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All Journal Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Indonesian Journal of Research and Educational Review (IJRER) Pelita : Jurnal Kajian Pendidikan dan Pembelajaran Indonesia German für Gesellschaft (J-Gefüge) Primary Didactic: Jurnal Pendidikan Sekolah Dasar
Ode Abdurrachman
Program Studi Pendidikan Guru Sekolah Dasar Universitas Pattimura, Indonesia
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Analisis Kreativitas Guru Pada Mata Pelajaran IPS SD Negeri 1 Passo: Indonesia Samla Dokolamo; Ode Abdurrachman; Elsinora Mahananingtyas
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.v10i04.35078

Abstract

This study aims to analyse teacher creativity in social studies subjects at SD Negeri 1 Passo. the type of research used is descriptive qualitative research. The data sources used are primary data sources and secondary data. The data collection techniques used were observation, interview and documentation. While data analysis techniques using data reduction, presentation and verification techniques. The results showed that the form of teacher creativity in improving the learning outcomes of SD Negeri 1 Passo students in social studies subjects is in accordance with the applicable curriculum, while the form of teacher creativity on learning outcomes has been running well. To get learning outcomes using teaching modules, learning methods. there are some shortcomings in terms of learning such as the use of learning approaches but this can be overcome by the school, so that learning can be run according to applicable regulations.
Efektivitas Penerapan Model Pembelajaran Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis pada Pembelajaran IPS Siswa Kelas V SDN 41 Ambon Latupeirissa, Maria Elsina; Abdurrachman, Ode
PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 4 No 1 (2024): Primary Didactic: Jurnal Pendidikan Sekolah Dasar
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/primary-didactic.4.1.18-26

Abstract

Tujuan penelitian ini adalah untuk; (1) Mengetahui penerapan model pembelajaran Problem Based Learning (PBL) untuk meningkatkan kemampuan berpikir kritis pada pembelajaran IPS siswa kelas V SDN 41 Ambon. (2) Mengetahui efektivitas penerapan model pembelajaran Problem Based Learning (PBL) untuk meningkatkan kemampuan berpikir kritis pada pembelajaran IPS siswa kelas V SDN 41 Ambon. Metode yang digunakan dalam penulisan ini adalah dengan menerapkan uji paired sampel t test untuk menguji hipotesis dan uji N-gain untuk menilai efektivitas penerapan model pembelajaran. Berdasarkan hasil analisis data yang dilakukan oleh peneliti dengan bantuan SPSS, maka dapat disimpulkan; (1) Untuk uji paired sampel t test diperoleh nilai sig. (2-tailed) sebesar 0,000 < 0,05 dimana H0 ditolak dan Ha diterima sehingga terlihat bahwa ada perbedaan rata-rata antara hasil pre test dan post test yang artinya bahwa penerapan model pembelajaran Problem Based Learning (PBL) efektif untuk meningkatkan kemampuan berpikir kritis siswa. (2) Untuk hasil uji N-gain diperoleh skor 0,8786 artinya bahwa tingkat efektivitas pembelajaran dengan menerapkan model pembelajaran Problem Based Learning (PBL) masuk dalam kategori tinggi untuk meningkatkan kemampuan berpikir kritis pada pembelajaran IPS siswa kelas V SDN 41 Ambon.
The Deep Learning Approach to Improve Learning Interest in Cultural Heritage Material at Private Elementary School Lala Sentia Lesnussa; Ode Abdurrachman; Leonid Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4527

Abstract

Learning about cultural heritage in elementary schools is often less popular due to the presentation being theoretical and less relevant to the students' life context. This study aims to test the effectiveness of the deep learning approach in increasing the learning interest of fifth-grade students at Fena Fafan Private Elementary School 12 in this material. Using a quantitative method with a pre-experimental design (one-group pretest-posttest), this study involved 19 students as a sample. Data were analyzed statistically using a paired t-test and the N-Gain test. The results showed that the deep learning approach significantly increased students' interest and learning outcomes. This was evidenced by the results of the hypothesis test, which showed a significant difference between the pretest and posttest scores (p = 0.000), as well as the N-Gain score of 0.74, which was included in the High category. The implementation of the principles of mindfulness, meaningful, and joyful learning successfully shifted the learning paradigm to be student-centered and created an interactive classroom atmosphere. In addition to increasing motivation and enthusiasm, this approach proved effective in developing 21st-century skills (4Cs) by contextual media and the involvement of local partners. This research provides practical contributions for educators in adopting alternative strategies that can transform theoretical material into in-depth and enjoyable learning experiences.
The Role of Civic and Pancasila Education Teachers in Enhancing Student Learning Motivation at Primary School Oktovianus Lumapuy; Titus Gaite; Ode Abdurrachman
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 2 (2026): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i2.4528

Abstract

Low learning motivation in Primary Schools in remote areas is often a major obstacle in achieving national education goals, especially in the subject of Pancasila and Citizenship Education (PPKn). This study aims to analyze how PPKn teachers influence the learning motivation of fourth-grade students at Neniari Christian Primary School in Taniwel District, West Seram Regency. This study used a descriptive qualitative method involving the principal and fourth-grade teachers as key informants. Data was collected through interviews, observation, and documentation techniques, then analyzed using an interactive model that includes data reduction, data presentation, and verification. The results indicated that PPKn teachers have optimized their role as motivators through four main strategies: strengthening student self-confidence, implementing a humanistic approach, diversifying strategies and engaging learning media, and providing consistent appreciation. Supporting factors for the effectiveness of teachers' roles include the availability of adequate school facilities and the quality of pedagogically competent human resources. However, this process still faces obstacles in the form of fluctuations in student learning interests and a sometimes-limited variety of learning strategies. This research contributes to providing empirical references regarding motivation-strengthening models in remote areas and serves as an evaluation basis for policymakers in improving the quality of education in areas with significant geographical challenges.
Deep Learning Approach to Improve Student Learning Outcomes in Social Studies at Elementary School Ferlin Mega Notanubun; Ode Abdurrachman; Leonid Ritiauw
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4852

Abstract

Social Studies (IPS) learning in fifth graders of Elementary School Lumahlatal is still dominated by a teacher-centered paradigm that impacts low student learning outcomes, so a more active and student-centered alternative approach is needed. This study aims to determine the effectiveness of the implementation of the deep learning approach in improving social studies learning outcomes in fifth graders of Elementary School Lumahlatal. Using a quantitative method with a pre-experimental one-group pretest-posttest design, this study involved 21 students in the even semester of the 2025/2026 academic year as a sample. Data was collected through observation, documentation, and test instruments that had been tested for validity on 15 questions (rcount > 0.456) and had very high reliability (Cronbach's Alpha 0.976). Data analysis using the Shapiro-Wilk normality test showed a normal data distribution (sig. > 0.05). The results of the study showed a significant transformation in student learning completion from 28.60% in the pretest to 100% in the posttest, with an average score increasing from 61.35 to 84.5. An N-Gain score of 0.69 confirmed that this approach was effective in the "Moderate" category. This study proves that the integration of joyful, mindful, and meaningful learning components in deep learning can provide a significant positive impact on material mastery compared to conventional methods, while contributing to the transformation of the learning paradigm to a student-centered one.
Pemanfaatan Quizizz untuk Mengevaluasi Pembelajaran IPS dengan Model Problem Based Learning pada Kelas V SD Negeri Wailab Reni Fataruba; Musa Marsel Maipauw; Ode Abdurrachman
PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 14 No 1 (2026): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan
Publisher : Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pedagogikavol14issue1page129-136

Abstract

Penelitian ini bertujuan untuk menganalisis pemanfaatan platform digital Quizizz sebagai instrumen evaluasi dalam pembelajaran Ilmu Pengetahuan Sosial (IPS) yang mengintegrasikan model Problem Based Learning (PBL) di kelas V SD Negeri Wailab. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, angket, dan dokumentasi. Subjek penelitian terdiri dari 15 siswa kelas V. Hasil penelitian menunjukkan bahwa sebelum intervensi, evaluasi dilakukan secara konvensional yang berimplikasi pada rendahnya antusiasme serta keterbatasan kemampuan pemecahan masalah siswa. Setelah implementasi integratif antara Quizizz dan model PBL, terdapat peningkatan drastis pada aktivitas, motivasi, dan hasil evaluasi formatif. Penggunaan fitur interaktif dan sistem umpan balik langsung pada Quizizz terbukti efektif dalam mentransformasi suasana evaluasi menjadi lebih dinamis dan kompetitif. Kesimpulannya, sinergi antara platform digital dan model pembelajaran berbasis masalah mampu meningkatkan kualitas evaluasi dan efektivitas pembelajaran IPS di tingkat pendidikan dasar.
Analisis Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka di SD Kristen 1 Waimahu Glodia Leasa; Lisye Salamor; Ode Abdurrachman
Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 10 No. 2 (2025)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

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

Abstract

The Merdeka Curriculum emphasizes student-centered learning through the implementation of differentiated instruction, an approach that accommodates the diversity of students’ readiness, interests, and learning profiles. However, preliminary observations in Grade III at SD Kristen 1 Waimahu revealed a heterogeneous classroom in which differentiated instruction was still minimally applied, as shown by materials, tasks, and media that had not been adjusted to each student’s ability. This study aims to analyze the implementation of differentiated instruction within the Merdeka Curriculum among Grade III students at SD Kristen 1 Waimahu. A descriptive qualitative approach was employed, involving the classroom teacher and 31 Grade III students as subjects, with data collected through interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive model. The findings show that the teacher applied three differentiation strategies: process differentiation through guiding questions and diagnostic assessment, content differentiation through tiered worksheets adjusted to learning readiness, and product differentiation by allowing students to choose the form of their output, such as posters. The planning, implementation, and evaluation of differentiated instruction were carried out systematically and flexibly, thereby enhancing student engagement, motivation, and comprehension. These findings confirm that differentiated instruction can be implemented effectively at the elementary level when teachers carefully and consistently map students’ learning needs.
Co-Authors Elsinora Mahananingtyas Elsinora Mahananingtyas Ferlin Mega Notanubun Glodia Leasa Lala Sentia Lesnussa Latupeirissa, Maria Elsina Leonid Ritiauw Leonid Ritiauw Lilis Subaina Lisye Salamor Lumulisanay, Pricilya Makapuan, Chindy Marya Musa Marsel Maipauw Nathalia Y. Johannes Nathalia Yohana Johannes Oktovianus Lumapuy Rahaningmas, Rofika Azzahra Rahareng, Ana Patresia Raliuw, Fifin Reni Fataruba Ritiauw, Leonid Samla Dokolamo Samuel Patra Ritiauw Solissa, Karmenita Solissa, Maya Vionita Titus Gaite Uniwaly, Desy