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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL TUNAS PENDIDIKAN Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Issaura Sherly Pamela
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Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Other

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ANALISIS PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN IPAS DITINJAU DARI AKTIVITAS BELAJAR KELAS V SEKOLAH DASAR Eka Wulandari; Eko Kuntarto; Issaura Sherly Pamela
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.23287

Abstract

This research aims to identify the types of students' learning activities, analyze the levels of learning activities, and analyze students' learning achievements in science lessons in terms of learning activities. This research was conducted at SDN 111/I Muara Bulian, involving one teacher and 28 class V students. This research adopts a qualitative approach with a case study type of research. Research data was obtained through observations of the learning process in science subjects, interviews with the teacher and three class V students, and assessment of students' test results. Data analysis was carried out using thematic analysis techniques. The research results show that students' learning activities in class consist of 8 types, namely visual, oral, listening, writing, drawing, motoric, mental and emotional activities. Learning activities carried out by students have different percentage levels. Based on the results of observations, it is known that there are students who have met the learning activity indicators, but there are also students who have not met the indicator criteria so that visual activities obtained a percentage of 78.6%, oral activities 69%, listening activities 79.7%, writing activities 85.7%, drawing activities 75%, motor activities 77.5%, mental activities 67.9%, and emotional activities 67.8%. The learning achievements achieved by each student also vary. Students who are actively involved in the learning process get satisfactory learning achievements while students who are passive get unsatisfactory learning achievements. So, these learning activities influence the learning achievements obtained by students at the end of each lesson. This research provides a deeper understanding of learning achievement in terms of learning activities in science subjects. The results of the research can support student involvement in the learning process in science subjects so that student learning achievement can improve well.
IMPLEMENTASI PENDEKATAN CULTURALLY RESPONSIVE TEACHING PADA PEMBELAJARAN IPAS MATERI INDONESIAKU KAYA BUDAYA DI KELAS IV SD Thera Dies Yunizha; Faizal Chan; Issaura Sherly Pamela
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.25320

Abstract

This study aims to describe the implementation of the Culturally Responsive Teaching (CRT) approach in the teaching of Natural and Social Sciences (IPAS) on the topic "My Culturally Rich Indonesia" in Grade IV at SDN 55/I Sridadi, as well as to identify the supporting and inhibiting factors in its application. The CRT approach is used to create a contextual, inclusive, and meaningful learning process by integrating students’ cultural backgrounds into learning activities. This research uses a qualitative approach with a phenomenological method. Data were collected through observation, in-depth interviews, and documentation involving the classroom teacher, the principal, and fourth-grade students. The results of the study show that the teacher successfully designed and implemented culturally-based learning by connecting IPAS material with students’ local cultural experiences. Strategies used include the use of culturally-based learning media, the incorporation of folktales and regional songs, and engaging students in relevant cultural projects. Supporting factors in the implementation of CRT include the principal’s support, the flexibility of the Merdeka Curriculum, parental involvement, and the availability of local learning media. On the other hand, the challenges identified include limited instructional time, uneven student understanding of local culture, and the absence of specific teacher training on the CRT approach. Therefore, it can be concluded that the Culturally Responsive Teaching approach is effective in enhancing student engagement, understanding, and appreciation of Indonesia’s cultural diversity. This approach also strengthens students’ cultural identity and creates a learning environment that values diversity.
Meningkatkan konsentrasi belajar peserta didik pada mata pelajaran ipas materi Indonesiaku kaya raya melalui media video animasi di kelas 5 SDN 36/1 Kilangan nurrahmah, silva; Faizal Chan; Issaura Sherly Pamela
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27586

Abstract

Penelitian ini bertujuan untuk meningkatkan konsentrasi belajar peserta didik pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) melalui penggunaan media video animasi. Penelitian dilaksanakan dalam bentuk Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus. Subjek penelitian adalah peserta didik kelas V SD Negeri 36/1 Kilangan, yang berjumlah 14 orang. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan konsentrasi belajar peserta didik setelah penggunaan media video animasi. Pada siklus I, rata-rata skor konsentrasi peserta didik sebesar 60%, dan meningkat menjadi 77,67% pada siklus II. Media video animasi terbukti mampu menarik perhatian peserta didik, menyajikan materi secara menarik dan interaktif, serta memudahkan pemahaman konsep yang bersifat abstrak. Selain itu, penggunaan media ini juga meningkatkan motivasi belajar dan menciptakan suasana pembelajaran yang lebih menyenangkan. Dengan demikian, penggunaan media video animasi dapat dijadikan sebagai alternatif strategi pembelajaran yang efektif dalam meningkatkan konsentrasi dan hasil belajar peserta didik pada mata pelajaran IPAS di jenjang sekolah dasar.
Co-Authors Abdul Razaq Ahmad Syarif Asma’ul Husna Asrial Destrinelli Destrinelli Desy Rosmalinda Eka - Sastrawati Eka Wulandari Eko Kuntarto Eny Safitri Erlinda Amnie Faizal Chan Fatimah Zahara Hendra Budiono Louisiana Muliawati Maryono Nurrahmah, Silva Pakpahan, Gritia Putri Pertiwi, Diah Prya Aprilia Qomisatun retno nabillah Putri Risdalina Septian, Wella Mada Siregar, Masyunita Syahrial Thera Dies Yunizha Yantoro Yantoro Zahyuni, Violita