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All Journal Proceedings Series on Social Sciences & Humanities Journal of Innovation and Research in Primary Education
Budiarti, Martina Rini
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Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Cultivating Differentiated Learning through SSC (Self Service Creativity) to Realize Independent Learning Budiarti, Martina Rini; Wakhudin, Wakhudin
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1714

Abstract

The background of this study is that the Independent Curriculum has not been fully implemented in SD Negeri 5 Karangrau. The learning carried out has not shown any bias towards students. Students have not been well facilitated in terms of talent, interests, and learning styles. Educators seem to have difficulty in presenting differentiated learning. The purpose of the study was to determine whether the implementation of SSC (Self Service Creativity) in SD Negeri 5 Karangrau can foster differentiated learning in the Independent Curriculum. This study is a type of qualitative research with a case study method. Data collection techniques were carried out through observation, in-depth interviews, and documentation. The results of the study showed that the implementation of SSC (Self Service Creativity) significantly helped educators in implementing differentiated learning. Students get meaningful learning. Students are given the freedom to choose learning strategies that suit their needs. This approach supports the principle of Independent Learning by providing space for creativity and self-reflection for students. The conclusion of this study, SSC (Self Service Creativity) is effectively implemented as a differentiated learning strategy that includes content, process, product by involving aspects of voice, choice and ownership of students. SSC (Self Service Creativity) functions to empower all assets owned by the school. SSC (Self Service Creativity) also involves various components, both biotic and abiotic.
Improving Elementary School Students' Digital Literacy through Culture-Responsive Canva-Based Science Learning Budiarti, Martina Rini; Wakhudin
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2842

Abstract

This study aims to describe the implementation of Canva's culturally responsive use in science learning and its effectiveness in improving elementary school students' digital literacy. The study involved 90 fourth-grade students from four elementary schools in the Andang Taruna Banyumas Cluster. This study is a descriptive qualitative study with an ethnopedagogical approach and a case study method conducted through observation, interviews, and documentation studies. The results showed that the initial level of students' digital literacy was still basic to moderate. The implementation of culture-responsive Canva in science learning was carried out through systematic planning, implementation, and evaluation. This implementation was able to improve digital literacy, as seen from several indicators, including Functional Skill and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-safety. Learning in elementary schools became more interactive, contextual, and relevant to the culture of students in Banyumas. This encouraged active student participation and improved understanding of the learning material. The findings of this study confirm that Canva, which is responsive to culture, improves the digital literacy of elementary school students. These findings also show a positive synergy between technology and culture in learning. However, this study also has limitations in terms of internet network quality and differences in the initial abilities of elementary school students. Further research is recommended to develop a culture-based digital learning model for other subjects so that it can support the digital infrastructure in schools to be more optimal.
Co-Authors Wakhudin Wakhudin, Wakhudin