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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Research Horizon
Roasih, Roasih
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Arts Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PEMBELAJARAN INTEGRATIF BAHASA INDONESIA DAN SBDP MELALUI PROYEK POSTER HEMAT ENERGI PADA SISWA KELAS III SDN KUPU 02 Roasih, Roasih; Mulyono, Tri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 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.v10i4.37032

Abstract

This study aims to design an integrative learning model combining Indonesian Language and Arts for third-grade students at SDN Kupu 02 Wanasari, Brebes through the project “Energy-Saving Posters and Environmental Stories” within the Merdeka Curriculum framework. The learning problem identified is the separation between language and arts learning, low literacy and expressive skills, limited differentiation practices, and the lack of authentic assessment. The purpose of this study is to enhance students’ literacy, visual creativity, collaboration, and environmental awareness through contextual, project-based, and differentiated instruction. The methodology employed is descriptive qualitative, utilizing data from classroom observations, student products, teacher interviews, and relevant literature. The learning design applies Project Based Learning (PjBL), collaborative learning, contextual teaching, and differentiation of content, process, and product. The expected outcomes include improved reading comprehension and writing of persuasive messages, increased creativity in producing visual posters, strengthened communication and collaboration skills, and the development of environmental responsibility aligned with the Profile of Pancasila Students. The results show that integrative and project-based learning enables students to express ideas through multimodal texts, work effectively in groups, and demonstrate higher engagement in language and arts activities. Furthermore, authentic assessment provides a more comprehensive understanding of students’ cognitive, affective, and psychomotor development. This study concludes that collaborative and differentiated learning designs significantly enrich meaningful learning experiences and support the development of literacy, creativity, and ecological awareness in primary school students.
The Relationship of Emoji-Based Self-Assessment, Teacher Role, and Student Perception with Learning Independence Roasih, Roasih; Mulyono, Tri; Munadi, Munadi
Research Horizon Vol. 6 No. 1 (2026): Research Horizon - February 2026
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.6.1.2026.969

Abstract

Learning independence is a crucial outcome in modern education, enabling students to take responsibility and initiative in their learning processes. This study examines the relationship between emoji-based self-assessment, teacher role, student perception, and learning independence among elementary school students. Using a quantitative correlational design, data were collected through questionnaires from 160 students familiar with digital learning activities. The instruments measured the four constructs using Likert scales, with reliability confirmed through acceptable Cronbach’s alpha values. The results show that emoji-based self-assessment, teacher role, and student perception are positively and significantly related to learning independence. Emoji-based assessment showed the strongest association, supporting students’ emotional awareness and self-reflection. Teacher guidance and supportive perception of the learning environment further contributed to autonomous learning behaviors. Collectively, these three factors explained 48% of the variance in learning independence. The findings imply that integrating simple, affective digital tools with supportive teaching practices can effectively foster student autonomy. Educators are encouraged to adopt emoji-based reflection methods, strengthen facilitative teacher roles, and cultivate positive classroom climates to promote independent learning, especially in technology-enhanced educational settings.
Co-Authors Munadi Munadi Tri Mulyono