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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Profesi Pendidikan Dasar PENA SAINS Jurnal Penelitian Pendidikan IPA (JPPIPA) Adi Widya : Jurnal Pengabdian Masyarakat JURNAL SINEKTIK LENSA (Lentera Sains): Jurnal Pendidikan IPA Natural: Jurnal Ilmiah Pendidikan IPA Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Komunikasi Pendidikan Jurnal Educatio FKIP UNMA Diseminasi : Jurnal Pengabdian kepada Masyarakat Prosiding University Research Colloquium Jurnal Pendidikan, Sains dan Teknologi Jurnal Pengabdian Pada Masyarakat Action Research Journal Indonesia (ARJI) Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat EduBase: Journal of Basic Education Lensa Pendas MADAKO ELEMENTARY SCHOOL DIMASEJATI:Jurnal Pengabdian Kepada Masyarakat
Anggit Grahito Wicaksono
Universitas Slamet Riyadi
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ANALISIS MODEL PEMBELAJARAN PROBLEM BASED LEARNING MELALUI MEDIA TEKA-TEKI SILANG PADA PEMBELAJARAN IPAS BAB 5 DI KELAS IV SD Rio Adi Syahputra; Anggit Grahito Wicaksono; Elinda Rizkasari
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 15 No. 4 (2025): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v15i4.69063

Abstract

This study was conducted to examine the implementation of the Problem Based Learning (PBL) model combined with crossword puzzle media in teaching Natural and Social Sciences (IPAS) Chapter 5 for fourth-grade students at SD Negeri 3 Mangunrejo. The main purpose of this research is to explore how the PBL model is applied through this medium, the challenges encountered during its implementation, as well as the strengths and weaknesses experienced by both teachers and students. A qualitative descriptive approach was employed, with the subjects consisting of the principal, teachers, and students, while the research object was SD Negeri 3 Mangunrejo. Data were collected through interviews, observations, and documentation, with validity tested using triangulation of techniques and sources. Data analysis followed Miles and Huberman’s stages, including data collection, reduction, display, and conclusion drawing. The findings reveal that the application of PBL supported by crossword puzzles can enhance students’ participation and enthusiasm in the learning process. Nevertheless, teachers still face certain obstacles, such as limited instructional time and difficulties among some students in understanding the given tasks. The advantages of this method include improved interaction, critical thinking skills, and a more enjoyable learning atmosphere, while its weaknesses lie in varying levels of student comprehension that require teachers to adopt specific strategies.
ANALISIS PENDIDIKAN KARAKTER DISIPLIN PADA SISWA KELAS V SD Fajar Riski Ramadhon; Anggit Grahito Wicaksono; Sarafuddin
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 15 No. 4 (2025): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v15i4.69064

Abstract

The purpose of this study was to determine: (1) the implementation of disciplinary character education, (2) supporting and inhibiting factors, and (3) its impact on fifth grade students. The research method used descriptive qualitative with a case study on five fifth grade students. Data were obtained through observation, interviews, and documentation, analyzed using an interactive model, and tested for validity through source triangulation. The results of the study showed that the implementation of disciplinary character education was carried out through habituation, teacher role models, and enforcement of rules, but was not optimal because some students only obeyed when supervised. Supporting factors included teacher role models, school rules, and parental support, while inhibiting factors included low student self-awareness, inconsistent family parenting patterns, and peer influence. The impact was seen in positive behavioral changes such as punctuality, compliance with rules, and seriousness in doing assignments, although not yet consistent. Also, disciplinary character education at SD Negeri 02 Jeruksawit has been running but is not evenly distributed, so it still requires cooperation between the school, parents, and the environment.
Teachers’ Perceptions of Deep Learning Pedagogy in Indonesian Primary Schools: Evidence from the Wahidin Sudiro Husodo Cluster Elinda Rizkasari; Ema Butsi Prihatsari; Anggit Grahito Wicaksono; Jumanto Jumanto; Hanifah Hanifah
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v7i1.3855

Abstract

Deep learning pedagogy has recently been promoted as a strategic response to the evolving demands of Indonesian basic education under the Merdeka Curriculum, which emphasizes student-centered learning, meaningful projects, and the cultivation of 21st-century competencies. Objective: This study investigates primary school teachers’ perceptions of deep learning pedagogy within the Wahidin Sudiro Husodo Cluster, Jumapolo Subdistrict, Karanganyar Regency. Novelty: Implications for developing a teacher training model and future research directions are discussed. Methods: Using a descriptive survey design, data were collected from 30 teachers across eight schools through a structured questionnaire (Likert scale) and complemented by short interviews and documentation review. The survey assessed three major dimensions: conceptual understanding of deep learning, classroom enactment, and school-level readiness for implementation. Results: Findings show that teachers’ conceptual understanding reached a “good” level (M = 3.65 on a 1–4 scale), while classroom enactment was “fairly good” (M = 3.40) and readiness for implementation remained “moderate” (M = 3.25). Qualitative evidence indicates that teachers commonly interpret deep learning as meaningful learning and higher-order thinking, yet some still conflate it with general active learning. Teachers reported constraints related to time allocation, learning media availability, class size, and limited technical training, despite acknowledging the relevance of project-based and problem-based learning for deep learning pedagogy. Conclusions: The study concludes that deep learning pedagogy is viewed positively but requires systemic support through structured professional development, school leadership facilitation, and practical guidance for authentic assessment and reflective learning routines.
Reconstructing Students’ Critical Thinking Skills in Science and Social Studies through the STAD Cooperative Learning Model in Elementary Schools Azzah Tsabitah Ruwaidah; Anggit Grahito Wicaksono; Mukhlis Mustofa
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.389

Abstract

Departing from the not optimal critical thinking skills of grade V students in social studies learning at SDN Gugus IV Hasanuddin Surakarta, this study aims to evaluate the effectiveness of the implementation of the Student Teams-Achievement Divisions (STAD) type cooperative model. The study used a quantitative approach with a quasi-experimental posttest-only nonequivalent control group design, involving 53 students divided into experimental and control classes. Data was obtained through a critical thinking ability test equipped with observation and documentation, then analyzed using the Independent Samples t-Test after meeting the assumptions of normality and homogeneity. The results of the analysis showed that the average score of the experimental group reached 74.62, higher than the control group of 52.04, with a significance value of 0.000 (p<0.05). These findings confirm that the implementation of STAD makes a real contribution to improving the quality of students' critical reasoning. Such effectiveness is related to the intensity of group interaction and the active involvement of students in solving problems. Thus, the STAD model has important implications as a relevant learning strategy to strengthen critical thinking skills in the context of science and science learning in elementary schools.
Implementasi Model Project-Based Learning dalam Kurikulum Merdeka Bagi Guru Sekolah Dasar Anggit Grahito Wicaksono; Ifa Hanifa Rahman
Dimasejati: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 4 (2023)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70095/dimasejati.v5i4.14336

Abstract

The Merdeka curriculum has a focus on the quality of learning rather than quantity. The Merdeka curriculum focuses on a project-based learning model. Based on interviews and observations with elementary school teachers in Selo, Boyolali, most admitted that they had not been able to understand, and implement the project-based learning (PjBL) model in the Merdeka curriculum and that most teachers had not been able to make Proyek Penguatan Profil Pelajar Pancasila using project-based learning models. The goal to be achieved from this service program is to provide understanding and skills in implementing project-based learning models in the independent curriculum. The method of implementing the service includes (1) the approach method which is carried out starting from the survey, licensing, and motivational stages for teachers who will take part in the training (2) the method of implementing the program, including the preliminary stage, the socialization and audience stages, the implementation stage, and the final evaluation stage. The results of the analysis show that there is an increase in the teacher's ability to understand the project-based learning model in the Merdeka curriculum. The pretest and posttest scores showed an increase from 43.43 to 70.86. In addition, 35 teachers attended and successfully implemented the model, exceeding the set target. Teachers also gave positive responses to training on the implementation of the project-based learning model, which they considered to be very much needed in the development of an Merdeka curriculum. They feel the benefits of community service activities because they can increase their scientific insights and learn at school.
Co-Authors Anisia Amaria Makrifa Ria Arin Miftahul Jannah Augustina Dewayanti Azzah Tsabitah Ruwaidah Bertha Wikara Daru Angga Amirullah Dewi Masitoh Elinda Rizasari Elinda Rizkasari Ema Butsi Prihastari Ratna Widyaningrum, Ema Butsi Prihastari Ema Butsi Prihatsari Fajar Riski Ramadhon Hanifah Hanifah Hera Heru Sri Suryanti Ifa Hanifa Rahman Ika Candra Sayekti Jumanto Jumanto Krisma Anugra Malaya Muhammad Faruq Hanafi Muhammad Faruq Hanafi Mukhlis Mustofa Oka Irmade Pranita Marta Dinata Ratna Widyaningrum Rio Adi Syahputra Sarafuddin Trio Adi Novit Viera Nur Khalifah