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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan dan Konseling Jurnal Ilmiah Profesi Pendidikan Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian Masyarakat (ABDIRA) Indonesian Journal of Multidisciplinary on Social and Technology TOFEDU: The Future of Education Journal Journal of Innovative and Creativity Journal of Community Service and Empowerment
Romi Laspita
Universitas Pahlawan Tuanku Tambusai
Religion Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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Peningkatan Keterampilan Membaca Permulaan Menggunakan Metode Suku Kata Berbantuan Media Flashcard pada Siswa Sekolah Dasar Elan Novita Sari; Afriza Rahma Rani; Romi Laspita; M. Syahrul Rizal; Rizki Ananda
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4438

Abstract

Rendahnya kemampuan membaca permulaan siswa kelas I di MI Al-Falah Teratak menjadi permasalahan yang perlu segera diatasi. Kondisi tersebut terlihat dari masih banyak siswa yang belum mampu mengenal suku kata dengan baik, membaca kata secara lancar, serta memahami hubungan antara bunyi dan huruf. Salah satu upaya yang dapat dilakukan adalah penerapan metode pembelajaran yang tepat dan menarik, yaitu metode suku kata berbantuan media flashcard. Penelitian ini bertujuan untuk meningkatkan keterampilan membaca permulaan siswa kelas I MI Al-Falah Teratak melalui penerapan metode suku kata berbantuan media flashcard. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan setiap siklus terdiri atas dua pertemuan. Subjek penelitian adalah seluruh siswa kelas I MI Al-Falah Teratak yang berjumlah 26 orang. Teknik pengumpulan data dilakukan melalui observasi, tes, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan keterampilan membaca permulaan siswa pada setiap siklus. Pada siklus I pertemuan I diperoleh hasil sebesar 64%, meningkat menjadi 69% pada siklus I pertemuan II. Selanjutnya pada siklus II pertemuan I keterampilan membaca mencapai 81% dan meningkat kembali menjadi 84% pada siklus II pertemuan II. Dengan demikian, dapat disimpulkan bahwa penerapan metode suku kata berbantuan media flashcard efektif dalam meningkatkan keterampilan membaca permulaan siswa kelas I MI Al-Falah Teratak.
Kurikulum Pendidikan Dasar di Indonesia: Tantangan, Inovasi, dan Implementasinya di Era Digital Romi Laspita; Cindy Fatika Sari; Hanifa Dzakiyya; Rifdah Afifah; Siti Rahma Mailani; Nurkauliah Aisyah; Rina Nurul Aisyah; Said Aziz; Azrah Syarifah Kamilla; Nadia Fahira Anggraini; Ratih Nurjannah Pohan
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i2.12077

Abstract

Basic education curriculum in Indonesia is undergoing a strategic transition through the institutionalization of the Merdeka Curriculum and the expansion of digital learning ecosystems. This article aims to analyze the main challenges, innovations, and implementation strategies of Indonesia’s basic education curriculum in the digital era. The study used a narrative literature review by synthesizing policy documents, national statistics, international assessment reports, and recent scholarly publications published mainly within the last ten years. The findings indicate that curriculum reform is driven by three urgent needs: strengthening foundational literacy and numeracy, improving teacher capacity for differentiated and project-based learning, and reducing digital inequality among schools and regions. The Merdeka Curriculum provides innovation through competency-based learning outcomes, flexible teaching modules, diagnostic assessment, and the Pancasila Student Profile Strengthening Project. However, implementation remains uneven because teacher readiness, school infrastructure, digital access, and data-based school management differ significantly across contexts. Digital technology can support personalization, collaboration, and multimodal learning, but it must be used pedagogically, ethically, and inclusively. The article concludes that curriculum implementation in basic education should prioritize teacher professional development, equitable digital infrastructure, contextual school curriculum development, and continuous evaluation based on learning outcomes rather than administrative compliance.
Analisis Kompetensi Profesional Guru dalam Menerapkan Pembelajaran Tematik di Sekolah Dasar Romi Laspita; Indriyanto Indriyanto; Nasrul Nasrul
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 2 No. 1 (2024): November - Februari
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijmst.v2i1.290

Abstract

The professional competency of teachers referred to in this research is the education of teachers who teach in elementary schools (SD) in implementing thematic learning. At the elementary school level there are still teachers whose professional qualifications do not match the needs of elementary schools. If this can be done permanently, it cannot be denied that this will have an impact on teachers' professional competence in implementing thematic learning in the future. Thematic learning is a learning model that allows students to study academic concepts and principles comprehensively, meaningfully and authentically, individually and in groups. The type of research used in this research is a mixed/combination type of research or what is usually called mixed methods sequential explanatory model. This research aims to determine the professional competence of elementary school (SD) teachers in implementing thematic learning in elementary schools. From the results of interviews and observations made, it was proven that class Ib and IV teachers had prepared learning plans before the learning process began. Both teachers carry out the learning process based on themes that have been determined in the teacher's book and student's book. Both teachers carry out learning based on the learning implementation plan that has been prepared.
RAGAM MODEL PEMBELAJARAN DALAM KURIKULUM SD: DARI PENDEKATAN KONVENSIONAL MENUJU PEMBELAJARAN INOVATIF BERBASIS KOMPETENSI Romi Laspita; Dewi Andini; Muhammad Arif; Atiyah Qonitah; Lili Mulyanti; Raudhatul Hasanah; Syava Firdania; Natasya Az-zahra Nelzira; Nurul Atikah; Rasti Wulandari; Nayla Nabilla; Resya Putri Insani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16645

Abstract

Learning models constitute the conceptual framework that determines the direction and quality of the teaching and learning process in the classroom. At the elementary school level, selecting the appropriate learning model is a critical factor in realizing the goals of the Freedom to Learn Curriculum (Kurikulum Merdeka), which is oriented toward the holistic development of the Pancasila Student Profile. This article aims to comprehensively review various learning models relevant to the elementary school curriculum context, encompassing: (1) conventional learning models and their enduring relevance; (2) innovative constructivist-based learning models, including Cooperative Learning, Problem-Based Learning (PBL), and Project-Based Learning (PjBL); and (3) competency-based learning approaches within the Kurikulum Merdeka framework. The study was conducted through systematic literature review of scientific sources from SINTA-accredited journals and educational reference books published between 2006 and 2024. The findings indicate that no single learning model is universally superior across all conditions. Each model possesses distinct theoretical foundations, implementation procedures, strengths, and limitations depending on the learning context. An effective elementary school teacher is one who possesses broad pedagogical literacy capable of reading classroom characteristics and selecting and combining learning models appropriately and adaptively. This article is expected to serve as a useful academic reference for PGSD students and elementary education practitioners in developing their pedagogical competence.
The Transformation of Learning Models in Elementary Education toward Innovative Student Centered Learning in the 21st Century Romi Laspita; Nuratna Fitri Hasanah; Fitri Andini; Nadila Putri Nassel; Afifah Rahmadani; Hastika Alwisa; Annisya Azzahra; Atika Mawaddah; Silvia Aulia; Sintia Ayu Lestari; Dinia Putri Marsha; Elsa Novi Safitri
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2033

Abstract

The transformation of learning models in elementary schools is an essential effort to address the demands of twenty-first-century education, which emphasizes the development of critical thinking, creativity, collaboration, communication, and the effective use of technology in the learning process. The shift from teacher-centered learning to student-centered learning has become necessary to create more active, innovative, and meaningful learning experiences. This article aims to analyze the transformation of learning models in elementary schools in promoting innovative, student-centered learning for the twenty-first century. The study employed a library research method by reviewing relevant scholarly literature, journal articles, books, and educational policy documents. The findings indicate that the transformation of learning models can be achieved through the implementation of innovative instructional approaches, including Project-Based Learning, Problem-Based Learning, Inquiry Learning, and Discovery Learning, all of which enhance students' active engagement in the learning process. Furthermore, the integration of digital technology and the implementation of the Merdeka Curriculum support the development of flexible, creative, and learner-centered educational practices. The transformation of learning models in elementary schools has a positive impact on improving learning outcomes, fostering twenty-first-century skills, and developing students' independence and sense of responsibility. Therefore, effective and sustainable learning transformation requires teacher readiness, institutional support, and the optimal utilization of digital technology.
Curriculum Implementation in Elementary School Learning: Challenges, Strategies, and Its Implications for Educational Qualit Romi Laspita; Maliny Putri; Sintia Aprilia; Herlina Safitri; Miftahul Jannah; Suci Rahmadani; Nur Annisa; Novi Adelia; Raty Fitriani; Amelia Febriani; Dinia Ahira Fitrah
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2047

Abstract

Curriculum implementation is an important component in achieving educational goals and improving learning quality in elementary schools. Effective curriculum implementation enables teachers to organize learning activities systematically while facilitating students in developing knowledge, skills, and character. This study aims to analyze the challenges, strategies, and implications of curriculum implementation in elementary school learning. The method used in this study is a literature review by examining various scientific articles, books, and relevant research reports. The findings indicate that curriculum implementation in elementary schools faces several challenges, including limited teacher competence, inadequate educational facilities, differences in student characteristics, and changes in educational policies. To address these challenges, various strategies can be implemented, such as improving teacher professionalism through training programs, developing innovative learning models, utilizing educational technology, and strengthening collaboration among schools, parents, and communities. Effective curriculum implementation contributes positively to educational quality by improving learning outcomes, fostering critical thinking skills, enhancing student engagement, and supporting character development.
Sustainable Curriculum Development Based on Contemporary Needs to Improve the Quality of Basic Education Romi Laspita; Nurul Islami; Nor Aisya; Nur Syakila Mulya; Putri Amalia Peza; Saskia Mawaddah; Septi Valny Syahara; Widya Meliana; Widya Zahirah; Zakia Tri Wulandari; Rahma Aulia
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2054

Abstract

Curriculum development is a crucial aspect of improving the quality of basic education amid the rapid advancement of science, technology, and societal changes. A sustainable and adaptive curriculum is needed to ensure that the educational process can produce students with competencies that meet the demands of the 21st century. This article aims to examine the importance of sustainable curriculum development based on contemporary needs in improving the quality of primary education. The method employed in this study is library research by analyzing various relevant literature and research findings related to curriculum development, the implementation of the Merdeka Curriculum, 21st-century skills, and strategies for enhancing the quality of primary education. The findings indicate that sustainable curriculum development should consider students' needs, technological advancements, socio-cultural changes, and future workforce demands. An adaptive curriculum can promote more effective learning processes and enhance students' critical thinking, creativity, collaboration, communication, and digital literacy skills. Furthermore, the success of curriculum development requires support from various stakeholders, including the government, schools, teachers, and the community. Therefore, sustainable curriculum development based on contemporary needs is an essential strategy for creating high-quality, relevant primary education capable of preparing future generations to face global challenges.
Peningkatan Keterampilan Sosial Siswa Menggunakan Model Pembelajaran Make A Match di Kelas IV SDM 010 Air Tiris Lita Zahrah; Muhammad Syahrul Rizal; Romi Laspita; Yusnira Yusnira; Zulfah Zulfah
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4931

Abstract

Keterampilan sosial merupakan salah satu aspek penting yang perlu dikembangkan pada siswa sekolah dasar, terutama dalam proses pembelajaran yang menuntut interaksi aktif antar peserta didik. Rendahnya keterampilan sosial siswa dapat memengaruhi keberhasilan pembelajaran, khususnya pada mata pelajaran Ilmu Pengetahuan Sosial. Penelitian ini bertujuan untuk mengetahui pelaksanaan model pembelajaran Make a Match dalam meningkatkan keterampilan sosial siswa serta mengetahui peningkatan yang terjadi setelah penerapan model tersebut pada siswa kelas IV di SDM 010 Air Tiris. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, di mana setiap siklus terdiri atas dua pertemuan. Subjek penelitian adalah 16 siswa kelas IV. Teknik pengumpulan data menggunakan observasi dan dokumentasi. Analisis data dilakukan secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan keterampilan sosial siswa setelah diterapkan model pembelajaran Make a Match. Pada pra tindakan, rata-rata keterampilan sosial siswa mencapai 71 dengan ketuntasan 38%. Setelah siklus I, rata-rata meningkat menjadi 77 dengan ketuntasan 69%. Pada siklus II, rata-rata meningkat menjadi 87 dengan ketuntasan mencapai 88%. Kesimpulan penelitian ini menunjukkan bahwa penerapan model pembelajaran Make a Match terbukti efektif dalam meningkatkan keterampilan sosial siswa kelas IV SDM 010 Air Tiris. Model ini dapat menjadi alternatif strategi pembelajaran yang inovatif dan menyenangkan untuk diterapkan guru dalam mata pelajaran Ilmu Pengetahuan Sosial maupun bidang studi lainnya.
Co-Authors Afifah Rahmadani Amelia Febriani Annisya Azzahra Atika Mawaddah Atiyah Qonitah Azrah Syarifah Kamilla Cindy Fatika Sari Dewi Andini Dinia Ahira Fitrah Dinia Putri Marsha Elan Novita Sari Elsa Novi Safitri Ernawati Br Barus Fitri Andini Hanifa Dzakiyya Hastika Alwisa Herlina Safitri Indriyanto Indriyanto Lili Mulyanti Lita Zahrah M. Syahrul Rizal Maliny Putri Melvi Lesmana Alim Miftahul Jannah Muhammad Arif Nadia Fahira Anggraini Nadila Putri Nassel Nasrul Nasrul Nasrul Nasrul Natasya Az-zahra Nelzira Nayla Nabilla Nor Aisya Novi Adelia Novi Yeanti Nur Annisa Nur Syakila Mulya Nuratna Fitri Hasanah Nurhasanah Nurhasanah Nurkauliah Aisyah Nurul Atikah Nurul Islami Putri Amalia Peza Rahma Aulia Rani, Afriza Rahma Rasti Wulandari Ratih Nurjannah Pohan Raty Fitriani Raudhatul Hasanah Resya Putri Insani Rifdah Afifah Rina Nurul Aisyah Rizal, Muhammad Syahrul Rizki Ananda Said Aziz Saskia Mawaddah Septi Valny Syahara Silvia Aulia Sintia Aprilia Sintia Ayu Lestari Siti Rahma Mailani Suci Rahmadani Syava Firdania Widya Meliana Widya Zahirah Yolanda Pahrul Yusnira Zakia Tri Wulandari Zulfah Zulfah Zulhendri