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Dedi Setiawan
Universitas Muhammadiyah Enrekang, Indonesia

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Activating Elementary School Students’ Critical Thinking through the Guided Inquiry Model in Science and Social Studies Learning on the Topic of Respiratory Organs Husmul Fatimah; Muh Idham Haliq; Eka Wahyuni; Ilham Assidiq; Dedi Setiawan
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 7 No. 1 (2026): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v7i1.331

Abstract

Critical thinking is an essential skill that needs to be developed in elementary science and social studies learning. However, preliminary observations in the fifth grade of UPT SDN 77 Rante Lemo showed that students tended to be passive, were not accustomed to providing logical reasoning, and had difficulty drawing conclusions based on observations. This study aimed to improve students’ critical thinking skills through the implementation of the guided inquiry learning model in the topic of human respiratory organs. This research employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection. The participants were 15 fifth-grade students. Data were collected through observation, critical thinking tests, and documentation, and were analyzed using quantitative and qualitative descriptive techniques. The results showed an improvement in students’ critical thinking skills. Students’ learning mastery increased from 26.67% in the pre-action stage to 66.67% in the first cycle and reached 100% in the second cycle. Student activity increased from 37.50% to 53.13% and 93.75%, while teacher activity increased from 55.00% to 95.00%. These findings indicate that the guided inquiry learning model, particularly when supported by simple experiments and systematic teacher guidance, can enhance students’ critical thinking skills in elementary science and social studies learning.
Think Pair Share Assisted by Educaplay to Improve Science Learning Outcomes of Fourth Grade Elementary School Students Muh Araafly Sulaeman Rafly; Hasan Hasan; Dedi Setiawan; Ilham Assidiq; Muh. Idham Haliq
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 7 No. 1 (2026): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v7i1.383

Abstract

Elementary science and social science (IPAS) learning requires instructional strategies that integrate active engagement, social interaction, and digital learning media. This study aimed to analyze improvements in fourth-grade students’ IPAS learning outcomes through Educaplay-assisted Think Pair Share (TPS) and compare them with conventional instruction. A quantitative approach with a nonequivalent pretest-posttest control group quasi-experimental design was employed. The participants were 26 fourth-grade students at SDN 116 Enrekang, comprising 13 students in the experimental group and 13 in the control group. The intervention was conducted over eight sessions, excluding the pretest and posttest, focusing on Light and Its Properties. Data were collected through learning achievement tests and observations of instructional implementation and analyzed using descriptive statistics, normality and homogeneity tests, between-group comparisons, and N-gain analysis. The results showed that all students in the experimental group achieved the minimum mastery criterion, compared with 12 students in the control group. Posttest and N-gain analyses revealed significant differences between the groups (p < .05). The implementation of Educaplay-assisted TPS reached 92.8%, categorized as very good. These findings indicate that integrating TPS with Educaplay offers a promising interactive and collaborative approach to supporting conceptual learning in elementary IPAS.
Innovating Elementary Education Management through School-PGSD Partnerships: An Integrative Framework for Curriculum, Leadership, and Teacher Competencies Dedi Setiawan; Misran Misran; Suparman Suparman; Munira Munira; Muh Iswandi; Elihami Elihami
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 1 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i1.411

Abstract

Innovative elementary education management should not be reduced to the adoption of new technologies or programs; it concerns a school's capacity to build learning-centered leadership, adaptive curriculum management, professional learning, and partnerships responsive to students' needs. This study formulates an integrative framework connecting school management capacity with Elementary School Teacher Education (PGSD) competencies. An integrative literature review was conducted using 18 key sources, including peer-reviewed articles, meta-analyses, research reports, and official regulations published between 2020 and 2025. Sources were selected for their relevance to school leadership, curriculum management, teacher competencies, professional development, digital transformation, and school-university partnerships. The literature was analyzed through thematic coding and conceptual synthesis. Six interrelated components emerged: learning-centered leadership, adaptive curriculum management, continuous professional development, clinical school-PGSD partnerships, evidence-informed digital governance, and community participation with an equity orientation. The synthesis indicates that educational innovation is more likely to be sustained when schools and teacher education programs share responsibility for field-based practice, mentoring, school-based inquiry, and competency development. The proposed framework contributes a practical conceptual model for aligning elementary school management with preservice teacher education and continuing professional learning.
One Teacher, Multiple Grades: Pedagogical Strategies for Multigrade Teaching in Rural Elementary Schools Rahmat Rahmat; Ismail Ismail; Muh. Idham Haliq; Dedi Setiawan
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.418

Abstract

Multigrade teaching represents an important educational strategy in schools with limited student populations and teaching personnel, yet its implementation requires adaptive pedagogical competence. This study aimed to analyze teachers’ pedagogical strategies in managing a combined Grade III and Grade IV classroom at SD Negeri 124 Jalikko, Tallu Bamba Village, Enrekang District, Indonesia. A qualitative case study design was employed. Data were collected through classroom observations, semi-structured interviews with the teacher and school principal, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing. The findings revealed three major pedagogical patterns: alternating instruction, integrated learning with differentiated learning outcomes, and collaborative learning. In Indonesian language lessons, the teacher employed similar reading themes while differentiating task complexity between Grade III and Grade IV students. Independent learning activities and peer tutoring were used to maintain learning continuity while the teacher focused attention on another group. Major challenges included distributing teacher attention, managing instructional time, addressing differences in student ability, preparing learning materials, and limited learning resources. These findings indicate that successful multigrade teaching depends largely on teachers’ pedagogical flexibility in transforming classroom heterogeneity into a productive learning resource.
Co-Authors Eka Wahyuni ELIHAMI, ELIHAMI Hasan Hasan Husmul Fatimah Ilham Assidiq Ismail Ismail Misran Misran Muh Araafly Sulaeman Rafly Muh Idham Haliq Muh Iswandi Muh. Idham Haliq Munira Munira Rahmat Rahmat Suparman Suparman