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Syamsur Rizal
STIT Palapa Nusantara Lombok
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Hubungan Dukungan Orang Tua dengan Kemandirian Belajar Siswa MI NW Birrul Walidain Rensing di Era Kurikulum Merdeka Syamsur Rizal
Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): Juni 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/jip.v2i3.140

Abstract

The implementation of the Merdeka Curriculum requires students to possess independent, active, and responsible learning abilities in the learning process. However, in practice, many students still demonstrate a high level of dependence on teachers and parents in completing academic tasks. One of the factors presumed to be associated with students’ learning independence is parental support. This study aimed to determine the relationship between parental support and students’ learning independence at MI NW Birrul Walidain Rensing in the 2024/2025 academic year within the context of the Merdeka Curriculum. This study employed a quantitative approach with a correlational research design. The population consisted of all students at MI NW Birrul Walidain Rensing, while the sample was selected using a simple random sampling technique. Data were collected through Likert-scale questionnaires that had been tested for validity and reliability. Data analysis techniques included descriptive statistics and Pearson Product Moment correlation analysis using SPSS. The findings revealed a positive and significant relationship between parental support and students’ learning independence, with a correlation coefficient value of 0.742 and a significance value of 0.000 < 0.05. These results indicate that higher parental support is associated with higher levels of students’ learning independence. Therefore, parental involvement plays a crucial role in supporting the success of student learning within the implementation of the Merdeka Curriculum.
Penerapan Model Pembelajaran Berbasis Proyek (Project Based Learning) untuk Meningkatkan Pemahaman Konsep Keragaman Budaya Indonesia Syamsur Rizal
Jurnal Ilmu Pendidikan Vol. 1 No. 2 (2025): Oktober 2025
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/jip.v1i2.6

Abstract

Students’ understanding of the concept of cultural diversity in Indonesia remains relatively low due to the dominance of conventional teaching methods that lack student engagement. To address this issue, this study aimed to apply the Project-Based Learning (PjBL) model to enhance fourth-grade students’ conceptual understanding of Indonesian cultural diversity at SDN 2 Mamben Daya. The study employed a qualitative approach using Classroom Action Research (CAR) with the Kemmis and McTaggart model, conducted over two cycles from July to December 2024. The research subjects consisted of 25 students, including 16 boys and 9 girls. Data collection instruments included observation, interviews, documentation, and concept understanding tests, which were analyzed both qualitatively and quantitatively. The findings revealed a significant improvement across all observed aspects. The observation scores of student activity increased from 68 in cycle I to 86 in cycle II. Interview scores improved from 3.2 to 4.5, documentation scores rose from 3.5 to 4.7, and concept understanding test scores increased from an average of 70 to 85. These results indicate that the project-based learning model fosters active student engagement and enhances their conceptual grasp of cultural diversity in Indonesia. In conclusion, the implementation of the project-based learning model effectively enhances students’ cognitive, affective, and psychomotor skills. This model is a viable alternative teaching strategy for elementary thematic learning, particularly for subjects requiring exploration and active student involvement.
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