Garuda - Garba Rujukan Digital

Tantangan Dalam Mengatasi Rasa Bosan Dalam Pembelajaran IPS di Sekolah Dasar Siti Salwa Sabilla Hasan; Putri Liani Azzahra; Irma Inesia Sri Utami
Journal Pendidikan Ilmu Pengetahuan Sosial Vol. 16 No. 1 (2024): Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Vol 16 Nomor 1 Juni 2024
Publisher : FKIP, Universitas Palangka Raya

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

Artikel ini berfokus pada pendidikan IPS di tingkat SD, dengan penekanan pada tantangan dan strategi mengatasi kebosanan siswa dalam pembelajaran. Studi ini menggunakan pendekatan kualitatif deskriptif dengan studi kasus di dua sekolah dasar yang berbeda. Penelitian ini melibatkan empat guru serta 50 murid dari dua sekolah yang berbeda. Hasil penelitian menunjukkan variasi dalam minat dan keterlibatan siswa terhadap mata pelajaran IPS, dengan beberapa siswa menunjukkan minat yang tinggi, sementara yang lain kurang berminat. Guru menggunakan berbagai strategi untuk meningkatkan minat siswa, seperti mengaitkan materi dengan kehidupan sehari-hari, menggunakan media pembelajaran seperti video dan teknologi interaktif, serta melibatkan siswa dalam aktivitas praktis seperti proyek kelompok. Temuan juga menunjukkan bahwa banyak siswa merasa bosan dengan metode pengajaran yang monoton dan kurang interaktif, sehingga mereka cenderung kehilangan minat dalam pembelajaran. Implikasi dari penelitian ini adalah perlunya terus berinovasi dalam pendekatan pengajaran untuk menjaga minat siswa dan memaksimalkan potensi pembelajaran IPS di tingkat sekolah dasar

Persepsi Mahasiswa Terhadap Pembelajaran IPAS Dalam Kurikulum Merdeka Irma Inesia Sri Utami; Rachmah Amalia; Shofia Hanna Nisa; Wafa Khilda Dalilah
Journal Pendidikan Ilmu Pengetahuan Sosial Vol. 16 No. 1 (2024): Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Vol 16 Nomor 1 Juni 2024
Publisher : FKIP, Universitas Palangka Raya

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

The research aims to determine student perceptions of IPAS learning in the independent curriculum using qualitative research methods. Data was obtained through interviews with fourth semester PGSD students at Djuanda University using thematic analysis and data validity testing using source triangulation. The research results obtained four categories, which include: models, benefits, challenges and strategies in implementing IPAS learning. The research concluded that in the student perceptions, IPAS learning has various learning models, including Problem Based Learning, Discovery Learning, and Cooperative Learning which are useful in developing skills, forming character, and increasing students' scientific and social literacy. Even though there are challenges in implementing IPAS learning, teachers can develop learning strategies, such as conducting study visits, planning lessons, and forming Teacher Working Groups (KKG). This research contributes to supporting the implementation of IPAS learning in elementary schools

Tinjauan Sosiologi Pendidikan Mengenai Aksi Vandalisme Pelajar Irma Inesia Sri Utami; Regina Febriani; Shofia Saniah Nuriah; Putri Khoirunnisa
Journal Pendidikan Ilmu Pengetahuan Sosial Vol. 16 No. 1 (2024): Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Vol 16 Nomor 1 Juni 2024
Publisher : FKIP, Universitas Palangka Raya

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

This research was conducted to determine the form of vandalism and to analyze the factors that caused vandalism at MTs Arrofiiyah. This research applies a qualitative approach that focuses on case studies. The research participants consisted of 21 students aged between 15 and 16 years who conducted resource interviews and collected primary data based on the results of field studies. School facilities in the form of chairs, tables, doors, walls and so on are targets for students to carry out acts of vandalism. The form of this act of vandalism is play vandalism, which is the factor that causes vandalism to occur because of empty hours which make students feel bored and want to play around. Efforts made by the school to prevent acts of vandalism are by providing scoring or sanctions to every perpetrator of vandalism. The school is also trying to improve supervision and provide constructive alternative activities to fill students' free time. Regarding acts of vandalism, this shows that play vandalism often occurs without planning and is carried out impulsively by students. This indicates that the lack of structured activities can trigger negative behavior among students. Thus, it is important for schools to design programs that can attract student interest and reduce opportunities for vandalism

Persepsi Mahasiswa Terhadap Pembelajaran IPAS Dalam Kurikulum Merdeka Irma Inesia Sri Utami; Rachmah Amalia; Shofia Hanna Nisa; Wafa Khilda Dalilah
Journal Pendidikan Ilmu Pengetahuan Sosial Vol. 16 No. 2 (2024): Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Vol 16 Nomor 2 Desember 2024
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jpips.v16i2.17536

The research aims to determine student perceptions of IPAS learning in the independent curriculum using qualitative research methods. Data was obtained through interviews with fourth semester PGSD students at Djuanda University using thematic analysis and data validity testing using source triangulation. The research results obtained four categories, which include: models, benefits, challenges and strategies in implementing IPAS learning. The research concluded that in the student perceptions, IPAS learning has various learning models, including Problem Based Learning, Discovery Learning, and Cooperative Learning which are useful in developing skills, forming character, and increasing students' scientific and social literacy. Even though there are challenges in implementing IPAS learning, teachers can develop learning strategies, such as conducting study visits, planning lessons, and forming Teacher Working Groups (KKG). This research contributes to supporting the implementation of IPAS learning in elementary schools

Transisi dari Pembelajaran Tematik Kurikulum 2013 ke IPAS Kurikulum Merdeka di Sekolah Dasar Irma Inesia Sri Utami; Anggraeni, Syahyuni Anggun
Jurnal Penelitian Sains dan Pendidikan (JPSP) Vol 5 No 2 (2025)
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/2wm9cn50

Penelitian ini bertujuan untuk mendeskripsikan transisi dari pembelajaran tematik Kurikulum 2013 menuju pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam Kurikulum Merdeka di Sekolah Dasar. Latar belakang penelitian ini berangkat dari perubahan paradigma kurikulum yang menuntut guru untuk mengadaptasi pendekatan pembelajaran terpadu ke arah pembelajaran berbasis capaian. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek dua guru kelas tinggi di SDS IT Asy Syifa Qalbu yang telah mengimplementasikan Kurikulum Merdeka. Data dikumpulkan melalui wawancara mendalam dan dianalisis secara tematik untuk mengidentifikasi perubahan pendekatan pembelajaran, capaian pembelajaran, penguatan karakter, dan model pembelajaran yang digunakan guru. Hasil penelitian menunjukkan bahwa pembelajaran IPAS memberikan fleksibilitas lebih besar bagi guru dalam merancang pembelajaran yang kontekstual dan bermakna dibandingkan dengan pembelajaran tematik pada Kurikulum 2013. Guru merasakan peningkatan partisipasi siswa serta kemudahan dalam mengintegrasikan nilai-nilai Profil Pelajar Pancasila (P5) melalui kegiatan proyek. Namun, tantangan masih ditemukan dalam hal pemahaman guru terhadap Capaian Pembelajaran (CP) dan keterbatasan sumber belajar yang memadai. Penelitian ini berkontribusi dalam memberikan gambaran empiris tentang dinamika transisi kurikulum di sekolah dasar serta menjadi dasar bagi pengambil kebijakan untuk meningkatkan pendampingan guru dalam implementasi Kurikulum Merdeka.

Persepsi Mahasiswa PGSD terkait Model Problem-Based Learning dalam Pembelajaran IPAS: PGSD Students’ Perceptions of the Problem-Based Learning Model in IPAS Learning Nafhan Maulana Ashary; Irma Inesia Sri Utami
Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial Vol. 6 No. 2 (2025)
Publisher : Program Studi Tadris Ilmu Pengetahuan Sosial (TIPS) UIN Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/moderasi.Vol6.Iss2.515

This study explores the perception of Elementary School Teacher Education (PGSD) students of Djuanda University towards the Problem-Based Learning (PBL) model in Natural and Social Sciences (IPAS) learning. The main objective is to analyze students' understanding of the concept of PBL, its effectiveness in learning IPAS, and its relevance to teaching practices. The research uses a qualitative descriptive approach, this study involves three PGSD students as subjects. Data was collected through in-depth interviews and open-ended questionnaires, then analyzed using triangulation techniques to identify patterns and meanings. The results of the study show that PGSD students have a strong understanding of PBL as a student-centered approach that is authentic problem-based, effective in developing critical thinking and problem-solving. They perceive PBL to be very effective in increasing student involvement and understanding of IPAS concepts in a concrete way, and is very relevant to the characteristics of IPAS which focuses on everyday issues, despite minor implementation challenges. These findings confirm PBL as an effective pedagogical strategy suitable for IPAS, potentially improving the quality of teaching and equipping students with essential skills. This study is expected to contribute to the development of a more optimal teacher education curriculum and training program.

PRESEPSI GURU TERHADAP KONSEP SERVICE LEARNING DALAM PEMBELAJARAN IPAS SEKOLAH DASAR Deviyanti, Nafisah; Irma Inesia Sri Utami
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 16 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2026.v16.i1.p13-21

This study aimed to explore elementary school teachers’ perceptions of the concept of service learning in the context of IPAS (Integrated Science and Social Studies) learning. The research was conducted in May 2025 at a public elementary school in Bogor, West Java, using a descriptive qualitative design. Data were collected through an open-ended online questionnaire and in-depth interviews with six teachers of grades V and VI. The data were analyzed through thematic analysis consisting of data reduction, categorization, and conclusion drawing, supported by triangulation of techniques. The findings revealed that teachers had carried out classroom practices related to real-life issues, such as waste management, bringing healthy lunch, and environmental awareness, which reflected elements of service learning. However, these activities were still limited to the school context, without structured reflection or broader community involvement. Teachers’ understanding of the concept was still developing, yet their perception of its benefits in fostering students’ empathy, social skills, and responsibility was consistently positive. Moreover, all teachers expressed readiness to implement service learning in IPAS, although institutional support and systematic guidelines remain limited.

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search