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All Journal IJORER : International Journal of Recent Educational Research Jurnal Dedikasi untuk Negeri
Agis, Fathul
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Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENERAPAN PENDAMPINGAN PEMBELAJARAN IPS BERBASIS MEDIA DIGITAL INTERAKTIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP SOSIAL SISWA SEKOLAH DASAR Febriyanti, Elisa Dwi; Yasaroh, Ella Sabila; Agis, Fathul
Jurnal Dedikasi untuk Negeri Vol 4, No 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat UML

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/jdn.v4i1.4693

Abstract

Pembelajaran Ilmu Pengetahuan Sosial (IPS) di sekolah dasar masih menghadapi tantangan berupa rendahnya pemahaman konsep sosial siswa akibat dominasi pendekatan hafalan dan minimnya pemanfaatan media pembelajaran yang interaktif. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman konsep sosial siswa sekolah dasar melalui pendampingan pembelajaran IPS berbasis media digital interaktif. Kegiatan dilaksanakan pada 9 Juni 2025 di SD Negeri 1 Titiwangi dengan melibatkan 40 siswa sekolah dasar. Metode pelaksanaan menggunakan pendekatan partisipatif melalui tahapan perencanaan, pelaksanaan, dan evaluasi. Media digital interaktif yang digunakan meliputi peta interaktif, simulasi sosial sederhana, dan kuis digital berbasis visual. Evaluasi dilakukan menggunakan tes pemahaman konsep sosial (pretest dan posttest) serta observasi aktivitas belajar siswa. Hasil kegiatan menunjukkan adanya peningkatan signifikan pemahaman konsep sosial siswa, ditunjukkan oleh peningkatan nilai rata-rata dari 62,45 pada pretest menjadi 82,30 pada posttest dengan gain score sebesar 0,53 yang berada pada kategori sedang–tinggi. Selain itu, aktivitas belajar siswa menunjukkan rata-rata keterlibatan sebesar 86,25% dengan kategori tinggi, mencakup keaktifan berdiskusi, partisipasi penggunaan media digital, dan kerja sama kelompok. Temuan ini menunjukkan bahwa pendampingan pembelajaran IPS berbasis media digital interaktif efektif dalam meningkatkan pemahaman konsep sosial dan keterlibatan belajar siswa sekolah dasar. 
Contextual Projective Learning Model in Elementary School Science Education: An Analysis of the Learning Process and Student Engagement Mareta Putri, Reza; Yola Shafarina, Annisa; Dwi Febriyanti, Elisa; Agis, Fathul
IJORER : International Journal of Recent Educational Research Vol. 6 No. 3 (2025): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i3.1353

Abstract

This study investigates the implementation of the Contextual–Projective Learning Model (KP) in elementary school science and its impact on student engagement and conceptual understanding, aiming to explore how contextual and project-based learning can foster meaningful learning experiences. The research was conducted at SD Aisyiyah Kalianda, focusing on the water cycle topic. A qualitative descriptive approach was employed, combining classroom observations, semi-structured interviews with teachers and students, and analysis of learning documentation. Data were analyzed thematically using Miles, Huberman, and Saldaña’s interactive model to identify patterns in the learning process and student engagement. Findings indicate that KP effectively transforms the learning environment from teacher-centered to student-centered, positioning students as active knowledge constructors. Students engaged in discussions, collaboratively planned and executed mini-projects, and presented outcomes, enhancing cognitive, social, emotional, and behavioral engagement. Conceptual understanding improved as students connected theoretical knowledge with practical observation. The approach also fostered 21st-century skills, including critical thinking, creativity, collaboration, and communication (4C skills). Challenges such as limited instructional time, varying student abilities, and constrained resources were mitigated through structured project planning, differentiated guidance, peer teaching, and creative use of simple, local materials. This study highlights the integration of contextual learning with project-based activities in elementary science, emphasizing simultaneous development of conceptual understanding and 21st-century skills, with the teacher acting as an active facilitator. The findings provide both theoretical insights into constructivist, student-centered learning and practical guidance for implementing effective, meaningful science education at the elementary level.
Co-Authors Dwi Febriyanti, Elisa Febriyanti, Elisa Dwi Mareta Putri, Reza Yasaroh, Ella Sabila Yola Shafarina, Annisa