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All Journal Jurnal Mirai Management Pendas : Jurnah Ilmiah Pendidikan Dasar SEIKO : Journal of Management & Business Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan Jurnal Sistem Informasi, Teknik Informatika dan Teknologi Pendidikan (JUSTIKPEN) International Journal of Information Techonology and Education (IJITE) Indonesian Research Journal on Education Indo Green Journal Indo Green Journal
Brianne E.J. Komedien
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Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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Penerapan Model Pembelajaran Berbasis Proyek untuk Meningkatkan Hasil Belajar IPAS Siswa Kelas IV SD GMIM 3 Tomohon Rimna E. Br Barus; Jeffry S.J Lengkong; Brianne E.J. Komedien
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.210

Abstract

Kajian ini bertujuan untuk mengoptimalkan hasil belajar siswa kelas IV pada mata pelajaran IPAS di SD GMIM 3 Tomohon dengan mengimplementasikan model Pembelajaran Berbasis Proyek (PjBL). Kajian ini mempergunakan metode Penelitian Tindakan Kelas (PTK), yang mana tiap siklus berisi empat tahapan: perencanaan, Tindakan/pelaksanaan, observasi, serta refleksi. Teknik pengumpulan data dijalankan melalui observasi dan tes. Hasil studi membuktikan jika pada siklus pertama, skor rata-rata mencapai 59,64%, yang tidak memenuhi KKTP senilai 75%, hingga diteruskan ke siklus kedua. Di siklus kedua, terjadi peningkatan yang signifikan menjadi 83,92%, melebihi standar KKTP 75%. Kesimpulannya, pada mata pelajaran IPAS, model Pembelajaran Berbasis Proyek terbukti efektif untuk mengoptimalkan hasil belajar siswa.
Peranan Pendidikan Kependudukan terhadap Pelestarian Lingkungan Hidup Brianne Eucleysia Jo Komedien
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.321

Abstract

Dampak Pendidikan Kependudukan pada Konservasi Lingkungan Studi ini menekankan betapa pentingnya pendidikan untuk memberi orang pengetahuan, perspektif, dan keterampilan lingkungan. Saat ini, masalah lingkungan semakin memburuk. Bumi telah mengalami kerusakan seperti polusi udara, kerusakan tanah, dan polusi udara. Tujuannya adalah untuk memberi orang visi yang baik dan kesadaran sehingga mereka dapat membangun hubungan yang ramah dengan lingkungan. Penduduk memperlakukan lingkungan secara moral, bukan hanya sebagai kebutuhan manusia.
Penerapan Model Pembelajaran Berbasis Proyek untuk Meningkatkan Hasil Belajar IPAS Siswa Kelas IV SD GMIM 3 Tomohon Rimna E. Br Barus; Jeffry S.J Lengkong; Brianne E.J. Komedien
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.210

Abstract

Kajian ini bertujuan untuk mengoptimalkan hasil belajar siswa kelas IV pada mata pelajaran IPAS di SD GMIM 3 Tomohon dengan mengimplementasikan model Pembelajaran Berbasis Proyek (PjBL). Kajian ini mempergunakan metode Penelitian Tindakan Kelas (PTK), yang mana tiap siklus berisi empat tahapan: perencanaan, Tindakan/pelaksanaan, observasi, serta refleksi. Teknik pengumpulan data dijalankan melalui observasi dan tes. Hasil studi membuktikan jika pada siklus pertama, skor rata-rata mencapai 59,64%, yang tidak memenuhi KKTP senilai 75%, hingga diteruskan ke siklus kedua. Di siklus kedua, terjadi peningkatan yang signifikan menjadi 83,92%, melebihi standar KKTP 75%. Kesimpulannya, pada mata pelajaran IPAS, model Pembelajaran Berbasis Proyek terbukti efektif untuk mengoptimalkan hasil belajar siswa.
Peranan Pendidikan Kependudukan terhadap Pelestarian Lingkungan Hidup Brianne Eucleysia Jo Komedien
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.321

Abstract

Dampak Pendidikan Kependudukan pada Konservasi Lingkungan Studi ini menekankan betapa pentingnya pendidikan untuk memberi orang pengetahuan, perspektif, dan keterampilan lingkungan. Saat ini, masalah lingkungan semakin memburuk. Bumi telah mengalami kerusakan seperti polusi udara, kerusakan tanah, dan polusi udara. Tujuannya adalah untuk memberi orang visi yang baik dan kesadaran sehingga mereka dapat membangun hubungan yang ramah dengan lingkungan. Penduduk memperlakukan lingkungan secara moral, bukan hanya sebagai kebutuhan manusia.
PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPAS MELALUI METODE DEMONSTRASI PADA SISWA KELAS V SD GMIM KOLONGAN ATAS Klara Virjinia Tatontong; Maxie A.J. Liando; Brianne E. J Komedien
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 6.C (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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

Abstract

The aim of this study was to improve IPAS (Natural and Social Sciences) learning outcomes for fifth-grade students at SD GMIM Kolongan Atas through the application of the demonstration method. The study employed a classroom action research design conducted over two cycles, with each cycle comprising the following procedures: planning, implementation, observation, and reflection. Data collection techniques included observation and testing; observation involved the use of specific instruments, while testing involved administering questions or evaluations. The research subjects were eleven fifth-grade students at SD GMIM Kolongan Atas, consisting of six boys and five girls. The findings indicated that the demonstration method was effective in improving student learning outcomes. In Cycle I, the average student learning outcome reached 65%. In Cycle II, the percentage of learning mastery increased to 90.90%. The study concludes that the application of the demonstration method can improve IPAS learning outcomes for fifth-grade students at SD GMIM Kolongan Atas..
PENINGKATAN HASIL BELAJAR ILMU PENGETAHUAN ALAM SOSIAL (IPAS) MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DI KELAS V SD GMIM 1 WOLOAN Loudia Tumbelaka, Sherina; Hetty J. Tumurang; Brianne E. Jo Komedien
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65317

Abstract

This study was motivated by the low learning outcomes and limited student engagement observed in the Grade V class at SD GMIM 1 Woloan regarding the Natural and Social Sciences (IPAS) subject, specifically the topic of Earth's structural layers. The primary objective was to enhance the quality of learning outcomes and active student participation through the implementation of the Problem-Based Learning (PBL) model. The study employed Classroom Action Research (CAR), adapting the Kemmis and McTaggart spiral model, which comprises four key stages: planning, implementation, observation, and reflection. The subjects of the study were all 26 students in the Grade V class at SD GMIM 1 Woloan. Data collection involved direct observation to monitor instructional activities and formative tests—administered via worksheets—to measure students' academic achievement. The results demonstrated significant improvement across each action cycle. Teacher performance in classroom management rose from 77.5% (good category) in Cycle I to 91.25% (excellent category) in Cycle II. Concurrently, the student engagement index surged from 72.7% (fair category) to 87.5% (excellent category). This improvement positively impacted learning outcomes; the average score rose from 61.92% (with a classical mastery rate of 53.84%) in Cycle I to 80.56% (with a classical mastery rate of 88.46%) in Cycle II. Based on these findings, it can be concluded that implementing the Problem-Based Learning model is effective in enhancing student engagement, motivation, and learning outcomes in IPAS at the elementary school level.
From Curriculum Integration to Classroom Practice: Assessing Primary School Teachers’ Competence and Challenges in Contextual IPAS Learning Brianne Eucleysia Jo Komedien; Deane Umboh; Jeane Kalengkongan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.22011

Abstract

This study aims to assess primary school teachers’ competencies in managing contextual IPAS (Integrated Science and Social Studies) learning and to identify the major challenges affecting its implementation in Tomohon City, Indonesia. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire with qualitative data from classroom observations and semi-structured interviews. The participants comprised 40 primary school teachers from ten public schools selected through purposive sampling. The questionnaire consisted of 15 Likert-scale items covering three competency dimensions: science laboratory management, environment-based learning media management, and science content contextualization. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that only 45% of the teachers demonstrated good to excellent competence in managing contextual science learning, whereas 55% demonstrated moderate to low competence. The overall mean competency score was 58%, indicating a moderate level of competence. Among the three dimensions, science laboratory management received the lowest score (52.4%), followed by environment-based learning media management (58.7%) and science content contextualization (63.1%). Teachers reported persistent challenges in organizing practical science activities, developing contextual learning media, and integrating local environmental resources into inquiry-based instruction. This diagnostic profile addresses a gap in the literature by providing a detailed account of teachers’ competencies in managing contextual science learning across three integrated dimensions. The findings provide an evidence-based foundation for curriculum developers and policymakers in Indonesia and other developing countries to design targeted professional development programs and support strategies. Such initiatives may strengthen contextual science education reform and support the effective implementation of the Merdeka Curriculum in primary schools.
Co-Authors Arie Frits Kawulur Deane Umboh Fransiska R. Korompis Giebrilien Giebrilien Henny N. Tambingon Hetty J. Tumurang jeane kalengkongan Jeanne M. Mangangantung Jeffry Sony Junus Lengkong Joulanda A. M. Rawis Juliana K. Tagupia Klara Virjinia Tatontong Liando, Maxie Albert Jacob Lihart Lumapow Loudia Tumbelaka, Sherina Mamuaya, Gloria Mangantes , Meisie L Manoppo, Jenelyn Devinda Merlin I. Penteno Mozes Y. Legi Potabuga, Fitria K. Richard Daniel Herdy Pangkey Rimna E. Br Barus RISAL M. MERENTEK Rotty, Viktory Nicodemus Joufree Sinaga, Lydia Sumilat, Juliana Margaretha Youlanda A. M. Rawis