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All Journal Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Riset Pendidikan Dasar (JRPD)
Kristianto, Andika
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Education Other

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MODEL PROBLEM BASED LEARNING BERBASIS EDUCAPLAY PADA PELAJARAN IPAS DALAM PENINGKATAN KETERAMPILAN BERNALAR KRITIS SISWA Fadilah, Annisa Salma; Irawan, Dedy; Kristianto, Andika
Jurnal Riset Pendidikan Dasar (JRPD) JRPD Volume 6 Nomor 1, Maret 2025
Publisher : Jurnal Riset Pendidikan Dasar (JRPD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jrpd.v6i1.24096

Abstract

Terdapart 6 dimensi dalam profil pelajar Pancasila, salah satunya adalah bernalar kritis. Dimensi ini memiliki keterkaitan dengan capaian pembelajaran IPAS. Terdapat dugaan keterampilan bernalar kritis pada siswa akan meningkat jika dikombinasikan dengan model pembelajaran serta media yang tepat. Problem based learning memiliki sintak yang mendukung stimulasi keterampilan bernalar kritis siswa. Educaplay dapat menjadi alternatif media yang cocok untuk dikolaborasikan dengan model PBL sehingga meningkatkan keterampilan bernalar kritis. Penelitian ini adalah penelitian tindakan kelas yang dilakukan mengikuti prosedur penelitian Kemmis dan McTaggart. Sasaran penelitian adalah siswa kelas IV. Teknik pengambilan data dilakukan menggunakan non test yaitu observasi. Data yang diperoleh dianalisis menggunakan Microsoft Excel 2013. Berdasarkan hasil penelitian diperoleh bahwa model PBL berbasis educaplay dapat meningkatkan keterampilan bernalar kritis siswa. Terdapat kenaikan rata-rata persentase dari pelaksanaan siklus I dan siklus II yaitu mencapai 84% > 80%. Guru dapat memanfaatkan PBL berbasis educaplay untuk melakukan pembelajaran IPAS agar keterampilan bernalar kritis siswa semakin meningkat. Kata kunci: Keterampilan Bernalar Kritis; Educaplay; IPAS  
Analysis of the Implementation of Social Emotional Learning to Address Bullying Behavior in Elementary Schools Kristianto, Andika; Wakhudin, Wakhudin
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 2 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/vygzwe10

Abstract

This study aims to analyze the implementation of social-emotional learning and its contribution to social-emotional dynamics in overcoming bullying behavior among elementary school students. The research used a qualitative method with a case study approach, where data was collected through participatory observation, in-depth interviews, and documentation. The subjects were three sixth-grade teachers at elementary schools. Data analysis used the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing/verification. The results showed that SEL had been implemented through various strategies, such as emotion regulation techniques (STOP), reflection journals, role-playing, group discussions, and collaborative learning in line with the CASEL framework. However, the implementation varied greatly and depended on the individual initiative of teachers without the support of structured school policies. The characteristics of the implementation reveal fundamental weaknesses in the form of dependence on external teacher control, a reactive and short-term orientation, and the absence of a systematic evaluation mechanism, resulting in students' social and emotional skills not yet being internalized independently. SEL has an important contribution to bullying prevention through strengthening emotional regulation, developing empathy, and forming social awareness, but its effectiveness is not automatic and is highly determined by the quality of pedagogical implementation and structural support from the school. This study confirms that the potential of SEL as a preventive approach to bullying behavior can only be optimally realized if it is implemented systematically, consistently, and sustainably with comprehensive school policy support, adequate teacher professional development, and active collaboration with all education stakeholders.
Co-Authors Dedy Irawan Fadilah, Annisa Salma Wakhudin, Wakhudin