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All Journal ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Pendas : Jurnah Ilmiah Pendidikan Dasar
Romi Kurniawan
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Languange, Linguistic, Communication & Media Other

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Model Pembelajaran Problem Based Learning (PBL) Pada Pembelajaran Tematik Di Sekolah Dasar Syafri Ahmad; Dina Aryanti; Romi Kurniawan
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol 13, No 2 (2023): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/esjpgsd.v13i2.46491

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran tematik terpadu menggunakan model Problem Based Learning (PBL) di kelas IV SD Negeri 03 Alai Kota Padang. Penelitian ini menggunakan pendekatan kualitatif dan kuantitatif dalam bentuk penelitian tindakan kelas. Subjek penelitian terdiri dari 27 orang, yaitu guru dan siswa kelas IV SD Negeri 03 Alai Kota Padang. Hasil penelitian menunjukkan adanya peningkatan dalam pelaksanaan pembelajaran. Pada siklus I, persentase rata-rata pelaksanaan guru mencapai 70%, dan meningkat menjadi 95% pada siklus II. Sementara itu, persentase rata-rata pelaksanaan siswa juga mengalami peningkatan dari 70% menjadi 90%. Selain itu, hasil belajar siswa juga mengalami peningkatan yang signifikan. Pada siklus I, persentase ketuntasan belajar siswa hanya mencapai 33.33%, namun meningkat menjadi 100% pada siklus II. Dalam konteks pembelajaran tematik terpadu, penelitian ini menyimpulkan bahwa penerapan model PBL memberikan dampak positif. Melalui partisipasi aktif siswa dalam memecahkan masalah, keterampilan dan pemahaman siswa dapat meningkat. Oleh karena itu, disarankan kepada para guru di sekolah dasar untuk mempertimbangkan penggunaan model PBL dalam pembelajaran tematik terpadu guna meningkatkan kualitas pembelajaran dan hasil belajar siswa.Keywords: Pembelajaran Tematik Terpadu, Problem Based Learning.
PERANAN BIMBINGAN KONSELING “TRAUMA-INFORMED” UNTUK MENINGKATKAN PEMAHAMAN KONSEP IPA DI SEKOLAH DASAR Rusnawati Ellis; Romi Kurniawan; Neleke Huliselan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35814

Abstract

Science learning in elementary schools often faces challenges not only due to conceptual complexity but also because of psychosocial trauma that undermines students’ cognitive readiness—particularly in trauma-prone regions such as Eastern Indonesia. This study aims to examine the role of trauma informed guidance and counseling in enhancing conceptual understanding of Science (IPA) through a systematic literature synthesis. Employing a library research approach, 35 theoretical and empirical sources from international journals, books, and national policy reports were analyzed. Findings reveal that trauma informed counseling significantly supports IPA comprehension through three key mechanisms: (1) creating emotional safety that lowers the affective filter, (2) building self-efficacy through validation of lived experiences and small wins, and (3) fostering psychological resilience that transforms experimental failure into meaningful learning. These insights align with the Profil Pelajar Pancasila and underscore that inclusive science education must begin with psychological safety, not merely pedagogical innovation. The study recommends a structured collaboration between science teachers and school counselors as a strategic step toward humanizing education and advancing equity in learning outcomes.
Co-Authors Dina Aryanti Neleke Huliselan, Neleke Rusnawati Ellis Syafri Ahmad