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All Journal Guruku: Jurnal Pendidikan dan Sosial Humaniora
Putri Suci Rahmadani Br Sinurat
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Humanities Education Languange, Linguistic, Communication & Media

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Evaluasi Kompetensi Guru IPS dalam Menerapkan Model Pembelajaran Berbasis Kearifan Lokal di Sekolah Dasar Putri Suci Rahmadani Br Sinurat; Nabilla Nabilla; Nabila Arbaa Fadhilah
Guruku: Jurnal Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2025): GURUKU : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Politeknik Kampar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59061/guruku.v3i2.985

Abstract

This study aims to evaluate the competence of fourth-grade social studies teachers in implementing a local wisdom-based learning model in elementary schools. The method employed is a literature review with a qualitative approach, analyzing various relevant scholarly sources. The findings reveal that the success of implementing this learning model is influenced by mastery of local wisdom content, contextual teaching strategies, active student engagement, and comprehensive evaluation practices. Teachers with deep understanding of local culture and the ability to design lessons relevant to students' lives are more effective in shaping character education. These results highlight the importance of teacher training and professional development to enhance competence in integrating local values into social studies instruction.
Ketimpangan Sosial dan Psikologis dalam Interaksi Siswa Berbeda Latar Ekonomi di Lingkungan Kelas Putri Suci Rahmadani Br Sinurat; Nabila Arbaa Fadhilah; Khoirunnisa Nasution; Nabilla Nabilla; Alberto Siagian; Rafi Arya Dipa Permana; Rahmilawati Ritonga
Guruku: Jurnal Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2025): GURUKU : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Politeknik Kampar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59061/guruku.v3i2.1005

Abstract

This study investigates the social and psychological disparities in interactions among elementary school students with different economic backgrounds. Findings reveal that students from higher economic status families display greater confidence, active participation, and leadership in class activities, supported by access to better educational resources. Conversely, students from lower economic status families often exhibit passivity, feelings of inferiority, and limited classroom engagement. These challenges highlight the importance of inclusive teaching practices, such as heterogeneous group activities and equitable recognition by teachers, which can create a supportive learning environment for all students. This qualitative library research emphasizes the role of education in addressing social inequalities.
Co-Authors Alberto Siagian Khoirunnisa Nasution Nabila Arbaa Fadhilah Nabilla Nabilla Rafi Arya Dipa Permana Rahmilawati Ritonga