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All Journal Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Journal of Contemporary Gender and Child Studies
Zaid, Muhammad Idris Maas
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Implementation of Jigsaw in Civics Subject at MIN 10 Southeast Aceh Zaid, Muhammad Idris Maas; Adlani, Nazri; Rahman, Abdul
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 4 No 3 (2025): September Edition: Multiple Intelligences of Students in Formal, Informal, and No
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v4i3.398

Abstract

This study aims to determine the effectiveness of the Jigsaw learning model in improving student learning outcomes in Civics (PKn) at MIN 10 Southeast Aceh. Civics learning is often considered boring by students because it tends to be theoretical and one-way. To overcome this, the Jigsaw cooperative learning model is implemented, which emphasizes group collaboration and individual responsibility. This study uses a quantitative approach with a quasi-experimental design. Data were obtained through pretests and posttests given to students before and after the model was implemented. The results showed a significant increase in student learning outcomes after the Jigsaw model was implemented. These findings indicate that the model can be an effective alternative learning strategy to improve conceptual understanding and student engagement in Civics learning.
Improving Civic Literacy on Population and Government in Elementary Schools: A Quasi-Experimental Study Based on Contextual Learning Kdianti, Gita; Nadhifah, Dinah; Zaid, Muhammad Idris Maas
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 2 No 4 (2023): December Edition: Multiple Intelligences of Students in Formal, Informal, and Non
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v2i4.423

Abstract

The low level of civic literacy among elementary school students, particularly in understanding Indonesia's population and governmental system, poses a critical challenge in basic education. This study aims to evaluate the effectiveness of contextual learning strategies in improving students’ civic literacy. Employing a quasi-experimental approach with qualitative descriptive methods, the study was conducted at an elementary school in Kendari City. Data were collected through observations, interviews, and student learning documentation. The findings demonstrate that contextual learning significantly enhances students’ understanding of governmental structures, citizen roles, and population issues by engaging them in relevant and participatory learning experiences. The study’s outcomes highlight improvements in students' critical awareness, multimodal communication, and active classroom involvement. These findings underscore the importance of contextualized, student-centered civic education that is grounded in local experiences. The study contributes to the development of participatory pedagogy and advocates for inclusive civic education models within Indonesia’s primary education system.
Local Culture Integration in IPAS Learning: Supporting Indonesian Primary Students’ Well-Being toward SDG 4 Zaid, Muhammad Idris Maas; Ahmad, Mustapa
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.547

Abstract

Prior studies on science education in Indonesia have predominantly examined curriculum design, pedagogical strategies, and technology-based interventions; however, few have explored how the integration of local cultural values into Natural and Social Science (IPAS) learning specifically shapes the wellbeing of lower primary students (Grades 1-3) in culturally diverse Indonesian contexts. This study addresses that gap by examining how teachers integrate Javanese and broader Indonesian local cultural elements into IPAS instruction and the consequent effects on students' academic wellbeing and sense of belonging. Employing a qualitative phenomenological approach, data were collected through semi-structured interviews with three classroom teachers and one principal, classroom observations, document analysis, and focus group discussions involving ten students from two schools in the Yogyakarta Special Region. Thematic analysis revealed four interconnected themes: (1) cultural embodiment of science concepts through local artefacts and ecological knowledge; (2) enhanced student wellbeing via cultural familiarity; (3) the teacher as cultural mediator; and (4) alignment with SDG 4 targets for inclusive and quality education. Findings indicate that culturally embedded IPAS learning not only reduces science anxiety among early-grade students but also strengthens their identity, curiosity, and holistic development. This study contributes a culturally grounded pedagogical framework for IPAS instruction in Indonesian primary schools, with practical implications for curriculum designers, teacher educators, and policymakers pursuing SDG 4 commitments.
Co-Authors Abdul Rahman Adlani, Nazri Ahmad, Mustapa Kdianti, Gita Nadhifah, Dinah