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All Journal Jurnal Dikdas Jurnal Kreatif Tadulako Online Jurnal Inspirasi Pendidikan EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial PAEDAGOGIA Martabe : Jurnal Pengabdian Kepada Masyarakat Etika Demokrasi JURNAL PENDIDIKAN TAMBUSAI SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Journal of General Education and Humanities Journal of Educational Sciences Journal of Innovation and Research in Primary Education Jurnal Banua Oge Tadulako Jurnal Penelitian Pendidikan Indonesia Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal DIKDAS Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal)
Arif Firmansyah
Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Tadulako, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Implementation of the Problem-Based Learning Model to Improve Students' Learning Interest in Pancasila Education Among Fourth-Grade Students at SDN 3 Lambara Salsa Bila; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.985-1004

Abstract

This study was motivated by the low learning interest of fourth-grade students in Pancasila Education at SDN 3 Lambara, as reflected in their limited participation, attention, and engagement during classroom learning. The study aimed to improve students' learning interest through the implementation of the Problem-Based Learning (PBL) model. This study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 28 fourth-grade students. Data were collected through observations of teacher and student activities and a learning interest questionnaire, then analyzed using descriptive qualitative and quantitative techniques. The findings demonstrated that the implementation of the PBL model effectively improved students' learning interest. Classical learning mastery increased from 33.33% in the preliminary stage to 66.66% in Cycle I and 91.66% in Cycle II. Furthermore, teacher and student learning activities improved from the good to the very good category across the research cycles. These findings indicate that the Problem-Based Learning model creates a more active, collaborative, and meaningful learning environment, thereby effectively enhancing students' learning interest in Pancasila Education among fourth-grade elementary school students.
PELATIHAN IMPLEMENTASI PENDIDIKAN KARAKTER BERBASIS NILAI-NILAI PANCASILA BAGI GURU SD INPRES MASIGI KABUPATEN PARIGI MOUTONG Arif Firmansyah; Herlina Herlina; Muchdar Muchdar; Muslim AR Muslim AR; Mas'adi Mas'adi
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 7 (2026): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i7.%p

Abstract

Kegiatan pengabdian kepada masyarakat ini dilakukan untuk menjawab permasalahan yang dihadapi guru di SD Inpres Masigi, Kabupaten Parigi Moutong, dalam mengintegrasikan nilai-nilai Pancasila ke dalam pembelajaran. Guru masih mengalami kendala dalam pemahaman penerapan strategi, penggunaan media dalam modul, serta penguatan budaya sekolah berbasis Pancasila. Program ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam menerapkan pendidikan karakter berbasis nilai-nilai Pancasila secara kontekstual dan aplikatif, sehingga mendukung pembentukan akhlak, tanggung jawab, dan kebangsaan jiwa peserta didik. Metode pelaksanaan terdiri atas tiga tahap: (1) persiapan melalui Focus Group Discussion (FGD) untuk menggali kebutuhan dan permasalahan, (2) pelaksanaan berupa pelatihan dan pendampingan guru dalam mengembangkan strategi pembelajaran berbasis nilai-nilai Pancasila, serta (3) monitoring dan evaluasi (monev) yang dilakukan secara kolaboratif oleh tim pengabdi. Hasil kegiatan menunjukkan peningkatan pemahaman guru mengenai konsep pendidikan karakter dan keterampilan dalam mengintegrasikan nilai-nilai Pancasila ke dalam pembelajaran. Kontribusi pengabdian ini terletak pada penguatan praktik pendidikan karakter di sekolah dasar sekaligus memberikan kontribusi pengetahuan tentang strategi penerapan nilai-nilai Pancasila dalam konteks pendidikan dasar.Kata Kunci: Pendidikan karakter, nilai-nilai Pancasila, guru SD 
Implementation of the Culturally Responsive Teaching Approach to Improve Student Learning Outcomes in Pancasila Education in Grade IV at SDN 2 Tatura Ni Made Riastini; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.573-590

Abstract

This study aimed to improve the learning outcomes of fourth-grade students in Pancasila Education through the implementation of Culturally Responsive Teaching (CRT) at SDN 2 Tatura. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The study involved 35 fourth-grade students and was conducted in two cycles, with two meetings in each cycle. Data were collected through teacher and student activity observation sheets and learning outcome tests and were analyzed descriptively. The initial assessment showed that 11 students achieved the minimum mastery criterion, corresponding to a classical mastery level of 31.43%. In Cycle I, 23 students achieved mastery, resulting in a classical mastery level of 65.71%. In Cycle II, the number of students achieving mastery increased to 31, resulting in a classical mastery level of 88.57%, exceeding the predetermined success criterion of 80%. The improvement in learning outcomes was accompanied by increased teacher activity and student participation, particularly in contextual discussions, collaboration, expressing opinions, and presenting learning outcomes. These findings indicate that Culturally Responsive Teaching can support meaningful and participatory learning while improving learning outcomes in Pancasila Education.
The Effectiveness of P5 Project-Based E-Modules on the Learning Independence of Grade IV Students of SDN 3 Silanca Gloria Tri Andini Tagentju; Arif Firmansyah; Muchdar Muchdar; Herlina Herlina; Muslim Muslim
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.119-136

Abstract

This study aimed to determine the effectiveness of a P5 project-based e-module in improving the learning independence of fourth-grade elementary school students. A pre-experimental one-group pretest–posttest design was employed involving nine students at SDN 3 Silanca. The learning intervention was implemented over four meetings using a P5 project-based e-module. Data were collected through a learning independence questionnaire based on Zimmerman's Self-Regulated Learning theory, measuring learning initiative, responsibility, decision-making, self-confidence, time management, and self-evaluation. The instrument was validated and demonstrated high reliability. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Paired Sample t-Test, and the N-Gain test. The results showed that the mean score increased from 63.00 to 81.00. The Paired Sample t-Test indicated a significant improvement (p < 0.05), while the N-Gain analysis showed moderate effectiveness. The findings indicate that the P5 project-based e-module effectively promotes learning independence and can serve as an innovative digital learning resource to support the implementation of the Merdeka Curriculum in elementary schools.
Co-Authors Agustina Isai Ntee Andi Imrah Dewi Asriani, Asriani Bau Ratu Delviana Kristina Wendur Dyah Aini Purbarani Elfika Elfika Geyshita Nadya Molawan Gloria Tri Andini Tagentju Herlina Herlina Herlina Herlina Herlina Herlina, Herlina Huber Yaspin Tandi I Nyoman Yadi Anggara Putra Ilyas Lampe Indah Ahdiah Jamaludin . Jamaludin Jamaludin JEISI RISKA MERDEKAWATI MENTU Jessicka Klarita Ombitaka Juraid Abdul Latief Kadek Hariana M Rizky Djanggola Mardi Lestari Mas&#039;adi Mas&#039;adi Mas'adi Mas'adi Mas'adi Mas'adi Mas’adi Mas’adi Mifta Ahmad Buhari Lapabande Muchdar Muchdar Muchdar, Muchdar Muhammad Aqil Muhammad Nazimuddin Al Kamil Muhammad Nazimuddin Al Kamil Muhammad Nazimuddin Al Kamil Munarti Sinanang Muslih Rifandani Muslim A.R Muslim AR Muslim AR Muslim AR Muslim Muslim Muslim Muslim Nashrullah . Nashrullah Nashrullah Nashrullah Nashrullah Nasrullah Nasrullah Ni Komang Ita Finanti Ni Made Riastini Ni Nyoman Nevy Niluh Chixa Widiani Nur Fadhilatu Rahmah, Nur Fadhilatu Nur Vathatuljanah Nurul Fitriah Aras Oktafira Suciati Pahriadi Raehan Raehan Rahayu Rahayu Riska A. Pipiot Riska Efendi Riska Faradila Rizal Rizal Rizal Rizal, Rizal Rosa Rosa Ryan Andhika Pratama Safitri Juniawati Salsa Bila Shakina Shakina Sisriawan Lapasere Sofyan Sofyan Sofyan Sofyan Sri Wahyuni Surahman Wilade Syabina Nurfadila Uswatun Hasanah vera angelina pasik pesik Vika Novita Makawimbang Yun Ratna Lagandesa Yusdin Bin. M Gagaramusu Yusdin Bin. M. Gagaramusu Zahra Zinnira Irwan Zulnuraini