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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Tunas: Jurnal Penelitian Pendidikan Dasar
Muhammad Nur Mannan, Muhammad Nur
Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang (UNNES)
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Pemahaman Kurikulum Merdeka di Pendidikan Keguruan : Studi pada Calon Guru Sekolah Dasar Zahra, Ince Raudhiah; Kurniati, Nurdiyah; Mannan, Muhammad Nur; Supriyatna, Yana
Tunas: Jurnal Penelitian Pendidikan Dasar Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Mulawarman

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Abstract

Kurikulum pendidikan formal, termasuk pada jenjang Sekolah Dasar yang dinamis membuat tidak hanya guru, namun juga calon guru perlu dipersiapkan memahami kurikulum yang baru. Untuk itu, penelitian ini bertujuan untuk mengetahui tingkat pemahaman mahasiswa calon guru sekolah dasar terkait kurikulum merdeka dan mengetahui pengalaman belajar mereka terkait kurikulum tersebut. Metode penelitian yang digunakan adalah kuantitatif deskriptif, sehingga terfokus pada menjelaskan keadaan yang sebenarnya tanpa dilakukan perlakuan. Teknik random sampling digunakan untuk memperoleh sampel mahasiswa sebanyak 152 orang dengan tingkat semester berbeda. Hasil menunjukkan bahwa mahasiswa semester I, III, dan V memiliki tingkat pemahaman yang bervariasi terhadap kurikulum merdeka, namun semakin tinggi semester maka semakin besar kecenderungan mereka untuk memahami kurikulum merdeka. Sebagian besar pengalaman belajar kurikulum tersebut mereka peroleh dari hampir seluruh mata kuliah yang ada di program studi yang telah mengintegrasikan pemahaman kurikulum merdeka di dalamnya. Namun, penggunaan Platform Merdeka Mengajar (PMM) pada tingkat mahasiswa masih rendah.
Investigating Knowledge of Indonesian Pre-service Science Teachers on the Greenhouse Effect Issue Mannan, Muhammad Nur; Efwinda, Shelly; Subagiyo, Lambang; Hakim, Abdul; Khotimah, Siti Qusnul; Andrian, Ricky
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.16048

Abstract

Teacher education institutions must pay attention so that future teachers have a strong and correct concept to teach actual knowledge to their students. This study explores Indonesian pre-service science teachers' (PSTs') knowledge of the Greenhouse Effect (GHE). The research participants were 187 Indonesian PSTs. The sampling technique used in this study was purposive sampling. The research instrument used was a questionnaire survey of 24 knowledge questions with three answer choices (true, wrong, or do not know) and two open questions. The PSTs' knowledge data were analyzed through statistics and the Mann-Whitney test. The results of the data analysis showed that PSTs' knowledge was in a low category, with an average score of 66.82. There was no significant difference between the knowledge of junior (2nd and 4th semester) and senior (6th and 8th semester) PSTs shown by a significance value of 0.445 > 0.005. Our findings also show that their knowledge of this issue is only superficial; for example, most of them mentioned that they had learned about the GHE process, but their explanations of how the GHE occurs were not detailed. Therefore, Institutions must strengthen their curriculum to equip PSTs with accurate and actionable knowledge of the GHE.
ANALISIS IMPLEMENTASI PENDEKATAN STEM DALAM PEMBELAJARAN IPA DI SEKOLAH DASAR: STUDI KONTEKSTUAL DI KOTA SAMARINDA Supriyatna, Yana; Suhartini, Erna; Raudhiah Zahra, Ince; Mannan, Muhammad Nur; Khaerani, Rosita Putri Rahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.31500

Abstract

STEM (Science, Technology, Engineering, and Mathematics) holds strong potential to promote 21st-century skills in elementary education, yet its implementation faces ongoing challenges. This study examines teachers’ understanding, instructional strategies, obstacles, institutional support, and the impact of STEM-based science learning in Samarinda, Indonesia. Using a descriptive qualitative-quantitative approach, data were collected from 18 teachers through questionnaires, interviews, reflections, and document analysis. Findings show that while teachers demonstrate basic understanding of STEM, especially in science and technology (mean score: 3.90), the integration of engineering and mathematics remains limited (3.60). Key barriers include limited training, insufficient time, and inadequate resources (3.23), with school support remaining general (3.00). Despite this, teachers actively seek resources and engage in informal collaboration. STEM practices reportedly increase student engagement, creativity, and critical thinking (4.10). The study highlights the need for practical training, contextual learning tools, teacher collaboration, and sustained policy support to strengthen STEM education at the elementary level.
Co-Authors Abdul Hakim Efwinda, Shelly Khaerani, Rosita Putri Rahmi Khotimah, Siti Qusnul Kurniati, Nurdiyah Lambang Subagiyo Raudhiah Zahra, Ince Ricky Andrian, Ricky Suhartini, Erna YANA SUPRIYATNA Zahra, Ince Raudhiah