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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Jurnal Cakrawala Pendas
Ari Metalin Ika Puspita
State University of Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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INTEGRATING SOCIO-SCIENTIFIC ISSUES (SSI) APPROACH BASED ON SDGS FOR GENERATION ALPHA IN ELEMENTARY SCHOOLS Annas Solihin; Suryanti; Enny Susiyawati; Julianto; Endang Susantini; Ari Metalin Ika Puspita
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13396

Abstract

Socio-Scientific Issues (SSI)-based learning has become increasingly significant in addressing global challenges, particularly for Generation Alpha, who are growing up in the digital era. This study aims to analyze the effectiveness of the SSI-based learning approach within the context of the Sustainable Development Goals (SDGs) at the elementary school level. A qualitative research approach with a case study design was employed, involving observations, interviews, and document analysis of educators and students from several elementary schools. The findings indicate that implementing SSI-based learning contributes to enhancing students' understanding of global issues while simultaneously strengthening critical thinking, problem-solving, and collaboration skills. Educators play a central role in designing interactive and technology-based learning strategies to increase student engagement. However, challenges remain in implementing this approach, including teachers' readiness and limited learning resources. Therefore, integrating SSI-based learning within the SDG framework in elementary education can be an effective strategy for improving students' scientific literacy and social awareness. Further research is needed to develop training strategies for educators and expand the implementation of this method across various educational contexts. In conclusion, integrating the SSI approach based on SDGs into science education in elementary schools has great potential to enhance scientific literacy, social awareness, and 21st-century skills among students.
Ethnopedagogical Analysis of Sunan Giri Mosque Ornaments in Fostering Elementary School Students’ Creativity Dessy Mega Harumawati; Andi Kristanto; Ari Metalin Ika Puspita
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p404-427

Abstract

Ornamental heritage embedded in classical mosque architecture holds considerable but underexploited pedagogical value for cultivating creativity among elementary school learners. This study examines how the decorative motifs of Sunan Giri Mosque in Gresik, East Java, can be transformed into an ethnopedagogical resource that stimulates fifth-grade students’ creative thinking through observation, imitation, and reinterpretation of local ornamental forms. A qualitative design combining ornament observation and literature review was employed, integrating documentary analysis of a teaching module, Bahan Ajar Ragam Hias Kreatif: Ornamen Masjid Sunan Giri, with two academic studies describing the formal and symbolic characteristics of lung-lungan, patran, tlacapan, saton, praba, garuda, and surya majapahit motifs. Data were analyzed through reduction, categorization, and interpretive synthesis to trace the translation of architectural ornament into classroom activities. Findings show that the module converts nine ornament categories into observation, coloring, and creative design tasks that guide students from motif recognition toward independent stylization of natural forms, following a sequence consistent with established creativity-development stages in ethnomathematics and ethnoscience research. The symbolic meanings attached to each motif, including protection, enlightenment, and social solidarity, further provide affective anchors that strengthen engagement. This study concludes that curated ornamental heritage offers a replicable ethnopedagogical model for nurturing creativity, cultural pride, and aesthetic literacy among primary school students.
Co-Authors Andi Kristanto Annas Solihin Dessy Mega Harumawati Endang Susantini Enny Susiyawati Julianto Suryanti