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All Journal Al Ishlah Jurnal Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series
Fatia Nur Azizah
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Penerapan Pendekatan Konsep pada Pembelajaran IPS di Sekolah Dasar Fatia Nur Azizah; Mintasih Indriayu
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 3 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v7i3.91632

Abstract

Penerapan pendekatan konsep dalam pembelajaran IPS di sekolah dasar penting diterapkan untuk mengatasi kesulitan belajar siswa dalam membangun pemahamannya pada materi IPS yang bersifat abstrak. Penelitian ini bertujuan untuk mengetahui penerapan pendekatan konsep pada pembelajaran IPS di sekolah dasar. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus, teknik analisis data menggunakan triangulasi teknik yang mengkonfirmasi data berdasarkan hasil observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran IPS dengan menggunakan pendekatan konsep berhasil diterapkan oleh guru dengan berbantuan media paperless crossword. Melalui pembelajaran dengan pendekatan konsep guru dapat menyajikan informasi yang lebih terstruktur dan bermakna. Sementara itu pendekatan ini mendorong siswa berpikir kritis dan analitis untuk menghubungkan berbagai konsep IPS yang dipelajari. Dengan demikian pendekatan konsep mendorong pembentukan pemahaman konsep IPS dengan lebih mudah.
Exploring Elementary School Teachers' Perspectives on Culturally Responsive Teaching: Insights from Karimunjawa Fatia Nur Azizah; Sarwanto Sarwanto; Roemintoyo Roemintoyo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6271

Abstract

Culturally Responsive Teaching (CRT) plays a vital role in promoting inclusive education. However, its implementation in geographically remote regions remains underexplored. This study investigates elementary school teachers’ perspectives on integrating CRT within the Independent Curriculum in the remote Karimunjawa District of Indonesia. A qualitative approach was employed involving ten public elementary school teachers. Data were collected through interviews, classroom observations, and document analysis. Triangulation of sources ensured the validity of findings. The data analysis involved reduction, presentation, and conclusion drawing. The findings indicate that while teachers generally recognize the importance of CRT and possess a basic understanding of its principles, significant barriers hinder effective implementation. These include limited access to professional development, lack of institutional support, and low confidence in applying CRT strategies. Teachers expressed a strong need for culturally relevant materials and methods to better engage students in reflecting on their cultural identities. The study highlights the unique challenges faced by educators in remote areas, particularly in adapting CRT to local contexts. It emphasizes the importance of culturally inclusive pedagogical practices and reveals gaps in training and resources. There is an urgent need for targeted CRT training, improved school support, and policy initiatives that prioritize culturally inclusive teaching in remote settings. These measures are essential to empower teachers and foster equitable learning environments across diverse educational landscapes.
Co-Authors Mintasih Indriayu Roemintoyo Roemintoyo Sarwanto Sarwanto