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ANALISIS MODUL AJAR MANDIRI PPKN PADA MATERI HAK DAN KEWAJIBAN SISWA KELAS III Riska Assyfah; Deswita Maharani; Ameliaayulianti; Winny Sheila El-Taura; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39285

Penelitian ini memiliki tujuan untuk meneliti modul pembelajaran mandiri Pendidikan Pancasila dan Kewarganegaraan (PPKn) dengan topik "Hak dan Kewajiban Siswa" untuk siswa kelas III SD. Fokus utama dari penelitian ini adalah menilai seberapa baik isi modul sesuai dengan pencapaian pembelajaran dalam kurikulum dan seberapa efektif modul ini dalam mendorong penerapan keseimbangan antara hak dan kewajiban di sekolah. Metodologi yang diterapkan dalam penelitian ini adalah deskriptif kualitatif. Pendekatan ini mencakup pengumpulan, pengelompokan, dan analisis data melalui evaluasi dokumen yang fokus pada elemen-elemen modul, termasuk struktur pembelajaran mandiri, faktor pedagogis, kejelasan, dan tingkat keterlibatan siswa. Sumber data primer berasal dari modul berjudul “Aku Patuh Aturan: Hak dan Kewajibanku di Sekolah” yang kemudian dijelaskan dengan cara sistematis berdasarkan standar yang ditetapkan dalam Kurikulum Merdeka. Temuan dari penelitian ini menunjukkan bahwa modul tersebut berhasil menggabungkan unsur-unsur Kurikulum Merdeka dan Profil Pelajar Pancasila, khususnya dalam aspek berpikir kritis dan berkolaborasi. Implementasi model Problem-Based Learning (PBL) dan penerapan media visual terbukti sangat membantu dalam mendukung siswa kelas III dalam memahami konsep-konsep abstrak mengenai hak dan kewajiban dalam konteks kehidupan sehari-hari. Selain itu, modul ini juga terbukti efektif dalam membentuk sikap siswa yang seimbang antara menegaskan hak dan memenuhi kewajiban, contohnya menjaga kebersihan di lingkungan sekolah. Namun keberhasilan penerapan modul ini sangat bergantung pada disiplin guru dalam mengorganisir waktu yang terbatas, yaitu 2 x 35 menit.

IMPLEMENTASI MODUL PROJECT BASED LEARNING PADA PEMBELAJARAN EKSPRESI DIRI MELALUI HOBI DI KELAS V SEKOLAH DASAR Ade Irmawati; Priska Amalia Sipayung2; Zia Melana Tasya; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.39334

Indonesian language learning in the Merdeka Curriculum emphasizes literacy development, critical reasoning, and the ability to express ideas and feelings contextually. One effective approach to support these goals is the implementation of Project Based Learning (PjBL) modules. This study aims to describe the implementation of an Indonesian language learning module on the topic Self-Expression through Hobbies in grade V elementary school and to examine its contribution to students’ engagement and language skills. This research employed a qualitative descriptive approach involving fifth-grade students as participants. Data were collected through classroom observation, documentation analysis, and examination of students’ learning products. The findings reveal that the PjBL-based module enhances students’ active participation, strengthens listening, speaking, reading, and writing skills, and encourages students to express ideas and experiences in a structured and creative manner. The study concludes that project-based Indonesian language learning modules effectively support meaningful and contextual learning in elementary education.

PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA PENJUMLAHAN DAN PENGURANGAN SAMPAI DENGAN 20 BERBASIS BENDA KONKRET SISWA KELAS 1 SD Dwi Apriliana; Nadiya Salsa Billa; Rika Aulia Hummairoh; Siti Nurul Husna; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39451

This study aims to develop a mathematics learning module for addition and subtraction up to 20 based on concrete objects and to determine its feasibility and effectiveness for first grade students. The Research and Development (R&D) method used follows the Borg and Gall model which is simplified into six stages: needs analysis, design, development, validation, revision, and limited trials. The research subjects involved 25 first grade students and teachers at SDN 105378 SEMENTARA. Data were collected through observation, interviews, questionnaires, and tests. The results showed that the developed module was very feasible and effective to use. The classical completion rate reached 84%, where 21 students obtained a score of ≥ 76 which exceeded the Minimum Completion Criteria (KKM) of 75. In addition, as many as 88% of students showed an attitude of cooperation and confidence during learning activities using concrete objects. It can be concluded that this concrete object-based module successfully improved students' conceptual understanding and learning outcomes by bridging abstract mathematical operations through real experiences.

ANALISIS MODUL AJAR MANDIRI PPKN PADA MATERI HAK DAN KEWAJIBAN SISWA KELAS III Riska Assyfah Rahmadani; Deswita Maharani; Ameliaayulianti; Winny Sheila El-Taura; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39503

Penelitian ini memiliki tujuan untuk meneliti modul pembelajaran mandiri Pendidikan Pancasila dan Kewarganegaraan (PPKn) dengan topik "Hak dan Kewajiban Siswa" untuk siswa kelas III SD. Fokus utama dari penelitian ini adalah menilai seberapa baik isi modul sesuai dengan pencapaian pembelajaran dalam kurikulum dan seberapa efektif modul ini dalam mendorong penerapan keseimbangan antara hak dan kewajiban di sekolah. Metodologi yang diterapkan dalam penelitian ini adalah deskriptif kualitatif. Pendekatan ini mencakup pengumpulan, pengelompokan, dan analisis data melalui evaluasi dokumen yang fokus pada elemen-elemen modul, termasuk struktur pembelajaran mandiri, faktor pedagogis, kejelasan, dan tingkat keterlibatan siswa. Sumber data primer berasal dari modul berjudul “Aku Patuh Aturan: Hak dan Kewajibanku di Sekolah” yang kemudian dijelaskan dengan cara sistematis berdasarkan standar yang ditetapkan dalam Kurikulum Merdeka. Temuan dari penelitian ini menunjukkan bahwa modul tersebut berhasil menggabungkan unsur-unsur Kurikulum Merdeka dan Profil Pelajar Pancasila, khususnya dalam aspek berpikir kritis dan berkolaborasi. Implementasi model Problem-Based Learning (PBL) dan penerapan media visual terbukti sangat membantu dalam mendukung siswa kelas III dalam memahami konsep-konsep abstrak mengenai hak dan kewajiban dalam konteks kehidupan sehari-hari. Selain itu, modul ini juga terbukti efektif dalam membentuk sikap siswa yang seimbang antara menegaskan hak dan memenuhi kewajiban, contohnya menjaga kebersihan di lingkungan sekolah. Namun keberhasilan penerapan modul ini sangat bergantung pada disiplinan guru dalam mengorganisir waktu yang terbatas, yaitu 2 x 35 menit.

Analisis Modul Pendidikan Pancasila Kelas IV Sekolah Dasar pada Bab Membangun Jati Diri dalam Kebhinekaan dalam Perspektif Profil Pelajar Pancasila Dinda Ameliya; Geby Fatmawati; Mawaddah Syafitri Lubis; T. Khairani Nada Syavah Harumy; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39519

ABSTRACT Pancasila education at the elementary school level plays a crucial role in shaping students’ character and identity within Indonesia’s diverse social and cultural context. The Merdeka Curriculum emphasizes character development through the Pancasila Student Profile, particularly the dimension of global diversity. This study aims to analyze the integration of diversity values and the formation of students’ identity in the Grade IV Pancasila and Civic Education (PPKn) learning module, specifically in Chapter Building Identity in Diversity. This research employed a descriptive qualitative approach with data collected through documentation study of the learning module. Data were analyzed using content analysis techniques to examine the alignment between learning objectives, materials, and activities with diversity values and the Pancasila Student Profile. The findings indicate that the Chapter 3 module systematically and contextually integrates diversity val ues through learning materials and activities closely related to students’ daily experiences. The module contributes to the development of students’ identity as tolerant, inclusive individuals with social awareness in a diverse society. Furthermore, the module aligns with the global diversity dimension of the Pancasila Student Profile and reflects the principles of multicultural education in elementary schools. Therefore, the Grade IV PPKn module serves as an effective instructional tool for strengthening character education and fostering students’ identity based on Pancasila values. ABSTRAK Pendidikan Pancasila pada jenjang sekolah dasar memiliki peran penting dalam membentuk karakter dan jati diri peserta didik di tengah realitas keberagaman sosial dan budaya masyarakat Indonesia. Kurikulum Merdeka menekankan penguatan karakter melalui Profil Pelajar Pancasila, salah satunya melalui dimensi berkebhinekaan global. Penelitian ini bertujuan untuk menganalisis muatan nilai kebhinekaan serta pembentukan jati diri peserta didik dalam modul Pendidikan Pancasila dan Kewarganegaraan (PPKn) kelas IV sekolah dasar pada Bab Membangun Jati Diri dalam Kebhinekaan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa studi dokumentasi terhadap modul pembelajaran. Data dianalisis menggunakan teknik analisis isi untuk mengkaji kesesuaian materi, aktivitas pembelajaran, dan tujuan pembelajaran dengan nilai kebhinekaan dan Profil Pelajar Pancasila. Hasil penelitian menunjukkan bahwa modul PPKn Bab 3 telah mengintegrasikan nilai kebhinekaan secara sistematis dan kontekstual melalui materi dan aktivitas pembelajaran yang dekat dengan kehidupan peserta didik. Modul ini juga berperan dalam membangun jati diri peserta didik sebagai individu yang toleran, inklusif, dan memiliki kesadaran hidup bermasyarakat dalam keberagaman. Selain itu, modul menunjukkan kesesuaian dengan dimensi berkebhinekaan global dalam Profil Pelajar Pancasila serta relevan dengan prinsip pendidikan multikultural di sekolah dasar. Dengan demikian, modul PPKn kelas IV dapat menjadi perangkat ajar yang efektif dalam mendukung penguatan karakter dan pembentukan jati diri peserta didik berbasis nilai Pancasila.

PEMBELAJARAN EKSPRESI DIRI MELALUI HOBI BERBASIS PROYEK DALAM MODUL BAHASA INDONESIA KELAS V SEKOLAH DASAR Hanny Khairiza Ahmad; Virja Gias Putri; Mayang Sari; Tara Dian Septio; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39948

Learning Indonesian at the elementary school level does not only focus on developing language skills, but also on forming students' capacity to express themselves constructively. One of the right strategies to achieve this is a project-based learning approach that is integrated with students' interests and hobbies. This article aims to describe the application of learning self-expression through hobbies using the project method in the Indonesian language module for class V elementary schools. The method used is descriptive qualitative, by analyzing teaching modules designed based on student characteristics and PjBL principles. The results of the analysis show that project-based learning through hobbies can increase student participation in the learning process, self-confidence, and oral and written language skills. Thus, this module can be used as a meaningful and context-appropriate learning alternative in teaching Indonesian in elementary schools.

The Implementation of Field Experience Practice at Pangeran Antasari Kindergarten Kharida Shaleha; Mita Kurniawati. M; Dwi Novita Sari
Outline Journal of Community Development Vol. 3 No. 3: March 2026
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/r98a4n94

Field Experience Practice is a program aimed at improving the quality of learning and field practice. The goal of the 2025 PPL program for Battuta University Early Childhood Education (PAUD) at Pangeran Antasari Kindergarten, located at Jl. Veteran No. 1060/19, Labuhan Deli District, Deli Serdang Regency, North Sumatra, was to provide kindergarten teachers with hands-on practice teaching in kindergarten. The PPL program encouraged Pangeran Antasari Kindergarten teachers to teach the Daily Activity Plan (RKH) and learning media. The program implemented programs such as toothbrushing, providing little doctors, decorating classrooms, organizing the school health center (UKS) and procuring first aid kits. The program also improved classroom and school administration, and procuring Educational Play Equipment (APE) to complement the toys and media used to support the learning process. Overall, the PPL program met its targets, as evidenced by the successful implementation of all planned programs. This was achieved thanks to the collaboration between students, the Pangeran Antasari Kindergarten community, the Field Supervisor, and other relevant parties who assisted in the implementation of the PPL program. The results of the program implementation showed that all activities.

PELATIHAN PENERAPAN MODEL RECIPROCAL LEARNING BERBASIS HYPNOTEACHING DALAM PEMBELAJARAN MATEMATIKA BAGI GURU SMA Irham Habibi Harahap; Muda Sakti Raja Sihite; Lena Rosdiana Pangaribuan; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.42530

This study aims to analyze the implementation of the Reciprocal Learning model based on Hypnoteaching in improving students’ self-confidence in mathematics learning. The background of this research is the low level of students’ self-confidence in mathematics classes, which affects their active participation, mathematical communication skills, and learning outcomes. The Reciprocal Learning model emphasizes activities such as summarizing, questioning, clarifying, and predicting, while the Hypnoteaching approach optimizes positive suggestion, persuasive language, and the creation of a comfortable and conducive learning environment. This study employed a quantitative approach with a quasi-experimental design. The research subjects were secondary school students divided into experimental and control groups. The research instruments included a self-confidence questionnaire, observation sheets of student activities, and mathematics achievement tests. Data were analyzed using descriptive and inferential statistical tests to determine differences in self-confidence improvement between the two groups. The results indicate that the implementation of the Hypnoteaching-based Reciprocal Learning model significantly improves students’ self-confidence compared to conventional learning methods. The improvement is evident in students’ courage to express opinions, ability to ask questions, participation in discussions, and confidence in solving mathematical problems. Therefore, this model is effective as an innovative instructional strategy to enhance both affective and cognitive aspects of students in mathematics learning.

IMPLEMENTASI MODEL PEMBELAJARAN RECIPROCAL LEARNING BERBASIS HYPNOTEACHING DALAM UPAYA MENINGKATKAN RASA PERCAYA DIRI SISWA PADA MATA PELAJARAN MATEMATIKA Irham Habibi Harahap; Muda Sakti Raja Sihite; Lena Rosdiana Pangaribuan; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.42536

This study aims to analyze the implementation of the Reciprocal Learning model based on Hypnoteaching in improving students’ self-confidence in mathematics learning. The background of this research is the low level of students’ self-confidence in mathematics classes, which affects their active participation, mathematical communication skills, and learning outcomes. The Reciprocal Learning model emphasizes activities such as summarizing, questioning, clarifying, and predicting, while the Hypnoteaching approach optimizes positive suggestion, persuasive language, and the creation of a comfortable and conducive learning environment. This study employed a quantitative approach with a quasi-experimental design. The research subjects were secondary school students divided into experimental and control groups. The research instruments included a self-confidence questionnaire, observation sheets of student activities, and mathematics achievement tests. Data were analyzed using descriptive and inferential statistical tests to determine differences in self-confidence improvement between the two groups. The results indicate that the implementation of the Hypnoteaching-based Reciprocal Learning model significantly improves students’ self-confidence compared to conventional learning methods. The improvement is evident in students’ courage to express opinions, ability to ask questions, participation in discussions, and confidence in solving mathematical problems. Therefore, this model is effective as an innovative instructional strategy to enhance both affective and cognitive aspects of students in mathematics learning.

ANALISIS KONSEP PENYUSUNAN INSTRUMEN PENILAIAN KOGNITIF DIAGNOSTIK YANG RESPONSIF TERHADAP PERBEDAAN KEBUTUHAN BELAJAR SISWA SD Novita Sari, Dwi; Adira, Hukma Fikria; Lestari, Futry Ayu; Shaleh, Shaleh
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5686

This study analyzes the concept of preparing cognitive-diagnostic assessment instruments that are responsive to the different learning needs of elementary school students through a systematic literature review approach based on PRISMA 2020. From the initial 300 articles, ten selected studies were analyzed in depth to examine the theoretical basis, development procedures, validity, reliability, and responsiveness of the instruments to the diversity of students' cognitive abilities. The results of the synthesis show that effective diagnostic instruments generally emphasize misconception detection, conceptual understanding, and reasoning processes through the use of multi-tier formats, digital assessments, and adaptive approaches. Various studies report that valid and reliable instruments are able to improve the accuracy of teacher diagnosis and support differentiated learning. However, challenges are still found in the form of low differentiation of certain questions, limitations of implementation in the classroom, and lack of optimal integration of assessments into follow-up strategies. These findings confirm the need for a conceptual model of instruments that is more adaptive, comprehensive, and aligned with today's learning needs.

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