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BIMBINGAN EKSTRAKURIKULER PRAMUKA UNTUK SISWA BERKARAKTER DI SEKOLAH DASAR Musa, Habibi; Susanto, Ratno; Lubis, Siti Khodijah; Pangestu, Deviyanti
Masyarakat: Jurnal Pengabdian Vol. 1 No. 2 (2024)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/m-jp.v1i2.269

Tujuan pengabdian Masyarakat ini ialah memberikan bimbingan belajar diluar sekolah atau ekstrakurikuler pramuka untuk siswa penggalang di SDN Sidorahayu 1 Kecamatan Wagir, Kabupaten Malang. proses pembentukan kepribadian, kecakapan hidup, dan akhlak mulia melalui penghayatan dan pengamalan nilai-nilai dasar gerakan pramuka. Pendidikan kepramukaan memiliki sifat yang menyenangkan, sehat, teratur, dan dilakukan di alam terbuka. Metode pelaksanaan kegiatan pengabdian masyarakat dalam bimbingan ekstrakurikuler pramuka untuk siswa berkarakter di sekolah dasar dapat dijabarkan melalui beberapa tahapan dan prinsip dasar. Hasil pengabdian Masyarakat dapat meningkatkan rasa cinta tanah air dan nasionalisme. Hal ini karena pramuka sering melakukan kegiatan yang mendekatkan diri kepada masyarakat dan meningkatkan kesadaran akan pentingnya menjaga bangsa dan negara. Melalui kegiatan pengabdian masyarakat, pramuka dapat mengembangkan jiwa sosial dan kepedulian terhadap sesama. Kesimpulan Ekstrakurikuler pramuka berperan sentral dalam pembentukan karakter siswa. Kegiatan pramuka membantu siswa mengembangkan dasa darma (jujur, berbudi pekerti luhur, teguh, berani, dan rakyat) dan tri satya (kewajiban terhadap Tuhan, Negara, dan sesama hidup), yang merupakan nilai-nilai dasar gerakan pramuka. Kegiatan ekstrakurikuler pramuka dapat meningkatkan disiplin dan tanggung jawab siswa. Implikasinya Siswa melalui kegiatan pengabdian masyarakat di luar kota, siswa dapat meningkatkan soft skill dalam berkomunikasi. Hal ini karena siswa harus berinteraksi dengan masyarakat setempat dan memahami bahasa mereka.

ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV SD BERTINGKAT NAIKOTEN TERHADAP MATERI KERUANGAN YANG DIAJARKAN MENGGUNAKAN PETA Glorya Mona Taunino; Tabani, Marie De Mondvort; Kewa Lamalelang , Klara D.; Eoh Ndolu , Tasya Gracya Belinda; Benu, Adam Bol Nifu; Musa, Habibi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42686

Special understanding is a fundamental ability that elementary school students need to develop as a foundation for recognizing their surrounding environment and understanding relationships among spatial elements such as location, direction, distance, distribution patterns, and spatial interconnections. In social studies (IPS) learning at the elementary level, spatial understanding is essential because it is closely related to geography content, which should be taught contextually and bassed on student's real enviroments. One strategic medium to develop spatial understanding is maps, as they provide concrete spatial representations that help students visualize geographic phenomena. However, many elementary students still experience difficulties in reading map symbols, understanding orientation, and identifying spatial realtionships. Similar condition were found at SD Negeri Bertingkat Naikoten, where maps have been used in learning, yet their contribution to students’ spatial understanding had not been clearly identified. This study aims to analyze the level of critical spatial thinking of fourth grade students at SD Bertingkat Naikoten in learning spatial material using maps. The research employed a descriptive quantitative method. The population consisted of all fouth grade students, with the sample being all students of class IV B. Data were collected trough classroom observation and written tests in the form of multiple choice and essay based on indicators of spatial critical thinking in map reading. The data were analyzed using descriptive statistic. The results show that most students achieved good to very good levels of spatial understanding. The dominance of these categories indicates that students were able to comprehend basic spatial concepts effetively trough map based learning. These findings suggest that help students organize and reason spatial information. Overall, the study confirms that the effective use of maps can significantly support the development of spatial thinking among elementary school students.

PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA GOOGLE EARTH PADA MATERI KENAMPAKAN ALAM DAN BUATAN UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS III SDI KUANINO 3 Fatima Nahak, Winda; Elisabet Aantoneta Nawa, Netty; Musa, Habibi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 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.v11i02.49331

This study aimed to determine the improvement of students’ learning outcomes on the topic of natural and artificial features through the implementation of the Problem based learning model assisted by Google earth media for third-grade students at SDI Kuanino 3. This research employed Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of four stages: planning, action implementation, observation, and reflection. The research subjects were 22 students, consisting of 15 female students and 7 male students. Data were collected through observation sheets and learning outcome evaluation tests. The results of the study showed an improvement in students’ learning outcomes from Cycle I to Cycle II. In Cycle I, 12 students (54.54%) achieved learning mastery, while 10 students (45.45%) had not yet achieved mastery. After improvements were made in Cycle II, the number of students who achieved learning mastery increased to 18 students (81.81%). Based on these findings, it can be concluded that the implementation of the Problem based learning model assisted by Google earth media was effective in improving students’ learning outcomes on the topic of natural and artificial features in Grade III at SD Inpres Kuanino 3.

PENERAPAN MODEL STUDENT FACILITATOR AND EXPLAINING UNTUK MENINGKATAKAN HASIL BELAJAR SISWA PADA MATERI PENERAPAN NILAI-NILAI PANCASILA KELAS V UPTD SD INPRES NAIKOTEN 1 Elisabet Takoy, Asret; Khristina Kota, Martha; Musa, Habibi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 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.v11i03.56056

This study was motivated by the low learning outcomes of Grade VB students at UPTD SD Inpres Naikoten 1 in the topic of implementing Pancasila values. The study aimed to improve students' learning outcomes through the implementation of the Student Facilitator and Explaining (SFAE) learning model. This research employed a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of the stages of planning, implementation, observation, and reflection. The research subjects were 28 students, consisting of 7 boys and 21 girls. Data were collected through observation, learning achievement tests, and documentation. The data were analyzed using teacher and student observation analysis, learning achievement test analysis, and the percentage of classical learning mastery. The results showed that the implementation of the Student Facilitator and Explaining learning model improved students' learning outcomes in each cycle. In Cycle I, the teacher observation score was 70, the student observation score was 65.25, and the average learning achievement test score was 72.64, with a classical learning mastery percentage of 67.86%. In Cycle II, the results improved, with the teacher observation score increasing to 95, the student observation score increasing to 85.95, and the average learning achievement test score reaching 84.75, with a classical learning mastery percentage of 92.86%, which falls into the very good category. Therefore, the implementation of the Student Facilitator and Explaining (SFAE) learning model was proven to be effective in improving the learning outcomes of Grade VB students at UPTD SD Inpres Naikoten 1.

PENGGUNAAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN KETERAMPILAN MENULIS PUISI PADA PESERTA DIDIK KELAS V UPTD SD INPRES OEBA 2 KUPANG Suban Sina, Silvester; Robot, Marselus; Musa, Habibi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 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.v11i03.57175

This research was motivated by the low poetry writing skills of fifth-grade students at UPTD SD Inpres Oeba 2 Kupang. The initial condition showed that students' ability to write poetry was still low due to learning that tended to use conventional lecture and question-and-answer methods, which caused students to face difficulties in expressing their ideas creatively. This study aimed to improve poetry writing skills through the implementation of the CTL model. This study employed Classroom Action Research (CAR) conducted in two cycles, comprising planning, implementing, observing, and reflecting stages. The subjects of this research were 21 fifth-grade students of UPTD SD Inpres Oeba 2 Kupang. Data collection techniques included tests, observations, and documentation, while data analysis was conducted using descriptive quantitative and qualitative methods. The results showed that the implementation of the CTL model significantly improved students' poetry writing skills. In the pre-cycle stage, the class average score was 34 with a classical completeness rate of 0%. After the intervention in Cycle I, the average score increased to 66.19 with a classical completeness rate of 14.28%. A more optimal improvement occurred in Cycle II, where the average score reached 81.90 and the classical completeness rate achieved 100%. Improvements were also observed in the poetry assessment aspects, including thematic relevance, diction, figurative language, imagery, as well as poetry structure and typography. Thus, it can be concluded that the CTL model is effective in improving the poetry writing skills of fifth-grade students at UPTD SD Inpres Oeba 2 Kupang.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS V UPTD SDI KUANINO 3 Dala Ngapa, Meysha Marlinda; Djuli, Labu; Musa, Habibi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57704

This study aims to improve students’ reading comprehension skills through the implementation of the Think Pair Share (TPS) cooperative learning model in Indonesian language lessons for fifth-grade students at UPTD SDI Kuanino 3. The study was motivated by students’ low ability to understand reading texts, identify main ideas, and draw conclusions from the text. The TPS model was chosen because it provides students with opportunities to think independently, discuss with partners, and share their ideas, thereby increasing student participation in the learning process. The method used in this study was Classroom Action Research (CAR) based on the model developed by Stephen Kemmis and Robin McTaggart, which consists of four stages: planning, action implementation, observation, and reflection. The study was conducted in the second semester of the 2025/2026 academic year with 20 fifth-grade students as the research subjects. Data collection techniques included observation, tests, and documentation, while data analysis was carried out using descriptive quantitative analysis through the percentage of students’ learning mastery. The results showed that the implementation of the TPS model was able to improve students’ reading comprehension skills. The improvement was evident from test results in each learning cycle through the think, pair, and share activities. In Cycle II, the percentage of students achieving learning mastery reached 85% with an average score of 81.62. Based on these findings, it can be concluded that the TPS learning model is effective in improving students’ reading comprehension skills while creating a more active and engaging learning process for elementary school students.

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