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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an
Habibul Hakim
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Kebutuhan Dan Karakteristik Model Desain Pembelajaran Di Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI) Dasmarni; An Nisa Alya; Anusirwan Hamidi Harahap; Habibul Hakim; Missy Mairista; Nurhasnawati
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 13 No. 1 (2026): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v13i1.4667

Abstract

Analisis kebutuhan serta pemilihan model desain pembelajaran merupakan langkah krusial untuk meraih tujuan pendidikan di MI/SD. Artikel ini mengkaji peran analisis kebutuhan, ciri-ciri siswa MI/SD, serta model desain pembelajaran yang tepat. Melalui penelitian literatur, ditemukan bahwa model ASSURE, ADDIE, Dick & Carey, dan Kemp memiliki ciri-ciri yang dapat disesuaikan dengan kebutuhan pendidikan di sekolah dasar. Pemilihan model perlu memperhatikan ciri-ciri perkembangan kognitif, sosial, dan emosional siswa. Temuan penelitian menunjukkan bahwa model yang luwes, interaktif, dan berfokus pada siswa lebih berhasil dalam menciptakan pengalaman pembelajaran yang signifikan.
DAMPAK PENGGUNAAN GADGET TERHADAP KETERAMPILAN BERKOMUNIKASI INTERPERSONAL SISWA SEKOLAH DASAR Nursalim; Puaddi; Habibul Hakim; M. Anas Nazarsyah R.
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.44079

Abstract

The development of information and communication technology, particularly the use of gadgets, has had a significant impact on the interpersonal communication skills of elementary school students. This study aims to examine the impact of gadget use on students' interpersonal communication skills through a library research approach using a descriptive-analytical method. Data was obtained from various secondary sources such as relevant scientific journals, books, and dissertations, then analyzed using a thematic approach. The results of the study indicate that gadget use has both positive and negative impacts on students' interpersonal communication. Positive impacts are seen in increased digital communication skills, the courage to express opinions, and the expansion of students' social insights through access to information and virtual interactions. However, excessive gadget use tends to decrease the quality of direct interpersonal communication, such as reduced face-to-face interaction, the emergence of individualistic attitudes, and low social sensitivity. Furthermore, long-term use is also associated with decreased social skills in students. Therefore, supervision and control of gadget use by parents and teachers are necessary to maintain balance. Wise use of gadgets is expected to support the optimal development of students' interpersonal communication amidst advances in digital technology.
PEMETAAN, PEMAHAMAN, PENGGUNAAN MODEL INQUIRI KOLABORATIF PADA PEMBELAJARAN IPA: DIPANDANG DARI ASPEK GURU DAN SISWA Mery Berlian; Habibul Hakim; Rian Vebrianto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46332

Abstract

The purpose of this study is to ascertain how instructors and students at SDN 017 Bukit Payung plan, understand, and apply the collaborative inquiry learning approach in scientific instruction. The study included a case study and a qualitative methodology. Fifth-grade instructors and students who were actively engaged in scientific education made up the research subjects. Techniques for gathering data included recordkeeping, interviews, and observation. The phases of data reduction, data presentation, and conclusion drawing were used to examine the data. Source triangulation and procedure triangulation were used to attain data validity. Because the majority of learning phases were carried out as best they could, the findings demonstrated that the mapping of the collaborative inquiry model's execution fell into the "excellent" category. Instructors were able to set issues, organize groups, direct conversations, assist in gathering data, and assist students in coming to conclusions. Along with actively participating in conversations, students also made observations, worked together, and presented the outcomes of their talks. The mapping of observation findings revealed a number of unsatisfactory elements, including the fact that students continued to struggle with data analysis to support hypotheses and that professors did not fully guide the research stages. Because it may boost student engagement, collaboration, critical thinking abilities, self-assurance, and learning results, the collaborative inquiry approach has a beneficial effect on scientific education.
Co-Authors An Nisa Alya Anusirwan Hamidi Harahap Dasmarni M. Anas Nazarsyah R. Mery Berlian Missy Mairista Nurhasnawati Nursalim Puaddi Vebrianto, Rian