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Analisis Bahan Ajar IPS di Sekolah Dasar Ganes Gunansyah,
Pendidikan Sekolah Dasar Vol 5, No 6 (2009)
Publisher : Pendidikan Sekolah Dasar

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Capabilities inherent in the figure of one professional teacher relates to the ability to develop the field of science instructional materials that are occupied or in accordance with the curricular context and needs of learners (pedagogical content knowledge). In the Government Regulation (PP) Number 19 of 2005 provision 20, hinted that the teachers are expected to develop teaching materials, which then reinforced through the Regulation of the Minister of National Education (Permendiknas) Number 41 year 2007 about Standard Process, which among other things about the learning process that requires planning for educators on the educational unit to develop Learning Implementation Plan (RPP). Teachers are expected to further develop and implement instructional materials in learning. However, important issues often faced by teachers in the learning activity is to select or determine the teaching materials or instructional materials that are appropriate in order to help students achieve competence. Based on the structure of the SBC, IPS study materials include the ability to understand a set of facts, concepts, and generalizations about (1) social and cultural systems, (2) people, places and environments, (3) economic behavior and welfare, (4) time, continuity and changes, (5) national and state systems. This paper was based on the importance of conceptual analysis of teaching materials for teachers to avoid a mistake to identify the types of learning materials and be able to meet the elements kecakupan, adequacy and depth of learning materials so that the level of student mastery of competencies contained in the Competency Standards (SK) and Basic Competency ( KD) can be achieved

Landasan Filosofis Bimbingan Keterampilan Berbahasa Indonesia Bagi Siswa Sekolah Indonesia Davao Filipina Yunia Tiara Riski; Huda, Muhammad; Budi Purwoko; Ganes Gunansyah
AIJER: Algazali International Journal Of Educational Research Vol. 7 No. 1 (2024): OKTOBER (2024)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/aijer.v7i1.1468

In the 21st century, communication skills have become the main competency that must be possessed to face global challenges and build national identity. The Indonesian School of Davao (SID) provides Indonesian language tutoring for students born and raised in the Philippines. This article aimed to review these guidance activities from the perspective of the philosophy of science, covering practical, theoretical, and philosophical foundations, as well as their contribution to students and teachers in the educational context at SID. Researchers used the library study research method, which uses library materials or literature as the main source of information. The results showed that language guidance and literacy programs practically helped students adapt to a multilingual environment and strengthen national identity. In theory, language learning is based on language acquisition theory which emphasizes the importance of social interaction, reinforcement, and contextual learning to motivate students. Philosophically, the Indonesian language is seen as a symbol of national identity, which is the main means of instilling national values, shaping students' character, and preparing them to contribute to global society.

The Role of Indigenous Culture-Based Augmented Reality Media in Improving Cultural Understanding in Elementary Schools Hidayat, Arif Nur; Ganes Gunansyah; Ari Metalin Ika Puspita
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1373

Cultural learning in elementary schools (SD) has an important role in building national identity and instilling local wisdom values from an early age. However, students' low interest in cultural learning is a challenge for educators. The development of digital technology, especially Augmented Reality (AR), offers innovative solutions in enhancing a more interactive and engaging learning experience. This research aims to explore the role of local Indonesian indigenous culture-based AR media, particularly related to Javanese cultural elements, in improving the cultural understanding of elementary school students. A qualitative method was employed, involving semi-structured interviews with three elementary school teachers from Taman, Buduran, and Candi Districts in Sidoarjo Regency. The findings indicate that teachers are aware of the importance of cultural learning but face challenges in making the content appealing to students. AR is perceived as a promising tool to increase engagement by visualizing cultural objects such as traditional houses, clothing, and folklore through interactive media. However, barriers such as limited digital infrastructure, insufficient teacher training, and lack of localized AR content remain significant obstacles. In conclusion, while AR technology has strong potential to enhance cultural learning in Indonesian elementary schools, its success depends on cross-sectoral collaboration in content development, ongoing teacher professional development, and improved access to supporting technologies.

PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM PENINGKATAN HASIL BELAJAR MUATAN BAHASA INDONESIA MATERI PANTUN KELAS V SDN LAKARSANTRI II/473 Lailatul Munawaroh, Anisa Fitri; Ganes Gunansyah; Mimyn Putri Muldash
Alpen: Jurnal Pendidikan Dasar Vol. 9 No. 2 (2025): Juli-Desember 2025
Publisher : FKIP Universitas Wiraraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24929/alpen.v9i2.405

ABSTRAK Rendahnya hasil belajar siswa kelas V SDN Lakarsantri II/473 pada mata pelajaran Bahasa Indonesia, khususnya pada materi pantun. Hal ini disebabkan oleh pembelajaran yang kurang disesuaikan dengan kebutuhan individu masing-masing siswa. Oleh karena itu, penelitian ini bertujuan untuk menerapkan pembelajaran berdiferensiasi guna meningkatkan hasil belajar siswa pada materi pantun. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang melibatkan tiga tahapan, yaitu pra tindakan, Siklus I, dan Siklus II. Pada tahap pra tindakan, dilakukan observasi awal untuk mengetahui kondisi pembelajaran dan hasil belajar siswa sebelum intervensi. Tahap Siklus I melibatkan penerapan awal pembelajaran berdiferensiasi, diikuti dengan evaluasi dan refleksi untuk perbaikan pada Siklus II. Hasil penelitian menunjukkan peningkatan yang signifikan dalam hasil belajar siswa setelah penerapan pembelajaran berdiferensiasi. Pada observasi awal, 73% siswa berada dalam kategori rendah, 12% sedang, dan 15% tinggi. Setelah Siklus I, hasil belajar menunjukkan perbaikan dengan 50% siswa berada dalam kategori rendah, 35% sedang, dan 15% tinggi. Peningkatan paling signifikan terjadi pada Siklus II, di mana hanya 20% siswa berada dalam kategori rendah, 25% sedang, dan 55% tinggi. Penerapan pembelajaran berdiferensiasi terbukti efektif dalam meningkatkan hasil belajar siswa pada materi pantun. Kata Kunci: Pembelajaran Berdiferensiasi, Hasil Belajar, SDN Lakarsantri II/473 ABSTRACT The low learning outcomes of class V students at SDN Lakarsantri II/473 in Indonesian language subjects, especially in rhyme material. This is caused by learning that is not adapted to the individual needs of each student. Therefore, this research aims to apply differentiated learning to improve student learning outcomes in pantun material. The research method used is Classroom Action Research (PTK) which involves three stages, namely pre-action, Cycle I, and Cycle II. At the pre-action stage, initial observations were carried out to determine the learning conditions and student learning outcomes before the intervention. Cycle I stage involves the initial implementation of differentiated learning, followed by evaluation and reflection for improvement in Cycle II. The research results show a significant increase in student learning outcomes after implementing differentiated learning. In initial observations, 73% of students were in the low category, 12% were medium, and 15% were high. After Cycle I, learning outcomes showed improvement with 50% of students in the low category, 35% medium, and 15% high. The most significant increase occurred in Cycle II, where only 20% of students were in the low, 25% medium and 55% high categories. The application of differentiated learning has proven to be effective in improving student learning outcomes in pantun material. Keywords: Differentiated Learning, Learning Outcomes, SDN Lakarsantri II/473

PROFIL LITERASI LINGKUNGAN SISWA DALAM MENDUKUNG SDGS DI SEKOLAH DASAR Yuliasih, Danik Fida; Suryanti; Ganes Gunansyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24763

This study aims to describe elementary school students' environmental literacy level in supporting the achievement of Sustainable Development Goals (SDGs). The subjects of the study included students of SDN Rejeni, SDN Sedati Gede II, and SDN Kedungpandan I. The instrument used was an environmental literacy questionnaire covering four domains: ecological knowledge, attitudes towards the environment, cognitive skills, and pro-environmental behavior. The results showed that aspects of students' knowledge and attitudes were in the high category, while cognitive skills and pro-environmental behavior were still classified as moderate. To overcome these weaknesses, learning media are needed that not only convey information but also train critical thinking and encourage real action. LKPD based on Project-Based Learning (PjBL) is considered appropriate because it can integrate aspects of knowledge, attitudes, skills, and behaviour thematically and contextually. Through the implementation of LKPD based on PjBLl, students are expected to be more active, reflective, and care about the environment sustainably.

Pelatihan Menjadi Guru bagi Orang Tua dalam Mendampingi Anak Belajar Dari Rumah Rachmadyanti, Putri; Hendrik Pandu Paksi; Vicky Dwi Wicaksono; Ganes Gunansyah; Suprayitno
Jurnal SOLMA Vol. 11 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v11i1.7918

Background: Kebijakan Belajar dari Rumah (BDR) saat pandemic covid-19 ini memberikan dampak terhadap peran orang tua dalam mendampingi anak belajar. Orang tua menggantikan peran guru di kelas untuk dihadirkan dari rumah menjadi tantangan tersendiri. Masalah ini juga dihadapi oleh para orang tua di lingkungan Perumahan Citra Gading Kecamatan Sukodono Kabupaten Sidoarjo. Masalah yang dihadapi para orang tua adalah sulitnya membagi waktu antara bekerja dan mendampingi anak belajar, serta kurangnya pengetahuan tentang cara mendampingi anak belajar dengan efektif. Tujuan kegiatan ini adalah untuk memberikan pengetahuan dan ketrampilan mengajar bagi para orang tua. Target yang diharapkan adalah 65% dari mitra merasa sangat puas dan memahami ketrampilan dalam membimbing belajar anak selama BDR. Data dideskripsikan melalui survey kepuasan dan proses pendampingan bagi orang tua selama megikuti pelatihan. Metode: Metode yang digunakan dalam pelatihan ini meliputi pemberian pemahaman konseptual tentang psikologi perkembangan anak usia Sekolah Dasar, strategi mendampingi anak belajar, dan strategi menata ruang belajar anak. Pelatihan dilanjutkan dengan praktik langsung mendampingi anak belajar dari rumah. Pelatihan ini dilakukan secara luring dengan memperhatikan protokol kesehatan. Hasil: Pada akhir kegatan, berdasarkan hasil survey dan pemantauan selama mengikuti pelatihan, terdapat 83% sasaran mitra yang mampu menujukkan peningkatan ketrampilan dalam mendampingi anak belajar. Selain itu, mitra juga menunjukkan ketrampilan dalam menata ruang belajar bagi anak. Kesimpulan: Pelatihan bagi Orang Tua ini mendapat respon yang baik dari masyarakat serta dapat meningkatkan motivasi untuk mendampingi anak belajar di rumah dengan efektif dan efisien.

Teachers' Perceptions of Contemporary Literacy Learning Based on Folk Tales in Elementary Schools Hidayah, Nurul; Bambang Edi Siswanto; Ganes Gunansyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8661

Teachers' perceptions largely determine the extent to which traditional literature is integrated into contemporary primary school literacy education. However, research on how teachers interpret and apply local folktales in modern teaching contexts is limited. This study aims to describe teachers' perceptions of the moral values in the traditional story of Lembu Sura, their views on teaching strategies for traditional literature, and the associated challenges. The study employs both qualitative and quantitative methods. Seven teachers of Indonesian language classes for fifth and sixth grade students in the Papar district participated in the study. Data were collected through classroom observations, in-depth interviews, and documentation. The data were analyzed by summarizing, presenting, and drawing conclusions. The results showed that all of the teachers rated teaching the Lembu Sura folktale as having a positive impact on students' character formation and literacy development. However, several main issues were identified. First, 57.1% of the teachers reported a lack of teaching materials. Second, 85.7% of teachers reported that students had difficulty understanding the meaning of curses and the symbolism of the transformation into Mount Kelud. Third, 57.1% of teachers noted the limited availability of innovative media and low interest in reading local literature. These findings underscore the necessity of developing digital learning media, more contextualized teaching materials, and training for teachers to help them integrate traditional literature more effectively into contemporary literacy education.

EKSPLORASI KETERAMPILAN PEMECAHAN MASALAH DAN KESADARAN KEBERLANJUTAN SISWA SEKOLAH DASAR DI KAWASAN PERMUKIMAN PERKOTAAN PADAT SURABAYA MELALUI PEMBELAJARAN IPAS BERBASIS POTENSI LOKAL Anna Roosyanti; Wahono Widodo; Ganes Gunansyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39365

Science learning in elementary schools requires a contextual approach that links concepts to students' real environments. However, science learning in dense urban residential areas faces challenges such as limited space, the complexity of environmental problems, and low student engagement. This study aims to explore the problem-solving skills and sustainability awareness of elementary school students in dense urban residential areas of Surabaya through science learning by applying the hypothetical PRISM model based on local potential. This study aims to describe the learning process that occurs in dense urban residential areas of Surabaya as a basis for developing contextual and sustainability-oriented science learning. The research design used was a pre-experimental one-shot case study. The results showed that science learning with the application of the PRISM learning model based on local potential can facilitate problem-solving skills and sustainability awareness of elementary school students in dense urban residential areas of Surabaya. Contextual learning that utilizes the local potential of dense urban areas can strengthen the connection between science concepts and students' life experiences. The environment around students is no longer seen as a limitation, but as an authentic learning resource rich in energy and environmental phenomena. The results of the reflection analysis showed that science learning based on local potential contributes to fostering sustainability awareness in students. The aspects of awareness of sustainable practices and emotional awareness scored well. However, behavioral and attitudinal awareness still requires guidance. The problem-solving skill indicator with the highest score was understanding the problem. However, the aspects of planning a solution, implementing the plan, reflecting, and critical and solution-oriented skills remained in the medium and low categories.

Development of validation instruments for BIPA teaching material in Mindanao, Philippines Yunia Tiara Riski; Nurul Istiq’faroh; Sukartiningsih, Wahyu; Neni Mariana; Ganes Gunansyah; Muhammad Nur Huda
Jurnal Pendidikan Anak Vol 7 No 1 (2025): Child Education Journal April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i1.7245

This research aimed to develop validation instruments for Indonesian language for Foreign Speakers (BIPA) teaching materials based on the Pancasila Student Profile (P3) that is contextual and relevant for students of the Indonesian Basic Knowledge Course (KPDI) in Mindanao, Southern Philippines. KPDI is an initiative of the Indonesian Consulate General in Davao City as a form of Indonesian education service, which would serve as a bridge to formal education at the Indonesian School of Davao (SID). This research used a step of research and development (R&D) approach with a 4D model (define, design, develop, disseminate), which focuses on the develop step, specifically the development of instruments to test the validity, practicality, and effectiveness of teaching materials being developed. The instruments developed include validation questionnaires by experts in terms of material, language, media, and graphics; observation sheets; teacher and student response questionnaires; as well as reading comprehension tests, which are analyzed using the N-Gain test. It is hoped that the results of the instruments developed can become a reference in preparing BIPA teaching materials, which not only improve students' Indonesian language skills but also instill Indonesian national character values through the Pancasila Student Profile approach.

The Practice of Glocalization in the Motivate Phase of the Learning Model Design for BIPA Diaspora Learners in Mindanao, Philippines Mariana, Neni; Yunia Tiara Riski; Ganes Gunansyah; Suryanti; Muhammad Nur Huda; Marevic Jean P. Lutog
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 01 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i01.14487

Reading motivation is a crucial factor in learning Indonesian for Foreign Speakers (BIPA), particularly in diaspora contexts that face linguistic and cultural challenges. BIPA reading instruction in Mindanao still tends to be linguistically oriented and has not systematically integrated glocalization contexts. This study began with the need to develop a glocalization-based “motivate” phase within the MAGANDA (Motivation, Gleefulness, and Appreciation) learning model to strengthen engagement and reading readiness among diaspora students. This study aims to describe the practice of glocalization in the “motivate” phase in the development of the MAGANDA learning model and its contribution to the reading motivation of BIPA diaspora students in Mindanao. The study used a qualitative research and development (R&D) approach with the 4D model framework. The study focused on the design stage, using a descriptive strategy. Data were obtained through semi-structured interviews, participant observation, and document analysis with teachers, students, and evaluators in the BIPA diaspora community in Mindanao. Data analysis used thematic analysis with source triangulation. The study's results reveal two main findings. First, the practice of glocalization in the “motivate” phase is carried out through the integration of children's songs as cultural bridging, which has been proven to significantly reduce affective barriers (anxiety) and build a sense of national identity closeness. This strategy activates local cultural schemata while introducing the Indonesian language contextually. Second, the “motivate” phase increases student engagement, recognition, and self-efficacy before entering reading activities. Responses from students, teachers, and evaluators indicate increased self-confidence and readiness to learn compared to conventional learning. The integration of glocalization in the initial phase of learning serves as a strategy for managing affective factors in second language acquisition. Thus, the “motivate” phase in the MAGANDA model is not simply an introduction to learning but also serves as a space for initial meaning construction that strengthens the identity, psychological comfort, and cognitive readiness of diaspora students in reading BIPA texts. Motivasi membaca merupakan faktor krusial dalam pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA), khususnya pada konteks diaspora yang menghadapi tantangan linguistik dan kultural. Pembelajaran membaca BIPA di Mindanao masih cenderung berorientasi linguistik dan belum mengintegrasikan konteks glokalisasi secara sistematis. Penelitian ini berangkat dari kebutuhan pengembangan fase “motivate” berbasis glokalisasi dalam model pembelajaran MAGANDA (Motivation, Gleefulness, and Appreciation) untuk memperkuat keterlibatan dan kesiapan membaca pemelajar diaspora. Penelitian ini bertujuan untuk mendeskripsikan praktik glokalisasi pada fase “motivate” dalam pengembangan model pembelajaran MAGANDA dan kontribusinya terhadap motivasi membaca pemelajar BIPA diaspora di Mindanao. Penelitian menggunakan pendekatan kualitatif research and development (R&D) dengan kerangka model 4D. Fokus penelitian berada pada tahap design dengan strategi descriptive. Data diperoleh melalui wawancara semi-terstruktur, observasi partisipatif, dan analisis dokumen terhadap pamong, pemelajar, dan evaluator di komunitas BIPA diaspora Mindanao. Analisis data menggunakan thematic analysis dengan triangulasi sumber. Hasil penelitian menunjukkan dua temuan utama. Pertama, praktik glokalisasi dalam fase motivate dilakukan melalui integrasi lagu anak sebagai cultural bridging terbukti secara signifikan menurunkan hambatan afektif (anxiety) dan membangun kedekatan identitas nasional. Strategi ini mengaktivasi skema budaya lokal sekaligus memperkenalkan bahasa Indonesia secara kontekstual. Kedua, fase “motivate” berkontribusi pada peningkatan keterlibatan (engagement), pengakuan (recognition), dan efikasi diri (self-efficacy) pemelajar sebelum memasuki aktivitas membaca. Respons pemelajar, pamong, dan evaluator menunjukkan peningkatan rasa percaya diri dan kesiapan belajar dibandingkan dengan pembelajaran konvensional. Integrasi glokalisasi pada fase awal pembelajaran berfungsi sebagai strategi pengelolaan faktor afektif dalam akuisisi bahasa kedua. Fase “motivate” dalam model MAGANDA tidak sekadar pembuka pembelajaran, tetapi menjadi ruang konstruksi makna awal yang memperkuat identitas, kenyamanan psikologis, dan kesiapan kognitif pemelajar diaspora dalam membaca teks BIPA.

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