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All Journal Procedia of Social Sciences and Humanities Jurnal Ilmiah Pendidikan Citra Bakti
Hidayanti, Andina Nurnida
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pedagogical Competence of Elementary School Teachers in Implementing Learning According to the Merdeka Curriculum Amir, Mohammad Faizal; Indrawati, Tasya Juli; Hidayanti, Andina Nurnida; Anindhita, Putri Bulqhis; Safitri, Nur Fajriah
Procedia of Social Sciences and Humanities Vol. 6 (2024): International Conference Psychology and Education Transformation For Bright Future
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pssh.v6i.568

Abstract

This research identifies and evaluates teachers' pedagogical competencies in implementing the Independent Learning Curriculum at SD Muhammadiyah. The Independent Curriculum allows teachers to design learning that suits students' characteristics and potential, encourages active student participation, and utilizes technology in the learning process. The research method used is descriptive qualitative with a case study approach involving semi-structured interviews, classroom observations, and document analysis. The research results show that most teachers understand the Independent Learning Curriculum and can implement it effectively. Teachers at SD Muhammadiyah demonstrate good pedagogical competence, especially in understanding student characteristics, designing learning, implementing the learning process, and conducting learning evaluations. Hopefully, these findings can positively contribute to improving the quality of education in Indonesia, especially in implementing the Independent Learning Curriculum.
Pedagogical Competence of Elementary School Teachers in Implementing Learning According to the Merdeka Curriculum Amir, Mohammad Faizal; Indrawati, Tasya Juli; Hidayanti, Andina Nurnida; Anindhita, Putri Bulqhis; Safitri, Nur Fajriah
Procedia of Social Sciences and Humanities Vol. 6 (2024): International Conference Psychology and Education Transformation For Bright Future
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pssh.v6i.568

Abstract

This research identifies and evaluates teachers' pedagogical competencies in implementing the Independent Learning Curriculum at SD Muhammadiyah. The Independent Curriculum allows teachers to design learning that suits students' characteristics and potential, encourages active student participation, and utilizes technology in the learning process. The research method used is descriptive qualitative with a case study approach involving semi-structured interviews, classroom observations, and document analysis. The research results show that most teachers understand the Independent Learning Curriculum and can implement it effectively. Teachers at SD Muhammadiyah demonstrate good pedagogical competence, especially in understanding student characteristics, designing learning, implementing the learning process, and conducting learning evaluations. Hopefully, these findings can positively contribute to improving the quality of education in Indonesia, especially in implementing the Independent Learning Curriculum.
ANALYSIS THE IMPLEMENTATION OF CONTEXTUAL BASED PROBLEM BASED LEARNING IN STRENGTHENING THE MATHEMATICAL CRITICAL THINKING OF LOWER GRADE Hidayanti, Andina Nurnida; Supriyadi
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 1 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i1.6721

Abstract

The stagnation of critical thinking skills in elementary school students is often rooted in the gap between abstract mathematics curricula and the cognitive characteristics of students who are still in the concrete operational stage. Conventional teacher-centered methods exacerbate this condition, rendering students passive. This study aims to analyze the implementation of the Problem-Based Learning (PBL) model using contextual problems to strengthen students' mathematical critical thinking skills. Employing a descriptive qualitative approach, the research was conducted at SDN Cemengkalang with Grade III students as subjects. Data were collected through participant observation, interviews, and documentation, then analyzed using triangulation techniques. The results demonstrate that integrating real objects (such as wall clocks and floor tiles) within PBL stages effectively bridges students' thinking from concrete to abstract phases. Specifically, the focus indicator improved sharply as students became capable of filtering essential data from complex narrative problems. In the reasoning aspect, group discussion interactions encouraged students to shift from merely providing short answers to constructing evidence-based causal explanations regarding geometric properties. Meanwhile, inference skills were formed through independent conclusion-drawing, which was refined through iterative reflection processes. It is concluded that PBL successfully transforms students' roles from passive receivers into active knowledge constructors. Theoretically, these findings reinforce social constructivism theory, while practically recommending visual contextual problems as the primary scaffolding in lower-grade classes.
Co-Authors Anindhita, Putri Bulqhis Indrawati, Tasya Juli Mohammad Faizal Amir Safitri, Nur Fajriah Supriyadi