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DEVELOPMENT OF IPAS TEACHING MATERIALS IN THE INDEPENDENT CURRICULUM FOR GRADE IV ELEMENTARY SCHOOL BASED ON METACOGNITIVE STRATEGIES Jumanto Jumanto; Mukhlis Mustofa
Jurnal Cakrawala Pendas Vol. 9 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i2.4790

Metacognition is one-factor influencing students' processes and learning achievement. Many studies have shown that metacognition helps individuals become more effective learners, enabling them to regulate and improve their thinking and learning methods more effectively. This study aims to produce metacognitive-based teaching materials for the subject of Science in Grade IV Elementary School with the Merdeka Curriculum and to test its validity. This research is a Research and Development (R & D) using the Borg and Gall development model, which is simplified into seven stages: a preliminary study, research planning, design development, limited trial, revision of limited trial, large-scale trial, and revision of large-scale trial. The samples were selected using a purposive sampling technique, with 10 students in the limited trial and 26 in the large-scale trial. The validity of the teaching materials was evaluated by subject matter experts, metacognitive experts, and educational media experts, as well as response questionnaires from teachers and students. The data analysis technique used is descriptive, which presents the product development results. The results of the study show that the development of metacognitive-based teaching materials for the subject of Science in Grade IV Elementary School with the Merdeka Curriculum is valid and feasible to use, based on the validation results from subject matter experts, metacognitive experts, and educational media experts, as well as student assessment questionnaires with average criteria of excellent. The results of the large-scale trial show an increase in student learning motivation, from 45% of students with high self-directed learning motivation to 70% of 26 students. Metakognisi adalah salah satu faktor yang mempengaruhi proses dan prestasi belajar siswa. Banyak penelitian yang membuktikan bahwa metakognisi membantu seseorang menjadi pembelajar yang lebih efektif, karena metakognisi menjadikan seseorang mampu mengatur dan memperbaiki cara berpikir dan belajarnya secara lebih efektif. Penelitian ini bertujuan untuk menghasilkan bahan ajar yang berbasis metakognitif pada mata pelajaran IPAS kelas IV SD dengan Kurikulum Merdeka serta menguji kevalidannya. Jenis penelitian ini adalah Research and Development (R & D) dengan model pengembangan Borg and Gall yang disederhanakan menjadi tujuh tahap yaitu, studi pendahuluan, perencanaan penelitian, pengembangan desain, uji coba terbatas, revisi uji coba terbatas, uji coba skala luas, revisi hasil uji coba secara luas. Pengambilan sampel dilakukan dengan teknik purposive sampling yaitu 10 pesera didik pada uji coba skala terbatas dan 26 siswa pada uji coba skala luas. Validitas bahan ajar diupayakan melalui validasi ahli materi, ahli metakognitif, dan ahli media pendidikan, serta angket respon dari pendidik dan siswa. Teknik analisis data menggunakan teknik deskriptif yang memaparkan hasil pengembangan produk. Hasil penelitian menunjukkan bahwa pengembangan bahan ajar berbasis metakognitif pada mata pelajaran IPAS kelas IV SD dengan Kurikulum Merdeka valid dan layak digunakan berdasarkan hasil validasi dari ahli materi, ahli metakognisi dan ahli media serta berdasarkan angket penilaian siswa dengan rata-rata kriteria sangat baik. Hasil ujicoba skala luas menunjukkan peningkatan motivasi belajar siswa yaitu dari 45% siswa yang mempunyai motivasi belajar mandiri tinggi meningkat menjadi 70% dari 26 siswa.

IMPLEMENTASI PENDIDIKAN KARAKTER DISIPLIN SISWA DALAM PEMBELAJARAN DARING DI KELAS IV SEKOLAH DASAR NEGERI CENGKLIK SURAKARTA TAHUN PELAJARAN 2020/2021 Novia Putri Bertina; Sugiaryo Sugiaryo; Mukhlis Mustofa
Widya Wacana: Jurnal Ilmiah Vol. 17 No. 2 (2022): Jurnal Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

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The aims of this study were 1) to find out the implementation of character education regarding Student discipline in online learning, 2) to find out the obstacles faced by teachers in Implementing character education about student discipline in online learning, 3) to find out what Strategies the teacher used in implementation of character education about student discipline in Online learning.The research method used was a descriptive qualitative research. The research subjects used Were students in class IV, class teacher, school principal and parents. Source of data obtained Was primary data obtained directly. Data collection techniques were through interviews, Documentation, questionnaires, and observation. The validity of the data used was the credibility Test. The data analysis technique used was descriptive qualitative with an interactive model. The results of the research were 1) the implementation of character education regarding student Discipline is always applied in every learning taking place. This implementation was carried out Using learning media such as WhatsApp, Zoom, Google Meet. 2) the obstacles faced by teacher Were students who still needed direct examples from teacher, learning that was still teacher- Centered, less optimal delivery of learning material, 3) the strategy used by teachers in Implementing character education regarding student discipline was to provide rewards for Achievement obtained by students Keywords: Discipline Character, Online Learning, Students

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR DAN MINAT BELAJAR SISWA KELAS IV PEMBELAJARAN MATEMATIKA Linda Natalia; Anita Trisiana; Mukhlis Mustofa
Widya Wacana: Jurnal Ilmiah Vol. 18 No. 2 (2023): Jurnal Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/jww.v18i2.9923

The purpose of this study was to determine the effect of applying the problem-based learning model on learning outcomes and students’ learning interest in class IV in learning mathematics at SD N Joglo 76 Surakarta in 2023. This quantitative research has a design one group pretest-posttest design. The population were all students in class IV at SD N Joglo 76 Surakarta with a saturated sampling technique, the sample used was 28 students in class IVB. Data collection techniques were through observation, interviews, tests and questionnaires. Based on the test questions, the results of the t-count hypothesis was 12.608 with the value of t-table was d.b = (n-1) the result was (28-1) = 27 at the 5% significance level was 1.703. The normality test results t-count > t-table or 12.608 > 1.703. The average student questionnaire changed from the pretest to the posttest, 28.01 to 31.8. Based on the results of the simple linear regression test the F-count is 36.596 with a significance of 0.000 < 0.05. So, it could be concluded that there is an influence in using the problem-based learning model on learning outcomes and students’ reading interest in class IV in learning mathematics at SD N Joglo 76 Surakarta in 2023. Keywords: Problem-based Learning Model, Learning Outcomes, Interest in Learning

DEVELOPMENT OF IPAS TEACHING MATERIALS IN THE INDEPENDENT CURRICULUM FOR GRADE IV ELEMENTARY SCHOOL BASED ON METACOGNITIVE STRATEGIES Jumanto Jumanto; Mukhlis Mustofa
Jurnal Cakrawala Pendas Vol. 9 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i2.4790

Metacognition is one-factor influencing students' processes and learning achievement. Many studies have shown that metacognition helps individuals become more effective learners, enabling them to regulate and improve their thinking and learning methods more effectively. This study aims to produce metacognitive-based teaching materials for the subject of Science in Grade IV Elementary School with the Merdeka Curriculum and to test its validity. This research is a Research and Development (R & D) using the Borg and Gall development model, which is simplified into seven stages: a preliminary study, research planning, design development, limited trial, revision of limited trial, large-scale trial, and revision of large-scale trial. The samples were selected using a purposive sampling technique, with 10 students in the limited trial and 26 in the large-scale trial. The validity of the teaching materials was evaluated by subject matter experts, metacognitive experts, and educational media experts, as well as response questionnaires from teachers and students. The data analysis technique used is descriptive, which presents the product development results. The results of the study show that the development of metacognitive-based teaching materials for the subject of Science in Grade IV Elementary School with the Merdeka Curriculum is valid and feasible to use, based on the validation results from subject matter experts, metacognitive experts, and educational media experts, as well as student assessment questionnaires with average criteria of excellent. The results of the large-scale trial show an increase in student learning motivation, from 45% of students with high self-directed learning motivation to 70% of 26 students. Metakognisi adalah salah satu faktor yang mempengaruhi proses dan prestasi belajar siswa. Banyak penelitian yang membuktikan bahwa metakognisi membantu seseorang menjadi pembelajar yang lebih efektif, karena metakognisi menjadikan seseorang mampu mengatur dan memperbaiki cara berpikir dan belajarnya secara lebih efektif. Penelitian ini bertujuan untuk menghasilkan bahan ajar yang berbasis metakognitif pada mata pelajaran IPAS kelas IV SD dengan Kurikulum Merdeka serta menguji kevalidannya. Jenis penelitian ini adalah Research and Development (R & D) dengan model pengembangan Borg and Gall yang disederhanakan menjadi tujuh tahap yaitu, studi pendahuluan, perencanaan penelitian, pengembangan desain, uji coba terbatas, revisi uji coba terbatas, uji coba skala luas, revisi hasil uji coba secara luas. Pengambilan sampel dilakukan dengan teknik purposive sampling yaitu 10 pesera didik pada uji coba skala terbatas dan 26 siswa pada uji coba skala luas. Validitas bahan ajar diupayakan melalui validasi ahli materi, ahli metakognitif, dan ahli media pendidikan, serta angket respon dari pendidik dan siswa. Teknik analisis data menggunakan teknik deskriptif yang memaparkan hasil pengembangan produk. Hasil penelitian menunjukkan bahwa pengembangan bahan ajar berbasis metakognitif pada mata pelajaran IPAS kelas IV SD dengan Kurikulum Merdeka valid dan layak digunakan berdasarkan hasil validasi dari ahli materi, ahli metakognisi dan ahli media serta berdasarkan angket penilaian siswa dengan rata-rata kriteria sangat baik. Hasil ujicoba skala luas menunjukkan peningkatan motivasi belajar siswa yaitu dari 45% siswa yang mempunyai motivasi belajar mandiri tinggi meningkat menjadi 70% dari 26 siswa.

Evaluasi Penerapan Model Pembelajaran Problem Based Learning terhadap Kemampuan Berpikir Kritis pada Mata Pelajaran IPAS Kelas IV SDN Mojosongo 3 Surakarta M. Hafid Ryandita Adji; Feri Faila Sufa; Mukhlis Mustofa
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7553

The objective of this study is to examine the implementation of the Problem-Based Learning (PBL) model on critical thinking skills in the IPAS (Integrated Science and Social Studies) subject for Class IV at SDN Mojosongo 3 Surakarta during the 2023/2024 academic year. This research was conducted at SDN Mojosongo 3 Surakarta using qualitative descriptive research. The subjects of this research were the school principal, class V teacher, 6 class IV students. Data collection techniques in this research are through observation, interviews, documentation. This research uses the CIPP evaluation method. The CIPP model is an abbreviation for context evaluation, input evaluation, process evaluation, and product evaluation. The CIPP evaluation model is an evaluation approach that is oriented towards decision makers (decision centric evaluation structured approach) to provide assistance to administrators or decision making leaders. The conclusion from the observation results shows that the application of the Problem Based Learning (PBL) model in Natural and Social Sciences (IPAS) learning in class IV at SDN Mojosongo 3 Surakarta has a positive and significant influence on students' critical thinking abilities. Through the application of this model, students are able to demonstrate increased abilities at several stages of critical thinking, namely interpretation, analysis, drawing conclusions, explanation, reflection and self-regulation.

Analysis of the Implementation of the TPACK-Based Problem-Based Learning Model on Students’ Critical Thinking Skills in Flat Shape Material in Grade 2 of SD Negeri Laweyan Surakarta Clara Karunia; Ema Butsi Prihastari; Mukhlis Mustofa
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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This study aims to analyze in depth the implementation of the Problem Based Learning (PBL) model based on Technological Pedagogical and Content Knowledge (TPACK) and its influence on the critical thinking skills of second-grade students at SD Negeri Laweyan Surakarta. This research employed a descriptive qualitative approach involving three second-grade students as research subjects. Data collection techniques included observation, interviews, and documentation, with data obtained from both primary and secondary sources. The validity of the data was ensured through source triangulation and technique triangulation. Data analysis was carried out through several stages: data collection, data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the TPACK-based PBL model can foster students’ critical thinking skills in solving problems related to two-dimensional shapes, although the overall level remained moderate. Students in the high category demonstrated accurate understanding and problem solving, while those in the moderate category were able to answer correctly though only on certain types of questions. Students in the low category experienced difficulties in understanding and solving problems. Several obstacles identified during the implementation process included limited instructional time, differences in students' cognitive abilities, and difficulties in recalling and expressing the material that had been learned.

Analisis Karakter Kemandirian Belajar dalam Implementasi P5 Kurikulum Merdeka Dimensi Mandiri Pada Peserta Didik Kelas IV di SD Negeri Teguhan Sragen Tahun Pelajaran 2024/2025 Irma Wulandari; Oktiana Handini; Mukhlis Mustofa
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3943

Tujuan penelitian ini adalah untuk mengetahui bagaimana implementasi projek penguatan profil pelajar Pancasila di SD Negeri Teguhan Sragen. Jenis penelitian yang digunakan adalah penelitian kualitatif, metode pengumpulan data yang digunakan adalah wawancara, observasi dan dokumentasi. Teknik analisis datanya menggunakan metode yang dikembangkan oleh Milles and Huberman yaitu mereduksi data, menyajikan data, dan menarik kesimpulan. Adapun triangulasi yang digunakan adalah triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukan bahwa dalam implementasi projek penguatan profil pelajar Pancasila di SD Negeri Teguhan ada 1) perencanaan projek penguatan profil pelajar pancasila, dengan mengidentifikasi tingkat kesiapan satuan pendidikan, menentukan dimensi, tema dan alokasi waktu, menyusun modul projek, dan merancang strategi pelaporan hasil. 2) pelaksanaan kegiatan projek penguatan profil pelajar pancasila, di awali dengan tahap persiapan seperti koordinasi dengan kepala sekolah, rapat persiapan kegiatan projek, sosialisasi kegiatan dengan wali murid, dan persiapan instrumen yang akan digunakan. Pelaksanaan kegiatan P5 diluar kelas dilakukan dengan pembiasaan sholat duha berjamaah setiap hari sabtu pagi, kemudian pada tahap pelaksanaan dikelas IV diawali dengan penjelasan dan pengenalan konsep projek yang akan dibuat, membimbing peserta didik dalam perencanaan projek, aksi nyata pembuatan projek, dan refleksi kegiatan. 3) Evaluasi projek dilakukan dengan menggunakan catatan hasil pengamatan selama projek berlangsung, portofolio peserta didik dan rubrik pengembangan peserta didik. Keterbatasan penelitian meliputi keterbatasan data penelitian terkait kegiatan P5 pada pelaksanaan pembiasaan sholat duha berjamaah, serta keterbatasan waktu, tenaga, dan kemampuan peneliti.

Analisis Karakter Kemandirian Belajar dalam Implementasi P5 Kurikulum Merdeka Dimensi Mandiri Pada Peserta Didik Kelas IV di SD Negeri Teguhan Sragen Tahun Pelajaran 2024/2025 Irma Wulandari; Oktiana Handini; Mukhlis Mustofa
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3948

Tujuan penelitian ini adalah untuk mengetahui bagaimana implementasi projek penguatan profil pelajar Pancasila di SD Negeri Teguhan Sragen. Jenis penelitian yang digunakan adalah penelitian kualitatif, metode pengumpulan data yang digunakan adalah wawancara, observasi dan dokumentasi. Teknik analisis datanya menggunakan metode yang dikembangkan oleh Milles and Huberman yaitu mereduksi data, menyajikan data, dan menarik kesimpulan. Adapun triangulasi yang digunakan adalah triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukan bahwa dalam implementasi projek penguatan profil pelajar Pancasila di SD Negeri Teguhan ada 1) perencanaan projek penguatan profil pelajar pancasila, dengan mengidentifikasi tingkat kesiapan satuan pendidikan, menentukan dimensi, tema dan alokasi waktu, menyusun modul projek, dan merancang strategi pelaporan hasil. 2) pelaksanaan kegiatan projek penguatan profil pelajar pancasila, di awali dengan tahap persiapan seperti koordinasi dengan kepala sekolah, rapat persiapan kegiatan projek, sosialisasi kegiatan dengan wali murid, dan persiapan instrumen yang akan digunakan. Pelaksanaan kegiatan P5 diluar kelas dilakukan dengan pembiasaan sholat duha berjamaah setiap hari sabtu pagi, kemudian pada tahap pelaksanaan dikelas IV diawali dengan penjelasan dan pengenalan konsep projek yang akan dibuat, membimbing peserta didik dalam perencanaan projek, aksi nyata pembuatan projek, dan refleksi kegiatan. 3) Evaluasi projek dilakukan dengan menggunakan catatan hasil pengamatan selama projek berlangsung, portofolio peserta didik dan rubrik pengembangan peserta didik. Keterbatasan penelitian meliputi keterbatasan data penelitian terkait kegiatan P5 pada pelaksanaan pembiasaan sholat duha berjamaah, serta keterbatasan waktu, tenaga, dan kemampuan peneliti.

Profiling and Enhancing Scientific Literacy in Disaster Mitigation: The Effectiveness of the Discovery Learning Model for Elementary School Teacher Education Students Anggit Grahito Wicaksono; Mukhlis Mustofa; Daru Angga Amirullah
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11064

The critical need for effective pedagogical interventions to address Indonesia's declining scientific literacy, especially within its disaster-prone context, drives this study, which aims to investigate the effectiveness of the discovery learning model in enhancing the scientific literacy of elementary school teacher education (PGSD) students within disaster mitigation contexts. Employing a mixed-methods sequential explanatory design with 32 participants, data were collected via a pretest-posttest using a validated scientific literacy test measuring three PISA competencies and analyzed descriptively, with paired t-tests, N-gain scores, and thematic analysis. Results indicated a significant quantitative improvement (p < 0.05) as mean scores rose from 53.28 to 72.50 with a moderate N-gain of 0.411, while qualitative findings revealed enhanced engagement and critical thinking, albeit with persistent challenges in translating theoretical knowledge into practical application, particularly in the competencies of explaining phenomena and using evidence. It is concluded that structured discovery learning significantly enhances scientific literacy among pre-service teachers when contextualized within authentic scenarios, underscoring its essential role in teacher education for disaster-prone regions like Indonesia and recommending the incorporation of applied learning experiences to effectively bridge the theory-practice gap in science education.

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