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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Multidisciplinary Indonesian Center Journal
Khairani Hasibuan
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MODEL PEMBELAJARAN KOOPERATIF DALAM PENDIDIKAN IPS: KONSEP, IMPLEMENTASI, DAN ANALISIS KEUNGGULAN SERTA KELEMAHANNYA Rosmanila Lubis; Khairani Hasibuan; Jamaluddin; Nahriyah Fata
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34599

Abstract

Penelitian ini bertujuan untuk menganalisis konsep, implementasi, serta keunggulandan kelemahan model pembelajaran kooperatif dalam konteks pendidikan IlmuPengetahuan Sosial (IPS) di sekolah dasar. Model pembelajaran kooperatif dipandangmampu mengembangkan kemampuan sosial, berpikir kritis, dan kerja sama antarsiswa melalui kegiatan belajar yang menekankan interaksi dan tanggung jawabkelompok. Metode penelitian yang digunakan adalah studi kepustakaan denganmenelaah berbagai sumber literatur, baik nasional maupun internasional, yang relevandengan penerapan pembelajaran kooperatif dalam IPS. Hasil kajian menunjukkanbahwa model ini efektif dalam meningkatkan partisipasi aktif siswa, memperkuatketerampilan komunikasi, serta menumbuhkan sikap toleransi dan empati sosial.Namun, penerapannya juga memiliki tantangan, seperti kesulitan dalam pengelolaanwaktu, perbedaan kemampuan antar siswa, dan kebutuhan akan peran guru yang lebihintensif sebagai fasilitator. Oleh karena itu, diperlukan perencanaan pembelajaran yangmatang serta pelatihan bagi guru agar pelaksanaan model pembelajaran kooperatifdapat berjalan optimal dan memberikan kontribusi maksimal terhadap peningkatankualitas pembelajaran IPS.
DEVELOPING A GROWTH MINDSET IN ELEMENTARY SCHOOL TEACHERS: A TRAINING GUIDE TO ENHANCE DEEP LEARNING Wahdeni; Tuti khairani; Khairani Hasibuan; Hamka
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1477

Abstract

The training program “Developing a Growth Mindset Among Elementary School Teachers: A Training Guide for Enhancing Deep Learning” was organized by the Department of Education of Mandailing Natal Regency to strengthen teachers’ pedagogical competence and foster a student-centered learning culture. This initiative was motivated by the 2022 PISA results, which revealed that more than 99% of Indonesian students could only solve problems at lower levels (Lower Order Thinking Skills), while less than 1% reached higher levels (Higher Order Thinking Skills). One of the underlying causes is the prevalence of a fixed mindset among teachers—the belief that intelligence is innate and difficult to change. This training aimed to cultivate a growth mindset based on Carol S. Dweck’s (2006) theory, which emphasizes that abilities can be developed through effort and learning strategies. The method employed was a reflective andragogical workshop involving material presentations, microteaching simulations, and collaborative reflections. The results indicated a significant improvement in teachers’ understanding of the growth mindset concept and its implementation in deep learning. Teachers began providing process praise, applying The Power of Yet strategy, and creating emotionally safe and collaborative classroom environments. Furthermore, the establishment of the Growth-Oriented Teacher Community of Mandailing Natal (KGB-Madina) emerged as a sustainable platform for sharing best teaching practices and fostering continuous professional growth.
Co-Authors Hamka Jamaluddin Nahriyah Fata Rosmanila Lubis Tuti Khairani Wahdeni