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All Journal JURNAL KEGURUAN QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama MODELING: Jurnal Program Studi PGMI Pendekar : Jurnal Pendidikan Berkarakter Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Pendidikan dan Konseling Keraton: Journal of History Education and Culture Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Ikhtisar: Jurnal Pengetahuan Islam AKM: Aksi Kepada Masyarakat INVENTION: Journal Research and Education Studies Edu Research : Jurnal Penelitian Pendidikan YASIN: Jurnal Pendidikan dan Sosial Budaya Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Islam & Contemporary Issues Islamic Education FingeR: Journal of Elementary School PEDAGOGIC: Indonesian Journal of Science Education and Technology Walada: Journal of Primary Education Jurnal Pendidikan Matematika Danadyaksa Historica Andragogi Jurnal Pendidikan dan Pembelajaran Aksi Kita: Jurnal Pengabdian Kepada Masyarakat Teaching and Learning Research Journal QAULAN Jurnal Komunikasi dan Penyiaran Islam
Rahmi Seri Hanida
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Problematika Pembelajaran IPAS Pada Kurikulum Merdeka Kelas IV di MIS Al Falah Maisyaroh Maisyaroh; Rahmi Seri Hanida; Suryadi Nasution
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan mendeskripsikan problematika pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam implementasi Kurikulum Merdeka di kelas IV MIS Al Falah. Menggunakan pendekatan deskriptif kualitatif melalui observasi, wawancara, dan dokumentasi, penelitian menemukan enam masalah utama. Guru masih kesulitan memahami struktur kurikulum dan penyusunan modul ajar sehingga kembali pada metode konvensional. Peserta didik kurang termotivasi, mudah bosan, dan kesulitan memahami materi. Metode pembelajaran cenderung monoton dan belum berpusat pada aktivitas siswa. Media pembelajaran terbatas pada buku teks tanpa dukungan visual atau digital. Evaluasi masih bersifat tradisional dan belum menerapkan asesmen autentik. Kepala sekolah pun belum mendapatkan pendampingan teknis sehingga perannya dalam supervisi akademik belum optimal. Temuan ini menunjukkan adanya kesenjangan antara konsep Kurikulum Merdeka dan praktik di kelas, sehingga diperlukan peningkatan kompetensi guru, pengembangan media inovatif, penerapan asesmen autentik, serta penguatan kepemimpinan pembelajaran.
IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN PENDIDIKAN PANCASILA KELAS IV SD NEGERI 076 KAYU JATI PANYABUNGAN Rizki Akbar Sitimpul; Rahmi Seri Hanida; Rica Umrina Lubis
Al-mujahidah Vol 7 No 1 (2026): November-April
Publisher : Institut Agma Islam Hamzanwadi NW Lombok TImur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/al-mujahidah.v7i1.387

Abstract

This study aims to reveal and describe the implementation of differentiated learning in the Pancasila Education subject for fourth-grade students at SD Negeri 076 Kayu Jati Panyabungan, as well as to identify the supporting and inhibiting factors of its implementation. The background of this research is based on the relatively optimal implementation of Pancasila Education learning, which is influenced by students’ high interest in learning, the use of various instructional strategies, and engaging learning media that encourage students’ active participation. Differentiated learning is considered a relevant strategy as it adapts to students’ individual needs and characteristics. This research employed a qualitative approach with a case study design. Data were collected through classroom observations, interviews with the Pancasila Education teacher and the principal, and documentation of classroom activities. The results show that the implementation of differentiated learning consists of three stages: (1) the planning stage, in which the teacher acts as a facilitator and motivator; (2) the implementation stage, which includes diagnostic assessment, differentiation of content, process, and product; and (3) the evaluation stage, involving formative and summative assessments. Supporting factors include a flexible curriculum, student diversity, adequate facilities, government policies and support, and competent teachers. Meanwhile, inhibiting factors include limited time, classroom space, library resources, projectors, and insufficient government training on the Independent Curriculum.
Memaknai Istilah: Pendekatan Model Strategi Metode Teknik pada Pembelajaran Zulpan Zulpan; Rahmi Seri Hanida; Ali Yusron; Ummy Qalsum Nasution; Ismi Risqi; Salsabila Ahmad Lubis; Monica Niken Wulandari; Muhammad Rizky Rochmawan
Teaching and Learning Research Journal Vol. 1 No. 4 (2025): November
Publisher : Permata Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66770/tlrj.v1i4.83

Abstract

Artikel ini bertujuan untuk membantu pemahaman konsep dasar tentang pendekatan, model, strategi, metode, teknik pembelajaran. Pemahaman konsep ini dilakukan dengan telaah secara mendalam dari referensi artikel ilmiah jurnal dan buku, seterusnya dilakukan sintesis untuk merekonstruksi teori-teori lebih mudah dipahami. teknik pembelajaran merupakan langkah spesifik metode pembelajaran, artinya teknik pembelajaran menekankan penggunaan karakteristik. Teknik pembelajaran idealnya mempertimbangkan kondisi, situasi, karakteristik kelasnya agar tercipta optimal dan tujuan pembelajaran menjadi efektif dan efisien. teknik pembelajaran diartikan sebagai cara yang dilakukan seseorang mengimplementasikan suatu metode secara spesifik. Jadi, teknik pembelajaran itu lebih fokus pada pilihan yang dilakukan agar metode-metode pembelajaran lebih efektif dan efisien, sehingga guru dapat memastikan proses penyampaian metode sesuai dengan situasi yang tepat. Hasil artikel ini berupa konstruksi konsep menggunakan bahasa sederhana berupa narasi paragraf dan peta konsep terhadap pemahaman konsep pendekatan, model, strategi, metode, teknik pada pembelajaran. Artikel ini diharapkan berkontribusi terhadap pengetahuan khususnya guru-guru untuk dapat lebih mudah memahami, sehingga guru memiliki kemampuan berpikir terstruktur.
REPRESENTASI SPANYOL DALAM KURIKULUM SEJARAH SMA DI ASIA TENGGARA: STUDI KOMPARASI INDONESIA, MALAYSIA, DAN FILIPINA Risdam Habibi Hasibuan; Rahmi Seri Hanida
Danadyaksa Historica Vol 6, No 1 (2026): Danadyaksa Historica
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/jdh.v6i1.11151

Abstract

Penelitian ini mengkaji representasi Spanyol dalam kurikulum sejarah SMA di tiga negara Asia Tenggara Indonesia, Malaysia, dan Filipina melalui pendekatan studi komparasi berbasis pustaka yang sistematis. Bertumpu pada teori memori kolektif, kurikulum sebagai konstruksi sosial, dan postkolonialisme dalam pendidikan sejarah , penelitian ini menganalisis dokumen kurikulum resmi dan buku teks terbitan pemerintah ketiga negara. Temuan menunjukkan disparitas dramatis: Spanyol hanya menempati kurang dari 2% konten sejarah Kurikulum Merdeka Indonesia, sekitar 3–5% dalam KSSM Sejarah Malaysia, dan 40–60% dalam K–12 Araling Panlipunan Filipina  mencerminkan 333 tahun pengalaman kolonial langsung Filipina di bawah Spanyol (1565–1898). Framing dominan terhadap Spanyol juga berbeda: netral-faktual di Indonesia, kritis-regional di Malaysia, dan kompleks-ambigu di Filipina. Perbedaan ini dijelaskan oleh intensitas pengalaman kolonial langsung, proyek konstruksi identitas nasional, tujuan kebijakan kurikulum, imperatif ideologis yang tertanam dalam masing-masing kurikulum dan kekayaan historiografi akademik di masing-masing negara. Sejalan dengan penelitian lain yang menemukan bahwa kurikulum nasional tersentralisasi secara sistematis menghapus narasi sejarah lokal, penelitian ini menunjukkan bahwa ketidakhadiran Spanyol dalam kurikulum Indonesia dan Malaysia mencerminkan selective amnesia struktural yang memperkuat narasi nasional dominan. Penelitian ini mendorong dekolonisasi pendidikan sejarah ASEAN dan penguatan perspektif regional dalam kurikulum nasional.
The Application of Cooperative Learning Model Type Index Card Match to Improve Student Learning Outcomes on The Subject Matter of The Proclamation of Independence Class V SD Negeri 025 Huraba Khodijah Nasution; Rahmi Seri Hanida; Ali Yusron
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5850

Abstract

This study aims to improve the learning outcomes of fifth-grade students of SD Negeri 025 Huraba on the Proclamation of Independence material through the application of the Index Card Match cooperative learning model. The study used the Classroom Action Research (CAR) method which was implemented in two cycles, with each cycle including the planning stage, action implementation, observation, and reflection. The research subjects were 22 fifth-grade students of the 2023/2024 academic year. Data were collected through teacher and student activity observation sheets and learning outcome tests. Data were analyzed using qualitative and quantitative analysis techniques. The results showed that the application of the Index Card Match model was able to improve learning activities and student learning outcomes. The average teacher activity increased from 80.00 in cycle I to 95.71 in cycle II. Student activity also increased from 63.38 to 91.55. Meanwhile, the average student learning outcomes increased from 68.64 in the initial condition to 77.36 in cycle I and 84.55 in cycle II. These findings indicate that the Index Card Match type of cooperative learning model is effective in increasing student activity and learning outcomes on the Proclamation of Independence material in class V of SD Negeri 025 Huraba.
Penerapan Model Make A Match untuk Meningkatkan Hasil Belajar Siswa Materi Makna Simbol dan Sila Pancasila Kelas IV SDN 129 Hutarimbaru Panyabungan Timur Nida Aisyah; Rahmi Seri Hanida; Ali Yusron
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3310

Abstract

This study aims to assess how the Make a Match learning model can enhance students’ learning outcomes in the subject of social issues among Grade IV students at SD Negeri 129 Hutarimbaru Panyabungan Timur. This research employs Classroom Action Research (CAR), conducted over two cycles. Each cycle includes four stages: planning, implementation, observation, and reflection. The study subjects comprised 21 students, with 9 males and 11 females from Grade IV at SD Negeri 129 Hutarimbaru Panyabungan Timur for the academic year 2024/2025. Data collection methods included observation sheets and tests. The data were analyzed both descriptively and quantitatively, with validity and reliability tests conducted to support the findings.The results indicate that the application of the Make a Match learning model significantly improved students’ learning outcomes by meeting the Minimum Mastery Criteria (KKTP). The improvement is evident across each cycle: in the pre-cycle, the students’ average score was 52.4, with a pass percentage of 47.6%. After the first cycle, the average score rose to 73.4, with a passing percentage of 61.9%. In the second cycle, the average score increased to 82.6, achieving a 100% passing rate. Based on these findings, it can be concluded that students’ learning outcomes improved significantly following the implementation of the Make a Match learning model.
Internalizing Environmental Care Values Through Waste Management: Impacts on Elementary Students' Social Relations Ahmad Fauzi Pulungan; Rahmi Seri Hanida; Hamda Hamidah; Nuratikah
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.694

Abstract

Environmental issues, particularly waste management, have emerged as one of the most pressing challenges in sustainable development globally. This study analyses the process of internalizing environmental care values through waste management and its impact on the social relations of students at SDN 154 Aek Ngali. A qualitative case study design was employed, and data were collected through participatory observation, in-depth interviews, and documentation. The findings demonstrate that the internalization of environmental care values proceeds through four interconnected mechanisms: habituation, teacher modeling, positive reinforcement, and social collaboration. Daily class duty schedules and routine communal cleaning activities not only build students' ecological consciousness but also strengthen cooperation, solidarity, and interpersonal communication and reduce interpersonal conflict among students. Waste management in schools thus functions as an integrative socio-ecological educational medium where ecological awareness formation proceeds hand in hand with the strengthening of social relations. This study contributes theoretically to environmental-based education by emphasizing the social dimension as a critical outcome of ecological practices at the elementary school level and provides a practical basis for developing waste management programs oriented not only toward environmental cleanliness but also toward the formation of a collaborative and sustainable social culture.
the peran pendidikan keluarga dalam pengamalan nilai-nilai pancasila di kelas 5 SD Negeri 258 Aek Nangali: Metode Pendidikan dalam Menanamkan Nilai-Nilai Pancasila Faktor Pendukung dan Penghambat Pendidikan Keluarga nanda wahyu saputra nasution; rica umrina lubis; rahmi seri hanida
Ikhtisar: Jurnal Pengetahuan Islam Vol 5 No 2 (2025): Ikhtisar: Jurnal Pengetahuan Islam
Publisher : Institut Agama Islam Sumatera Barat Pariaman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55062/ijpi.v5i2.988

Abstract

This study aims to analyze the role of family education in improving the practice of Pancasila values in fifth-grade students of SD Negeri 258 Aek Nangali. This study uses a qualitative approach with a case study type that allows researchers to explore in depth specific phenomena in a limited context. Data collection was carried out through observation, structured interviews, and documentation involving parents, teachers, and 20 fifth-grade students as research subjects. Data analysis techniques using the Miles and Huberman model include data reduction, data presentation, and conclusion drawing. Data validity was tested through source triangulation and method triangulation to ensure the validity and reliability of the research results. The results show that: parents mostly use hiwar education methods with a percentage of 40%, habituation 20%, exemplary 45%, where parents apply communicative, religious, and contextual approaches in instilling Pancasila values; Family education in instilling Pancasila values faces complex dynamics between supporting and inhibiting factors. The main supporting factors include the active role of parents as role models, stable socio-economic conditions, parental education level, and a conducive social environment. Meanwhile, the main inhibiting factors are incorrect or negative parenting patterns, socio-economic problems, external environmental influences, psychological conditions, and family stability. This study confirms that family education plays a very significant role in shaping students' character and serves as the initial foundation for the internalization of Pancasila values. This research provides an important contribution to the development of character education strategies that involve the active role of families as school partners in creating a generation with Pancasila character.
Optimalisasi Pojok Sejarah sebagai Sarana Peningkatan Pemahaman Nasionalisme Siswa Sekolah Dasar Rahmi Seri Hanida; Risdam Habibi Hasibuan; Widya Sari; Nur Aida; Mutiara Fadhilah
FingeR: Journal of Elementary School Vol. 4 No. 1 (2025): Edisi: Juni
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/zvcmgc96

Abstract

Tujuan penelitian ini adalah untuk mengkaji peran Pojok Sejarah dalam meningkatkan pemahaman siswa SD tentang kebangsaan. Penelitian ini dilaksanakan di SD Negeri 088 Panyabungan dengan menggunakan metode kualitatif. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Pojok Sejarah dibuat dengan memanfaatkan salah satu bagian perpustakaan sekolah yang dihias dengan menarik dan dilengkapi dengan poster sejarah serta bahan bacaan. Hasil penelitian menunjukkan bahwa Pojok Sejarah memberikan kontribusi terhadap kebangsaan siswa dalam beberapa hal: (1) meningkatkan rasa bangga menjadi orang Indonesia, (2) meningkatkan pengakuan dan penghargaan terhadap pahlawan nasional, (3) siswa memiliki aspirasi untuk berkontribusi bagi bangsa seperti para pahlawan yang mereka pelajari, (4) meningkatkan partisipasi dalam pelajaran sejarah, (5) meningkatkan antusiasme selama diskusi dan kuis sejarah, (6) meningkatkan rasa ingin tahu siswa dan interaksi dengan guru tentang topik sejarah, (7) meningkatkan rasa hormat terhadap simbol-simbol nasional seperti bendera dan lagu kebangsaan, dan (8) meningkatkan kesadaran akan nilai-nilai kebangsaan setelah memahami makna simboliknya. Salah satu tantangan yang dihadapi adalah terbatasnya dana untuk menambah koleksi sumber daya sejarah di pojok tersebut.
Historical Themes in Primary Education within the Merdeka Curriculum: Indonesian and Global Perspectives Rahmi Seri Hanida; Risdam Habibi Hasibuan
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.1034

Abstract

This study examines the representation of historical themes in elementary school IPAS (Natural and Social Sciences) textbooks within the Merdeka Curriculum, with a particular focus on concepts and content structures related to social studies. Using a qualitative content analysis approach supported by a checklist technique, the research systematically evaluates how historical materials are organized and presented across Grades 3 to 6. The findings indicate that history learning is introduced progressively, beginning with local traditions, cultural diversity, and local wisdom, and advancing toward national history and global interactions. This structure reflects an effort to develop students’ understanding of identity from the personal to the global level. However, several challenges remain, including limited depth of historical content, the dominance of hero-centered narratives, insufficient attention to causality and multiple perspectives, and the persistence of colonial biases. Comparative insights from international studies highlight the importance of balancing chronological and thematic approaches, integrating humanitarian values, promoting gender inclusivity, adopting decolonial perspectives, and utilizing innovative pedagogies such as digital technology. Overall, the study suggests that while the Merdeka Curriculum provides a strong foundation for contextual and student-centered history learning, further enrichment is needed to foster critical, inclusive, and reflective historical understanding among elementary student.
Co-Authors Adelia Rangkuti Agus Salim Ahmad Fauzi Pulungan Ahyar Hamdi Aida Sahrani Aisyaturriadho Aisyaturridho Aisyaturridho Ali Yusron Ali Yusron Anita Khairani Anita, Anita Khairani Annisa Putri Siregar Arda Lestari Arsy Putri Asrul Anwar, Asrul Efinjan Nurjannah Elis Mayanti Rambe Fadhlah, Nurul Hamda Hamidah Hamda Hamidah Hanifah Oktarina Isdamayani Isdamayani Ismi Risqi Junita Irawati Khodijah Nasution lailatul jannah Lailatul Jannah Lubis, Nisdah Khairani Lubis, Nur Atikah Maisyaroh Maisyaroh Monica Niken Wulandari Muhammad Ikbal Muhammad Irsan Barus Muhammad Panogu Muhammad Rizky Rochmawan Munawwir Nasution, Ahmad Mutiara Fadhilah Nadilah, Nadilah Nadya Annisa Lubis Nanda Mulia Riski nanda wahyu saputra nasution Nanda Wahyuni Nasution, Afridah Nasution, Amanda Sari Nasution, Suryadi Nida Aisyah nopia ratna sari Normaliza Novebri Novebri Nst, Nur Azizah Nur Aida Nur Aida Nasution Nur Halimah Nur Prasanti Nuratikah Parlindungan Parulian Siregar Parulian Siregar Patimah Sari Patimah Sari Rahmad Nainggolan Resdilla Pratiwi Rica Umrina Lubis Risdam Habibi Hasibuan Risdam Habibi Hasibuan Risdam Habibi Hasibuan Rizki Adawiah Lubis Rizki Akbar Sitimpul Rumiah Siregar Sahrul Sahyoni, Sahyoni Salsabila Ahmad Lubis Siregar, Ali Yusro Sri Marfu’ah Suadi Suadi Sulistian Damayanti Suryadi Nasution Tiara Adelina Tiara Adelina Ummy Qalsum Nasution Uswatun Hasanah Widya Sari Yasir Maulana Rambe Yenni Efrida Lubis Zulkarnain Zulpan Zulpan Zulpan