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All Journal MADAKO ELEMENTARY SCHOOL
Sarafuddin
Universitas Slamet Riyadi Surakarta
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis of Civic Knowledge Achievement through HOTS-Based Questions in Pancasila and Civic Education at the Elementary School Level Puger Tegar Akbar Wibowo; Anita Trisiana; Sarafuddin
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.377

Abstract

The limited ability of students to process civic knowledge at the HOTS analysis level, reflected in low performance in solving high-level reasoning problems, is the main focus of this study. This condition is closely related to Pancasila and Civic Education learning practices that are still dominated by LOTS-oriented questions, thus not optimally fostering students’ critical and reflective thinking skills. This study aims to analyze the achievement of civic knowledge through HOTS questions among fifth-grade students at SD Negeri Mojosongo 5 Surakarta using a qualitative case study approach. The clustering results show a distribution of 91.67% in the high category, 75% in the medium category, and 41.67% in the low category, indicating disparities in higher-order thinking skills. Research instruments included HOTS-based tests covering analysis, evaluation, and creation indicators, interview guidelines, and observation sheets, all validated by experts with a coefficient of ≥0.80. The findings reveal that high-category students demonstrate conceptual and argumentative elaboration, while low-category students remain at the level of factual understanding. Influencing factors include reading literacy, frequency of HOTS practice, and teachers’ pedagogical strategies, implying the need for systematic reorientation of HOTS-based  Pancasila and Civic Education learning.
A Analysis of the Application of the Project Based Learning (PjBL) Model in Developing Students' Social-Science Creativity in Elementary Schools Ayu Sri Wulandari; Hera Heru Sri Suryanti; Sarafuddin
Madako Elementary School Vol 5 No 2 (2026): Publishing in Press
Publisher : Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.399

Abstract

This study highlights the limited application of student-centered learning approaches to fostering creativity in elementary science and social studies (IPAS), particularly within a project-based learning context. This study aims to examine how Project-Based Learning (PjBL) supports creativity development among Grade IV students at SD Negeri Beskalan Surakarta. A qualitative research design was employed using primary and secondary data sources. Participants included the school principal, Grade IV teacher, and 27 students, with two key informants selected for in-depth interviews. Data were collected through observation, interviews, documentation, and questionnaires and validated through source and technique triangulation. Data analysis involved data reduction, data display, and verification. The results indicate that the six-step PjBL model transformed learning into a more student-centered process. Students produced tangible projects, including crafts made from recycled materials inspired by local cultural motifs. Creativity developed across five indicators rated as good: fluency, flexibility, originality, elaboration, and evaluation. Supporting factors included teacher guidance, student motivation, and learning media availability, while challenges involved limited instructional time and classroom noise. PjBL therefore offers meaningful science and social studies experiences that foster creativity and engagement, provided that teachers ensure adequate time, classroom management, and learning resources.
Co-Authors Anita Trisiana Ayu Sri Wulandari Hera Heru Sri Suryanti Puger Tegar Akbar Wibowo