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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmu Sosial, Pendidikan Dan Humaniora
Dias Marisa
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Perspektif Guru dan Siswa : Penerapan Kurikulum Merdeka di Sekolah Dasar Afridha Laily Alindra; Salsabilla Suci Attalia; Meilisa Meilisa; Gandes Rahmi Mahayun Sari; Dias Marisa; Saofa Salsa Safariyah; Nada Savaira Raihana; Tria Kurnia Sari
JISPENDIORA Jurnal Ilmu Sosial Pendidikan Dan Humaniora Vol. 4 No. 2 (2025): Agustus: Jurnal Ilmu Sosial, Pendidikan Dan Humaniora (JISPENDIORA)
Publisher : Badan Penerbit STIEPARI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/jispendiora.v4i2.2220

Abstract

Along with the development of the times, the Indonesian curriculum continues to change. Indonesia has experienced curriculum changes starting from the 1947 curriculum to the 2022 curriculum, namely the Merdeka Curriculum. This study aims to determine the perspectives of teachers and students: the implementation of the Merdeka curriculum in elementary schools. This study uses a qualitative method. This research technique uses data collection in the form of observation, interviews, and questionnaires. This research was conducted at Purwakarta Elementary School, precisely at SDN 3 Sindangkasih. The informants in this study were the principal and 2 teachers at SDN 3 Sindangkasih. The results of the interview showed that the implementation of the Merdeka curriculum in elementary schools in Purwakarta was in accordance with the Merdeka Curriculum concept where the Merdeka Curriculum focuses on developing students' talents and interests and providing freedom in the learning process.
ANALISIS STRATEGI PEMBELAJARAN DALAM MENINGKATKAN EFEKTIVITAS PEMBELAJARAN Afifah, R Ulya; Sofyan Iskandar; Dias Marisa; Salma Indah Oktriana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25615

Abstract

This study is motivated by the limited number of comprehensive studies comparing the effectiveness of various learning strategies in enhancing elementary students’ conceptual understanding. Previous research has predominantly focused on academic achievement, with less attention given to how learning strategies support deep understanding, especially at the early cognitive development stage that requires concrete and contextual approaches. The main objective of this research is to critically evaluate the effectiveness of learning strategies-particularly problem-based learning and multi-representation approaches-in improving students’ conceptual understanding. The research problem addressed is the low level of conceptual understanding due to the dominance of conventional methods. This study employs a literature review method, systematically analyzing relevant secondary sources, including journals, books, and official documents, using descriptive and critical content analysis techniques. The findings reveal that the application of problem-based learning and multi-representation approaches significantly enhances students’ critical thinking skills and conceptual understanding compared to conventional strategies. The researchers conclude that contextual, flexible, and student-centered learning strategies are essential for optimizing learning outcomes. Therefore, teachers are encouraged to adapt relevant strategies to meet students’ needs, ensuring more effective and meaningful learning processes in elementary education.
Co-Authors Afifah, R Ulya Afridha Laily Alindra Gandes Rahmi Mahayun Sari Meilisa Meilisa Nada Savaira Raihana Salma Indah Oktriana Salsabilla Suci Attalia Saofa Salsa Safariyah Sofyan Iskandar, Sofyan Tria Kurnia Sari