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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Studi Guru dan Pembelajaran
Muhammad Romli
Ganesha University of Education
Education Other

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PETA KULTURAL MADURA INTERAKTIF DALAM PEMBELAJARAN PKN DI SDN PARSANGA II Muhammad Romli; I Nengah Suastika; Dewa Bagus Sanjaya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.29794

Abstract

This study aims to develop a contextual and local wisdom-based interactive learning media called the Madura Cultural Map to improve Civic Education (PKn) learning outcomes for third-grade students at SDN Parsanga II, Sumenep Regency. The method used is Research and Development (R&D) employing a modified Borg & Gall model, which includes the stages of needs analysis, design, expert validation, limited trial, revision, and broader field testing. The media features representations of distinctive Madurese culture such as karapan sapi (bull racing), batik, saronen music, and fishing traditions—presented in an interactive format that combines visuals, narrative text, and audio. Expert validation on content and media aspects indicated that the product was in the "appropriate" category for use. Trials with 85 students showed a 92% engagement rate, 88% comprehension level, and 85% effectiveness in supporting the learning process. These findings indicate that the Madura Cultural Map interactive media is effective in enhancing conceptual understanding of citizenship, shaping students’ character, and fostering appreciation for local culture. Therefore, this media can serve as an innovative alternative for culturally rooted, enjoyable, and contextual Civic Education that supports the holistic development of student competencies.
REVITALISASI PEMBELAJARAN IPS MELALUI INTEGRASI KEARIFAN LOKAL MADURA DI SDN PARSANGA II Muhammad Romli; I Wayan Kertih; I Wayan Lasmawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.29803

Abstract

This study aims to revitalize Social Studies (IPS) learning in elementary schools through the integration of Madurese local wisdom as a contextual approach. The research was conducted at SDN Parsanga II, Sumenep Regency, involving two fourth-grade classes and two fifth-grade classes with a total of 80 students. A descriptive quantitative method was employed. The learning activities were designed around local cultural themes such as karapan sapi (bull racing), Madurese batik, saronen music, and fishing traditions. The results revealed a significant increase in student engagement and conceptual understanding of social studies after implementing the culture-based learning model. The students’ average scores improved with a mastery level ranging from 85% to 95%. These findings affirm the value of contextual learning rooted in local culture for enhancing the quality and relevance of social studies education. The study also presents practical implications for instructional material development, adaptive curriculum design, and culturally grounded educational policies.
PERAN NILAI BUDAYA MADURA DALAM PEMBELAJARAN MENYIMAK DAN MENCERITAKAN KEMBALI: SEBUAH PENDEKATAN ETNOSAINS DI SDN PARSANGA II Muhammad Romli; Ketut Suma; I Wayan Suastra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.29806

Abstract

This study aims to explore the role of Madurese cultural values in listening and retelling activities at the elementary school level through an ethnoscience approach. This approach is based on the assumption that local culture can serve as a contextual learning source to enhance students’ oral literacy while instilling character values and cultural identity. The study was conducted at SDN Parsanga II, Sumenep Regency, using a descriptive qualitative method. The research subjects consisted of 10 fourth-grade students selected purposively for interviews. Data collection techniques included semi-structured interviews, classroom observations, and documentation. The findings reveal that local stories such as karapan sapi, the legend of Roro Kuning, and fishermen’s narratives are closely related to students lived experiences, enabling them to understand and retell the stories more effectively. Students also demonstrated positive emotional responses such as enjoyment, confidence, and pride when engaging with culturally relevant content. These results align with contextual learning theory and ethnopedagogical perspectives, reinforcing prior research on the effectiveness of ethnoscience in language learning. Integrating Madurese cultural values has proven to enhance listening and storytelling skills while promoting cultural identity and the preservation of local traditions. The study recommends that teachers and education policymakers develop contextual, culturally based learning materials suitable for primary education.
The Implementation of the ARCS Model in Indonesian Language Learning to Enhance Literacy Skills of Fifth-Grade Students at Elementary School Muhammad Romli; I Nyoman Sudiana; Ida Bagus Putrayasa
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.5101

Abstract

This study aims to analyze the impact of the ARCS (Attention, Relevance, Confidence, Satisfaction) learning model on the literacy skills of fifth-grade students in Indonesian language learning, with learning motivation as a control variable. Employing a quasi-experimental approach with a pretest-posttest control group design, this research involved two groups: the experimental group taught using the ARCS model and the control group taught using conventional methods. A total of 56 students from SDN Parsanga II participated, equally divided between the two groups. Data collection instruments included literacy tests and learning motivation questionnaires. The findings reveal a significant difference in literacy skills between students taught using the ARCS model and those taught using conventional methods. Statistical analysis, including ANCOVA, showed that the ARCS model significantly improved literacy skills, with an F-value of 29.102 and p < 0.05. Furthermore, the R Squared value of 0.355 indicates that the ARCS model and learning motivation together accounted for 35.5% of the variability in literacy skills. The four stages of the ARCS model—Attention, Relevance, Confidence, and Satisfaction—were instrumental in enhancing students’ literacy. These stages effectively captured students' attention, linked learning materials to their lives, built confidence in tackling texts, and provided a satisfying learning experience. The study highlights the effectiveness and flexibility of the ARCS model in improving literacy skills in elementary education. By fostering motivation and creating meaningful learning experiences, the ARCS model serves as a promising solution to address literacy challenges in elementary schools, contributing to better academic outcomes.
Co-Authors Dewa Bagus Sanjaya I Nengah Suastika I Nyoman Sudiana I Wayan Kertih I Wayan Lasmawan I Wayan Suastra Ida Bagus Putrayasa Ketut Suma