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PENGARUH PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN MEDIA WORDWALL TERHADAP MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN PANCASILA KELAS III I Kadek Wecana; Ferdinandus Nanduq; Gusti Ayu Dewi Setiawati
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.v11i02.52388

Abstract

Pancasila education essentially aims to instill moral values ​​that are expected to be realized in everyday life. However, the learning motivation of third-grade students at SDN 22 Dauh Puri Denpasar is still relatively low, especially in Pancasila Education. Through an in-depth learning approach assisted by Wordwall media, it is hoped that a pleasant learning atmosphere can be created, thereby increasing student motivation. This study aims to determine the effect of an in-depth learning approach assisted by Wordwall media on student learning motivation in Pancasila Education in third-grade students at SDN 22 Dauh Puri Denpasar. This study used a quantitative method with a Nonequivalent Control Group Design. The sample was determined using random sampling. Data collection was conducted through questionnaires and documentation studies, while data analysis used normality tests, homogeneity tests, and independent sample t-tests. The results showed an increase in student learning motivation in Pancasila Education. The average score before treatment (pretest) was 65.11, increasing to 74.02 after treatment (posttest). The results of the Shapiro-Wilk normality test showed that the data were normally distributed, while the homogeneity test showed that both groups had homogeneous variances. In addition, the results of the independent sample t-test obtained a significance value of 0.001 < 0.005 so that was rejected and was accepted. Thus, the in-depth learning approach assisted by Wordwall media was proven to be more effective than learning without media. This study concluded that the in-depth learning approach assisted by Wordwall had an effect on the learning motivation of third-grade students of SDN 22 Dauh Puri Denpasar in the Pancasila Education subject
STRATEGI GURU DALAM MENGELOLA PEMBELAJARAN INKLUSIF UNTUK MEWUJUDKAN KEHARMONISAN ANTARA SISWA BERKEBUTUHAN KHUSUS DAN SISWA REGULER KELAS IV A SD INSAN PRESTASI SCHOOL DENPASAR I Ketut Kurniawan; I Gede Sedana Suci; Gusti Ayu Dewi Setiawati
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.v11i03.57261

Abstract

Inclusive education is an educational system that provides opportunities forall learners. The diversity of student characteristics in inclusive classrooms requires teachers to implement learning strategies capable of accommodating the learning needs of every student while simultaneously fostering harmonious socialrelationships. The issues examined in this study include: (1) teacher strategies formanaging inclusive learning; (2) obstacles faced by teachers in fostering harmonybetween students with special needs and regular students; and (3) efforts made toovercome these obstacles. This study aims to identify the teacher's strategies, theobstacles encountered, and the efforts undertaken to manage inclusive learning inorder to foster harmony between students with special needs and regular studentsin Class IV-A at SD Insan Prestasi School Denpasar. This study employs constructivist and behaviorist theories. The research subject is the homeroom teacher of Class IV-A at SD Insan Prestasi School Denpasar. The study utilizes a qualitative approach with data collection methods comprising observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model, which involves data reduction, data display, andconclusion drawing. The research results indicate that: (1) teacher strategies for managing inclusive learning are implemented through differentiated instruction, cooperative learning, the fostering of positive social interactions, and the use of a modified scientific approach; (2) obstacles faced by teachers include diverse student cognitive abilities, limitations regarding time and classroom management, limited learning media, and a lack of parental involvement; and (3) the efforts made by the teacher to overcome these obstacles, namely developing learning media, implementing "3-minute focus" learning, modifying student worksheets (LKPD) and utilizing simple media, and strengthening cooperation with students' parents.