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All Journal Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Pendidikan Citra Bakti
Yusrika Firda Isnaini
Universitas Muhammadiyah Surakarta
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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PENERAPAN MODEL PROJECT BASED LEARNING DENGAN PENDEKATAN TPACK PADA PEMBELAJARAN IPA Prapti Octavia Ningsih; Nuraini Alkhasanah; Yusrika Firda Isnaini; Ikhsan Maulana; Yulia Maftuhah Hidayati; Anatri Desstya
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 10 No. 4 (2023)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v10i4.1904

Abstract

Model pembelajaran PJBL dan konsep TPACK serta penerapannya pada pembelajaran di sekolah akan memberikan dampak positif terhadap pembelajaran IPA di Sekolah Dasar. Dalam penerapannya guru belum terbiasamenggunakan metode ini tetapi terbiasa menggunakan pembelajaran tradisional student centered. Penelitian ini bertujuan untuk mendiskripsikan penerapan PJBL dengan pendekatan TPACK dalam pembelajaran IPA kelas VI SD Negeri sidorejo 02. Dalam penerapan ini, guru berperan sebagai fasilitator dan pendamping siswa dalam menjalankan proyek, sementara siswa berperan sebagai pembelajar aktif yang mencari solusi atas tantangan yang diberikan. Dalam hal ini peneliti menggunakan metode penelitian kualitatif deskriptif, dengan jenis peneltian fenomenologi yang akan mendeskripsikan proses penerapan pembelajaran. Teknik pengumpulan data dengan observasi, wawancara, pemberian tes dan dokumentasi. Hasil penelitian menunujukan bahwa penerapan Model Project Based Learning dengan pendekatan TPACK pada pembelajaran IPA di kelas VI SD Negeri Sidorejo 02 sudah berjalan dengan baik dan sesuai dengan visi misi sekolah. Dampak yang positifnya adalah pembelajaran semakin menarik, meningkatkan prestasi akademik maupun non akademik murid, pembelajaran tidak menjenuhkan, guru lebih kreatif.
Differentiated Learning Strategies by Guru Penggerak: Accommodating the Needs of Slow Learner in Primary School Yusrika Firda Isnaini; Minsih Minsih; Choiriyah Widyasari; Helzi Helzi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7052

Abstract

Slow learners are students with below-average cognitive abilities who require more time and support to grasp academic concepts. Their learning challenges often include difficulties in reading, writing, and comprehending instructional content, resulting in delayed task completion and lower academic performance. Addressing these needs is crucial within inclusive classrooms, especially under the Indonesian Guru Penggerak (Teacher Leader) program, which aims to foster transformative, student-centered learning.This qualitative study explores how a Guru Penggerak implements differentiated learning strategies to support slow learner students in a second-grade inclusive classroom at SDN Kadokan 02. Data were collected through classroom observations, semi-structured interviews with the teacher and principal, and analysis of relevant documents. Data triangulation was used to ensure validity, and analysis followed the steps of data reduction, presentation, and conclusion drawing.Findings indicate that the teacher implemented two core differentiation strategies: process differentiation—providing guided instruction, visual media, and individualized support—and product differentiation—modifying assessment formats to align with students’ readiness levels. Regular students engaged in more independent learning, while slow learners received intensive scaffolding through visual aids, repeated instructions, and individualized feedback.The differentiation approach effectively addressed diverse readiness levels within the same classroom, supporting both slow learners and their peers. The role of the Guru Penggerak was critical in designing inclusive and adaptive learning processes.Differentiated instruction, as practiced by Guru Penggerak, is an effective strategy to accommodate slow learners in inclusive classrooms. This study offers practical insights for educators aiming to implement equitable teaching strategies.
Co-Authors Anatri Desstya Choiriyah Widyasari Helzi Helzi Ikhsan Maulana Minsih Nuraini Alkhasanah Prapti Octavia Ningsih Yulia Maftuhah Hidayati