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All Journal International Journal of Education, Social Studies, And Management (IJESSM) Jurnal Ilmiah Pendidikan Dasar (JIPDAS)
Almuhsona, Lyra Guswita
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Implementation of the 2013 Curriculum in Integrated Thematic Learning in Elementary Schools: Strategies, Challenges, and its Impact on Learning Lestari, Putu Eka; Yusuf, Yusni Arni; Ningsih, Yuliani Rahayu; Almuhsona, Lyra Guswita; Ningrum, Indah Larasati Kusuma
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 4 No. 3 (2024): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v4i3.480

Abstract

Education is the process of imparting knowledge, character development, and producing a more harmonious social order and way of life, including through the development of students' intellectual capital, skills, and intellectual development. One of the innovations brought by the introduction of the 2013 curriculum is the integrative theme learning model. To provide meaningful educational experiences to students, integrative thematic learning connects various disciplines and materials through themes. The 2013 curriculum states that in order to place students as the center of the learning process, teachers must play an active role as facilitators and motivators of learning. This article aims to explain how the 2013 curriculum is applied to integrative thematic learning, and its impact on the teaching and learning process in elementary schools. The implementation of the curriculum in integrative thematic learning shows several challenges, such as difficulties in determining assessment or evaluation criteria for students, teachers' lack of understanding in compiling thematic integrative lesson plans, limited teaching aids, and the use of traditional learning methods that are less varied. The proposed solution is training and education for teachers, principals, and supervisors to acquire skills and knowledge in implementing the curriculum according to students' needs. By implementing a variety of learning methods, it is hoped that it can increase student motivation and independence in the learning process.
IMPLEMENTASI DAN TANTANGAN PEMBELAJARAN KELAS RANGKAP DI DAERAH TERPENCIL: STUDI KASUS SEKOLAH DASAR Zamhari, Ahmad; Lestari, Putu Eka; Armila, Armila; Ningsih, Yuliani Rahayu; Almuhsona, Lyra Guswita; Alviana, Nadia; Yuniarsih, Sri
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 2 (2025): Vol. 5 No. 2 Edisi Mei 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i2.2559

Abstract

Banyaknya Sekolah Dasar yang berada di daerah terpencil, senantiasa menerapkan pengembangan pembelajaran yang sarat dengan inovasi. Hal ini meluas dari daerah perkotaan ke daerah pedesaan. Tujuan utamanya agar mendapatkan pemahaman yang lebih baik tentang kesulitan yang dihadapi sekolah-sekolah yang menerapkan pembelajaran kelas rangkap, khususnya di daerah geografis dengan keterbatasan fasilitas pendidikan dan tenaga pendidik yang kekurangan.Metode yang digunakan dalam artikel ini adalah studi kasus dengan menggunakan studi pustaka, untuk mengumpulkan data yang menghubungan teori-teori dari berbagai literatur yang relevan. Pelaksanaan Pembelajaran Kelas Rangkap, Tantangan Guru dalam Pelaksanaan pembelajaran Kelas Rangkap, Usaha guru dalam menyelesaikan tantangan dalam Pelaksanaan Pembelajaran Kelas Rangkap, Dampak Implementasi Pembelajaran Kelas Rangkap Terhadap Proses Pembelajaran, Dampak Implementasi Pembelajaran Kelas Rangkap terhadap Prestasi Belajar Siswa, Model yang di Implementasikan dalam Pembelajaran Kelas Rangkap.Pembelajaran Kelas Rangkap (Multigrade) diselenggarakan di sekolah sekolah yang memungkinkan sekolah tersebut terisolasi karena sedikitnya jumlah pengajar, kondisi sekolah yang buruk, jarak tempat tinggal siswa yang jauh dari rumah, dan faktor lainnya. Dalam melaksanakan Pembelajaran Kelas Rangkap guru akan mendapatkan tantangan ketika kedua kelas digabungkan, guru dapat mengatasinya dengan memberikan tugas-tugas tertentu kepada siswa, sedangkan yang lain menerima pembelajaran yang dipimpin oleh guru
Implementation of the 2013 Curriculum in Integrated Thematic Learning in Elementary Schools: Strategies, Challenges, and its Impact on Learning Lestari, Putu Eka; Yusuf, Yusni Arni; Ningsih, Yuliani Rahayu; Almuhsona, Lyra Guswita; Ningrum, Indah Larasati Kusuma
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 4 No. 3 (2024): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v4i3.480

Abstract

Education is the process of imparting knowledge, character development, and producing a more harmonious social order and way of life, including through the development of students' intellectual capital, skills, and intellectual development. One of the innovations brought by the introduction of the 2013 curriculum is the integrative theme learning model. To provide meaningful educational experiences to students, integrative thematic learning connects various disciplines and materials through themes. The 2013 curriculum states that in order to place students as the center of the learning process, teachers must play an active role as facilitators and motivators of learning. This article aims to explain how the 2013 curriculum is applied to integrative thematic learning, and its impact on the teaching and learning process in elementary schools. The implementation of the curriculum in integrative thematic learning shows several challenges, such as difficulties in determining assessment or evaluation criteria for students, teachers' lack of understanding in compiling thematic integrative lesson plans, limited teaching aids, and the use of traditional learning methods that are less varied. The proposed solution is training and education for teachers, principals, and supervisors to acquire skills and knowledge in implementing the curriculum according to students' needs. By implementing a variety of learning methods, it is hoped that it can increase student motivation and independence in the learning process.
PEMANFAATAN MEDIA KUIS WORLDWALL UNTUK MENINGKATKAN ANTUSIAS BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA MATERI MENGENAL JENIS UANG DI KELAS I SDN 025 PALEMBANG Apriyani, Tria; Almuhsona, Lyra Guswita; Tiara, Efpri; Putri, Murni Amelia; Nabila, Asyifa; Theriana, Ana
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 4 (2025): Vol. 5 No. 4 Edisi November 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i4.3506

Abstract

Melalui penggunaan kuis interaktif Worldwall pada mata pelajaran Bahasa Indonesia “Mengenal Jenis-Jenis Uang” di kelas I SDN 025 Palembang, penelitian ini berupaya untuk meningkatkan semangat belajar siswa. Dua siklus Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart digunakan sebagai metodologi. Perencanaan, tindakan, observasi, dan refleksi adalah fase-fase yang membentuk setiap siklus. Teknik pengumpulan data yang digunakan adalah angket, observasi, dan penilaian tujuan pembelajaran. Hasil penelitian menunjukkan bahwa penggunaan media Worldwall dapat meningkatkan motivasi siswa. Sebelum tindakan, rata-rata skor kuesioner Antusias siswa adalah 63,08%; setelah tindakan, skor tersebut meningkat menjadi 83,08%. Selain itu, dari rata-rata 73,27 pada siklus I menjadi 79,46 pada siklus II, hasil belajar siswa juga meningkat. Hasilnya, media Worldwall berhasil meningkatkan motivasi dan keterlibatan siswa di dalam kelas serta menumbuhkan lingkungan belajar yang menyenangkan dan menarik.
Co-Authors Alviana, Nadia Apriyani, Tria Armila Armila Lestari, Putu Eka Nabila, Asyifa Ningrum, Indah Larasati Kusuma Ningsih, Yuliani Rahayu Putri, Murni Amelia Sri Yuniarsih Theriana, Ana Tiara, Efpri Yusni Arni Zamhari, Ahmad