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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Indonesian Journal of Science and Mathematics Education Prima Magistra: Jurnal Ilmiah Kependidikan
Dewanta Arya Nugraha
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Arts Humanities Education Mathematics Social Sciences Other

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Integration of the ethnopedagogy of Jolotundo Temple's Ruwat Petirtaan tradition as the development of biology learning in the Merdeka curriculum Rahmawati, Siti; Nugraha, Dewanta Arya; Abdurrahman, Ayi; Nurahman, Alfyn Abdan
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.28364

Abstract

This study identifies the values embedded in the local wisdom of the Jolotundo Temple’s Ruwat Petirtaan tradition and integrates them into biology learning within the Merdeka curriculum. A descriptive qualitative method was employed, using interviews and observations, and analyzed through triangulation and inductive approaches with an emphasis on meaning over generalization. Findings indicate that the tradition embodies gratitude for the abundance of water and natural resources across the preparation, implementation, and closing stages. It functions as a form of environmental conservation. This local wisdom can be integrated into Phase E Biology content, particularly biodiversity and conservation, ecosystems, and environmental change. The results serve as a reference for developing teaching materials, modules, student worksheets, project assignments, and assessment items, while also encouraging the incorporating of local wisdom into policies, conservation programs, and educational practices that are contextual, participatory, and sustainable. The implication is that cross-stakeholder commitment through school–community collaboration and continuous evaluation is required to ensure tangible impacts on learning, environmental stewardship, and the strengthening of cultural identity.
Design of Physics Science for Early Childhood: Theoretical and Conceptual Framework of STEAM Prastyaningrum, Ihtiari; Alfina, Alisa; Maharani, Swasti; Nugraha, Dewanta Arya
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 1 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i1.6610

Abstract

Good problem-solving will occur if children have good thinking skills and scientific knowledge. This scientific knowledge and thinking skills can be built through learning that integrates the concepts of literacy and STEAM. Physics is one form of science that can be used to develop the concepts of literacy and STEAM. This article aims to introduce activity designs that carry the concepts of literacy and STEAM, which can help early childhood students integrate science, technology, engineering, art, and mathematics to achieve certain targets. A more detailed concept of content that carries the concepts of literacy and STEAM is developed as a recommendation to education implementers. This concept design is based on the scene setting for early childhood. This study applies the 'most appropriate framework synthesis' approach, supported by interviews, in-depth observations, and literature reviews, to strengthen the conceptual framework in this study. The results of this study are a conceptual framework that refers to STEAM education but is more focused on the subject of physics. With a clear and completely structured conceptual framework, it is hoped that learning activities with the STEAM approach can run optimally and help stimulate cognitive, language, psychomotor, and social-emotional understanding in early childhood through the five STEAM disciplines.
ANALYZING ELEMENTARY STUDENTS' MISCONCEPTION PATTERNS IN KEY SCIENCE AND SOCIAL STUDIES (IPAS) TOPICS: IMPLICATIONS FOR INSTRUCTIONAL DESIGN Yaman, Yaman; Abdurahman, Ayi; Nugraha, Dewanta Arya; Fattahillah, Nuris
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 3 (2025): Volume 6 Number 3 (July 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i3.5627

Abstract

Persistent misconceptions in foundational science ideas often resist routine instruction, undermine knowledge transfer, and remain hidden when assessments capture answers but not reasoning. Within Indonesia’s integrated Science–Social Studies curriculum (IPAS), such misconceptions can cluster around core topics and shape students’ subsequent learning trajectories. This study maps elementary students’ misconception patterns across five IPAS topics—Force–Motion, Changes of State, Energy, Weather/Water Cycle, and Ecosystems—and translates the findings into design principles for instruction. Using an explanatory sequential mixed-methods design, we collected data from 204 Grade 4–6 students in three public schools via a locally contextualized two-tier diagnostic test and clinical interviews supported by concept cartoons. Instrument quality was adequate (mean Aiken’s V = 0.90; internal reliability per topic = 0.71–0.77; inter-rater reliability ? 0.78). Aggregate responses were distributed as 44.2% scientifically sound, 28.1% partial, and 27.7% strong misconceptions, with a grade-level trend toward improvement. The most persistent hotspots appeared in Ecosystems and Force–Motion. Tiered item sensitivity showed a consistent decrease in misconception rates from Q1 (everyday contexts) to Q4 (diagram/model representations), underscoring the role of multiple representations in bridging non-scientific intuitions. Approximately 9–12% of responses were false positives, highlighting the need to evaluate reasoning in addition to answers. Findings inform operational strategies: eliciting initial ideas with mini two-tier items; orchestrating multiple representations and simple empirical evidence within a 5E sequence with explicit refutation; and embedding metaconceptual reflection with formative assessment attuned to misconception patterns. Limitations include geographic scope and non-causal design. Future work should broaden contexts, test instrument invariance, and evaluate a 5E–refutation package quasi-experimentally.
Co-Authors Abdurrahman, Ayi Alisa Alfina Ayi Abdurahman Fattahillah, Nuris Ihtiari Prastyaningrum, Ihtiari Nurahman, Alfyn Abdan Siti Rahmawati Swasti Maharani, Swasti Yaman Yaman, Yaman