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All Journal Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Profesi Guru Indonesia
Hesti Wulandari
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Keterbatasan Kompetensi Guru dalam Implementasi Kurikulum Merdeka: Studi Kasus di SDN Sanding 2 Hesti Wulandari; Effy Mulyasari; Deri Hendriawan; Dini Sugiarti; Rooa Kamel Hasan Abuluruq
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 1 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i1.96969

Abstract

Implementasi Kurikulum Merdeka menghadapi tantangan yang signifikan akibat keterbatasan kompetensi guru. Penelitian ini bertujuan untuk mengidentifikasi hambatan yang dihadapi guru di SDN Sanding 2 dalam mengimplementasikan kurikulum tersebut. Metode yang digunakan adalah deskriptif kualitatif dengan pendekatan studi kasus, melalui wawancara mendalam, observasi, dan analisis dokumen. Hasil menunjukkan bahwa guru mengalami kesulitan dalam memahami prinsip-prinsip Kurikulum Merdeka, kurang mengaplikasikan metode pembelajaran inovatif, serta minim mengikuti pelatihan yang relevan. Keterbatasan tersebut menyebabkan ketidaksesuaian antara rencana dan pelaksanaan pembelajaran serta rendahnya keterlibatan siswa. Disimpulkan bahwa pelatihan berkelanjutan dan peningkatan fasilitas pendukung sangat penting untuk meningkatkan kompetensi guru dan keberhasilan implementasi Kurikulum Merdeka.
Peran Media Pembelajaran dalam Meningkatkan Minat Belajar Siswa Sekolah Dasar Dini Sugiarti; Deri Hendriawan; Effy Mulyasari; Hesti Wulandari; Naghm Zakarneh
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.97689

Abstract

Rendahnya minat belajar siswa merupakan tantangan signifikan dalam pendidikan dasar yang memengaruhi hasil belajar. Penelitian ini bertujuan untuk menganalisis peran media pembelajaran dalam meningkatkan minat belajar siswa kelas 5 SDN Sukacai 2. Hasil penelitian menunjukkan bahwa media pembelajaran berperan penting dalam meningkatkan minat belajar melalui beberapa aspek utama: menarik perhatian siswa, meningkatkan partisipasi aktif, dan membangkitkan antusiasme belajar. Penggunaan media visual dan interaktif memudahkan siswa dalam memahami konsep yang sulit, sementara guru merasa lebih terbantu dalam menyampaikan materi yang kompleks. Kendala yang dihadapi meliputi keterbatasan fasilitas teknologi dan waktu persiapan. Studi ini menegaskan bahwa penggunaan media pembelajaran yang sesuai dapat memperbesar minat belajar siswa asalkan didukung oleh infrastruktur dan pelatihan guru yang memadai.
The Effect of Augmented Reality Media on Elementary School Students' Understanding of the Solar System Concept Hesti Wulandari; Supriadi; Mubarok Somantri
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.868

Abstract

Comprehending astronomical concepts, such as the solar system, requires high spatial visualization and abstract reasoning, which elementary school students often struggle to develop through static, two-dimensional textbook illustrations. While digital interventions are expanding, empirical insights regarding how Augmented Reality (AR) media can structurally bridge the gap between concrete perception and abstract macro-scientific concepts in early science education remain limited. This study aims to test the effect of augmented reality media on the understanding of the concept of the solar system in elementary school students. Employing a quantitative quasi-experimental design, this study involved 60 sixth-grade students, divided into an experimental class (n = 30, utilizing AR-based media) and a control class (n = 30, utilizing conventional instruction). Quantitative data were gathered via a validated conceptual understanding test and evaluated using descriptive metrics (mean, standard deviation, and learning completeness percentages) alongside paired and independent sample t-tests. The empirical outcomes reveal that AR media exerts a profoundly positive and statistically significant effect on students' conceptual understanding of the solar system. The experimental cohort achieved a vastly superior post-test mean score (92.37) compared to the control group (69.74). Furthermore, a lower standard deviation in the experimental group indicated more equitable knowledge distribution among students, complemented by a staggering 94.02% learning completeness rate against the control group's mere 75.43% (p < 0.05). Consequently, AR media serves as a potent pedagogical alternative to mitigate low conceptual comprehension in elementary science. Beyond classroom-level performance, these findings provide critical empirical baseline data for educational tech-developers to design interactive, three-dimensional spatial environments that make complex scientific phenomena accessible to young minds.
Co-Authors Dini Sugiarti Effy Mulyasari Mubarok Somantri Naghm Zakarneh Rooa Kamel Hasan Abuluruq Supriadi