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Universitas Mulawarman
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Pengaruh Model Pembelajaran Berbasis Masalah PBL dengan Pendekatan Deep Learning terhadap Kemampuan Berpikir Kritis Mata Pelajaran Pendidikan Pancasila Materi Norma Peserta Didik Kelas IV SD Negeri 007 Samarinda Ilir Dewi Sarah Bumbungan; Makmun; Muhlis; Iksam; Chani Octa
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2442

Abstract

Critical thinking is one of the essential competencies that students need to compete in the global era. One effective way to develop this competency is by implementing an appropriate learning model integrated with a relevant instructional approach. This study aimed to examine the effect of the Problem-Based Learning (PBL) model assisted by the Deep Learning approach on the critical thinking skills of fourth-grade students in learning norms within the Pancasila Education subject at SD Negeri 007 Samarinda Ilir during the 2025/2026 academic year. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research participants consisted of an experimental class that received instruction through the Problem-Based Learning model integrated with the Deep Learning approach and a control class that received conventional instruction. The research instrument was a validated critical thinking skills test. The findings revealed a significant effect of implementing the Problem-Based Learning model with the Deep Learning approach on students' critical thinking skills. This was supported by the hypothesis testing result, which showed a significance value of 0.000 (< 0.05), indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. Furthermore, the experimental class achieved a higher mean score than the control class, demonstrating that problem-based learning supported by the Deep Learning approach creates active and meaningful learning experiences while encouraging students to think more critically in understanding the concept of norms. Therefore, it can be concluded that the Problem-Based Learning model integrated with the Deep Learning approach has a positive effect on students' critical thinking skills in Pancasila Education. This learning model is recommended as an alternative instructional strategy to enhance students' active engagement and promote deeper conceptual understanding.
Peningkatan Hasil Belajar Pendidikan Pancasila pada Materi Keberagaman Sosial dan Budaya melalui Media Pembelajaran Ular Tangga Almaidah Rifma Cahyani; Iksam; Tasya Noviandra Putri; Muhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2456

Abstract

Low student participation during the learning process and the limited use of interactive learning media have resulted in learning outcomes in Pancasila Education, particularly on the topic of social and cultural diversity, not meeting the Minimum Learning Achievement Criteria (KKTP). This study aimed to improve students' learning outcomes in Pancasila Education on the topic of social and cultural diversity through the use of a Snakes and Ladders learning media for fourth-grade students of SD Negeri 002 Samarinda Kota. The study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were 32 fourth-grade students. Data were collected through observation, tests, and documentation, while quantitative data analysis was carried out by calculating the percentage of students achieving mastery learning. The findings revealed a consistent improvement in students' learning outcomes across the cycles. In the pre-cycle, the average learning outcome score was 65, with a mastery learning percentage of 31.25%. After implementing the Snakes and Ladders learning media in Cycle I, the average score increased to 73.75, with a mastery percentage of 65.62%. Further improvement was observed in Cycle II, where the average score reached 82.28 and the mastery percentage increased to 81.25%. These findings indicate that the success criterion of the study was achieved, as at least 75% of the students obtained a score of 75 or higher, in accordance with the school's KKTP. Therefore, the Snakes and Ladders learning media is effective in improving students' learning outcomes in Pancasila Education on the topic of social and cultural diversity at the elementary school level.
Peningkatan Hasil Belajar Pendidikan Pancasila Materi Norma Dalam Kehidupanku Menggunakan Media Pembelajaran Wordwall Kelas V SDN 007 Samarinda Ilir Utami; Iksam; Taufik Hidayat; Sukriadi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1658

Abstract

This study was motivated by the low learning outcomes of fifth-grade students at SDN 007 Samarinda Ilir, particularly in the subject of Pancasila Education. The purpose of this study was to improve students’ learning outcomes in Pancasila Education on the topic Norms in My Daily Life through the use of Wordwall learning media for fifth-grade students at SDN 007 Samarinda Ilir in the 2025/2026 academic year. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of two meetings. The research process followed four stages: planning, implementation, observation, and reflection. The research subjects were 28 fifth-grade students of SDN 007 Samarinda Ilir, while the object of the study was students’ learning outcomes in Pancasila Education. Data collection techniques included observation, testing, and documentation. The instruments used were teacher activity observation sheets, student activity observation sheets, and evaluation tests. Data analysis techniques involved calculating averages, percentages, and graphical representations. The results showed an improvement in students’ average scores from the pre-cycle stage, which was 62.1 with a mastery percentage of 39% (very low category). In Cycle I, students’ learning outcomes increased by 16.16% from the pre-cycle baseline, with an average score of 72.14 and a mastery percentage of 61%. In Cycle II, learning outcomes increased by 24.79% from the pre-cycle baseline, achieving an average score of 77.5 with a mastery percentage of 82%, where 23 students achieved mastery and 5 students did not. This result exceeded the predetermined success indicator of 75%. Based on these findings, it can be concluded that the use of Wordwall learning media effectively improves learning outcomes in Pancasila Education on the topic Norms in My Daily Life for fifth-grade students at SDN 007 Samarinda Ilir in the 2025/2026 academic year.
Pengembangan Media Infografis Interaktif (MIFOR) pada Materi Permasalahan Lingkungan yang Mengancam Kehidupan Siswa Kelas V Sekolah Dasar Nabila Anastasia Salsabila; Sukriadi; Taufik Hidayat; Iksam
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1684

Abstract

The main problem in science and social studies (IPAS) learning at the elementary school level is students’ low understanding of environmental issues that threaten life. This problem is caused by the limited use of interactive and visual learning media, which leads students to become passive during the learning process. This study aims to develop an Interactive Infographic Media (MIFOR) on environmental issues that threaten life for fifth-grade elementary school students. The research employed a Research and Development (R&D) method using the ADDIE development model, which consists of analysis, design, development, implementation, and evaluation stages. The research instruments included validation sheets from material experts, media experts, and language experts; student response questionnaires in small-group and large-group trials; and a teacher response questionnaire. The results showed that the MIFOR media obtained material expert validation percentages of 85.71% and 88.57%, media expert validation of 86.31% and 91.57%, and language expert validation of 100%, all categorized as very valid. The practicality of the media reached 87.04% in the small-group trial and 85.61% in the large-group trial, categorized as highly feasible. Teacher responses indicated that the MIFOR media is easy to use and appropriate for IPAS learning materials. Therefore, the MIFOR media is considered valid and practical for use in elementary school IPAS learning.
Peningkatan Hasil Belajar Pendidikan Pancasila Tema Jati Diri dan Lingkungan dengan Menggunakan Model Problem Based Learning Siswa Kelas V di SD Negeri 004 Samarinda Ilir Laura Kristin; Iksam; Ulfah Maulidhya; Mustamiroh
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1725

Abstract

Pancasila Education is a subject that plays a crucial role in shaping students’ character and attitudes in accordance with the values of Pancasila. However, the learning outcomes of fifth-grade students on the topic My Identity and My Environment at SD Negeri 004 Samarinda Ilir were still relatively low. This condition was caused by a teacher-centered learning process in which students were less active, less motivated, and not accustomed to relating the learning material to real-life problems. This study aimed to improve students’ learning outcomes in Pancasila Education through the implementation of the Problem Based Learning (PBL) model. The research employed a Classroom Action Research design conducted in two cycles, consisting of planning, action, observation, and reflection stages. The research subjects were 22 fifth-grade students. Data collection techniques included observation of teacher and student activities, learning achievement tests, interviews, and documentation. The results showed that the implementation of the Problem Based Learning model increased both student activity and learning outcomes. The average score improved from 69.6% in Cycle I to 86.3% in Cycle II, with classical mastery reaching more than 85% of students achieving scores above the Minimum Learning Achievement Criteria (75). Based on these findings, it can be concluded that the Problem Based Learning model is effective in improving fifth-grade students’ learning outcomes in Pancasila Education at the elementary school level.
Evaluating the Implementation of Inclusive Education Using the Index for Inclusion: Evaluating the Implementation of Inclusive Education Using the Index for Inclusion Khusnul Khotimah; Iksam; Amanda Bella Cahyani
Journal of Pedagogy and Education Science Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002075

Abstract

This study evaluates inclusive education implementation in primary schools in Samarinda using the Index for Inclusion dimensions of practice, culture, and policy. A program-evaluation design guided by the Discrepancy Evaluation Model (DEM) combined structured observations, school self-assessments, interviews, and document analysis. Observed scores were categorized as “Good” for practice (60%), culture (69%), and policy (64.76%), but important gaps remained. Curriculum alignment was not consistently translated into differentiated instruction or individualized learning programs. Reported social acceptance coexisted with discrimination, limited parent-support programs, and weak qualification standards for special assistant teachers. Policy implementation showed formal compliance but gaps in school-level operational guidance, complaint mechanisms, shadow-teacher support, and specialist services. Self-assessment scores were consistently higher than direct-observation scores, indicating a perception–implementation gap. The findings suggest that inclusive education is institutionally established but unevenly enacted, requiring closer alignment among inclusive values, pedagogical practice, operational policy, and institutional support.
Co-Authors Almaidah Rifma Cahyani Amanda Bella Cahyani Chani Octa Dewi Sarah Bumbungan Laura Kristin Makmun Muhlis Muhlis Mustamiroh Nabila Anastasia Salsabila Sukriadi Sukriadi Tasya Noviandra Putri Taufik Hidayat Ulfah Maulidhya Utami