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All Journal JURNAL PENDIDIKAN TEMATIK DIKDAS Jurnal Penelitian Pendidikan IPA (JPPIPA)
Angelina, Putri
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Strategi Pembelajaran dalam Membentuk Karakter Toleransi Melalui Pendidikan Multikultural di SDN Pegadungan 08 Petang Angelina, Putri; Halim, Abdul
Jurnal Pendidikan Tematik Dikdas Vol. 10 No. 1 (2025): Jurnal Pendidikan Tematik Dikdas
Publisher : Program Studi Magister Pendidikan Dasar Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jptd.v10i1.45810

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya peran guru dalam membentuk karakter toleransi siswa melalui pendidikan multikultural di sekolah dasar. Tujuan penelitian ini adalah mendeskripsikan strategi guru dalam menumbuhkan karakter toleransi siswa kelas III melalui pembelajaran bermuatan multikultural. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara, observasi, dan dokumentasi, lalu dianalisis secara tematik. Hasil penelitian menunjukkan bahwa guru menerapkan strategi pembelajaran kolaboratif seperti inkuiri dan problem-based learning yang dipadukan dengan nilai-nilai toleransi dalam berbagai mata pelajaran. Guru berperan sebagai fasilitator dan teladan, menciptakan lingkungan belajar yang inklusif dan menghargai keberagaman. Temuan ini menegaskan bahwa integrasi pendidikan multikultural secara konsisten mampu menumbuhkan karakter toleransi siswa. Kebaruan penelitian ini terletak pada penekanan strategi aktif berbasis kolaborasi yang terbukti efektif di tingkat sekolah dasar. Implikasi praktisnya, pendekatan ini dapat diadopsi oleh guru lain dalam menciptakan iklim pembelajaran yang inklusif dan membangun generasi muda yang toleran.
Efektivitas Modul STEM Inklusif Berbasis SDGs terhadap Keterampilan Proses Sains Siswa Slow Learner di Kawasan Lahan Gambut Kistiono; Yusup, Muhammad; Sudirman; Winarni, Kiki Ayu; Angelina, Putri
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November: In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13430

Abstract

This study aims to evaluate the effectiveness of an inclusive STEM module based on the Sustainable Development Goals (SDGs) in improving science process skills (SPS) among slow learner students in a peatland region. A quasi-experimental pretest-posttest control group design was employed with 78 Grade 8 slow learners from SMP Negeri 1 Pemulutan Barat, South Sumatra. The module, developed using the ADDIE model, focused on water filtration and peatland water quality within the context of SDG 6 (Clean Water and Sanitation). The core science topics covered included pH measurement, mechanical filtration, separation of mixtures, and colloidal properties of peat water. It was validated by experts in content, pedagogy, and inclusivity. Data were analyzed quantitatively using independent t-tests, normalized gain (N-Gain), and effect size (Cohen’s d), as well as qualitatively through classroom observations and semi-structured interviews. Results revealed that the experimental group achieved a mean N-Gain of 0.79 (high category), compared to 0.42 (medium category) for the control group. Statistical analysis indicated a significant difference between the groups (t = 5.68; p < 0.001; Cohen’s d = 1.28). Qualitative findings further demonstrated that students reported increased confidence and motivation, attributing these improvements to the module’s use of visual illustrations, locally relevant contexts, and scaffolded instructions. These findings suggest that an inclusive, SDG-based STEM module is effective in improving SPS among slow learner students. This study contributes to the growing body of literature on inclusive STEM education by illustrating how integrating the SDGs within a local ecological context can foster equitable and meaningful science learning.
Co-Authors A Halim Kistiono Muhammad Yusup Nandang Budiman Nurzaelani, Mohammad Muhyidin Reni Sinta Dewi Rusdi Kasman Sa'diyah, Maemunah Sudirman Sunaryo Kartadinata, Sunaryo Winarni, Kiki Ayu Yuggo Afrianto