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Dudu Suhandi Saputra
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TRANSFORMASI PEMBELAJARAN IPAS MELALUI STEM-ESD DALAM MEMBANGUN SUSTAINABILITY CONSCIOUSNESS SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW TAHUN 2021–2026 Nur Malihah, Chelly; Dudu Suhandi Saputra; Yuyu Yuliati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55645

Abstract

The environmental crisis, climate change, energy depletion, and unsustainable human behavior have become global challenges requiring educational transformation from an early age. This study aims to analyze the transformation of Integrated Science and Social Studies (IPAS) learning through the STEM-ESD approach in developing sustainability consciousness among elementary school students. This research employed a Systematic Literature Review (SLR) by reviewing scientific articles published between 2021 and 2026 from Google Scholar, ERIC, DOAJ, ScienceDirect, and reputable journals. The findings indicate that STEM-ESD effectively integrates science, technology, engineering, mathematics, and sustainability principles into contextual and project-based learning. This approach improves students' sustainability consciousness through three dimensions: cognitive, affective, and behavioral aspects. Students become more capable of understanding environmental issues, developing environmental awareness, and implementing sustainable behaviors in daily life. However, several challenges remain, including teachers’ readiness, learning resources, and the consistency of sustainability-oriented learning implementation in elementary schools. Therefore, STEM-ESD serves as an innovative educational approach that supports 21st-century competencies and promotes sustainable development goals through meaningful and transformative learning experiences.
SYSTEMATIC LITERATURE REVIEW TENTANG EFEKTIVITAS MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR Dini Anggraeni; Dudu Suhandi Saputra; Dede Salim Nahdi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57588

Abstract

Critical thinking is one of the essential 21st-century skills that should be developed through the learning process, particularly in Integrated Science and Social Studies (IPAS) learning at the elementary school level. One instructional model considered effective in fostering this skill is Discovery Learning. This study aims to examine the effectiveness of the Discovery Learning model in enhancing elementary school students’ critical thinking skills in IPAS learning through a Systematic Literature Review (SLR) approach. The study employed the SLR method following the PRISMA 2020 guidelines. Literature was collected from Google Scholar and Scopus databases using the Publish or Perish application, covering publications from 2019 to 2026. Through the processes of identification, screening, eligibility assessment, and inclusion, a total of 15 articles met the established criteria and were selected for analysis. The findings revealed that the quasi-experimental design was the most frequently used research method, while science education was the most commonly investigated subject area. Furthermore, all analyzed studies reported that the Discovery Learning model had a positive impact on students’ critical thinking skills. Its effectiveness was reflected in improvements in students’ ability to analyze information, solve problems, draw conclusions, and actively participate in the learning process. These findings indicate that Discovery Learning is an effective instructional model for enhancing elementary school students’ critical thinking skills in both science and IPAS learning, as it provides opportunities for learners to independently construct knowledge through observation, exploration, and inquiry activities.
PENGARUH MEDIA KARTU KATA BERGAMBAR TERHADAP KEMAMPUAN MEMBACA PERMULAAN DI SEKOLAH DASAR: KAJIAN LITERATUR SISTEMATIS Repa Fajriyani Sunarya; Yoyo Zakaria Ansori; Dudu Suhandi Saputra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58681

Abstract

Early-stage reading proficiency constitutes a fundamental competency that elementary school students must possess. This competency holds a crucial role as it serves as the basis for strengthening literacy at the subsequent level of education. Various instructional media can be employed to support the strengthening of this ability, one of which is picture word cards. This medium helps students grasp the connection between written forms and the objects visualized through pictures. This condition makes the process of learning to read easier and more engaging. This study aims to evaluate the contribution of picture word cards to the early-stage reading proficiency of elementary school students through the application of the Systematic Literature Review (SLR) method. The research was conducted following the guidelines set out in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Data collection was carried out by searching academic articles indexed in Google Scholar, assisted by the Publish or Perish (PoP) application, within a publication range from 2024 to 2026. The selection process based on the established criteria yielded 13 articles deemed eligible for analysis. The findings indicate that picture word cards contribute positively to students' ability to recognize letters, pronounce syllables, articulate simple words, enrich vocabulary, and foster interest and motivation to learn. These findings affirm that picture word cards may be regarded as one effective teaching method to support the development of elementary school students' basic reading skills. Keywords: Picture Word Cards, Beginning Reading, Elementary School, Literacy, Systematic Literature Review.
PENGARUH MODEL WHOLE LANGUAGE TERHADAP KEMAMPUAN MEMBACA KREATIF TEKS DONGENG SISWA SEKOLAH DASAR Pipit Puspitasari; Dudu Suhandi Saputra; Ari Yanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59288

Abstract

The ability to read with creative strategies is one of the most vital aspects of literacy for elementary school children, as it plays a role in honing their critical, imaginative, and interpretive thinking skills regarding reading materials. Teaching reading creatively with fairy tale texts requires strategies that actively engage students in understanding, interpreting, and connecting the content of the reading to their own experiences. One approach that can be used is the Whole Language model, which sees language as a whole in language activities. This research aims to assess the impact of the Whole Language model on creative reading abilities in fairy tale texts among elementary school students by applying the Systematic Literature Review (SLR) method. The data collection stage was conducted by searching for articles on Google Scholar published between 2020 and 2025. Selection based on inclusion criteria resulted in 13 articles that were just right for analysis. The study showed that the Whole Language model had a positive impact on reading ability, reading comprehension, literacy, literary appreciation, and student engagement in learning Indonesian. These findings suggest that the Whole Language model is a useful method for helping develop creative reading skills with fairy tale texts for elementary school students.
ANALISIS LITERATUR SISTEMATIS TENTANG PENGGUNAAN BUKU CERITA FABEL BERBASIS MULTIMODE UNTUK MENINGKATKAN KETERAMPILAN MEMBACA KREATIF TEKS FABEL PADA SISWA SEKOLAH DASAR Zhian Nurajijah; Dudu Suhandi Saputra; Indani Damayanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62192

Abstract

Creative reading skills are essential in Indonesian language learning at the elementary school level as they involve students’ abilities to comprehend, interpret, and develop ideas based on texts. This study aims to analyze research trends and the effectiveness of using multimodal fable storybooks in improving students’ creative reading skills of fable texts in elementary schools. This study employed a Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines through the stages of identification, screening, eligibility, and inclusion. Literature searches were conducted using Google Scholar and Scopus databases, resulting in 15 selected articles for further analysis. The findings reveal that previous studies were predominantly conducted using the Research and Development (R&D) method with 4D and ADDIE development models. The developed media included flipbooks, digital books, e-books, and pop-up books that integrated text, images, audio, and interactive elements. The synthesis results indicate that multimodal fable storybooks effectively support students’ creative reading skills by improving text comprehension, reading engagement, interpretation, and creative responses toward stories.
Co-Authors Ansori, Yoyo Zakaria Ari Yanto Dede Salim Nahdi Dini Anggraeni Haryanti, Yuyun Dwi Indani Damayanti Nur Malihah, Chelly Pipit Puspitasari Repa Fajriyani Sunarya Yuyu Yuliati Yuyu Yuliati Zhian Nurajijah