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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang JURNAL PENDIDIKAN IPS
Desy Elvira Wulandari
Universitas Trunodjoyo Madura
Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Implementasi Model Discovery Learning Berbantuan Media Pop-Up Book dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPS Materi Keberagaman Budaya Desy Elvira Wulandari; Inessya Ayu Ramanda Putri; Aizza Naya Andina; Eky Junnata Marianadya Sukadi; Andika Adinanda Siswoyo
JURNAL PENDIDIKAN IPS Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v16i3.4383

Abstract

Rendahnya hasil belajar IPS pada materi keberagaman budaya di kelas IV UPTD SDN Sendang Laok disebabkan oleh keterbatasan buku paket, hambatan membaca siswa, dan pembelajaran yang masih berpusat pada guru. Penelitian ini bertujuan untuk mendeskripsikan penerapan model Discovery Learning berbantuan media Pop-Up Book serta meningkatkan hasil belajar siswa pada materi keberagaman budaya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan pendekatan campuran (mixed methods) yang dilaksanakan dalam dua siklus pada semester genap tahun ajaran 2025/2026 dengan subjek 24 siswa kelas IV. Teknik pengumpulan data meliputi observasi, wawancara, tes, dan dokumentasi. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan adanya peningkatan hasil belajar dan aktivitas siswa. Pada Siklus I, ketuntasan belajar klasikal mencapai 46% dengan nilai rata-rata 66,25. Setelah dilakukan perbaikan tindakan pada Siklus II melalui penguatan kerja kelompok dan penyempurnaan instrumen evaluasi berbasis visual, ketuntasan belajar meningkat menjadi 79% dengan nilai rata-rata 90,4. Selain itu, aktivitas siswa pada berbagai indikator pembelajaran juga mengalami peningkatan. Dengan demikian, penerapan model Discovery Learning berbantuan media Pop-Up Book terbukti efektif dalam meningkatkan hasil belajar IPS siswa pada materi keberagaman budaya.
STRATEGI GURU DALAM PEMBELAJARAN BERDIFERENSIASI BERBASIS INKLUSI PADA MATA PELAJARAN PENDIDIKAN PANCASILA MATERI PERSATUAN INDONESIA DI SEKOLAH DASAR Luluk Lailatul Mukarromah; Aizza Naya Andina; Desy Elvira Wulandari; Mujtahidin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15635

Abstract

This research is motivated by the importance of implementing inclusive learning that can accommodate the diversity of student characteristics through adaptive learning strategies. Differentiated learning is one approach that can be used to adjust the learning process based on student needs so that all students can be optimally involved in learning activities. This study aims to describe the implementation of differentiated learning on the Unity of Indonesia material in inclusive elementary school classes at each grade level, as well as to identify the forms of learning strategy adjustments applied by teachers based on student characteristics and needs. The study used a qualitative approach with a descriptive research type. The study was conducted at SDN Banyuajuh 2 with research subjects of teachers in grades I, IV, and VI. Data collection techniques were carried out through semi-structured interviews with data analysis using the Miles and Huberman interactive model that includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers apply different differentiated learning strategies according to the characteristics and needs of students at each grade level. In lower grades, learning emphasizes individual assistance and emotional regulation, while in higher grades, it emphasizes strengthening social participation pthrough group activities. Research findings indicate that differentiated learning in inclusive education is not static, but evolves according to the developmental needs of students. Therefore, the implementation of differentiated learning focuses not only on academic aspects but also considers the social and emotional aspects of students in inclusive learning.
Co-Authors Aizza Naya Andina Andika Adinanda Siswoyo Eky Junnata Marianadya Sukadi Inessya Ayu Ramanda Putri Luluk Lailatul Mukarromah Mujtahidin