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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Social, Humanities, and Educational Studies (SHEs): Conference Series Cendikia Pendidikan ESEJ- ELEMENTARY SCHOOL AND EDUCATION JOURNAL
Sugiyanta, Geyol
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTASI PEMBELAJARAN IPAS PADA KURIKULUM MERDEKA DI SDN GUGUS IV KECAMATAN TEMON TAHUN AJARAN 2023/2024 Pancasari, Tri Dewi; Evitasari, Atika Dwi; Sugiyanta, Geyol
Sindoro: Cendikia Pendidikan Vol. 9 No. 7 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v9i7.8449

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam Kurikulum Merdeka di SD Negeri Gugus IV Kecamatan Temon, serta mengidentifikasi tantangan yang dihadapi dan strategi yang diterapkan oleh guru dalam menghadapi perubahan ini. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pembelajaran IPAS telah direncanakan dan dilaksanakan sesuai pedoman Kurikulum Merdeka, meskipun aspek diferensiasi pembelajaran belum sepenuhnya tercermin. Tantangan utama yang dihadapi adalah rendahnya minat baca peserta didik, keterbatasan sarana prasarana, dan kesulitan guru dalam memilih media pembelajaran yang sesuai dengan kebutuhan peserta didik. Strategi yang digunakan untuk mengatasi kendala ini mencakup penyelenggaraan kegiatan literasi, pemanfaatan media pembelajaran alternatif, dan penggunaan model pembelajaran aktif seperti Problem-Based Learning (PBL) dan Cooperative Learning. Penelitian ini memberikan wawasan tentang pentingnya dukungan yang berkelanjutan untuk guru dalam bentuk pelatihan dan pengembangan sumber daya pendidikan, guna meningkatkan efektivitas pembelajaran IPAS di sekolah dasar. Research This study aims to determine the implementation of learning and Social Sciences (IPAS) learning in the Merdeka Curriculum at SD Negeri Gugus IV in Temon Sub-district, as well as identifying the challenges faced and strategies used. Temon, as well as identifying the challenges faced and the strategies applied by teachers in dealing with these changes. applied by teachers in dealing with these changes. The research used descriptive qualitative approach with observation, interview, and documentation techniques. documentation. The results showed that IPAS learning has been planned and implemented according to the Merdeka Curriculum guidelines, although the differentiation aspect of learning has not been fully reflected.learning differentiation has not been fully reflected. The main challenges faced faced are students' low interest in reading, limited infrastructure and facilities, and teachers' difficulty in choosing learning media that suits the needs of students. learners' needs. The strategies used to overcome these obstacles include organizing literacy activities, utilizing alternative learning media, and the use of active learning models such as Problem-Based Learning (PBL) and Cooperative Learning. and Cooperative Learning. This research provides insight into the importance of the importance of ongoing support for teachers in the form of training and development of educational educational resources, in order to improve the effectiveness of IPAS learning at primary schools.
EFEKTIVITAS MEDIA PEMBELAJARAN DAKOTA (DAKON MATEMATIKA) DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA DI SEKOLAH DASAR Sugiyanta, Geyol; Trisnani, Novy; Santika, Yessy
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 13 No. 1 (2023): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v13i1.42876

Abstract

This study aims to find out whether the use of Dakota or Dakon Matematika learning media is effective in improving students' Mathematics learning outcomes in elementary schools, especially in learning materials for Least Common Multiple (KPK) and Greatest Common Factor (FPB). This study uses a library research methodology (library research). The study materials in this study used 8 main books, 13 main research articles and 7 previous studies, as materials or sources in this research. Analysis using description. The results of the study stated that Dakota or Dakon Matematika learning media is a visual learning media that is effective in improving student learning outcomes in elementary schools on KPK and FPB material. In addition, the use of Dakota learning media makes the learning process in class more effective, fun, and increases student activity in learning.
PENERAPAN MODEL COOPERATIVE LEARNING TIPE TEAMS GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR PENDIDIKAN PANCASILA Shinta Wardhani, Ratri; Setyaningrum, Dwi; Sugiyanta, Geyol
Elementary School and Education Journal Vol. 2 No. 1 (2026): ESEJ- ELEMENTARY SCHOOL AND EDUCATION JOURNAL
Publisher : Elementary School and Education Journal

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Abstract

This study aims to improve students’ learning outcomes in the Pancasila Education subject through the implementation of the cooperative learning model Teams Games Tournament (TGT) in Grade III of SD Muhammadiyah Kulur during the 2025/2026 academic year. The research employed a classroom action research (CAR) approach conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were 20 third-grade students. Data were collected through observation, learning achievement tests, and documentation. The findings revealed a significant improvement in the average learning scores from the pre-cycle to the second cycle, as well as an increase in the percentage of students achieving mastery learning. Teacher and student activity also showed positive progress, indicating more interactive and engaging learning. Thus, the TGT model proved effective in enhancing learning outcomes in Pancasila Education and fostering teamwork and sportsmanship among students.
Peran Guru dalam Penerapan Pembelajaran Mendalam (Deep Learning) di Kelas Reguler dan Kelas Inklusi Trisanani, Novy; Sugiyanta, Geyol; Utami, Asih; Utami, Wulan Tri Puji
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107404

Abstract

Deep learning emphasizes conceptual understanding, critical thinking, and the interconnection between topics to create meaningful learning experiences. The aim of this study is to identify the role of teachers in implementing deep learning in both regular and inclusive classrooms. This study employs a literature review method by analyzing 32 sources, consisting of relevant journal articles and academic books. The data were analyzed descriptively and qualitatively using a thematic approach based on the main themes: teacher roles and instructional strategies. The findings indicate that teachers play a central role in applying deep learning. In regular classrooms, teachers act as designers of differentiated instruction and facilitators of dialogue that support individual student needs. Meanwhile, in inclusive classrooms, teachers are also required to implement Universal Design for Learning (UDL), collaborate with teaching assistants, and create an inclusive learning environment. Pedagogical competence, empathy, and the ability to collaborate are key factors in the successful implementation of deep learning.Pembelajaran mendalam (deep learning) menekankan pemahaman konsep, berpikir kritis, dan keterkaitan antarmateri untuk menciptakan pembelajaran yang bermakna. Pembelajaran mendalam (deep learning) menekankan pemahaman konsep, berpikir kritis, dan keterkaitan antarmateri untuk menciptakan pembelajaran yang bermakna. Tujuan kajian ini adalah untuk mengidentifikasi peran guru dalam menerapkan pembelajaran mendalam di kelas reguler dan inklusi. Metode yang digunakan adalah studi literatur dengan menganalisis 32 sumber, terdiri dari artikel jurnal dan buku relevan. Data dianalisis secara deskriptif-kualitatif melalui pendekatan tematik berdasarkan tema utama, yaitu peran guru dan strategi pembelajaran. Hasil kajian menunjukkan bahwa guru memiliki peran sentral dalam menerapkan pembelajaran mendalam. Di kelas reguler, guru bertindak sebagai perancang pembelajaran diferensiatif dan fasilitator dialog yang mendukung kebutuhan individu. Sementara itu, di kelas inklusi, guru juga perlu menerapkan Universal Design for Learning (UDL), berkolaborasi dengan pendamping, dan menciptakan lingkungan belajar yang inklusif. Kompetensi pedagogis, empati, dan kemampuan berkolaborasi menjadi kunci utama.
Co-Authors Evitasari, Atika Dwi Pancasari, Tri Dewi Santika, Yessy Setyaningrum, Dwi Shinta Wardhani, Ratri Trisanani, Novy Trisnani, Novy Utami, Asih Wulan Tri Puji Utami