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All Journal Jurnal Dikdas Publikasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Penelitian Pendidikan IPA (JPPIPA) Hasil Pengabdian Kepada Masyarakat Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JURNAL EDUCATION AND DEVELOPMENT Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Basicedu COLLASE (Creative of Learning Students Elementary Education) Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Educational Sciences Jurnal Basicedu Journal of Innovation and Research in Primary Education Kelola: Jurnal Manajemen Pendidikan Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Tadulako Social Science and Humaniora Journal Jurnal DIKDAS
Sisriawan Lapasere
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Impelementasi Penerapan Kurikulum Merdeka pada Mata Pelajaran Seni Budaya dan Prakarya (SBdP) Siswa Kelas IV Kalista Musdalifa; Yun Ratna Lagandesa; Sisriawan Lapasere; Kadek Hariana; Dyah Rahmawati
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.860

Abstract

The independent curriculum was present because of the Covid-19 pandemic at the end of December 2019, becoming one of the points where the continuity of education, especially in Indonesia, experienced changes. The learning crisis that occurred accompanied by the emergency conditions of the Covid-19 pandemic had a major impact on changes in education in Indonesia. Based on the results of observations conducted by researchers at SDN Inti No. 2 Pewunu, teachers are able to apply indicators in implementing the independent curriculum. These teachers have been able to implement the independent curriculum in accordance with the guidelines contained in the independent curriculum book and are implemented comprehensively. There are several steps in the independent curriculum learning model, especially in Arts and Crafts subjects, including apperception activities, modeling, constructivism, inquiry, learning communities, assessment, asking questions and reflection. For example, activities such as asking students to create works in Arts and Crafts learning are carried out by working together in groups, which can hone students to be able to work together and think critically. This study shows that implementing the independent curriculum in elementary school, especially in Arts and Crafts, helps improve students' teamwork and critical thinking. The use of constructivist activities, inquiry models, and reflection makes students more engaged in learning. Additionally, group-based tasks and assessments improve their understanding and encourage creativity. This approach provides teachers with the opportunity to adapt their methods to better meet students' needs in the post-pandemic education era.
Penerapan Profil Pelajar Pancasila Dalam Kurikulum Merdeka Pada Mata Pelajaran Pendidikan Pancasila di Sekolah Dasar Shakina Shakina; Nashrullah Nashrullah; Sisriawan Lapasere; Arif Firmansyah; Muslim A.R
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.876

Abstract

This study examines the implementation of the Pancasila Student Profile within the Independent Curriculum for fifth-grade Pancasila Education at SDN 16 Dampelas. Using a qualitative descriptive method, data was collected through classroom observations, interviews with teachers and the principal, and document analysis. Findings indicate successful integration of core character values including religious devotion, global diversity awareness, mutual cooperation, independence, critical thinking, and creativity. These values were cultivated through daily routines such as pre-lesson prayers, group collaborative work, cultural appreciation activities, and classroom discussions.However, the study identified implementation challenges, particularly teachers' limited conceptual understanding of the Pancasila Student Profile framework, attributable to insufficient training opportunities under the new curriculum. Only a small percentage of teaching staff had received comprehensive curriculum training. The study recommends expanded professional development programs and ongoing mentoring to enhance implementation quality and ensure consistent application across all grade levels. The implication of this study highlights the need for improving teachers' understanding and skills in implementing the Pancasila Student Profile, particularly within the context of the Independent Curriculum. Comprehensive and ongoing training programs are essential to support the development of students' character in line with Pancasila values. This will strengthen the integration of national values and enrich students' learning experiences, resulting in a generation with strong competencies and character to face global challenges.
Teachers' Efforts in Addressing Students' Misconceptions on Force and Its Effects in Elementary Science and Social Studies Ari Astuti; Yun Ratna Lagandesa; Sisriawan Lapasere; Zulnuraini Zulnuraini; Ryan Andhika Pratama
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3653

Abstract

Misconceptions in elementary science learning—particularly in the concept of force and motion—remain a persistent obstacle to achieving meaningful conceptual understanding. Despite growing research on misconception identification, little is known about how teachers actively address these misconceptions within the Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial/IPAS) framework under the Merdeka Curriculum. This study employed a qualitative descriptive design involving one fourth-grade teacher and 23 students at SD Inpres 3 Talise, Palu City. Data were collected through structured classroom observations across five lessons, a semi-structured teacher interview, a validated ten-item Likert-scale student questionnaire (α = .87), and documentation review, and were analyzed using the Miles et al. (2014) framework. Three dominant misconceptions were identified: force as push-only, object mass as the sole determinant of mobility, and force as requiring visible contact. The teacher employed five integrated strategies—diagnostic questioning, concrete demonstrations, collaborative discussion, immediate corrective feedback, and concept reinforcement—supplemented by adaptive video use for abstract concepts. Student perceptions were strongly positive (83.37%). These findings align with conceptual change theory and underscore the centrality of adaptive pedagogical content knowledge in effective misconception remediation. This study contributes empirical documentation of responsive teacher practice within an underrepresented curriculum context and provides practical guidance for elementary science teacher development.  
Challenges in Implementing Differentiated Learning Under the Kurikulum Merdeka: A Qualitative Study of Elementary School Teachers Glorya Pashya Koela; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal; Rangga Putera Boroallo
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3655

Abstract

Despite the increasing adoption of differentiated learning under Indonesia's Kurikulum Merdeka, the practical challenges faced by elementary school teachers in implementing this approach—particularly within resource-constrained public school settings—remain insufficiently documented. This study employed a descriptive qualitative design to investigate the challenges, adaptive strategies, and student outcomes associated with differentiated learning implementation at SD Inpres 3 Talise, Palu City, Central Sulawesi. Data were collected through semi-structured interviews, structured classroom observations, and document analysis involving six purposively selected classroom teachers during the 2025/2026 academic year. Data analysis followed the interactive model of Miles et al. (2014), with trustworthiness established through methodological triangulation and member checking. Three principal challenges were identified: limited instructional time (cited by all six participants), large class sizes, and low levels of student self-directed learning. Teachers employed three primary adaptive strategies: digital platform use, collegial collaboration, and reliance on institutional support. A notable finding was the near-absence of formally differentiated assessment rubrics, revealing a significant assessment-instruction alignment gap. These findings extend the international literature by identifying student self-directedness as an internally generated pedagogical constraint that is underexplored in differentiation frameworks. The study underscores the need for professional development programs targeting assessment differentiation and calls for structural reforms to support sustainable differentiated instruction in Indonesian elementary education.
Differentiated Learning in the Independent Curriculum: A Qualitative Analysis of Implementation Patterns and Challenges in Indonesian Elementary Education Nurwahida Nurwahida; Yun Ratna Lagandesa; Sisriawan Lapasere; Rizal Rizal; Rangga Putera Boroallo
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3656

Abstract

Differentiated learning is a central instructional approach promoted by Indonesia's Independent Curriculum (Kurikulum Merdeka) to address the diverse learning needs, readiness levels, and profiles of elementary school students. Despite its theoretical importance, the extent to which differentiated learning is implemented in practice remains poorly understood in specific school contexts. This study employed a descriptive qualitative design to examine the implementation of differentiated learning in grade IV at SD Inpres 3 Talise, Palu City, during the 2025/2026 academic year. Data were collected through classroom observations, semi-structured interviews, student questionnaires, and document analysis, and were analyzed using Miles and Huberman's interactive model. Findings reveal that process differentiation was the most consistently applied form, while content and product differentiation were largely absent and inconsistent. The composite student questionnaire score of 33.38% indicated a low level of perceived implementation. An unexpected finding showed that teachers spontaneously created inclusive and psychologically safe learning environments, suggesting an emergent environmental differentiation disposition. These findings reflect a theory–practice gap consistent with international literature and underscore the need for structured, practice-oriented professional development targeting content design and diversified assessment products to advance comprehensive differentiated learning under the Independent Curriculum.
Co-Authors A.R, Muslim A.Rahmaeni M, A.Rahmaeni M Abdul Rahman Amin Basri Ammar Abdullah Joni Guci Andi Imrah Dewi Andi Nur Isnayanti Andi Rahmaeni M AR, Muslim Ardiana, Risma Nur Ari Astuti Asriani Asriani, Asriani Ayu Amalia Shaltina Azizah Azizah Azizah Azzahra Zahwa Adillah Dedi Rore Poting Dewi Tri Rahayu Dyah Aini Purbarani Dyah Rahmawati Dyah Rahmawati Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faradilla Nur Itsnaini Faradilla, Aulia Febi Yulianti Febriana, Yunda Filiansi, Mutmoza Fitra Fitra, Fitra Fresya Angnelvin Dengkidala Glorya Pashya Koela Guci, Ammar Abdullah Joni Haswin Haswin Herlina Herlina Herlina, Herlina Huber Yaspin Tandi, Elfika Arif Firmansyah Kadek Hariana Kadek Herawati Kadek Marsela Yustini Resintia Kalista Musdalifa Kasmawati Kasmawati Lasmana, Bayu Lestari, Nova Hermina Mahmud Gamar, Mahfud Mahmud Gamar Marlene Juita Kadoi Marungkil Pasaribu Mas’adi Mas’adi Melyani Sari Sitepu Monipo, Yulan Mubarik Mubarik Muhammad Aqil Muhammad Nazimuddin Al Kamil Murlan, Muliati Muslim A.R Nashrullah . Nashrullah, Nashrullah Nengsih Julianti Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Noor Alfulaila Noviana, Firta Nur Aviza Nur Hasifa Nuraini Nurhalizah Nurhalizah Nurkamilah Nurkamilah Nurma Yuntika Tolodo Nurrahma Nurrahma Nursakinah, Nursakinah Nurul Annisa Nurul Fitriah Aras, Fitriah_arasss Nurwahida Nurwahida Pahriadi Paidi, Zulhilmi Pratama, Ryan Andhika Putri Maharani Dwi Rarasati Putriwanti Putriwanti Putriwanti Rahma, Dewi Rahmawati, Dyah Rahmawati, Rahmawati Rangga Putera Boroallo Rizal Rizal Rizal Rizal, Rizal Rolly Bolalong, Roberto Rosnadi Ryan Andhika Pratama Ryan Andika Pratama Sajma Sajma Sakinah Sakinah Sarah Azizah Septiana Nur Shakina Shakina Sinta Satria Dewi Pendit Siti Helmyati Sitti Nur Fadillah Sri Wahyuni Sukri Supriyadi Supriyadi Surahman Surahman Surahman Wilade Syachputri M, Winanda Tanggerahi, Lawrence Usnia, Usnia Vera Angelina Pesik Widiani, Ni Nyoman Wildani, Wildani Wildani Wiwin Wiwin Wolingalo, Anggita Frestianingsih Yun Ratna Lagandesa Yuni Rahmawati Yusdin Bin M Gagaramusu Yusdin Gagaramusu Yusuf Kendek Zulnuraini