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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Cakrawala Pendas Walada: Journal of Primary Education
Ella Kusuma Wardani
Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPLEMENTING PROBLEM-BASED LEARNING TO ENHANCE PANCASILA EDUCATION OUTCOMES IN GRADE IV AT ELEMENTARY SCHOOL Nada Yumna Hanifah; Lisa Retnasari; Ella Kusuma Wardani; Muhammad Alfarizqi Nizammuddin Ghiffari
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11298

Abstract

The low learning outcomes in Pancasila Education among Grade IV students at SD Negeri Golo Yogyakarta highlight the need for innovative teaching strategies. This research aims to improve students' learning outcomes by implementing a Problem-Based Learning (PBL) model for Pancasila Education under the framework of the Merdeka Curriculum. The study adopts a classroom action research (CAR) approach using the Kemmis and McTaggart model, which involves four stages: planning, action, observation, and reflection. The research was conducted over two cycles, utilizing pretest-posttest, observation, and documentation as data collection methods. Data were analyzed using both qualitative and quantitative techniques to evaluate learning outcomes and student engagement. The findings demonstrate that the PBL model effectively enhances students' cognitive skills and engagement in Pancasila Education. Learning outcomes showed consistent improvement across the cycles, indicating the relevance of PBL in fostering critical thinking and understanding of Pancasila values. The study underscores the importance of contextual and student-centered learning methods in achieving educational objectives aligned with the Merdeka Curriculum.
Integration of multicultural values in Civic Education learning through research-based learning Ella Kusuma Wardani; Unik Ambar Wati; Fery Muhammad Firdaus; Lisa Retnasari; David Lailelleru
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.86746

Abstract

The complex dynamics of Indonesia's pluralistic society necessitate innovative approaches to reconstruct Civic Education paradigms, specifically through the integration of multicultural values. This study investigates the implementation of Research-Based Learning (RBL)—operationalised through a systematic cycle of observation, data collection, analysis, conclusion, and application—as an innovative pedagogical model at Sanggar Anak Alam (SALAM). Employing a qualitative case study design, the research engaged 35 participants, comprising facilitators, students, and parents. Data were systematically gathered via in-depth interviews, participant observations, and document analysis, followed by thematic analysis and triangulation facilitated by ATLAS.ti software. The analysis yielded two primary findings: firstly, the embedding of multicultural values significantly enhances appreciation for diversity and cultivates an inclusive character amongst students; secondly, RBL effectively fosters civic competencies by actively engaging students in resolving contextualised social issues. These findings demonstrate that this model not only fortifies the internalisation of multicultural values but concurrently refines students' critical cognitive abilities, empathy, and collaborative skills. Ultimately, this framework exhibits substantial potential for adaptation within formal educational settings, thereby enriching the Civic Education curriculum to become more culturally responsive. This innovation posits a novel paradigm wherein inclusive pedagogy ensures equitable educational access, the RBL cycle refines instructional methodologies, and insights derived from non-formal education serve as a viable catalyst for fortifying institutional Civic Education.
PERAN ETNOSCIENCE DALAM MENGUATKAN PEMBELAJARAN STEM UNTUK MENGEMBANGKAN LITERASI SAINS BERBASIS BUDAYA LOKAL DI SEKOLAH DASAR Rangga Gustiawan Nazara; Waode Sitti Fatimah; Ella Kusuma Wardani; Selviana Dewi Pramesti; Wiwik Hidayati; Matilda Daeli
Walada: Journal of Primary Education Vol. 4 No. 3 (2025): IN PROGRESS
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v4i3.409

Abstract

Penelitian ini bertujuan menganalisis peran etnoscience dalam menguatkan pembelajaran STEM untuk mengembangkan literasi sains berbasis budaya lokal pada siswa sekolah dasar. Metode penelitian yang digunakan adalah studi literatur dengan menelaah berbagai artikel empiris, hasil penelitian R&D, dan publikasi ilmiah yang membahas integrasi etnoscience dalam pembelajaran sains. Hasil kajian menunjukkan bahwa etnoscience mampu meningkatkan pemahaman konsep, keterampilan berpikir ilmiah, motivasi belajar, dan apresiasi budaya siswa. Pembelajaran STEM yang diperkaya dengan konteks budaya lokal memberikan pengalaman belajar yang lebih bermakna karena siswa mengamati, menganalisis, dan memodelkan fenomena ilmiah melalui praktik budaya yang mereka kenal. Selain itu, bahan ajar berbasis etnoscience terbukti efektif dalam meningkatkan literasi sains dan relevansi pembelajaran dengan kehidupan nyata. Kesimpulannya, integrasi etnoscience dalam pembelajaran STEM merupakan strategi efektif untuk meningkatkan literasi sains sekaligus mendukung pelestarian budaya lokal, sehingga direkomendasikan untuk diimplementasikan dalam pembelajaran IPA di sekolah dasar.
Co-Authors David Lailelleru Fery Muhammad Firdaus Matilda Daeli Muhammad Alfarizqi Nizammuddin Ghiffari Nada Yumna Hanifah Rangga Gustiawan Nazara Selviana Dewi Pramesti Unik Ambarwati Waode Sitti Fatimah Wiwik Hidayati