Garuda - Garba Rujukan Digital

Penerapan Pembelajaran STEAM dalam Meningkatkan Kecakapan Peserta Didik MI Wahid Hasyim Yogyakarta Himmatin Nur Fadila; Alma Pratiwi Husain
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 6, No 3 (2023): September
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v6i3.2716

This study aims to describe the application of the STEAM learning model to improving the skills of elementary school students in the city of Yogyakarta. This study uses a narrative method with interview techniques. The research subject was a class IV teacher at MI Wahid Hasyim Yogyakarta. The results of the study show that the application of the STEAM learning model can be used to improve literacy skills at the elementary school level. This literacy skill is important to have to help with critical thinking, creative thinking, being able to solve problems, and having good communication skills. This STEAM learning model also provides an atmosphere that is in accordance with real life in the learning activities carried out, making it easier for students to reason and be active while in the classroom. The application of the STEAM model is carried out with planning that is adjusted to the curriculum and characteristics of students; in practice, each topic is discussed according to the science component of the STEAM model, and the assessment is carried out in accordance with STEAM learning objectives, namely making learning more meaningful by collaborating material with real life.

Penerapan Pembelajaran STEAM dalam Meningkatkan Kecakapan Peserta Didik MI Wahid Hasyim Yogyakarta Himmatin Nur Fadila; Alma Pratiwi Husain
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 6 No 3 (2023): September
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v6i3.2716

This study aims to describe the application of the STEAM learning model to improving the skills of elementary school students in the city of Yogyakarta. This study uses a narrative method with interview techniques. The research subject was a class IV teacher at MI Wahid Hasyim Yogyakarta. The results of the study show that the application of the STEAM learning model can be used to improve literacy skills at the elementary school level. This literacy skill is important to have to help with critical thinking, creative thinking, being able to solve problems, and having good communication skills. This STEAM learning model also provides an atmosphere that is in accordance with real life in the learning activities carried out, making it easier for students to reason and be active while in the classroom. The application of the STEAM model is carried out with planning that is adjusted to the curriculum and characteristics of students; in practice, each topic is discussed according to the science component of the STEAM model, and the assessment is carried out in accordance with STEAM learning objectives, namely making learning more meaningful by collaborating material with real life.

Analisis Minat Belajar IPS Di SD/MI Melalui Metode Pembelajaran Interaktif Di Kurikulum Merdeka Nova Dwi Rahmayanti; Alma Pratiwi Husain
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 01 (2026): Februari - Maret 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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

Social Studies (IPS) learning in elementary schools (SD/MI) still faces low student learning interest due to conventional methods that emphasize memorization without linking material to real-life contexts. This study aims to examine the role and effectiveness of interactive learning methods and their alignment with the Merdeka Curriculum. The method used is a literature study with content analysis of journals, books, proceedings, and official documents published between 2020 and 2025. The results indicate that interactive media, such as visual materials developed using Canva, contextual simulations of market trading activities, and game-based evaluations through Quizizz, significantly increase student participation and enthusiasm. This approach is consistent with student-centered learning, differentiated instruction, conceptual understanding, critical thinking skills, and the development of the Pancasila Student Profile. The main challenges include limited technological facilities, teachers’ digital competence, and effective classroom management. Therefore, collaboration among the government, schools, and educators is necessary to ensure the optimal and equitable implementation of interactive learning in Social Studies across Indonesia. Pembelajaran IPS di SD/MI masih menghadapi rendahnya minat belajar akibat metode konvensional yang menekankan hafalan tanpa keterkaitan dengan kehidupan nyata. Penelitian ini bertujuan mengkaji peran dan efektivitas metode pembelajaran interaktif serta kesesuaiannya dengan Kurikulum Merdeka. Metode yang digunakan ialah studi pustaka dengan analisis konten terhadap jurnal, buku, prosiding, dan dokumen resmi tahun 2020–2025. Hasil kajian menunjukkan bahwa media interaktif, seperti materi visual berbasis Canva, simulasi kontekstual kegiatan jual beli, dan evaluasi permainan melalui Quizizz, meningkatkan partisipasi dan antusiasme siswa. Pendekatan ini sejalan dengan pembelajaran berpusat pada siswa, diferensiasi, penguatan konsep, berpikir kritis, dan Profil Pelajar Pancasila. Tantangan utama meliputi keterbatasan sarana teknologi, kompetensi guru, dan pengelolaan kelas. Diperlukan kolaborasi pemerintah, sekolah, dan pendidik agar implementasi pembelajaran interaktif berjalan optimal dan merata di seluruh Indonesia nasional.

Pengaruh Literasi Digital terhadap Minat Baca Siswa Kelas V SD Al Munawaroh Sentani Embun Pridyanti Trikora; Anis Dyah Fitriana; Alma Pratiwi Husain; Luluk Wahyu Nengsih; Wulida Arina Najwa
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 5 No. 2 (2023): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk47

The aim of this research is to determine the effect of digital literacy on reading interest in fifth grade students at Al Munawaroh Elementary School, Sentani Regency. This research is quantitative with a survey method. Based on the results of hypothesis testing using normality, linearity, correlation, coefficient of determination and linear regression tests, the results obtained were t(count )= 2.689, which means that digital literacy has an effect on students' reading interest. Apart from that, the r value shown is 0.453, which means there is a "medium" relationship between digital literacy and students' reading interest.

Menerapkan Nilai Sosial dan kritis dalam IPS di SD/MI Rimba Rahmawati; Alma Pratiwi Husain
Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Vol. 2 No. 3 (2025)
Publisher : Yayasan Baitul Hikmah al-Zain

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63424/ahsanitaqwim.v2i3.372

Abstract. Social Studies (IPS) Education in Elementary Schools and Madrasahs has a strategic role in shaping the character of students from an early age. One of its main objectives is to instill social values and critical thinking skills as provisions in community life. This study aims to explore theoretical approaches in the application of social values and critical thinking in literature-based IPS learning. Ideally, IPS learning should not only convey historical, geographical, and economic facts, but also instill attitudes of care, tolerance, and fairness, as well as the ability to analyze various social events in depth. Active learning strategies such as group discussions, case studies, and role simulations are recommended methods to increase student engagement and foster social awareness and critical thinking skills. A contextual curriculum, materials relevant to everyday life, and the role of teachers as facilitators are very important to support the achievement of this goal. Through the right learning approach, IPS can be a vehicle for forming a generation that is not only cognitively intelligent, but also has social awareness and reflective thinking skills. This study emphasizes the importance of pedagogical renewal and strengthening values in every IPS learning process at elementary and madrasah levels. Abstrak. Pendidikan Ilmu Pengetahuan Sosial (IPS) di Sekolah Dasar dan Madrasah memiliki peran strategis dalam membentuk karakter peserta didik sejak dini. Salah satu tujuan utamanya adalah menanamkan nilai-nilai sosial dan kemampuan berpikir kritis sebagai bekal dalam kehidupan bermasyarakat. Kajian ini bertujuan untuk mengeksplorasi pendekatan-pendekatan teoritis dalam penerapan nilai sosial dan berpikir kritis dalam pembelajaran IPS berbasis literatur. Pembelajaran IPS idealnya tidak hanya menyampaikan fakta sejarah, geografi, dan ekonomi, tetapi juga menanamkan sikap peduli, toleran, dan adil, serta kemampuan menganalisis berbagai peristiwa sosial secara mendalam. Strategi pembelajaran aktif seperti diskusi kelompok, studi kasus, dan simulasi peran menjadi metode yang direkomendasikan untuk meningkatkan keterlibatan siswa serta menumbuhkan kesadaran sosial dan kemampuan berpikir kritis. Kurikulum yang kontekstual, materi yang relevan dengan kehidupan sehari-hari, serta peran guru sebagai fasilitator sangat penting untuk mendukung tercapainya tujuan ini. Melalui pendekatan pembelajaran yang tepat, IPS dapat menjadi wahana untuk membentuk generasi yang tidak hanya cerdas secara kognitif, tetapi juga memiliki kepedulian sosial dan kemampuan berpikir reflektif. Kajian ini menekankan pentingnya pembaruan pedagogis dan penguatan nilai dalam setiap proses pembelajaran IPS di jenjang dasar dan madrasah.

Penanaman Nilai Toleransi Melalui Pembelajaran IPS di Sekolah Dasar Ika Novita Maharani; Alma Pratiwi Husain
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 12 (2026): Edisi Februari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i12.649

Character education is a crucial foundation for developing responsible, honest, and disciplined individuals capable of interacting harmoniously with their social environment. This study aims to analyze the implementation of character education values in Social Studies (IPS) learning at SD Inpres Arso 9. The study employed a qualitative descriptive method with a content analysis approach and a systematic literature review. Data were obtained through interviews with the principal and fifth-grade teachers, as well as documents in the form of thematic IPS textbooks based on the 2013 Curriculum. Data triangulation was conducted to ensure validity through the involvement of the researcher as an instrument, careful observation, and theory verification. The results indicate that the implementation of character education is carried out through three main phases: planning, implementation, and assessment. During the planning phase, the school socializes the curriculum, develops regulations, and plans the integration of character values into the syllabus and lesson plans. The implementation phase includes instilling positive character values through classroom learning, habituation, conditioning the school environment, as well as integrating local culture and the use of visual media. Assessment is conducted by observing student behavior during learning, so that the internalization of values can be monitored and developed. Social studies learning has been proven effective in instilling moral principles, such as religiosity, honesty, discipline, responsibility, tolerance, cooperation, patriotism, and social awareness. The success of character education is influenced by teacher readiness, school conditions, and family involvement. Therefore, developing a robust character education ecosystem requires collaboration between schools, families, and the community. The planned, contextual, and integrated implementation of character education produces students who excel academically while also being socially, emotionally, and morally mature, and able to face global challenges without losing their local cultural identity.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search