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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Muhammad Immadudin
Universitas Negeri Surabaya
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPLEMENTASI MODUL AJAR IPAS DI SD: ANALISIS STRATEGI PEMBELAJARAN DAN UPAYA GURU MENGATASI KESULITAN BELAJAR SISWA Raccel Nadya Carisma Putri; Nadyya Farkha Hanzalia; Muhammad Immadudin; Arif Mahya Fanny; Rania Muhsin
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 3 (2026): Inpress Vol. 9 No. 3 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i3.60273

Abstract

Penerapan modul ajar IPAS di Sekolah Dasar berperan penting dalam upaya menciptakan pembelajaran yang berpengaruh, aktif, serta memberikan pengalaman belajar yang bermakna bagi siswa. Penelitian ini bertujuan untuk membahas implementasi modul ajar IPAS di lingkungan Sekolah Dasar dengan berfokus pada strategi pembelajaran yang diterapkan guru serta berbagai usaha yang dilakukan untuk meningkatkan kemampuan siswa yang mengalami kesulitan belajar. Penelitian ini menerapkan pendekatan kualitatif dengan pengumpulan data yang dilakukan melalui wawancara serta dokumentasi. Subjek dalam observasi ini terdiri atas guru. Hasil observasi menunjukkan bahwa penerapan modul ajar IPAS telah terlaksana dengan cukup baik melalui berbagai strategi pembelajaran, seperti pembelajaran kontekstual, diskusi kelompok, pemanfaatan media pembelajaran, serta pendekatan berbasis proyek yang disesuaikan dengan kebutuhan dan karakter peserta didik. Meskipun demikian, dalam pelaksanaannya masih ditemukan beberapa hambatan, di antaranya adanya perbedaan kemampuan belajar siswa serta rendahnya motivasi belajar. Untuk mengatasi kendala tersebut, guru melakukan berbagai langkah, seperti memberikan pembelajaran remedial, menerapkan metode pembelajaran yang beragam, memberikan pendampingan secara individual, serta mewujudkan suasana belajar yang interaktif dan menggembirakan. Dengan demikian, implementasi modul ajar IPAS yang didukung oleh strategi pembelajaran yang akurat serta upaya guru yang optimal mampu memperkuat pemahaman dan hasil belajar siswa di Sekolah Dasar.
Strategi Guru dalam Mengoptimalkan Pembelajaran IPAS Kurikulum Merdeka di SDN Kraton 6 Aurel Dealova; Chelsylia Putri Viantica; Aurel Zahwa Mutiara Dealova; Shelvi Nerisa Arviana; Muhammad Immadudin; Arif Mahya Fanny
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16266

Abstract

This study aims to describe teachers' strategies in optimizing the implementation of Science and Social Studies (IPAS) learning based on the Merdeka Curriculum in Grade III at SDN Kraton 6. The study employed a descriptive qualitative approach involving the classroom teacher and third-grade students as research subjects. Data were collected through observation, interviews, and documentation. The findings revealed that the teacher implemented various student-centered learning strategies, including group learning, classroom discussions, and motivational approaches through personal interaction and ice-breaking activities. These strategies successfully created an interactive and conducive learning environment and encouraged students' active participation in the learning process. In addition, the teacher conducted assessments covering cognitive, affective, and psychomotor aspects and provided remedial and enrichment activities according to students' learning needs. However, several challenges were identified, including limited instructional time, teachers' administrative workload, suboptimal utilization of technology, and the presence of students who were still less active during learning activities. Overall, the teacher's strategies in optimizing IPAS learning based on the Merdeka Curriculum at SDN Kraton 6 have been implemented effectively and are aligned with student-centered learning principles. Nevertheless, improvements are still needed in time management, technology integration, and strategies for enhancing student motivation.
DIFERENSIASI PEMBELAJARAN IPAS PADA KURIKULUM MERDEKA MELALUI ASESMEN DIAGNOSTIK DI SEKOLAH DASAR Shella Nerisa Arviana; Rizki Navila; Devinta Cahyani; Muhammad Immadudin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18031

Abstract

This study aims to describe and analyze the implementation of differentiated Social Sciences and Science (IPAS) learning through initial diagnostic assessments under the Independent Curriculum framework at SDN Magetan 2. This field research utilizes a qualitative descriptive approach with a field study design, gathering data through direct classroom observation, lesson plan analysis, and structured interviews with grade teachers. The evaluation utilized 15 comprehensive observation indicators covering document readiness, technological integration, local wisdom contextualization, assessment methods, and differentiation strategies. The results demonstrate that teachers at SDN Magetan 2 have designed teaching instruments systematically by modifying the government template to suit classroom characteristics based on diagnostic profiles (auditory, visual, and kinesthetic). Active student collaboration is fostered through Project-Based Learning (PjBL) integrated with deep learning models, supported by multimedia tools and local culture integration, such as the Sarangan tradition. Assessments are carried out comprehensively across cognitive, affective, and psychomotor domains using jobpartitioning strategies during group work. Differentiated instruction is successfully realized through peer tutoring for advanced learners and direct oral-guiding for slower learners. In conclusion, differentiated learning based on diagnostic assessments shapes meaningful, inclusive, and student-centered primary education.
Co-Authors Arif Mahya Fanny Arif Mahya Fanny Aurel Dealova Aurel Zahwa Mutiara Dealova Chelsylia Putri Viantica Devinta Cahyani Nadyya Farkha Hanzalia Raccel Nadya Carisma Putri Rania Muhsin Rizki Navila Shella Nerisa Arviana Shelvi Nerisa Arviana