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All Journal Mimbar Sekolah Dasar Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat JURNAL ILMIAH GLOBAL EDUCATION Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Locus Penelitian dan Pengabdian Journal of Educational Sciences Cendikia Pendidikan Jurnal PGSD Indonesia Jurnal Ragam Pengabdian Ulil Albab
Iman, Bagus Nurul
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Implementation of The Project Based Learning Model to Improve the Creativity of Grade V Students at SDN 1 Weru Lor Oktaviani, Anggra; Fikriyah, Fikriyah; Iman, Bagus Nurul
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5126-5140

Abstract

This research was motivated by the need for educational innovation under the Merdeka Curriculum to boost 21st-century skills, especially creativity, in Indonesian human resources. Initial observations at UPTD SD Negeri 1 Weru Lor showed that a conventional 5th grade IPAS (Science and Social Studies) teaching method resulted in only 15% of students demonstrating creativity, demanding a change in approach. The study aimed to implement, assess the results of, and analyze the effectiveness of the Project-Based Learning (PjBL) model in improving the creativity of 5 th grade students. The methodology used was Kemmis and McTaggart’s Classroom Action Research (CAR), conducted over two cycles, involving planning, action, observation, and reflection. Data was collected via teacher and student activity observations, learning outcome tests, and documentation. The results showed a significant improvement. In Cycle I, average student creativity was 55.58% (Moderately Creative), with only 20.68% learning mastery. Following improvements in Cycle II, student creativity soared to 95.79% (Very Creative), and learning outcome mastery reached 96.55%. Teacher performance also increased from 95.23% to100%. The study concludes that the application of the PjBL model is significantly effective in increasing both creativity and learning outcomes for 5th grade IPAS students at UPTD SD Negeri 1 Weru Lor. 
Penerapan Model Kooperatif Tipe Two Stay Two Stray untuk Meningkatkan Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Pendidikan Pancasila (Penelitian Tindakan Kelas V di SD Negeri 1 Lemahabang) Kayla Haifa Winarto; Fikriyah, Fikriyah; Iman, Bagus Nurul
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 6 No. 3 (2025): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v6i3.1550

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa kelas V SD Negeri 1 Lemahabang melalui penerapan model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) pada mata pelajaran Pendidikan Pancasila. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian berjumlah 15 siswa. Data dikumpulkan melalui observasi, tes tulis, dan wawancara, dengan indikator penilaian berpikir kritis meliputi fokus masalah, alasan logis, penarikan kesimpulan, pemahaman konteks, dan kejelasan komunikasi. Hasil penelitian menunjukkan adanya peningkatan signifikan pada seluruh aspek yang diamati. Kualitas modul ajar meningkat dari 48,15% (pra siklus, kategori cukup) menjadi 81,48% (siklus I, kategori baik) dan 96,30% (siklus II, kategori sangat baik). Aktivitas guru juga mengalami peningkatan dari 53,57% (pra siklus) menjadi 78,57% (siklus I) dan 96,42% (siklus II). Aktivitas siswa meningkat dari 40,17% (pra siklus) menjadi 58,03% (siklus I) dan 80,35% (siklus II). Kemampuan berpikir kritis siswa, yang diukur melalui tes tulis, naik dari 40,62% (pra siklus, kategori kurang) menjadi 60,31% (siklus I, kategori cukup) dan 81,56% (siklus II, kategori sangat baik). Temuan ini membuktikan bahwa penerapan model Two Stay Two Stray efektif dalam meningkatkan kemampuan berpikir kritis siswa, terutama melalui interaksi aktif, kerja sama kelompok, pertukaran informasi antarkelompok, serta bimbingan intensif guru. Model ini relevan untuk diterapkan sebagai strategi pembelajaran aktif pada Pendidikan Pancasila di tingkat sekolah dasar, karena mampu menciptakan suasana belajar yang menyenangkan, melatih keberanian berpendapat, serta mengasah keterampilan analisis secara kolaboratif.
Developing an Effective Character Education Model to Cultivate Noble Traits in Elementary School Students Iman, Bagus Nurul; Setiana, Diana; Darmini, Mimin; Karim, Abdul
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89515

Abstract

The increasing involvement of youth in criminal activities is often linked to a lack of character development, highlighting the need for an effective educational approach. This study aims to develop a Character Education Model (CEM) along with a guidebook to enhance noble values such as honesty, responsibility, empathy, and respect among elementary school students. National character building is crucial, but youth criminal behavior is also related to insufficient parental attention. Therefore, schools must provide a child-friendly environment that offers a fun and challenging learning atmosphere to foster these core values. The development of this model is based on character education theories and frameworks emphasizing holistic moral development. The implementation of the IC learning plays a significant role by promoting student-centered learning and supporting both academic and social growth. This research employed a Research and Development (RD) design, including stages of planning, product development, field testing, revision, and final implementation. Data were collected through interviews and questionnaires involving 12 teachers and parents, and analyzed using descriptive qualitative methods. The validity of the CEM was confirmed by feedback from experts and practitioners. The results not only met the research objectives but also provided a theoretical foundation for character education models in elementary schools. This aligns with the goals of the Independent Curriculum to create a more personalized, flexible, and holistic approach to education. This study contributes a practical model for improving student character development in elementary education.
Implementation of the Deep Learning Approach to Develop Elementary School Students' Curiosity Agustiara, Selvy Muliyasari; Iman, Bagus Nurul; Darmini, Mimin
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/c6s8sw57

Abstract

  This research is based on the observation that the curiosity of Grade IV students at UPTD SDN 1 Kapringan has not developed optimally, characterized by a lack of courage to ask questions, discuss, seek information, and connect materials with real experiences. This research aims to describe the implementation of the Deep Learning approach, analyze its role in developing curiosity, and identify its development. This research uses a qualitative descriptive approach with a case study design. The research subjects consisted of one Grade IV teacher and nine students. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The research results show that the Deep Learning approach was implemented by the teacher through observing, questioning, exploring, discussing, expressing opinions, and reflecting, with a teacher implementation rate of 90%, while students' activities reached a 100% implementation rate. Students' curiosity developed through the courage to ask questions, search for information, explain the material in their own words, connect the material with experience, and increase in activity and enthusiasm. Thus, the Deep Learning approach was implemented well and played a role in developing curiosity through active, meaningful, reflective, and engaging learning.
Co-Authors Abdul Karim Agustiara, Selvy Muliyasari Agustin, Anisa Darmini, Mimin Dianasari Dianasari Dianasari, Dianasari Fikriyah, Fikriyah Ikhlaula, Indi Nurbaeti Janah, Alvina Nurul Kayla Haifa Winarto Ningrum, Dedeh Siti Nur Asyiah, Nur Oktaviani, Anggra Putri, Silvia Yunita Resmana, Lisna Permayanti Rohaeni, Dini Rohaeti, Titi Setiana, Diana Sumliyah, Sumliyah Zulkarnaen, Lucky