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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Muhammad Imaduddin
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS PERAN GURU DALAM INTEGRASI KEARIFAN LOKAL PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR Vemita Rahmasari; Titania Afriza Ardila Sari; Dwi Ratna Mustikasari; Muhammad Imaduddin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16175

Abstract

Natural and social sciences (IPAS) learning in elementary schools is still predominantly focused on theoretical instruction, resulting in the underutilization of the local environment and culture as learning resources. Consequently, students often experience difficulties in relating the subject matter to their daily lives. This study aims to describe the implementation of IPAS learning in Grade III at SDN Ngunut 2 and analyze the teacher’s role in integrating local wisdom into the learning process. This study employed a qualitative approach using a case study design. Data were collected through observation, interviews, and documentation. Observations were conducted to directly examine classroom learning activities, while interviews were carried out to gather information regarding the implementation of local wisdom-based learning and the challenges encountered during its application. The findings revealed that the integration of local wisdom elements, such as the Larung Sesaji tradition and floating markets, positively contributed to students’ conceptual understanding, learning motivation, and active participation in IPAS learning. In this process, teachers acted as facilitators by developing contextual learning through the use of instructional media, discussion methods, question-and-answer activities, and learning experiences closely related to students’ daily lives. In addition to enhancing students’ understanding of the subject matter, local wisdom-based learning also fostered character values, including cooperation, mutual assistance, gratitude, and appreciation of local culture. Therefore, integrating local wisdom into IPAS learning can serve as an effective strategy to improve learning quality while strengthening character education among elementary school students.
ANALISIS KESIAPAN GURU DALAM PEMBELAJARAN IPAS BERBASIS TRADISI DAN BUDAYA LOKAL DI SEKOLAH DASAR Jihan Ainur Rofiqoh; Amnah Palistin; Aditya Farendra Aji Cahyono; Muhammad Imaduddin; Delia Indrawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17015

Abstract

This study aims to analyze teacher readiness for teaching local traditions and culture-based science and education in elementary schools. The research was conducted at SDN Kauman 1 using a qualitative case study design. The subjects were fourth-grade teachers selected purposively. Data collection techniques included observation, in-depth interviews, and documentation. The results indicate that teacher readiness for teaching local traditions and culture-based science and education is considered good. Teachers are able to integrate local culture into their learning through contextual and project-based approaches, such as introducing traditional foods, visiting gamelan production sites and tofu factories, and practicing local food processing. Local culture-based learning has been shown to increase student enthusiasm, participation, and understanding because the material is directly linked to real-world experiences in the surrounding environment. Furthermore, teachers employ differentiated learning to meet students' learning needs. However, implementation still faces several challenges, such as limited time, limited learning resources, coordination of extracurricular activities, and the need to develop local culture-based teaching modules. Therefore, support is needed in the form of strengthened lesson planning, provision of facilities, and development of teaching materials to optimize the implementation of local traditions and culture-based science and education.
KESIAPAN GURU SEKOLAH DASAR DALAM PENGGUNAAN MODUL AJAR PADA PEMBELAJARAN IPAS BERBASIS KURIKULUM MERDEKA Ilham Arwanda Nugraha; Tia Ananda Putri; Nabila Elgha Gaharuni; Muhammad Imaduddin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16035

Abstract

A learning module is an important teaching tool for supporting the Merdeka Learning Curriculum, particularly for IPAS, as it emphasizes meaningful, student-centered, learning experiences. This study aims to investigate and describe teachers’ readiness to use the learning module for IPAS teaching within the context of the curriculum. A qualitative descriptive method was employed for the study, with data collected through semi-structured interviews with a third-grade teacher at Sugihwaras 1 elementary school. The data were analyzed through the stage of reduction, presentation, and drawing conclusions. The results revealed that the teachers were well prepared to use the learning modules. This preparedness was demonstrated through their understanding of the concept of the learning module, their ability to design learning activities based on CP, TP and ATP, and their participation in training on the development of learning modules. In practice, teachers implement PBL and PjBL models by utilizing digital learning media such as PowerPoint presentations and educational videos. Teachers also integrated local wisdom and current issues to support more contextualized learning. However, challenges remain in the form of limited learning resources and adapting learning to the diverse characteristics of students. These findings demonstrate that the success of implementing the learning modules is influenced not only by teacher preparedness, but also by adequate support and a conducive learning environment. Therefore, support and continuous training are needed to optimize the implementation of learning modules in the Merdeka Learning Curriculum, particularly for IPAS.
PERENCANAAN, STRATEGI, DAN PENILAIAN DALAM DESAIN PEMBELAJARAN IPAS OLEH GURU DI SEKOLAH DASAR Elisya Risma Salsabilla; Adzra Aunatulah Salsabila; Aa Rega Raffid Ciptandri; Muhammad Imaduddin; Arif Mahya Fanny
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18035

Abstract

The implementation of the Independent Curriculum requires teachers to design student-centered learning through integrated planning, strategies, and assessment. Natural and Social Sciences (IPAS) play an important role in developing students' critical thinking, problem-solving, collaboration, and contextual understanding of natural and social phenomena. However, several challenges still exist in practice, such as the limited availability of teaching tools, differences in student characteristics, and the complexity of implementing assessments in accordance with the principles of the Independent Curriculum. This study aims to analyze the planning, strategies, and assessment in designing IPAS learning implemented by teachers at Gulun 3 Elementary School. This study uses a descriptive qualitative approach with data collection techniques including interviews, observation, and documentation. The results show that teachers develop learning modules based on Learning Outcomes (LI) and Learning Objectives Flow (ATP) of the Independent Curriculum. The learning strategies implemented are student-centered through the use of Problem-Based Learning (PBL) and Project-Based Learning (PJBL) models, group discussions, and the use of digital media. Assessment is carried out comprehensively through diagnostic, formative, and summative assessments, which cover cognitive, affective, and psychomotor aspects. However, challenges remain, including limited technological resources and differentiated learning management. Therefore, it is necessary to improve teacher skills and strengthen teaching resources to optimize the implementation of science and knowledge learning models in elementary schools.
INTEGRASI ISU KONTEMPORER DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM DAN SOSIAL PADA KURIKULUM MERDEKA DI SEKOLAH DASAR Yona Dwi Kusumawati; Adhistya Putri; Dynar Ayu Puspita Rukmi; Muhammad Imaduddin; Arif Mahya Fanny
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Now Available
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18062

Abstract

Theory and textbook-oriented learning often results in meaningless learning experiences and fails to develop students’ critical thinking skills with regard to social issues. Contextual learning is expected to help students understand the purpose of learning and relate it to everyday life. This study aims to analyze the implementation of contemporary issues in IPAS teaching within the Merdeka Curriculum at primary school. The research takes a qualitative approach, emphasizing an in-depth understanding of teachers’ experiences, opinions, and practices in classroom learning activities. The findings reveal that teachers have integrated contemporary issues into teaching module development, the learning process, media, and contextual problem-based discussion activities relevant to students’ daily lives, Contemporary issues were integrated through PBL, utilizing video and online news, as well as discussion and direct observation activities in the community. This approach made students more active and enthusiastic learners who were better able to understand the material because it was relevant to their real-life experiences. Furthermore, integrating contemporary issues was proven to enhance students critical thinking, collaboration, communication, and social awareness.
ANALISIS MODEL PEMBELAJARAN INOVATIF TERHADAP PARTISIPASI AKTIF SISWA PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR Anissa Salsabila Wirdani; Rhaffy Hendrika Prasetiohadi; Shofiatul Muawanah; Muhammad Imaduddin; Arif Mahya Fanny
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18235

Abstract

In teaching and learning activities at school, teachers often face various challenges related to student engagement in the classroom, particularly in the learning process at the elementary school level. This indicates that education must continue to evolve in order to meet the diverse needs of students that arise over time. This situation is also one of the challenges faced by teachers in the learning process at the elementary school level. Therefore, all teachers are obligated to possess the ability to manage learning effectively to create a meaningful learning environment, and one way to do this is by implementing innovative learning models. This study aims to analyze the relationship between the implementation of innovative learning models and students’ active participation in IPAS (Science) lessons in the fourth grade at Suratmajan Public Elementary School. This study is a descriptive-evaluative study using a qualitative approach supported by simple data collection obtained through the distribution of Likert-scale questionnaires. The data collection techniques employed included observation, teacher interviews, the distribution of questionnaires to all students, and documentation. The data obtained was then reanalyzed descriptively to identify the relationship between the implementation of innovative learning models and student participation. Through the observation and data analysis conducted, the results of this study demonstrate and confirm that the implementation of innovative learning models is effective in enhancing student participation in the learning process, as evidenced by increased student engagement in asking questions, answering, and discussing in groups.
PEMBELAJARAN IPAS BERBASIS KEARIFAN LOKAL KENDUREN UNTUK PENGUATAN NILAI GOTONG ROYONG DAN SOPAN SANTUN SISWA SEKOLAH DASAR Nissa Nafida Alma; Via Widyawati; Nadiya Fika Putri Khairunnisa; Muhammad Imaduddin; Arif Mahya Fanny
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18243

Abstract

This study aims to describe the implementation of IPAS (Natural and Social Sciences) instruction based on the Kenduren local wisdom tradition to strengthen the values ​​of gotong royong (mutual cooperation) and politeness among fourth-grade students at SDN Karangsono, as well as to identify teacher strategies and analyze obstacles encountered during the learning process. The Kenduren tradition was selected because it embodies values ​​of togetherness and etiquette that resonate with the students' lives. A qualitative case study approach was employed, utilizing structured interviews and observations. The findings indicate that the values ​​of mutual cooperation and politeness inherent in the Kenduren tradition are relevant for integration into IPAS instruction. Mutual cooperation is instilled through group discussions, peer tutoring, and the habit of helping one another, while politeness is fostered through teacher role modeling, the use of polite language, showing respect to teachers and peers, and introducing the etiquette associated with the Kenduren tradition. Implementing instruction based on local wisdom has positively impacted student behavior, evidenced by increased willingness to help peers, improved cooperation skills, the use of more polite language, and respectful attitudes toward teachers and elders. However, the study also identified a gap between understanding and application; while students can articulate these values, they do not yet consistently practice them in their daily lives, particularly outside of teacher supervision. To address this, teachers employ strategies such as peer tutoring and role modeling during morning routines, and utilize digital media such as Smart TVs to boost learning motivation. The study concludes that IPAS instruction based on the Kenduren local wisdom tradition contributes to strengthening the values ​​of mutual cooperation and politeness. Sustaining the reinforcement of these values ​​requires closer collaboration among schools, families, and the community to ensure consistent internalization in daily life.
Co-Authors Aa Rega Raffid Ciptandri Adhistya Putri Aditya Farendra Aji Cahyono Adzra Aunatulah Salsabila Amnah Palistin Andhita Putri Maharani Andistya Ravelina Putri Anissa Salsabila Wirdani Arif Mahya Fanny Arif Mahya Fanny Arif Mahya Fanny Arif Nahya Fanny Arsanda Wikan Dinata Cristian yudha Asmara Delia Indrawati Dessy Cahaya Permata Dwi Ratna Mustikasari Dynar Ayu Puspita Rukmi Elisya Risma Salsabilla Faradilla Namiera Putri Hana Andriningrum Helda Kusuma Wardani Ilham Arwanda Nugraha Izzatunnisa Alyya Attaqiya Jihan Ainur Rofiqoh Juwita Isna Lestari Kartika Dwi Astuti Keysya Josi Putri Salsabila Khoirina Bilkisti Lusy Rahmawati Lutfiatin Fahra Amelia Marisa Cindyana Wardhani Melyza Vidhia Putri Muh Syauqi Malik Muhammad Al Habib Muhammad Maulana Mutiara Saputri Nabil Maulana Majid Nabila Elgha Gaharuni Nadiya Fika Putri Khairunnisa Nindya Wibi Paramarta Nissa Nafida Alma Nora Sara Damayanti Rhaffy Hendrika Prasetiohadi Shalsabylla Alfarezma Shofiatul Muawanah Tia Ananda Putri Titania Afriza Ardila Sari Vemita Rahmasari Via Widyawati Vit Ardhyantama Wulanda Febiani Yona Dwi Kusumawati Zalfa Nabila Aprilianti