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Mardatillah Mardatillah
Departemen Gizi Kesehatan Masyarakat Fakultas Kesehatan Masyarakat Universitas Indonesia
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Journal : Journal of Innovation and Research in Primary Education

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Spin the Windmill, Move the Culture: A STEAMS Innovation for Grade 3 through the KINCAR PUSADA Project Marianah, Dina; Sumarmi, Sumarmi; Rahayuningsih, Sri; Kusumaningrum , Shirly Rizki; Mardatillah, Mardatillah
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1667

Abstract

Twenty-first-century education demands integrative pedagogical approaches that develop students' holistic competencies while preserving cultural heritage. However, STEAMS implementation in Indonesian primary schools often lacks meaningful connections to local contexts, diminishing relevance and engagement. This study examined the effectiveness of the KINCAR PUSADA project—a culturally integrated STEAMS learning model—in developing multidimensional competencies and cultural awareness among third-grade elementary students. Classroom Action Research was conducted over two cycles at SD Negeri Klampok II, Probolinggo Regency, involving 19 third-grade students. Data were collected through structured observations, semi-structured interviews, STEAMS project assessment rubrics, and documentation. Analysis employed both qualitative thematic analysis and descriptive quantitative methods. The project demonstrated substantial improvements across all competency dimensions: 84.2% of students achieved autonomous problem-solving capabilities, creativity scores averaged 90/100, collaboration reached 88%, and communication attained 80%. Overall, 89.5% of students exceeded mastery criteria with a mean achievement score of 87.2. Students showed dramatic gains in renewable energy understanding (15.8% to 78.9%) and cultural awareness (31.6% to 84.2%). The KINCAR PUSADA project effectively integrates STEAMS competencies with cultural appreciation through authentic, contextual learning experiences. This model offers a replicable framework for implementing the Merdeka Curriculum's objectives while addressing the contextualization gap in Indonesian primary education.
Co-Authors Achmad Hidir Adella Ulyandana Jayatri Ahmad Syahid Al-Umarajati, Rasikhah Andi Anirah Andri Irawan Baharuddin Paloloang Bakri Bakri Chen, Brenda Dessy Abdullah DEWI FITRIA, DEWI Dwi, Zulfani Endang Achadi Entis Sutisna Fadhilah, Nabilah Fajri, Azzahra Handhika G. Gea, Yusuf Krisman Hansen Nasif Ika Umratul Asni Aminy Irianto, Jusuf Julianti, Utamy Kusharisupeni Kusharisupeni Kusumaningrum , Shirly Rizki Lestari, Nila Marianah, Dina Marihi, Laode Mariyanta, Antun Muhammad Akram Muhayati, Yuni Najmiatul Fitria Nur Aini Nurhafni Siregar Oktaviani Adhi Suciptaningsih Pebrianti, Lia Rahmalita, Zea Rahmatun Inayah Rahmawati, Rahmawati Rana, Deno Rania, Khansa Putri Riki Nova Rusmawati, Puput Rustina Rustina Sari, Dwi Novita Sari, Yuni Eka Sava, Yunita Siti A. Pujonarti Sri Rahayuningsih Syamsuddin Syamsuddin Syura, Ilman Trini Sudiarti Valyanto, Meriel Khansa Vitamagistra, Siti Wahyu Wahyu K. Y. Putra Winda Winda Yendra Zazna Syaputri, Yolanda Zuhair, Muhammad Arianda Fairuz