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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Sinergi : Jurnal Ilmiah Multidisiplin
Lusia N. Amsad
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Aerospace Engineering Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Health Professions Immunology & microbiology Physics Social Sciences Other

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Analisis Pembelajaran Mendalam yang Terintegrasi Dengan Kearifan Lokal Lingkungan Pesisir Pada Materi IPAS di Kelas V SD Negeri Mambui Kabupaten Waropen Oktovianus Erari; Lusia N. Amsad
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 1 No. 2 (2025): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

This study aims to analyze the implementation of deep learning integrated with coastal local wisdom in the Social Sciences (IPAS) curriculum for Grade V at SD Negeri Mambui, Waropen Regency. A descriptive qualitative approach was employed, with data collected through classroom observation and literature review. The results indicate that deep learning has been implemented through active student engagement in discussions and linking IPAS concepts to real-life experiences in the coastal environment. Local wisdom has been utilized as a learning resource through examples of community activities, although it has not been fully structured. The integration of deep learning and local wisdom positively affects students’ conceptual understanding and fosters environmental care attitudes. Key supporting factors include easy access to the coastal environment and student enthusiasm, while limited media and learning materials remain primary obstacles. These findings emphasize the importance of context-based learning development to enhance IPAS learning quality and students’ character formation. Keywords: Deep Learning, Local Wisdom, Coastal Environment, Social Sciences, Elementary School   Abstrak Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran mendalam yang terintegrasi dengan kearifan lokal lingkungan pesisir pada materi IPAS kelas V di SD Negeri Mambui Kabupaten Waropen. Pendekatan penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi kelas dan studi literatur. Hasil penelitian menunjukkan bahwa pembelajaran mendalam telah diterapkan melalui keterlibatan aktif siswa dalam diskusi dan pengaitan konsep IPAS dengan pengalaman nyata di lingkungan pesisir. Kearifan lokal dimanfaatkan sebagai sumber belajar melalui contoh aktivitas masyarakat pesisir, meskipun belum sepenuhnya sistematis. Integrasi pembelajaran mendalam dan kearifan lokal berpengaruh positif terhadap pemahaman konseptual siswa dan membentuk sikap peduli lingkungan. Faktor pendukung utama adalah lingkungan pesisir yang mudah diakses dan antusiasme siswa, sementara keterbatasan media dan bahan ajar menjadi hambatan utama. Temuan ini menegaskan pentingnya pengembangan pembelajaran berbasis konteks lokal untuk meningkatkan kualitas pembelajaran IPAS dan pembentukan karakter peserta didik. Kata kunci: Pembelajaran Mendalam, Kearifan Lokal, Lingkungan Pesisir, IPAS, Sekolah Dasar.
DISCOVERY LEARNING DAN PEMAHAMAN KONSEPTUAL MATEMATIKA DI SEKOLAH DASAR: SYSTEMATIC REVIEW BUKTI EMPIRIS 2020–2025 Muryaningrum, Shalis; Yan Dirk Wabiser; Lusia N. Amsad; Rian Efendi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 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.v11i01.38665

Abstract

Conceptual understanding is the foundation of learning mathematics in elementary school, but overly procedural teaching practices often lead students to memorize steps without understanding the meaning of concepts. This systematic review synthesizes empirical evidence on the effect of Discovery Learning on elementary students' mathematical conceptual understanding. The search was conducted through Google Scholar (2020–2025) using a stepwise strategy: (1) “discovery learning on conceptual understanding” (172 articles), (2) “discovery learning on mathematical conceptual understanding” (138 articles), and (3) “discovery learning on elementary students' mathematical conceptual understanding” (10 articles). Ten articles were analyzed using structured data extraction, design-based risk of bias assessment, and narrative synthesis. All studies reported improvements in conceptual understanding following the implementation of Discovery Learning, evidenced by increased pretest–posttest scores, differences between experimental and control groups, or higher mastery in classroom action research. However, the strength of evidence varied: most studies employed a single-group or classroom action research design (higher risk of bias), whereas quasi-experimental studies provided stronger support, although issues with initial ability equivalence remained. Practically, Discovery Learning is most promising when conducted as guided discovery, utilizing concrete–visual–symbolic representations, and tasks that encourage generalization. Further research requires more rigorous designs, reporting of effect sizes, and retention measurements.
TANTANGAN PEMERATAAN PENDIDIKAN DI WILAYAH 3T INDONESIA Nisa, Nurul; Yan Dirk Wabiser; Lusia N. Amsad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 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.v11i01.38730

Abstract

Equitable education is a constitutional mandate and a development agenda that demands equal access and quality education services throughout Indonesia. However, the Disadvantaged, Frontier, and Outermost (3T) regions still face structural gaps: limited school infrastructure and connectivity, unequal distribution and professional development of teachers, disparities in access to learning technology, and challenges in curriculum relevance to local contexts. This article aims to analyze the challenges of equitable education in the 3T regions in the 2020–2025 period through a semi-systematic literature review. Data sources include accredited national journals (SINTA) and reputable national journals, international articles indexed/standardized by Scopus and international sources, and policy reports from official institutions (UNICEF, OECD, World Bank). The study results show that the post-pandemic digital acceleration opens up opportunities for innovation, but also widens the digital divide without the support of infrastructure, digital literacy, and sustainable affirmative policy design. This article recommends four policy directions: (1) meeting minimum service standards for infrastructure and connectivity, (2) affirming teacher placement and strengthening competencies, (3) strengthening an inclusive digital learning ecosystem, and (4) developing a contextual curriculum based on local needs and learning recovery.
Co-Authors Muryaningrum, Shalis Nisa, Nurul Oktovianus Erari Rian Efendi Yan Dirk Wabiser