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All Journal FORUM PAEDAGOGIK Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Profesi Guru Indonesia
Eroh Rokayah
Universitas Pendidikan Indonesia
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Pengembangan Kurikulum Mikro Mata Pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) pada Implementasi Kurikulum Merdeka di Sekolah Dasar Anita Permatasari; Effy Mulyasari; Deri Hendriawan; Eroh Rokayah; Elmi Hanjar Bait
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.v13i2.97805

Abstract

Mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam Kurikulum Merdeka bertujuan menciptakan pembelajaran holistik dengan mengintegrasikan aspek ilmiah dan sosial untuk mendukung relevansi pendidikan abad ke-21. Penelitian ini bertujuan untuk menganalisis pengembangan kurikulum mikro IPAS pada implementasi Kurikulum Merdeka di sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur dan analisis isi untuk mengevaluasi struktur Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), dan Alur Tujuan Pembelajaran (ATP), serta relevansi materi pembelajaran. Hasil penelitian menunjukkan bahwa CP dalam IPAS menetapkan standar kompetensi holistik, TP mendukung pembelajaran berbasis proyek yang kontekstual, dan ATP memastikan kesinambungan antar tema. Namun, implementasi IPAS menghadapi tantangan, seperti keterbatasan pelatihan guru, sumber daya, dan infrastruktur. Penelitian ini menyimpulkan bahwa optimalisasi kurikulum mikro IPAS memerlukan dukungan strategis untuk mengatasi hambatan implementasi dan meningkatkan kualitas pembelajaran yang sesuai dengan kebutuhan siswa abad ke-21. 
Analisis Pengembangan Kurikulum Mikro Mata Pelajaran Seni pada Implementasi Kurikulum Merdeka di Sekolah Dasar Eroh Rokayah; Effy Mulyasari; Deri Hendriawan; Elmi Hanjar Bait
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.v13i2.97796

Abstract

Seni dalam Kurikulum Merdeka dirancang untuk menciptakan pembelajaran holistik yang mengintegrasikan dimensi kognitif, afektif, dan psikomotorik guna meningkatkan kreativitas, berpikir kritis, dan apresiasi budaya siswa. Penelitian ini bertujuan untuk menganalisis pengembangan kurikulum mikro seni di sekolah dasar dalam konteks implementasi Kurikulum Merdeka. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur dan analisis isi terhadap dokumen kebijakan, modul ajar, dan jurnal ilmiah terkait. Hasil penelitian menunjukkan bahwa Capaian Pembelajaran (CP) seni menetapkan standar kompetensi yang holistik, Tujuan Pembelajaran (TP) mendukung desain pembelajaran berbasis proyek yang kontekstual, dan Alur Tujuan Pembelajaran (ATP) memastikan kesinambungan materi secara sistematis. Namun, implementasi pembelajaran seni terkendala oleh keterbatasan pelatihan guru, minimnya sumber daya, dan kesenjangan infrastruktur, terutama di daerah terpencil. Penelitian ini menyimpulkan bahwa penguatan pelatihan guru, pengembangan modul tematik berbasis proyek, dan peningkatan infrastruktur sangat diperlukan untuk mengoptimalkan implementasi seni dalam Kurikulum Merdeka. 
The Impact of the STEM Education Model on Elementary School Students' Problem-Solving Skills in Mathematics Learning Eroh Rokayah; Encep Supriatna; Arie Rakhmat Riyadi; Deri Hendriawan; Anita Permatasari
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.v3i2.871

Abstract

Cultivating mathematical problem-solving skills in early education is foundational to fostering logical reasoning and analytical thinking. Traditional mathematics instruction often relies on rote memorization, leading to low student engagement and weak conceptual application, while empirical evidence evaluating the structural impact of integrated Science, Technology, Engineering, and Mathematics (STEM) models in primary mathematics remains critically limited. This study aims to examine the effect of the STEM education model on elementary school students' problem-solving abilities in mathematics learning. Utilizing a quantitative quasi-experimental framework, this study selected students from SD Negeri Tanjungsari and SD Negeri Kadukacapi as research samples, systematically categorized into experimental (STEM-based instruction) and control (conventional instruction) groups. Quantitative data were gathered via a validated mathematical problem-solving test and analyzed using descriptive metrics (mean, standard deviation, and learning completeness percentages) alongside paired and independent sample t-tests. The empirical findings indicate that the STEM education model exerts a profoundly positive and statistically significant effect on students' mathematical problem-solving abilities. The experimental class achieved a substantially higher mean score (93.92) compared to the control class (61.34). Furthermore, a narrower standard deviation in the experimental cohort indicated a more equitable distribution of skill mastery. The student learning completeness percentage also demonstrated a staggering disparity, with the experimental class reaching 94.33% mastery against the control group's mere 71.66% (p < 0.05). Consequently, the STEM education model serves as a potent pedagogical alternative to address the pervasive deficit in elementary students' mathematical problem-solving. Beyond individual performance metrics, these insights offer a robust framework for educational authorities to design interdisciplinary curricula that effectively bridge abstract mathematical principles with real-world, innovative applications.
EFFECTIVITY OF THE RADEC LEARNING MODEL ON ELEMENTARY SCHOOL STUDENTS' CRITICAL THINKING SKILLS Anita Permatasari; Wahyu Sopandi; Yulianti Fitriani; Deri Hendriawan; Eroh Rokayah
FORUM PAEDAGOGIK Vol 17, No 2 (2026)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v17i2.20517

Abstract

This study aims to test the effectiveness of the RADEC learning model on the critical thinking skills of elementary school students. This research is a quantitative research with an experimental research type. The experimental design used is a quasi-experiment involving 32 fourth-grade students of SD negeri Giripada. The research data is quantitative data collected using a concept understanding ability test technique. The collected data were then analyzed using descriptive statistical test techniques by testing the average value, standard deviation and percentage of completeness, as well as inferential statistical tests using independent t-tests and paired t-tests. The results of the study indicate that the RADEC learning model has a positive and significant effect on the critical thinking skills of elementary school students. This is evident from the research data which shows that the average value of students' critical thinking skills in the experimental class is higher (91.67) than the control class (68.14). In addition, the standard deviation value also shows that the standard deviation value of the experimental class is smaller than the control class, which means that students' critical thinking skills in the experimental class are more evenly distributed. Furthermore, the percentage of student completion showed that the experimental class achieved 89.72%, while the control class only achieved 61.57%. Inferential statistical tests were conducted in this study to test the research hypothesis. The results of the prerequisite test showed that the data were normally distributed (Sig. > 0.05) and the sample came from a homogeneous population (Sig. > 0.05). The results of the prerequisite test were used as the basis for continuing the hypothesis test with parametric statistical techniques with the type of t-test. The results of the independent t-test and paired t-test showed that the significance value was smaller than the alpha value, which was 0.000 (
Co-Authors Anita Permatasari Arie Rakhmat Riyadi Effy Mulyasari Elmi Hanjar Bait Encep Supriatna Wahyu Sopandi Yulianti Fitriani