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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Pena Edukasia
Isrotun, Umi
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Peranan Geografi Sebagai Poros Pembangunan di Era Revolusi Industri 4.0 dan Society 5.0 Irawati, Pipit; Isrotun, Umi; Inajati, Ani Satul
Pena Edukasia Vol. 1 No. 4 (2023): Pena Edukasia
Publisher : CV. Supernova Office Stationary and Printing

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Abstract

In the era of the Industrial Revolution 4.0, the development of digital technology and the internet has changed the way people work, interact and access information. Geography plays an important role in managing this change, including in the development of digital infrastructure, spatial data analysis, and supply chain management. Geography also plays a role in supporting integration between physical and digital sectors, such as location-based logistics and smart city center development. Society 5.0, which emphasizes combining digital technology with a human-centred society, requires a deep understanding of the interrelationships between humans, the environment and technology. Geography can help map and analyze social, cultural and economic dynamics in society 5.0. Through a geospatial approach, geography can also integrate data and knowledge across sectors to facilitate better decision-making in addressing complex challenges, such as climate change, social inequality and natural resource management. In this era, geography also plays a role in developing sustainable development concepts and strategies. By considering geographical aspects such as location, environmental conditions, and resource availability, geography can help plan environmentally friendly infrastructure development, increase resilience to natural disasters, and optimize the efficient use of resources. In conclusion, geography has an important role as the axis of development in the era of the Industrial Revolution 4.0 and Society 5.0. The discipline of geography starting from elementary school to the highest level is needed to assist in the management of technological and societal changes, socio-economic analysis, and the development of sustainable development strategies. In facing future challenges, the application of geographic knowledge is the key to achieving sustainable and inclusive development.
Development of IPAS Teaching Materials Based on Javanese Local Wisdom in Differentiated Learning for Students Isrotun, Umi; Muhtarom, Muhtarom; Buchori, Achmad
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i2.9433

Abstract

This study aims to develop teaching materials based on Javanese local wisdom in differentiated learning to improve students’ creativity in the IPAS subject at the elementary school level. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The population in this study was all fourth-grade students at the elementary school where the research was conducted. The sampling technique used was purposive sampling, which involves selecting a sample based on specific considerations relevant to the research objectives. The sample consisted of 21 fourth-grade students. Furthermore, the study involved expert validators consisting of learning material experts, learning media experts, and learning design experts to assess the feasibility of the developed teaching materials. The data in this study were obtained from expert validators and fourth-grade elementary school students through validation sheets, questionnaires, observations, and tests. The data analysis techniques included descriptive quantitative analysis to determine the validity and practicality of the teaching materials, as well as inferential statistical analysis using N-gain and paired sample t-test to evaluate their effectiveness. The results showed that the teaching materials were very valid, with an average validation score of 4.55. They were also considered very practical, indicated by student response scores of 4.08 and teacher response scores of 4.63. In terms of effectiveness, there was an increase in the average pretest score (2.63) to posttest (4.25), with an N-Gain of 0.68 (moderate category) and a significant difference (Sig. 0.000 < 0.05). Therefore, the developed teaching materials are valid, practical, and effective in enhancing students’ creativity and can be used as an alternative learning resource in elementary education.
Co-Authors Achmad Buchori Inajati, Ani Satul Muhtarom Pipit Irawati