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All Journal Journal of Education and Learning (EduLearn) Reswara: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Ilmu Terapan Universitas Jambi Profesi Pendidikan Dasar Indonesian Journal on Learning and Advanced Education (IJOLAE)
Helzi, Helzi
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Innovative Approaches to Science and Social Studies-Centered Learning with a Focus on Student Wellbeing in Elementary Education Helzi, Helzi; Minsih, Minsih; Desstya, Anatri; Muhammad, Mazni
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.6173

Abstract

Science and Social Studies-centered learning in elementary schools has the potential to significantly enhance student wellbeing by addressing their holistic learning needs. This study seeks to examine how student wellbeing is integrated into the Science and Social Studies (IPAS)-centered curriculum for elementary students. Employing a qualitative research design grounded in a phenomenological approach, the study explores the lived experiences of students, teachers, and the school principal at Diponegoro Elementary School during the IPAS learning process. Data for this research were gathered through in-depth interviews, observations, and document analysis, with participants including teachers, the school principal, and students. Triangulation techniques were utilized to ensure data validity. The data analysis was conducted following the Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing. The findings indicate that IPAS-centered learning has effectively integrated science and social studies through project-based learning initiatives, which actively engage students in practical, real-world applications. As a result, students have become more active and participatory, benefiting from hands-on activities within a supportive and conducive learning environment. This approach not only enhances learning outcomes but also underscores the importance of student wellbeing by fostering an integrated, holistic educational experience
The project to strengthen Pancasila student profile as an effort to manifest the character of environmental care Minsih, Minsih; Utami, Ratnasari Diah; Nurlaila, Maryam; Uslan, Uslan; Mujahid, Imam; Helzi, Helzi
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.21338

Abstract

This research aimed to describe the manifestation of the character of environmental care in the project to strengthen Pancasila student profile in the independent curriculum. This study was qualitative research with a phenomenological approach. The subjects of this study were 2 schools, namely elementary school or Sekolah Dasar (SD) Muhammadiyah 1 Ketelan and SD Negeri Karangasem 1. Data collection was conducted through in-depth interviews, observations, and document analysis. Triangulation of sources and methods was conducted to ensure the validity of the data. The data that have been collected were subsequently analyzed in the phase of data reduction, presentation, and conclusion drawing. The results of this study show that the project to strengthen Pancasila student profile in manifesting the character of environmental care has been implemented in these 2 schools. It can be observed in the implementation of sustainable lifestyle projects that are relevant to the Pancasila student profile strengthening project (P5) module, including recycling waste to create business opportunities, reducing plastic waste through the creation of eco-bricks, and processing organic waste into compost, managing waste banks, utilizing the environment as a learning resource and minimizing the use of drinking bottles by using personal tumblers.
Peningkatan Pemahaman Kebudayaan Indonesia melalui Kokurikulum di Sanggar Belajar Penang Malaysia. Minsih, Minsih; Widyasari, Choiriyah; Helzi, Helzi; Cahyaningtyas, Alief Laela
Reswara: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 1 (2026)
Publisher : Universitas Dharmawangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46576/rjpkm.v7i1.6115

Abstract

Kebudayaan merupakan identitas nasional yang mencerminkan ide, perasaan, tindakan, dan karya manusia dalam masyarakat. Namun, anak-anak di Sanggar Belajar Ami dan Permai di Penang, Malaysia, memiliki keterbatasan pemahaman tentang kebudayaan Indonesia akibat kurangnya akses sumber belajar dan interaksi langsung dengan budaya Indonesia. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman kebudayaan Indonesia melalui program kokurikulum yang interaktif dan partisipatif. Program ini dirancang untuk memperkenalkan ragam budaya Indonesia, menumbuhkan semangat nasionalisme dan patriotisme, serta mengatasi keterbatasan akses informasi budaya bagi anak-anak di luar negeri. Metode pelaksanaan meliputi lima tahap: (1) pemetaan kondisi awal melalui pre-test, (2) sosialisasi dengan mitra, (3) pelatihan dan pendampingan menggunakan media audiovisual, (4) evaluasi melalui post-test, dan (5) pelaporan hasil. Partisipan terdiri dari 96 anak usia 5–15 tahun di dua sanggar belajar. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman budaya Indonesia, antara lain pengetahuan musik tradisional (60%), bahasa dan sastra (42–43%), adat dan tradisi (44–47%), serta rasa bangga terhadap budaya Indonesia (53–55%). Selain itu, program ini juga berhasil menumbuhkan keterampilan sosial dan solidaritas antarpeserta. Dengan demikian, pendekatan kokurikulum terbukti efektif dalam meningkatkan pemahaman kebudayaan Indonesia dan memperkuat identitas budaya anak-anak Indonesia di luar negeri
THE INTEGRATIION OF CULTURE LITERACY IN STRENGTHENING THE PROFILE OF PANCASILA STUDENTS IN SCIENCE LEARNING FOR ELEMENTARY SCHOOLS Minsih, Minsih; Mujahid, Imam; Mukminin, Amirul; Helzi, Helzi
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.41764

Abstract

Cultural literacy plays a critical role in developing students’ sense of responsibility, tolerance, and national identity. In the context of 21st-century education, it is a key component of the Pancasila Student Profile, which guides character formation in Indonesian schools. While cultural literacy is often linked with language and social studies, this research explores its integration into science learning in elementary schools. The aim is to identify how cultural values, local wisdom, and scientific inquiry are harmonized to support holistic student development through the Independent Curriculum. This qualitative study employed a phenomenological design, focusing on two Sekolah Penggerak (Driving Schools): Elementary School Muhammadiyah 1 Ketelan and Elementary School Muhammadiyah Plus Malangjiwan. Participants included school principals, teachers, and students. Data collection was conducted through observations and in-depth interviews, using structured interview sheets. Data were analyzed through data reduction, presentation, and conclusion drawing, with validity ensured through source triangulation. The results revealed that cultural literacy was embedded in science learning through the contextualization of scientific concepts with local wisdom such as using traditional tools in experiments, exploring environmental stewardship rooted in local customs, and incorporating indigenous knowledge into ecology topics. Activities like science-based cultural exhibitions, traditional games with scientific principles, and the use of regional languages in science discussions strengthened student engagement and cultural identity. This study offers a novel integration of cultural literacy into science education, demonstrating how localized, culturally responsive teaching can enrich scientific understanding while reinforcing national character in line with the Pancasila Student Profile.
Analysis of Social-Emotional Behavior in Students with Autism Spectrum Disorder, ADHD, and Anxiety in Inclusive Schools Minsih, Minsih; Mujahid, Imam; Uslan, Uslan; Fauzana, Nana; Marpuah, Siti; Helzi, Helzi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8728

Abstract

This research aims to describe the characteristics of children with barriers to social-emotional behavioral in inclusive elementary school. This research uses a qualitative case study design which only examines the characteristics of three children with socio-emotional behavior disorders. The informants are class teachers, guardians of students (teacher Shadow) with Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and Withdrawal Anxiety Disorder, Parent and Student Regular. Data collection uses interviews, observations, and documentation studies. Data Validation uses Method triangulation dan resource triangulation. Data analysis techniques use content analysis techniques or thematic analysis to identify patterns and themes in interpretive data with reduction, display, and conclusion stages. The results of the study showed that student with ASD and ADHD and Anxiety Disorders have various characteristics that lead to obstacles in social emotional behavior in the form of: stereotypical movements, difficulty focusing, difficulty interacting socially, often rushing, difficulty communicating with people, like to talk to themselves and repeat sentences spoken by the other person, laugh easily and get angry easily for no reason, and dislike crowds. This is based on the results of the identification and assessment carried out by the school inclusion team on children with special needs which include: inclusion coordinators, guardians of students with special needs (teacher shadows), psychologists, occupational therapists, speech therapists and physiotherapists. The implications of this article can be used as a reference and reference in detecting and assessing social emotional behavioral disorders in the development of elementary school-age students.
Co-Authors Amirul Mukminin Anatri Desstya Cahyaningtyas, Alief Laela Choiriyah Widyasari Fauzana, Nana Imam Mujahid Maryam Nurlaila, Maryam Minsih Muhammad, Mazni Ratnasari Diah Utami Siti Marpuah, Siti Uslan