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Trapsila Siwi Hutami
Universitas Jember
Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Eksistensi Budaya Ter-Ater : Implementasi Sumber Belajar Siswa Kelas IV di SDN Pakisan 01 Bondowoso Dyah Ayu Puspitaningrum; Chumi Zahroul Fitriyah; Zetti Finali; Trapsila Siwi Hutami; Nora Sara Damayanti
Jurnal Inovasi dan Pengabdian Vol. 2 No. 1 (2026): Jurnal Inovasi dan Pengabdian
Publisher : Athallah Publishing Globalndo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64845/bhaktika.v2i1.184

Abstract

Tradisi "ter-ater" ini dapat digunakan sebagai sumber belajar melalui pembelajaran tematik, khususnya tema "Keindahan Kebersamaan" di kelas empat SD Pakisan 01. SD ini terletak di lingkungan budaya yang mempraktikkan "ter-ater," sehingga memungkinkan sumber belajar diambil dari budaya lokal masyarakat itu sendiri. Implementasi ini sangat penting karena mengatasi masalah sumber belajar di SD Pakisan 01, yaitu terbatasnya sumber belajar yang tersedia bagi siswa, yang masih terbatas pada buku teks tematik. Desain penelitian ini menggunakan penelitian kualitatif. Metode penelitian yang digunakan adalah penelitian naratif. Data diperoleh melalui wawancara mendalam dan observasi partisipan. Informan adalah masyarakat adat Desa Pakisan. Teknik analisis data dibagi menjadi empat tahap: analisis domain, analisis taksonomi, analisis komponen, dan analisis tema budaya. Hasil penelitian menunjukkan bahwa munculnya budaya "ter-ater" disebabkan oleh migrasi masyarakat Madura ke wilayah Pakistan. Budaya "ter-ater" dilakukan setelah perayaan, pesta,  dan hari raya keagamaan (Ashura dan Safaran) berakhir. Hadiah budaya "ter-ater" terdiri dari kombinasi makanan dan kue, yang dibedakan berdasarkan makanan wajib yang ada pada perayaan tersebut. Wadah hadiah budaya "ter-ater" adalah "tenong" (wadah makanan) yang biasanya digunakan untuk "ter-ater" pada Idul Adha dan Idul Fitri. Selain itu, "talam" atau "lengser" juga digunakan untuk "ter-ater" pada perayaan Idul Adha dan Idul Fitri. "Ter-ater" dilakukan oleh individu atau keluarga yang mampu, tetapi bahkan mereka yang memiliki keterbatasan ekonomi pun tetap berusaha melakukannya karena merasa tidak lengkap tanpa tradisi ini.  Setelah acara tersebut, "ter-ater" diterima oleh kerabat, tetangga dekat, orang-orang yang dihormati (guru, pemimpin agama, tetua), dan anak-anak. Nilai-nilai budaya tradisi Terater meliputi harmoni, kebersamaan, berbagi, rasa syukur, dan sedekah.
Pengembangan Video Pembelajaran Berbasis Aplikasi Inshot Pada Mata Pelajaran Pendidikan Pancasila Unit 2 Konstitusi Dan Norma Di Masyarakat Untuk Kelas IV SD Arga Wiyonda Pratama; Fajar Surya Hutama; Trapsila Siwi Hutami
Jurnal Pembelajaran dan Pendidikan Dasar Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Einstein College

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63987/pendiksar.v3i2.239

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya minat dan hasil belajar peserta didik dalam pembelajaran Pendidikan Pancasila akibat kurang bervariasinya media pembelajaran yang digunakan. Penelitian ini bertujuan untuk mengetahui proses pengembangan, kevalidan, keefektifan, dan kepraktisan video pembelajaran berbasis aplikasi Inshot pada mata pelajaran Pendidikan Pancasila Unit 2 Konstitusi dan Norma di Masyarakat untuk kelas IV SD. Jenis penelitian ini adalah Research and Development (R&D) dengan model Borg and Gall yang memiliki 10 tahapan, tetapi dalam penelitian ini hanya menggunakan 8 tahapan. Subjek penelitian terdiri atas 50 peserta didik kelas IV SDN 4 Bagorejo yang dibagi dalam dua kelompok yaitu kelas eksperimen dan kelas kontrol. Metode pengumpulan data menggunakan wawancara, observasi, angket, dan tes hasil belajar. Hasil validasi media dari tiga validator memperoleh skor rata-rata 84,66 (sangat layak). Keefektifan media diukur melalui hasil pretest dan posttest peserta didik kelas eksperimen dan kelas kontrol, menunjukkan bahwa media video berbasis Inshot lebih efektif. Hasil uji keefektifan relatif menunjukkan persentase 60,4% (kefektifan sedang). Kepraktisan berdasarkan angket respon peserta didik memperoleh skor 87,2 (sangat praktis). Berdasarkan hasil tersebut, dapat disimpulkan bahwa video pembelajaran berbasis aplikasi Inshot valid, efektif, dan praktis untuk digunakan dalam proses pembelajaran.
Scientific Explanation Sebagai Kerangka Konseptual Pembelajaran Permasalahan Sosial Di SMP Tri Gunawan; Sudrajat Sudrajat; Trapsila Siwi Hutami
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 11, No 2 (2026): VOLUME 11 NUMBER 2 MEI 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v11i2.7148

Abstract

This article examines the conceptual and pedagogical contribution of scientific explanation, rooted in philosophy of science, to the teaching of social issues in junior high school social studies. Although social studies aims to develop critical and analytical thinking, classroom practices often remain descriptive and less focused on explaining causal mechanisms behind social phenomena. This study employs a narrative literature review drawing from key works in philosophy of science and recent educational research on explanation and argumentation. The analysis indicates that models of scientific explanation, particularly causal reasoning and contextual explanation, provide a structured framework for helping students analyze social problems beyond factual description. Pedagogically, integrating scientific explanation principles supports evidence-based discussion, structured reasoning, and scaffolded explanation practices in social studies classrooms. The study concludes that adopting scientific explanation as a conceptual framework can strengthen students’ critical thinking and socio-scientific literacy in learning social issues at the junior high school level.
Dari Hati ke Bumi: Merajut Empati Anti-Bullying dan Menumbuhkan Kepedulian Melalui Praktek Daur Ulang Sampah Anorganik di SD PEKAUMAN Muhammad Ali Budiansyah; Agistya Ningsih Prasistiya; Orsela Dwi Ratnasari; Dea Adelia; Alya Mutiara Rohmah; Abrisam Fatih Junan; Nur Aini; Trapsila Siwi Hutami; Agung Nugroho Puspito
Jurnal Pengabdian Nasional (JPN) Indonesia Vol. 7 No. 1 (2026): Januari
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63447/jpni.v7i1.1687

Abstract

Bullying in schools and low awareness of environmental conservation are two important issues that need to be addressed early on. UNESCO data (2019) shows that globally, nearly one in three students experience bullying. In Indonesia, the KPAI Survey (2022) noted an increase in bullying cases, with 51% occurring in elementary schools, indicating the urgency of early intervention. This activity evaluated the effectiveness of education in increasing students' knowledge about bullying prevention and their understanding and skills in recycling. Participatory methods such as interactive stories, simulations, and creative workshops involved 42 students. The evaluation results showed a significant improvement. A total of 85% of 3rd and 4th grade students were able to identify forms of bullying and how to deal with them. Meanwhile, 90% of students in grades 3 to 6 successfully created recycled products and their awareness of the importance of environmental cleanliness increased. The interactive and direct educational approach proved to be effective. The integration of these two topics into the school program is recommended to shape students' character to be socially and environmentally conscious in a sustainable manner.
REALITAS SOSIAL AKTIVITAS MENGEMIS DAN RELEVANSINYA DENGAN IPS Prasetyo Adi Nugroho; Nindya Nurdianasari; Trapsila Siwi Hutami
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 8, No 3 (2023): VOLUME 8 NUMBER 3 SEPTEMBER 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v8i3.4577

Abstract

The purpose of this study is to analyze the social reality of begging activities, both subjective reality and objective reality, and to analyze the relevance of the social reality of begging activities and social studies. Considering (1) indications of the ineffective handling problem of beggars, so does not decrease, besides the perception that begging is work; (2) many students do not understand that the concepts they learn have relevance to social life and environment. The research method used is qualitative. Data collection techniques using observation, interviews, documentation, and literature study. Data analysis techniques refer to Miles and Huberman (1992), namely, data collection; data reduction; presentation; data clarification; conclusion, and verification. The results showed, (1) the subjective reality of begging has meaning as an act of working to earn money and meet needs. While the objective reality of begging activities has meaning, begging is not a good job because it is not in accordance with social values and beggars tend to manipulate poverty, and begging is a natural act carried out by people who are lazy and people who do not have the capability to work; (2) The begging activity has relevance to social studies competence, namely identifying social interaction in space and its influence on social, economic and cultural life in terms of values and norms as well as sociocultural institutions. The actual step to realizing its relevance is to develop the basic concepts of social studies and begging, placing begging activities as a learning starting point and problems that students must solve, and formulating learning objectives and assignments describing the required student participation.Keywords: Begging, Starting Point, Student Participation
Co-Authors Abrisam Fatih Junan Agistya Ningsih Prasistiya Agung Nugroho Puspito Alya Mutiara Rohmah Arga Wiyonda Pratama Chumi Zahroul Fitriyah Dea Adelia Dyah Ayu Puspitaningrum Fajar Surya Hutama Muhammad Ali Budiansyah Nindya Nurdianasari Nora Sara Damayanti Nur Aini Orsela Dwi Ratnasari Prasetyo Adi Nugroho Sudrajat Sudrajat Tri Gunawan Zetti Finali