Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal JPLED Walada: Journal of Primary Education
Nurizam Auji
Universitas Negeri Medan
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Konstruksi Epistemologis dalam Pengembangan Berpikir Kritis Siswa Sekolah Dasar Liza Satria; Nurizam Auji; Daulat Saragi
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.870

Abstract

This study aims to analyze the effectiveness of epistemology-based learning in improving the understanding of science concepts among fifth-grade students at PAB 27 Tanjung Mulia Private Elementary School. The research uses a quasi-experimental method with a pretest-posttest control group design involving 52 students, consisting of 26 students in the experimental class and 26 students in the control class. The experimental class received epistemology-based learning involving activities of little scientists such as observing phenomena, formulating questions, constructing hypotheses, conducting experiments, and drawing evidence-based conclusions, while the control class received conventional learning. Data were collected thru written tests, observation of learning activities, and documentation, then analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain calculations. The research results showed that the average Posttest score of the experimental class was higher than that of the control class (81.5 vs 68.7), with an average N-Gain of 0.61 (medium-high) in the experimental class and 0.32 (low-medium) in the control class. Statistical analysis shows a significant difference between the two groups (p < 0.05). These findings indicate that epistemology-based learning significantly enhances students' understanding of science concepts, critical thinking skills, as well as their motivation and active participation. This research suggests the integration of epistemological principles in science learning practices in elementary schools to strengthen students' conceptual understanding and 21st-century skills.
Relevansi Pembelajaran Berpusat pada Siswa dengan Pengembangan Kemampuan Berpikir Kritis dalam Pembelajaran Tematik Kurikulum Merdeka Liza Satria; Nurizam Auji; Guido Nainggolan
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.871

Abstract

Primary education plays a crucial role in shaping critical thinking competencies as one of the key skills of the 21st century. However, the learning practices in elementary schools are still dominated by a teacher-centered approach, so the potential for students' critical thinking has not yet developed optimally. This article aims to critically examine the implementation of student-centered learning in the context of thematic learning within the Merdeka Curriculum. The method used is a critical literature review thru the Critical Book Review (CBR) and Critical Journal Review (CJR) approaches, by examining theoretical literature and recent empirical research. The study results show that student-centered learning aligns with the principles of constructivism, which positions students as active subjects in building knowledge thru experience, interaction, and reflection. The application in thematic learning, especially thru the problem-based learning model, discovery learning, and probing prompting, has proven effective in enhancing students' critical thinking skills, such as analysis, evaluation, problem-solving, and creativity. However, the effectiveness of the implementation highly depends on the readiness of the teachers, the quality of HOTS-based lesson planning, and the availability of media and supporting facilities. Some studies also show varying results, ranging from high to moderate categories, which emphasize the need to adapt strategies according to the school context. It is concluded that student-centered learning has both theoretical and practical relevance in enhancing critical thinking among elementary school students, provided it is supported by teacher competence and an adequate education system.
IMPLEMENTASI NILAI DEMOKRASI DALAM PEMBELAJARAN SEKOLAH DASAR UNTUK MEMBENTUK CIVIC SKILLS Liza Satria; Nurizam Auji; Christin Angelita Sianturi; Suhaila Siregar; Sri Yunita; Reh Bungana Br Perangin-angin
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.504

Abstract

Implementasi nilai demokrasi dalam pembelajaran sekolah dasar memiliki peran penting dalam membentuk civic skills siswa sebagai bagian dari penguatan pendidikan kewarganegaraan sejak dini. Penelitian ini bertujuan menganalisis implementasi nilai demokrasi dalam pembelajaran sekolah dasar serta relevansinya terhadap pembentukan civic skills siswa. Penelitian menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research) melalui analisis isi terhadap berbagai sumber literatur yang relevan. Hasil penelitian menunjukkan bahwa implementasi nilai demokrasi melalui pembelajaran partisipatif, musyawarah, diskusi, kerja sama dan pembelajaran berbasis masalah berkontribusi terhadap berkembangnya keterampilan intelektual dan partisipatoris siswa seperti berpikir kritis, komunikasi, kolaborasi, pengambilan keputusan dan tanggung jawab sosial. Temuan penelitian juga menunjukkan bahwa keberhasilan implementasi nilai demokrasi dipengaruhi oleh kompetensi guru, budaya sekolah yang demokratis serta strategi pembelajaran yang mendukung partisipasi aktif siswa, meskipun masih menghadapi berbagai tantangan dalam praktiknya. Penelitian ini berimplikasi bahwa pembelajaran demokratis perlu diposisikan sebagai strategi pedagogis yang integratif dalam penguatan civic skills serta pembentukan warga negara yang aktif, kritis, partisipatif dan bertanggung jawab sejak pendidikan dasar.
Co-Authors Christin Angelita Sianturi Daulat Saragi Guido Nainggolan Liza Satria Reh Bungana Br Perangin-angin Sri Yunita Suhaila Siregar