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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI
Apriani, Eni
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Social Sciences Other

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Analisis Pelaksanaan Standar Isi di Sekolah Dasar Islam Terpadu Amanah Sungai Penuh Gusnita, Nana; Yelliza, Merri; Ade Putra, Robi; Apriani, Eni
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.30380

Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan Standar Isi di Sekolah Dasar Islam Terpadu Amanah Sungai Penuh. Standar Isi merupakan pedoman utama dalam penyelenggaraan pembelajaran yang efektif dan bermakna, khususnya pada pendidikan dasar yang mengintegrasikan nilai-nilai Islam. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik observasi, wawancara mendalam, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan Standar Isi di sekolah ini berjalan dengan baik melalui integrasi kurikulum nasional dan penguatan karakter Islami, meskipun masih terdapat kendala berupa keterbatasan sumber daya dan manajemen waktu. Sekolah mengoptimalkan media, bahan ajar, serta strategi pembelajaran yang adaptif untuk mencapai tujuan pendidikan. Temuan ini mendukung pentingnya pengembangan kurikulum yang holistik dan kontekstual sesuai kebutuhan peserta didik dan lingkungan sosial. Penelitian ini memberikan rekomendasi agar peningkatan sumber daya dan pelatihan guru menjadi perhatian utama guna meningkatkan mutu pelaksanaan Standar Isi di masa mendatang.
PENGARUH PEMBELAJARAN BERBASIS PETA KONSEP TERHADAP PEMAHAMAN KONSEP RUANG DAN WILAYAH PADA PESERTA DIDIK SEKOLAH DASAR Deka Darmayanti; Efriza, Devia; Apriani, Eni; yusnawati; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58749

Abstract

This study aims to examine the effect of concept-map-based learning on elementary school students' understanding of the concept of space and region within Social Studies (IPS) instruction. Understanding spatial concepts is a fundamental competence that students must master, yet in practice such learning is often delivered through rote memorization and conventional lecturing, resulting in a low and fragmented conceptual grasp of location, distance, and the relationship between places. Concept maps, grounded in the theory of meaningful learning, are believed to help students organize hierarchical information and connect prior knowledge with new concepts related to space and region. This research employed a quantitative approach with a quasi-experimental one-group pretest-posttest design. The research was conducted at SDN 022/XI Sumur Anyir, involving all twenty fifth-grade students selected through total sampling. Data were collected using a spatial-concept comprehension test administered before and after four sessions of concept-map-based instruction, then analyzed through normality testing, N-Gain calculation, and a paired-sample t-test. The results showed that the average pretest score of 54.25 increased to 82.10 in the posttest, with an average N-Gain of 0.62, categorized as moderate, and forty percent of students reaching the high category. The paired t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), confirming that concept-map-based learning significantly improved students' understanding of spatial and regional concepts. These findings suggest that concept maps are an effective pedagogical strategy for elementary Social Studies instruction and can be considered by teachers as an alternative to conventional lecture-based methods, particularly for materials that are abstract and hierarchically structured.
ANALISIS PEMAHAMAN PESERTA DIDIK TERHADAP KEBIJAKAN EKONOMI NEGARA BERKEMBANG DALAM PEMBELAJARAN IPS SEKOLAH DASAR Deka Darmayanti; Efriza, Devia; Apriani, Eni; Yusnawati; Sumanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58751

Abstract

This study aims to analyze the level of understanding of fifth-grade elementary school students regarding the concept of economic policy in developing countries within Social Studies (IPS) learning. The study is grounded in the low level of economic literacy among elementary school-aged children and the limited contextualization of macroeconomic material, such as developing countries' economic policy, within the elementary Social Studies curriculum, which tends to be delivered abstractly and through rote memorization. This research employed a quantitative descriptive approach, involving all 20 fifth-grade students of SD Negeri 022/XI Sumur Anyir as subjects, selected through a total sampling technique. Data were collected through a content-validated multiple-choice concept-understanding test, supplemented by a learning-activity observation sheet, and were then analyzed using descriptive statistics, including the mean, mastery percentage, and categorization of comprehension levels. The findings indicate that students' understanding of developing countries' economic policy generally falls into the moderate category, with an average score of 68.5. Most students were able to recognize economic policy terms and examples, but still experienced difficulty explaining the interrelationships among concepts and the impact of such policies on daily life. Factors contributing to this outcome include limited contextual learning media, the dominance of lecture-based methods, and a lack of learning experiences grounded in real-world problems. This study recommends the use of more contextual, collaborative, and experience-based learning media to enhance elementary students' understanding of economic concepts. These findings contribute to the development of more meaningful Social Studies learning strategies, particularly in cultivating economic literacy from an early age to prepare students to become critical and economically literate citizens in the future.
Co-Authors Ade Putra, Robi Deka Darmayanti Efriza, Devia Gusnita, Nana Merri Yelliza Sumanti Yusnawati