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All Journal Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) DIKMAT: Jurnal Pendidikan Matematika Pendikdas: Jurnal Pendidikan Dasar Jurnal Cakrawala Pendas JPK: Jurnal Pendidikan dan Kebudayaan
Lutfin Haryanto
STKIP HARAPAN BIMA
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Implementing the Merdeka Belajar Policy through Deep Learning: A Case Study in Social Studies Education in Bima Regency Muhammad Yamin; Abdul Wahab; Lutfin Haryanto; Faidin Faidin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7946

Abstract

This study examines the effectiveness of Indonesia’s Merdeka Belajar (Freedom to Learn) policy through the implementation of deep learning strategies in Social Studies education within Bima Regency, a socio-economically constrained region. The policy promotes student-centered learning, autonomy, and contextual relevance—principles that align closely with deep learning pedagogy. A qualitative multiple case study design was employed in two junior high schools. Data were collected through in-depth interviews with ten teachers and thirty students, twenty-four classroom observations, and analysis of planning documents and student work samples. Thematic analysis was conducted using an inductive-deductive coding approach to identify patterns related to student engagement, critical thinking, and pedagogical transformation. Findings revealed a substantial increase in student engagement, with 90% actively participating in group discussions and 70% successfully formulating solutions to social problems. Student feedback indicated strong preference for project-based learning (73%) and the Merdeka Belajar model (83%). Teachers reported increased student motivation, though only 70% demonstrated full understanding of the curriculum's core principles. Document analysis showed partial integration of local context and 21st-century competencies. Key barriers included inadequate digital infrastructure and limited teacher training. These results suggest that the integration of Merdeka Belajar and deep learning can effectively foster critical thinking and participatory learning in under-resourced settings. However, successful and sustainable implementation requires systemic support through infrastructure investment and targeted professional development.
APPLICATION OF GAME-BASED LEARNING IN THROWING AND CATCHING LEARNING TO IMPROVE THE SOCIAL AND EMOTIONAL SKILLS OF ELEMENTARY SCHOOL STUDENTS Muhammad Rizal Riswanda; Nurlailatun Ramdani; Lutfin Haryanto
Jurnal Cakrawala Pendas Vol. 11 No. 4 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i4.15660

Abstract

Social and emotional skills in elementary school students are often neglected in Physical Education, Sports, and Health subjects, because learning focuses more on motoric aspects. As a result, many students still have difficulty working together, regulating emotions, and maintaining sportsmanship when participating in physical activities. Different from previous studies that focused on improving motoric skills, this study focuses on social and emotional skills through the application of game-based learning in Physical Education, Sports, and Health. The purpose of this study is to describe the process of implementing game-based learning in learning to throw and catch a ball and its impact on the social and emotional skills of elementary school students. A descriptive qualitative approach was used in this study, with data collection techniques in the form of observation, interviews, and documentation. The subjects were fourth-grade students of SDN 2 Tente. The results showed that the application of game-based learning created an active, fun, and collaborative learning atmosphere. Active student participation increased from 63,3% to 93,3%, while the number of students who are easily angered decreased from 7 to 2 people, indicating a decrease in irritability levels of 71,4%. Improved social skills are evident in the ability to work together, communicate, and empathize, while improved emotional skills are evident in students' ability to manage emotions, accept defeat with sportsmanship, and support each other within the group. The teacher's role as a facilitator has proven crucial in guiding students in understanding character values ​​such as sportsmanship, empathy, and cooperation. Thus, game-based learning is not only effective in improving motor skills but also contributes significantly to improving students' social and emotional skills while presenting an innovative approach to Physical Education, Sports, and Health that integrates pedagogical and psychological aspects.
Culturally Responsive Teaching in Social Studies Education: A Systematic Literature Review Muhammad Yamin; Lutfin Haryanto
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10 No 3 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/657n0512

Abstract

This systematic literature review (SLR) synthesizes current evidence on the implementation of Culturally Responsive Teaching (CRT) in Social Studies Education, with particular attention to the integration of local wisdom. Following the PRISMA 2020 guidelines and the SPICE framework, relevant studies were identified from the Scopus database (2000–2026). After the screening process, empirical studies were analyzed using thematic synthesis to address four research questions concerning CRT implementation, local wisdom integration, pedagogical characteristics, and educational outcomes. The findings indicate that CRT is implemented through culturally inclusive curricula, dialogic pedagogy, inquiry-based learning, local history, multicultural citizenship education, and technology-supported learning. Local wisdom is integrated through cultural experiences, indigenous knowledge, community narratives, local history, and cultural values, strengthening contextual learning and cultural identity. The review also identifies contextual, dialogic, critical, inclusive, and transformative pedagogical characteristics. Consequently, this review proposes the Local Wisdom-Based Culturally Responsive Social Studies Pedagogy model as a conceptual framework for advancing culturally responsive, socially just, and contextually relevant social studies education.
Analisis Strategi Pembelajaran Matematika Inovatif Berorientasi Emosi untuk Meningkatkan Kemampuan Pemecahan Masalah dan Empati Siswa Sekolah Dasar Mariamah Mariamah; Lutfin Haryanto; Lisda Ramdhani
Dikmat: Pendidikan Matematika Vol 7, No 01 (2026): April 2026
Publisher : STKI Harapan Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/dikmat.v7i01.749

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas strategi pembelajaran matematika inovatif berorientasi emosi dalam meningkatkan kemampuan pemecahan masalah dan empati siswa sekolah dasar. Penelitian dilakukan di SDN Inpres Kombo pada kelas V dengan jumlah siswa 35 orang menggunakan pendekatan kualitatif studi kasus yang dilengkapi data kuantitatif sederhana dari observasi kelas. Instrumen penelitian meliputi observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data menggunakan analisis tematik dan perhitungan skor rata-rata indikator keterampilan. Hasil penelitian menunjukkan peningkatan signifikan pada tiga indikator utama: pemecahan masalah (skor 3,2 ? 3,8), empati dan kolaborasi (3,1 ? 3,7), serta motivasi dan keterlibatan (3,0 ? 3,8). Strategi pembelajaran yang memadukan PBL, proyek kontekstual, aktivitas kinestetik, dan refleksi diri terbukti menumbuhkan motivasi intrinsik, keterampilan sosial, dan kemampuan kognitif siswa. Temuan ini mendukung teori kecerdasan emosional dan Social Emotional Learning (SEL), serta sejalan dengan penelitian sebelumnya mengenai pengaruh strategi inovatif terhadap pemecahan masalah dan empati. Penelitian ini menegaskan bahwa pembelajaran matematika berorientasi emosi dapat menciptakan pengalaman belajar holistik yang meningkatkan kemampuan kognitif, sosial, dan afektif siswa.
Keefektifan Motode Pembelajaran Mind Mapping Terhadap Hasil Belajar IPA Materi Peristiwa Alam Pada Siswa Kelas V SDN Inpres Bala Wera Eva Nursa'ban; Ewisahrani Ewisahrani; Fathurrahmaniah Fathurrahmaniah; Lutfin Haryanto
Pendikdas: Pendidikan Dasar Vol 4, No 1 (2023): Mei 2023
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v4i1.182

Abstract

Materi IPA yang relatif banyak memaksa siswa untuk mengingat materi, sedangkan selama ini guru hanya menggunakan motode konvensional seperti ceramah, tanya jawab, diskusi, sehingga siswa kurang memahami materi yang disampaikan. Motode pembelajaran mind map dapat dijadikan salah satu alternatif dalam pembelajaran IPA karena motode pembelajaran mind map memungkinkan siswa untuk menghafal berbagai materi dengan cara yang menarik. Tujuan penelitian ini adalah untuk menguji keefektifan penerapan motode pembelajaran peta pikiran terhadap hasil belajar IPA siswa kelas V di SDN Inpres Bala Wera. Populasi penelitian ini adalah 62 siswa kelas V SDN Inpres Bala Wera. Desain eksperimen yang digunakan adalah non-equivalent control group design. Teknik pengumpulan data menggunakan pilihan ganda dan deskriptif. Data hasil belajar dianalisis dengan uji-t, sedangkan untuk menghitung pengaruh motode peta pikiran digunakan uji N-Gain (normal gain). Hasil penelitian menunjukkan bahwa hasil belajar siswa yang menggunakan motode pembelajaran mind map lebih unggul dari hasil belajar siswa yang belajar dengan metode konvensional. Nilai rata-rata postes kelas kontrol adalah 64,91 sedangkan nilai rata-rata postes kelas eksperimen adalah 78,21. Hasil uji t menunjukkan nilai t-hitung (6,121) t-tabel (1,67) artinya hasil belajar siswa dengan menggunakan motode peta pikiran lebih unggul dari motode konvensional. Hal ini didukung dengan perhitungan N-Gain sebesar 0,49 dalam kategori sedang. Dapat disimpulkan bahwa motode pembelajaran peta pikiran efektif dalam meningkatkan hasil belajar mata pelajaran IPA siswa kelas V di sekolah SDN Inpres Bala Wera. Saran yang dapat disampaikan adalah sebaiknya guru mulai menerapkan motode pembelajaran peta pikirian dan memodifikasi motode pembelajaran agar sesuai dengan karakteristik materi dan kondisi siswa guna meningkatkan hasil belajar siswa.
The Impact of Google Classroom-Based Blended Learning on the Mastery of Social Studies Material and Thinking Skills of Students at SMPN 8 SATAP Salfil Salfil; Ardi Rahmawan; Lutfin Haryanto
JUPE : Jurnal Pendidikan Mandala Vol 10 No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9573

Abstract

The results of the study show that the implementation of Google Classroom–based blended learning had a significant effect on improving students’ mastery of subject matter and thinking skills. The average N-Gain score in the experimental class for material mastery was 0.63 (medium–high category), while the control class obtained 0.38 (medium category). In terms of thinking skills, the experimental class achieved an N-Gain of 0.65, whereas the control class reached 0.34. Qualitative analysis based on classroom observations also demonstrated consistent improvement across several aspects—activeness, collaboration, independence, enthusiasm, and digital engagement—with an average increase ranging from 85% to 90%. The application of blended learning proved to create a more flexible and interactive learning environment, fostering students’ intrinsic motivation. Students exhibited noticeable improvement in critical and reflective thinking through online discussions, collaborative tasks, and project-based assessments. Teachers acted as facilitators, monitoring students’ progress through the feedback features in Google Classroom, which enabled a more adaptive and personalized learning process. The study concludes that the Google Classroom–based blended learning model is effective in enhancing students’ achievement in Social Studies and their thinking skills at SMPN 8 SATAP. It is recommended that junior high school teachers maximize the use of digital platforms by integrating collaborative and reflective approaches into Social Studies learning. Moreover, schools and educational authorities should provide continuous professional development to strengthen teachers’ technology-based pedagogical competence.  
Co-Authors A Haris Abas Oya Abdul Wahab Ardi Rahmawan E Nursa’ban E Nursa’ban E. Ewisahrani Eva Nursa'ban F Fathurrahmaniah Faidin Faidin Fitria Sarnita Ilyas Ilyas Jessy Parmawati Atmaja Lisda Ramdhani Mariamah Mariamah Muhammad Rizal Riswanda Muhammad Salahuddin Muhammad Suhardi Muhammad Yamin Mujitahid Mujitahid Nita Rahmaniya Nurlailatun Ramdani Prayogi, Saiful Rizcky Juliawan Rostati Rostati Salfil Salfil Sanjaya, Fifi Sasmita Susilawati Suhirman Suhirman W Widia