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All Journal Jurnal Bahasa, Sastra, dan Budaya Primary: Jurnal Pendidikan Guru Sekolah Dasar Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Gema Metodik Didaktik INOVISH JOURNAL Pendas : Jurnah Ilmiah Pendidikan Dasar Lire journal (journal of linguistics and literature Jurnal Basicedu Journal on Education MIDA : Jurnal Pendidikan Dasar Islam EDUKATIF : JURNAL ILMU PENDIDIKAN British: Jurnal Bahasa dan Sastra Inggris JURNAL PENDIDIKAN MIPA Widya Accarya Mitra PGMI: Jurnal Kependidikan MI Jurnal Pendidikan Dasar Perkhasa Jurnal Pengabdian kepada Masyarakat Nusantara Journal of Education and Teaching Learning Jurnal Pendidikan Paedagogie: Jurnal Pendidikan dan studi ISlam Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Journal of Language Education, Linguistics, and Culture Genderang Asa: Journal of Primary Education Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Journal of Learning Improvement and Lesson Study Indonesian Research Journal on Education Action Research Journal Indonesia (ARJI) JPLED Jurnal Pendidikan Sosial dan Konseling ALAINA: Jurnal Pengabdian Masyarakat Lire Journal (Journal of Linguistics and Literature) Jurnal Riset Pendidikan dan Karakter El Midad: Jurnal Jurusan PGMI
Aramudin
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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READING AS AN ART OF THINKING IMPLEMENTING THE CONCEPT OF HOW TO READ A BOOK IN SOCIAL STUDIES LEARNING IN ELEMENTARY SCHOOLS Tiara Trirahmayati; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14649

Abstract

Reading literacy is a fundamental competence in elementary education, particularly in Integrated Social Studies learning, which requires students to understand not only textual information but also the social meanings embedded in texts. Reading should therefore be positioned as an art of thinking that involves comprehension, analysis, and reflection. This study aims to describe the implementation of the “How to Read a Book” concept as an art of thinking in Integrated Social Studies instruction for fifth-grade elementary students. The background of this study is the tendency in Social Studies learning to emphasize memorization, leading to Reading activities that do not optimally develop students’ analytical and reflective abilities. This research employed a descriptive, qualitative method with a field study approach, using classroom observation, semi-structured interviews, and documentation. The results indicate that Reading activities in Integrated Social Studies learning have been systematically integrated through guided Reading practices, including initial Reading, analytical Reading, and reflective discussion. Teachers guided students in identifying key ideas, interpreting social concepts, and relating Reading content to real-life contexts. Reading activities were not limited to understanding factual information; they also aimed to develop reasoning, critical thinking, and social awareness. The study concludes that the implementation of Reading as an art of thinking through the How to Read a Book concept contributes to meaningful literacy practices and supports the development of critical and reflective thinking skills in elementary school students.
IMPROVING THE QUALITY OF SOCIAL STUDIES LEARNING: THE IMPLEMENTATION OF PROBLEM-BASED LEARNING FOR THE INTELLECTUAL AND EMOTIONAL INTELLIGENCE OF ELEMENTARY SCHOOL STUDENTS Aisyah Elvina Sari; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14661

Abstract

This study is motivated by the issue of low learning motivation and the limited development of intellectual and emotional intelligence in Social Studies (IPS) learning at SDN 034 Tarai Bangun. The teaching of IPS, which is still dominated by passive lecture methods, causes students to be less cognitively and affectively engaged, thus hindering the development of critical thinking skills, collaboration abilities, and emotional regulation. This issue led the researcher to explore the implementation of the Problem-Based Learning (PBL) model as an innovative solution that can simultaneously integrate the development of learning motivation, intellectual intelligence (IQ), and emotional intelligence (EQ). The aim of this study is to analyze the implementation of the PBL model in IPS learning and to explain its impact on improving learning motivation, intellectual intelligence, and emotional intelligence of fourth-grade students at SDN 034 Tarai Bangun. The research method used is a qualitative approach with a case study design. Data collection techniques include participatory observation of the learning process, in-depth interviews with teachers and students, and documentation in the form of analysis of the Lesson Plan (RPP) and student work results. The results of the study indicate that
TEACHERS' INNOVATIVE STRATEGIES IN DEVELOPING CONTEXTUAL INTEGRATED SOCIAL STUDIES LEARNING IN MI/SD Putri Rahma Dani; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14671

Abstract

This study aims to describe innovative strategies used by teachers in developing contextual integrated social studies learning in MI/SD, including the planning, implementation, and assessment stages, as well as the factors that support and hinder its implementation. The research used a descriptive qualitative approach with a case study design at SDN 001 Airtiris. The research subjects included classroom teachers, the principal, and students as supporting informants. Data were collected through observation, in-depth interviews, and documentation studies, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that the teachers' strategies were realized through mapping the integration of social studies concepts based on the local context, implementing meaningful learning activities such as discussions and simple social problem solving, and using authentic assessments in the form of assignments, work demonstrations, and reflections. Supporting factors included the support of the principal and the use of the environment as a learning resource, while time and facility constraints were the main obstacles. This study provides practical recommendations for MI/SD teachers in developing contextual and meaningful integrated social studies learning.
BETWEEN LIKING AND DISLIKING STUDENTS: A TEACHER’S INNOVATION Nabila Muna Mufidah; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14673

Abstract

Social Studies (IPS) learning at the elementary school level often faces challenges related tolow student interest and engagement, leading to the phenomenon of “learning dislike.” This ismainly due to less innovative, monotonous teaching methods. This study aims to examinehow teachers apply innovative strategies to avoid this phenomenon and increase studentinterest in IPS lessons. Using a qualitative case-study Design, this study involved SSE teachersand students at SDIT Fadhilah. Data were collected through in-depth interviews, participatoryobservation, and documentation, which were then analyzed using thematic analysis. Theprimary focus of this study was on the application of project-based learning (PjBL) andproblem-based learning (PBL) methods, as well as the use of technology to support thelearning process. The findings of this study indicate that these methods can reduce students’disinterest in the subject and increase their engagement in social studies learning. However,challenges related to time constraints and access to technology need to be addressed in theimplementation of these innovative strategies. This study is expected to provide insights intodeveloping more engaging and relevant learning experiences for students at SDIT Fadhilahand other elementary schools.
BUILDING SMART CLASSROOMS: UTILIZING TECHNOLOGY TO ENHANCE SOCIAL STUDIES EDUCATION Fuji Rahayu; Aramudin
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14675

Abstract

In this digital era, technology plays a crucial role in education, particularly in the teaching of SocialStudies. This article aims to explore how the utilization of technology in building smart classrooms canenhance the quality of learning in Social Studies subjects. The research employs a descriptive qualitativemethodology, utilizing literature studies and interviews with educators and education experts. Thefindings indicate that the use of technology, such as advanced hardware, educational applications, andthe internet, can enhance student interactivity, broaden access to learning resources, and create moreengaging and compelling learning experiences. By optimally integrating technology, smart classroomscan help students better understand complex Social Studies concepts through more dynamic andinteractive media. This research concludes that technology can be a highly effective tool for enrichingSocial Studies education, and its proper application will positively impact education as a whole
A Conceptual Review of the Physical Aspect in Expressing Children’s Character and Interest in Social Studies Learning in MI/SD Susilasari; Aramudin
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study presents a conceptual synthesis of the role of physical characteristics such as facial expressions, body gestures, voice intonation, and behavioral attitudes in children’s interactions during Social Studies learning in MI/SD. The study employs a literature review approach, focusing on collecting, examining, and synthesizing relevant scholarly sources to develop a comprehensive conceptual understanding of the topic. Rather than establishing causal relationships, this review explores how various physical indicators are interpreted within educational contexts and how they are conceptually associated with children’s character expression and learning interest. The synthesis of the literature suggests that different physical cues may be understood as meaningful representations in the learning process. For instance, hand gestures are often conceptually linked to motor engagement and social interaction, while fingerprints are occasionally discussed in relation to individual cognitive tendencies in a symbolic manner. Similarly, nails and hair are sometimes interpreted as reflecting emotional states and personality-related aspects. Facial expressions and eye behavior are commonly associated with attention and motivational engagement, whereas cognitive indicators such as thought patterns are inferred through observable learning behaviors. However, these interpretations remain largely theoretical and context-dependent. This conceptual review is limited by its reliance on secondary sources and the absence of empirical validation. Therefore, the findings should be understood as interpretative frameworks rather than definitive conclusions. Overall, the study highlights the importance of considering physical and behavioral cues as part of a broader pedagogical perspective that may support more responsive and inclusive Social Studies learning in elementary education.
Analisis Kesulitan Pembelajaran IPAS Siswa Sekolah Dasar Fuji Rahayu; Rian Vebrianto; Aramudin Aramudin; Yovita Yovita
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.440

Abstract

Pembelajaran IPA pada siswa kelas V sekolah dasar kerap mengalami kesulitan, terutama pada materi sistem pencernaan dan pernapasan. Kesulitan tersebut disebabkan oleh pemahaman konseptual yang rendah serta keterbatasan media pembelajaran yang kurang interaktif, sehingga menyebabkan minimnya keterlibatan aktif siswa. Penelitian ini bertujuan untuk mengidentifikasi kesulitan siswa dalam mempelajari materi IPAS serta menganalisis efektivitas media digital GIMTIK berbasis Project Based Learning (PJBL) dalam meningkatkan pemahaman konsep, kreativitas, dan kolaborasi siswa. Metode penelitian menggunakan pendekatan mixed methods dengan melibatkan 30 siswa kelas V sebagai subjek penelitian. Data kuantitatif dikumpulkan melalui tes diagnostik dan angket, sedangkan data kualitatif diperoleh dari wawancara dan observasi selama proses pembelajaran berlangsung. Data kuantitatif dianalisis menggunakan statistik deskriptif untuk menghitung persentase dan rata-rata skor pemahaman siswa, sedangkan data kualitatif dianalisis secara tematik dengan triangulasi untuk memastikan validitas temuan. Hasil penelitian menunjukkan bahwa 63% siswa mengalami kesulitan dalam memahami urutan proses pencernaan dan fungsi organ pernapasan, terutama pada soal yang membutuhkan keterampilan berpikir tingkat tinggi (HOTS). Implementasi media digital GIMTIK berbasis PJBL terbukti meningkatkan pemahaman siswa secara signifikan, di mana nilai rata-rata posttest meningkat 18 poin dibandingkan pretest dan 80% siswa berhasil mencapai Kriteria Ketuntasan Minimal (KKM). Selain itu, media ini juga memfasilitasi peningkatan kreativitas dan kolaborasi siswa melalui kegiatan proyek kelompok yang melibatkan pembuatan produk pembelajaran yang dipresentasikan secara bersama-sama. Data kualitatif mendukung temuan ini dengan menunjukkan respons positif dari siswa dan guru mengenai interaktivitas dan keterlibatan dalam pembelajaran. Kesimpulannya, media digital GIMTIK berbasis PJBL efektif dalam mengatasi kesulitan belajar IPA serta mendukung pengembangan kreativitas dan kolaborasi siswa dalam proses pembelajaran yang lebih bermakna dan kontekstual. Penelitian ini memberikan rekomendasi praktis bagi guru untuk mengimplementasikan media digital interaktif berbasis PJBL dalam pembelajaran IPAS guna meningkatkan pemahaman konseptual dan keterampilan abad 21 siswa sekolah dasar.
Analisis Hambatan Guru dalam Penerapan Model Pembelajaran Guided Discovery Learning pada Pembelajaran IPS Kelas V Sekolah Dasar Zulfia Listiawani; Aramudin Aramudin
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 4 No 3 (2024): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v4i3.580

Abstract

Penelitian ini bertujuan untuk mengidentifikasi kendala dalam penerapan model *Guided Discovery Learning* (GDL) dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) pada siswa kelas V SD. Latar belakang penelitian ini adalah kesulitan yang dialami oleh sejumlah guru dalam menerapkan model pembelajaran yang efektif di kelas. Guru diharapkan mampu menyesuaikan kebutuhan dan karakteristik siswa dengan metode pembelajaran yang inovatif, salah satunya adalah model GDL yang mendorong partisipasi aktif siswa melalui eksplorasi terbimbing. Model ini sering digunakan dalam pendidikan IPS untuk mengembangkan pengalaman belajar yang lebih bermakna. Penelitian ini menggunakan metode deskriptif kualitatif dengan tujuan untuk mengkaji permasalahan yang dihadapi oleh guru kelas V SDN 01 Kandis dalam menerapkan model GDL. Proses pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa kendala utama dalam penerapan GDL mencakup keterbatasan waktu pembelajaran, kurangnya sarana dan prasarana yang memadai, serta rendahnya kesiapan guru dalam mengimplementasikan model ini secara efektif. Temuan ini menunjukkan pentingnya upaya peningkatan fasilitas pembelajaran, pelatihan guru, dan pengelolaan waktu yang lebih baik agar model GDL dapat diterapkan dengan optimal di lingkungan pendidikan dasar.
Empathic Approach in Classroom Activities to Support Gender-Responsive Education at the Sixth-Grade Elementary Students Vera Sardila; R. Hariyani Susanti; Muhammad Ilham Syarif; Aramudin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 6 (2023): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i6.10228

Abstract

This paper examines the role of empathy in fostering a gender-sensitive atmosphere in elementary schools, especially among sixth-grade students. It seeks to address the issue of lack of empathy, which has been linked to the prevalence of sexism, misogyny, and sexual abuse in today’s society. The research objective is to assess the efficiency of incorporating an empathetic approach in classroom activities to enhance gender awareness among students. The research uses a qualitative experimental design and an empathetic approach by applying Gender Responsive Scorecard (GRS) and Empathy map as the foundation of activities design. The research result indicates and provides evidence of the effectiveness of the empathic approach in improving students' understanding of experiences that differ from their own, especially regarding gender. In addition, the results will guide educators and researchers on how to incorporate an empathetic approach in promoting gender responsiveness in the classroom.
Learning trauma in elementary social studies classrooms (IPS): a phenomenological inquiry Aramudin; Omah Mukarromah; R. Toni Taufik; R. Hariyani Susanti
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 3 (2026): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i3.746-761

Abstract

Emotional experiences significantly shape students’ engagement and academic identity, yet subject-specific learning trauma in elementary Social Studies remains underexplored. This study explored the lived experiences of elementary students who encountered learning trauma—defined as a pedagogical phenomenon of repeated emotional distress, not a clinical diagnosis—during Social Studies instruction. A qualitative phenomenological approach was employed. Data were collected through semi-structured interviews with eight purposively selected students (grades 4–6) from two elementary schools in Pekanbaru, Indonesia, who reported experiencing repeated negative emotions during Social Studies lessons. Data were analyzed using Colaizzi’s phenomenological method. Four essential themes emerged: fear of public humiliation, anxiety toward evaluation and memorization, emotional withdrawal, and defensive avoidance behaviors. These experiences were shaped by evaluative classroom practices and teacher-centered instruction, not extreme events. The findings suggest that learning trauma can arise from routine emotional injuries in the classroom. Practical implications include minimizing public correction (e.g., providing individual feedback privately), shifting from memorization-based to inquiry-driven assessment, and embedding trauma-informed emotional safety strategies—such as predictable routines and supportive teacher–student relationships—into daily Social Studies teaching.
Co-Authors Abdullah Taufiq Ritonga Afrida Ritonga ritonga Ahmad Romadon Ahmad Syarif Aisyah Elvina Sari Asyri, Derin Dani, Putri Rahma Dian Purnomo Didi Faris Susanto Dina Nopita Faris, Didi Fauziyyatun, Syifa Filzah Nadila Nasir Fuji Rahayu Hamdani, M Fikri Hamdani, M. Fikri Hazlim, Muhammad Heldanita Herdila Herlinda Herlinda Herlinda Herlinda Herlinda Herlinda Herlinda Herlinda, Herlinda Jamilah, Ika Imroatul Jauza Salsabila Khairul Saleh Lianda Sari H, Tetha Lin, Shu-Hui M Muda M. Fikri Hamdani M. Fikri Hamdani Marlisa, Welli Marwan Marwan Marwan Maulana, Rindu Mery Berlian Mhmd. Habibi Mimi Hariyani Muhammad Amin Muhammad Ilham Syarif Muhammad Ilham Syarif Nabiha Nabila Muna Mufidah Nadia Adillah Harpizon Nadia Adillah Harpizon Niryan, Ade Nopita, Dina Nunu Mahnun Omah Mukarromah Omah Mukarromah Putri Rahma Dani Putri, Destari Dwi R. Hariyani Susanti R. Toni Taufik Radeswandri Ririn Novelina Risnawati Risnawati Risnawati Siregar, Rozi Sopia, Sopia Suhudi, Suhudi Sukmawati, Widia Susilasari Tiara Trirahmayati Untung Vebrianto, Rian Vera Sardila Vera Sardila Vera Sardila Wahyudi Saputra Welli Marlisa Welli Marlisa Welli Marlisa Yovita Yovita Yuliastri, Adisti Zulfia Listiawani