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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar
Sapriya
Universitas Pendidikan Indonesia, Bandung
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MOTIVASI BELAJAR IPS SISWA PADA MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) Elpri Darta Putra; Sapriya; Eva Astuti Mulyani; Mitha Dwi Anggriani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 3 (2022): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v11i3.8704

Abstract

This article discusses the students' social science learning motivation through the Contextual Teaching and Learning (CTL) model for elementary school students of 023 Pulau Kijang. The research design used was quasi-experimental research. The research was conducted on the fifth-grade students of SD 023 Pulau Kijang, in the academic year of 2010/2020 with a number of 45 students. This classroom action research was conducted through four stages, planning, implementation, observation, and reflection. This research consisted of 2 cycles, the first and second cycle. Each cycle consisted of action planning, action implementation, observation, and reflection to be continued to the next cycle. Whilst the data analysis technique used was quantitative statistical analysis to analyze data regarding teachers’ and students’ activities that would be observed. The results indicated that by applying the CTL model, it could provide students with social science learning motivation based on the process and students’ learning outcomes in social science learning subjects for class IV. It was clear that the social science learning process before the implementation of the CTL model has an average percentage level of 70.29 Meanwhile, after the implementation of the CTL model for class V, there was a significant average percentage of 85,59. It showed that the CTL learning model provided better motivation for the students in the learning process.
Differentiated social studies based on hypermedia e-modules to foster sustainable social attitudes of elementary students Yuyun Dwi Haryanti Haryanti; Mohamad Syarif Sumantri; Hamdan Tri Atmaja; Sapriya; I Gusti Agung Ayu Wulandari; Seah Siok Peh; Rina Nengsih; Rahma Halipah
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 2 (2026): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i2.494-506

Abstract

The present study examines the effect of differentiated social studies supported by hypermedia e-modules on the development of sustainable social attitudes among elementary students. A quasi-experimental design with a pre-test–post-test control group is employed. The participants were 60 fifth-grade students from an elementary school in Majalengka, Indonesia. They were selected using total sampling and divided into an experimental group (n = 30) and a control group (n = 30). The experimental group receives differentiated social studies instruction supported by hypermedia e-modules, while the control group receives instruction using conventional textbooks. Data were collected using a 10-item sustainable social attitudes questionnaire that measures empathy, social responsibility, cooperation, tolerance, environmental concern, and social awareness. The instrument demonstrates acceptable validity and reliability (Cronbach’s α = 0.744). Data were analyzed using descriptive statistics and an independent samples t-test. The results indicate that the experimental group obtained higher post-test scores (M = 85.60, SD = 8.66) than the control group (M = 80.90, SD = 9.11), with a statistically significant difference, t(58) = 2.05, p = 0.045, and a moderate effect size (Cohen’s d = 0.53). These findings imply that integrating hypermedia e-modules within differentiated social studies instruction can support the development of sustainable social attitudes among elementary students. The study contributes to the growing body of research on technology-supported differentiated learning in elementary social studies, although further research with larger samples and longer interventions is recommended.
Co-Authors Elpri Darta Putra Eva Astuti Mulyani Hamdan Tri Atmaja I Gusti Agung Ayu Wulandari Mitha Dwi Anggriani Mohamad Syarif Sumantri Rahma Halipah Rina Nengsih Seah Siok Peh Yuyun Dwi Haryanti Haryanti