, scientific journals, and educational policy documents, and were then analyzed using content analysis techniques to identify key themes related to laboratory facilities. The results of the study indicate that elementary school laboratory facilities need to be accessible, simple, functional, visually appealing, and flexible. Supporting physical components include student work areas, open storage, educational displays, exploration corners, and adequate lighting and ventilation. Well-designed facilities contribute to students’ comfort and engagement in learning, thereby playing a crucial role in creating an effective and meaningful learning environment.
Persepsi Guru dalam Implementasi Pendekatan Berdiferensiasi pada Pembelajaran IPAS di Sekolah Dasar Furkan; Imam Sofian; Sherly Dwi Amelia; Sarif Syahrudin; Sarahturrahmiati; Wildan Ummairah; Muhammad Fajri; Khanif Anwar; Imam Ahyar
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2074

Abstract

This study aims to analyze elementary school teachers’ perceptions of the implementation of differentiated learning in Science and Social Studies (IPAS) within the Merdeka Curriculum. Differentiated learning is regarded as an approach that accommodates students’ readiness, interests, and learning profiles by adjusting learning content, processes, and products. This research employed a quantitative descriptive method using a questionnaire consisting of 40 statements measuring teachers’ knowledge, attitudes, pedagogical competence, and classroom implementation practices. The findings indicate that teachers generally hold positive perceptions regarding the importance of differentiated learning in IPAS, as it is believed to enhance student participation, strengthen inquiry skills, and accommodate diverse learning styles. However, several challenges remain, including limited time for diagnostic assessment, insufficient training on differentiation strategies, lack of adaptive learning resources, and classroom management difficulties arising from heterogeneous student abilities. These findings highlight the need for continuous support from schools and government through professional mentoring, flexible teaching resources, and strengthened teacher collaboration. The study is expected to contribute to the development of policies and instructional practices that are more responsive to students’ learning needs in elementary schools.
Analisis Pelaksanaan Supervisi Akademik Kepala Sekolah di Sekolah Dasar Sherly Dwi Amelia; Imam Ahyar; Wilda Ummairah; Hanif Anwar; Lukman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2131

Abstract

This study aims to analyze the implementation of academic supervision by elementary school principals in improving the quality of learning. The study employed a qualitative descriptive approach and was conducted at SD 2 Rumak, West Lombok Regency, during the second semester of the 2025/2026 academic year. The research subjects consisted of the principal, classroom teachers, and subject teachers selected through purposive sampling based on their involvement in academic supervision activities. Data collection techniques included participant observation, structured interviews, and documentation, with data analysis using the Miles and Huberman model, which encompasses data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of academic supervision has proceeded systematically through the stages of planning, implementation, feedback, and follow-up. Planning is carried out in a participatory manner involving teachers, while supervision is conducted through direct classroom observation using clear assessment tools. Feedback is provided constructively and followed up with guidance and follow-up supervision. Academic supervision has a positive impact on improving the quality of learning, such as the use of more varied methods, more effective classroom management, and increased teacher-student interaction. The findings reveal that academic supervision contributes to improving teachers' instructional practices, particularly in the use of varied teaching methods, classroom management, and teacher–student interaction. Constructive feedback and systematic follow-up were also found to play an important role in improving learning quality. However, the implementation of supervision still faces challenges, such as time constraints, scheduling conflicts, and differences in teacher readiness. Therefore, strengthening the management of supervision is necessary to ensure it is more optimal and sustainable.
Co-Authors Furkan Hanif Anwar Imam Ahyar Imam Sofian Junaidin Junaidin Khanif Anwar Lukman Muhammad Fajri Sarahturrahmiati Sarif Syahrudin Wilda Ummairah Wildan Ummairah