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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Joong-Ki : Jurnal Pengabdian Masyarakat GEMBIRA (Pengabdian Kepada Masyarakat) Joong-Ki J-CEKI Joong-Ki
Andi Dewi Riang Tati
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INOVASI KURIKULUM PEMBELAJARAN IPAS BERBASIS PROYEK TERINTEGRASI CULTURALLY RESPONSIVE TEACHING UNTUK SISWA SEKOLAH DASAR Siti Raihan; Amir Pada; Andi Makassau; Nur Abidah Idrus; Andi Dewi Riang Tati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24045

Abstract

IPAS (Science and Social Studies) learning in elementary schools still faces challenges, including low student engagement and a lack of integration of local cultural values in learning. This study aims to develop a project-based IPAS learning device integrated with Culturally Responsive Teaching (CRT) for fifth-grade elementary school students in Makassar City. The study employed the 4D development model (Define, Design, Develop, Disseminate), which includes needs analysis, instructional design, product development, and limited trials. The trial was conducted in two elementary schools, involving two teachers and 62 students. Data were collected through learning activity observations, expert validation (material and media), student and teacher questionnaires, and learning outcome tests. Validation by two material experts and two media experts showed the product to be in the "highly valid" category. Observation results indicated strong student engagement (88%), especially in group discussions and project presentations. Student responses revealed high enthusiasm for the culturally contextual and enjoyable learning process. Teachers stated that the learning device was easy to use, systematic, and relevant to students' real-life experiences. Test results showed an increase in average scores from 61.9 (pre-test) to 85.5 (post-test), with a gain score of 0.61 (high category). The project-based learning integrated with CRT effectively enhanced students’ engagement and understanding of IPAS concepts linked to local culture. This learning device is recommended for implementation in multicultural elementary school contexts.
PENGARUH MEDIA PEMBELAJARAN REKA GEOMETRI TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V UPT SPF SD INPRES NIPA-NIPA KOTA MAKASSAR Marsanda; Andi Dewi Riang Tati; Nurhaedah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 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.v10i4.30972

Abstract

This study aims to examine the effect of REKA (Rebut Kartu) Geometry learning media on the mathematics learning outcomes of fifth-grade students at UPT SPF SD Inpres Nipa-Nipa, Makassar City. The background of this research stems from students' low understanding of geometric concepts and the limited use of engaging and interactive learning media. The research employed a quasi-experimental method using a Nonequivalent Control Group Design. The sample consisted of two classes: an experimental class (33 students) using REKA Geometry media, and a control class (31 students) using conventional methods. Data were collected through learning outcome tests (pretest and posttest), implementation observations, and documentation. The findings revealed that the implementation of REKA Geometry media was highly effective and significantly improved students' mathematics learning outcomes. The average posttest score of the experimental group was higher than that of the control group, and the Mann-Whitney U test showed a statistically significant difference between the two groups (p < 0.05). Therefore, REKA Geometry media proved to be effective in enhancing students’ understanding of two-dimensional shapes through a fun and collaborative game-based learning approach.
PENERAPAN METODE READING GUIDE MENGGUNAKAN KARYA SASTRA FIKSI UNTUK MENINGKATKAN KEMAMPUAN MEMAHAMI ISI BACAAN SISWA KELAS IV SDN NO. 20 INPRES SOMBA KECAMATAN SENDANA KABUPATEN MAJENE Yanti, Astika; Andi Dewi Riang Tati; Nurhaeda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 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.v10i4.31009

Abstract

One important element in education is reading. This research is motivated by the discovery of several literacy issues at SDN No. 20 Inpres Somba, where almost all students can read but struggle to understand what they have read. Not only that, but students also have difficulty making statements that correspond to the reading text. Furthermore, it was found that some students are unable to determine the theme of a reading, struggle to retell the text in their own words, and have difficulty drawing conclusions from a reading text. This study aims to analyze the implementation of the Reading Guide method using fictional literary works to improve students' reading comprehension skills. The Reading Guide method is a teaching strategy designed to help students organize information and enhance their understanding of the text. In this research, fictional literary works were chosen as a learning medium due to their ability to engage students and provide a rich context for exploring meaning. The research method used is Classroom Action Research. The subjects of the study consisted of 13 fourth-grade students at SDN No. 20 Inpres Somba. The results showed that the implementation of the Reading Guide method in teacher activities during the first cycle resulted in a "sufficient" category and improved to a "good" category in the second cycle. The application of the Reading Guide method in student activities during the first cycle resulted in a "good" category with a percentage that was not yet satisfactory, and improved in the second cycle to a "good" category with a satisfactory percentage. Additionally, the learning outcomes using this method in the first cycle resulted in a "low" category and significantly improved to a "high" category in the second cycle.
INOVASI KURIKULUM MELALUI MODEL CASE STUDY BERBASIS EDUCULTURE TERHADAP KEMAMPUAN PSIKOPEDAGOGI MAHASISWA PGSD PADA MATA KULIAH PERKEMBANGAN PESERTA DIDIK Siti Raihan; Andi Dewi Riang Tati; Rahmawati Patta; Rahmat; Muh. Rizah Putrawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35255

Abstract

Teacher education programs must equip prospective elementary school teachers with strong psychopedagogical competencies, particularly in understanding child development, demonstrating empathy, and responding to diverse socio-cultural learning contexts. However, many first-semester PGSD students still show limitations in analytical reasoning, cultural sensitivity, and contextual pedagogical reflection. This study aims to examine the effect of an Outcome-Based Education (OBE) curriculum innovation through an educulture-based case study model on the psychopedagogical competencies of first-semester PGSD students in the Child Development course. This research employed a quasi-experimental design with a pretest–posttest control group involving 60 students (n=30 experimental, n=30 control). The experimental class received learning through case studies embedded with local cultural contexts, while the control class experienced conventional instruction. Data collection used case-based written tests, observation sheets, and student response questionnaires. Data were analyzed using descriptive statistics and independent sample t-tests. The results showed a significant improvement in the experimental group compared to the control group, indicated by higher posttest scores and a large N-gain category. Students in the experimental group demonstrated better analytical thinking, increased cultural sensitivity, and stronger pedagogical reflection. These findings indicate that the OBE-based educulture case study model is effective in strengthening the psychopedagogical competencies of PGSD students. This approach is recommended for teacher education programs to enhance authentic, contextual, and culturally responsive learning experiences.
STRATEGI PENGEMBANGAN KURIKULUM ADAPTIF BERBASIS KOMPETENSI UNGGULAN LINTAS JENJANG UNTUK PROFIL KARIER PESERTA DIDIK Siti Raihan; Andi Dewi Riang Tati; Sinta Nurul Oktaviana Kasim; Yulianti; Freddi Sarman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35272

Abstract

The dynamics of educational transformation in the digital and disruptive era demand schools to develop an adaptive curriculum that aligns with students’ developmental needs, local potential, and future career orientation. This study aims to formulate strategic directions for developing an adaptive curriculum based on signature school competencies across educational levels to establish the continuity of students’ career profiles. Using a qualitative descriptive approach with a systematic literature review method, twenty reputable journal articles were analyzed through content and thematic synthesis. The findings reveal that adaptive curriculum development in Indonesia remains fragmented across educational levels and lacks coherent linkage to students’ long-term career goals. Integration of Holland’s RIASEC career theory provides a scientific framework for understanding career tendencies and embedding them into curriculum design from early education. The study synthesizes five key strategies: (1) early identification of students’ potential and career profiles; (2) formulation of schools’ signature competencies as distinctive identities; (3) progressive curriculum design that ensures cross-level continuity; (4) contextual and project-based learning integration; and (5) adaptive evaluation through career portfolios. This conceptual model positions the adaptive curriculum not merely as an instructional tool but as a transformative framework that empowers every school to develop excellence through unique identities while preparing students to be career-conscious, ethical, and resilient in facing the future of work.
Co-Authors Achmad Achmad Amir Pada, Amir Andi Dody May Putra Agustang Andi Makassau Aslinda Aslinda Asmunandar Asmunandar Bahri, Bahri Faidah Yusuf Freddi Sarman Ibrahim Arifin Jumadi Jumadi Khaeruddin Khaeruddin Lulu Nursintiah Marsanda Muh. Rizah Putrawan Muhammad Aswan Muhammad Syukur Muliadi Muliadi Nur Abidah Idrus Nurhaeda Nurhaedah Nurlela Nurlela Rahmat Rahmawati Patta Rasyid Ridha RIRIN NURFAATHIRANY HERI Sayidiman Sayidiman Sinta Nurul Oktaviana Kasim Siti Raihan Siti Raihan Sitti Rahmi St. Jauhar St. Jauhar St.Junaeda St.Junaeda Subair, Ahmad Yanti, Astika Yulianti