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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Pendekar: Jurnal Pendidikan Berkarakter
Amaza Ilmil Mufidah
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Pengaruh Intervensi Pembelajaran Berbasis Proyek terhadap Penyesuaian Sosial dan Perkembangan Fisik Motorik Siswa Kelas VI MI Al Fitroh Jember Alvi Syafa’atu Rosidah; Amaza Ilmil Mufidah; Miftakhul Khoir; Lailatul Usriyah; Mu’alimin
Pendekar : Jurnal Pendidikan Berkarakter Vol. 3 No. 6 (2025): Desember : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v3i6.1563

Abstract

Pengaruh intervensi pembelajaran berbasis proyek terhadap penyesuaian sosial dan perkembangan fisik motorik siswa kelas VI MI Al Fitroh Jember merujuk pada periode ketika anak beralih dari masa kanak-kanak menuju perkembangan fisik serta motorik, masa ini ditandai oleh perubahan fisik, emosional, dan sosial karena individu mulai mencari pengalaman belajar, rasa penasaran akan pembelajaran yang lebih kompleks, dan mengambil tanggung jawab yang mempersiapkan mereka untuk peran pendidikan selanjutnya. Fase ini sangat penting karena navigasi yang berhasil dapat meningkatkan rasa percaya diri dan kompetensi sosial, sementara kesulitan dapat menyebabkan masalah penyesuaian. Penelitian ini mengkaji dampak intervensi pembelajaran berbasis proyek (PJBL) terhadap penyesuaian sosial siswa kelas VI MI Al Fitroh Jember selama transisi tersebut. Ada 20 siswa dibagi menjadi kelompok eksperimen, yang terlibat dalam proyek kolaboratif selama delapan minggu, dan kelompok kontrol yang menerima pembelajaran konvensional. Data tentang kompetensi sosial, tantangan perkembangan, dan efikasi diri dikumpulkan sebelum dan sesudah program serta dianalisis dengan SPSS. Hasil menunjukkan peningkatan yang jelas pada penyesuaian sosial kelompok eksperimen, mengindikasikan bahwa proyek kolaboratif dapat mendukung perkembangan psikososial saat siswa bergerak menuju perkembangan fisik motorik.
INTEGRASI KURIKULUM IPA DAN MATEMATIKA DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA PEMBELAJARAN ABAD 21 Amaza Ilmil Mufidah; Anzilna Qotrun Nada; Indah Wahyuni; Umi Farihah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47432

Abstract

This study was motivated by the importance of developing students’ critical thinking skills in 21st-century learning through the integration of Science and Mathematics curricula in elementary schools. Learning processes that are still conducted separately often cause students to have difficulty understanding the relationship between concepts and solving contextual problems effectively. This study aims to describe the implementation of the integration of Science and Mathematics curricula, analyze the improvement of students’ critical thinking skills, and identify the supporting and inhibiting factors in the implementation of integrated learning in elementary schools. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research subjects consisted of principals, teachers, and students involved in the learning process. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The results showed that the integration of Science and Mathematics curricula was able to create more active, contextual, and meaningful learning experiences. Students became more active in discussions, problem analysis, data processing, and drawing conclusions based on observations. Integrated learning was also proven to improve students’ critical thinking skills through experiments, problem-solving activities, and group discussions. Supporting factors in the implementation of integrated learning included teacher creativity, school support, and students’ enthusiasm, while the inhibiting factors included limited learning time and teachers’ difficulties in designing integrated learning tools. Therefore, the integration of Science and Mathematics curricula can be an effective learning strategy in improving students’ critical thinking skills in 21st-century learning at the elementary school level.
Co-Authors Alvi Syafa’atu Rosidah Anzilna Qotrun Nada Indah Wahyuni Lailatul Usriyah MIFTAKHUL KHOIR Mu’alimin Umi Farihah