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All Journal BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Journal of Innovation and Research in Primary Education
Yusdin Bin M Gagaramusu
Universitas Tadulako
Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Penggunaan Media Pembelajaran Berbasis Teknologi dalam Pembelajaran IPAS Sekolah Dasar Dian Puspita Sari; Yusdin Bin M Gagaramusu; Muhammad Aqil; Zulnuraini; Sri Wahyuni
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 8 No. 3 (2025): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/bioedusains.v8i3.15306

Abstract

This study aims to analyze the use of technology-based instructional media in IPAS (Science, Social Sciences, and Environment) learning in Grade IV at SDN Inpres 2 Tanamodindi. The research employed a descriptive qualitative method with data collection techniques including observation, interviews, and documentation. The results indicate that although the school is equipped with adequate technological facilities, their utilization remains low as teachers tend to rely on conventional teaching methods. The main obstacles identified are the lack of understanding and technical skills among teachers in operating technological media, as well as the challenges in adapting to curriculum changes. However, the implementation of technology-based media has been proven to enhance students’ interest and learning motivation, while also creating a more interactive classroom atmosphere. In conclusion, the appropriate use of technology-based instructional media can improve the quality of the IPAS teaching and learning process. Therefore, teacher training and mentoring, along with the development of innovative learning strategies, are essential to improve the quality of IPAS instruction.  Keywords: Elementary School, Instructional Media, IPAS, Learning Motivation, Technology
Teachers' Understanding and Implementation of the Merdeka Curriculum in Indonesian Elementary Schools Yuni Rahmawati; Herlina Herlina; Sisriawan Lapasere; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; Surahman Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2966

Abstract

Teachers' comprehensive understanding of the Independent Curriculum constitutes a fundamental prerequisite for successful educational transformation in Indonesia. Despite nationwide policy implementation through Permendikbudristek No. 12 of 2024, limited empirical evidence exists regarding teachers' depth of curriculum comprehension at the elementary level. This qualitative descriptive study, grounded in postpositivist paradigm, examined four classroom teachers at SD BK Jonooge through semi-structured interviews, systematic classroom observations, and document analysis. Data were analyzed using Miles and Huberman's interactive model, encompassing data reduction, display, and conclusion drawing. Findings revealed that curriculum implementation remains suboptimal, with teachers demonstrating limited understanding of core components including learning outcomes (CP), learning goal flows (ATP), and project-based learning principles. Implementation challenges manifested in persistent traditional pedagogical approaches, symbolic integration of Pancasila Student Profile values, and predominant summative assessment practices. These deficits stemmed primarily from severely inadequate professional development—training conducted only once biennially—compounded by insufficient facilities and limited professional learning community participation. Paradoxically, student learning outcomes showed improvement despite incomplete implementation fidelity. The study elaborates teacher understanding as a multidimensional construct encompassing cognitive, pedagogical, and metacognitive dimensions, challenging deficit-oriented implementation narratives. Findings underscore urgent need for sustained, job-embedded professional development utilizing collaborative learning models, establishment of robust professional learning communities, and redesigned curriculum materials with explicit implementation guidance to optimize educational transformation.
Building Student Discipline Through Classroom Management Strategies: A Qualitative Study in Indonesian Elementary Schools Renita Renita; Yusdin Bin M Gagaramusu; Kadek Hariana; Rizal Rizal; Danti Indriastuti Purnamasari; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3223

Abstract

The decline in student discipline in elementary schools, exacerbated by globalization and technological advancement, necessitates effective classroom management strategies that foster intrinsic behavioral regulation rather than external compliance. This study examined classroom management strategies employed by fourth-grade teachers at SDN Bambalemo to cultivate student discipline and identified factors influencing their implementation. A qualitative descriptive design was employed, with data collected through systematic observations, in-depth interviews with four teachers (coded A1-A4), and documentation analysis. Data were analyzed using Miles and Huberman's interactive model, incorporating triangulation to ensure validity. Three primary strategies emerged: creating positive learning climates through warm teacher-student relationships and consistent modeling; organizing adaptive learning spaces that promote cooperation and ownership; and managing interactive teaching-learning processes through two-way communication and constructive feedback. Internal factors—including teacher personality, professional awareness, motivation, and growth mindset—and external factors—encompassing family support, school regulations, and community environments—significantly influenced strategy effectiveness. An unexpected finding revealed students spontaneously maintained classroom tidiness, indicating internalized responsibility. Student discipline develops through ecological processes involving habituation, role modeling, and multi-stakeholder collaboration rather than authoritarian control. The findings challenge punitive approaches while supporting relationship-based pedagogies that foster self-regulation, providing empirical foundations for character-based classroom management in elementary education.
Puzzle Media as an Instructional Intervention for Early Reading Development: Evidence from Third-Grade Students in Indonesia Miftanul Jannah; Azizah Azizah; Nuraini Nuraini; Yusdin bin M Gagaramusu; Kasmawati Kasmawati
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3589

Abstract

Low early reading proficiency among elementary school students remains a persistent challenge in Indonesian primary education, particularly with respect to oral reading dimensions such as pronunciation, intonation, voice clarity, and fluency. Puzzle media has emerged as a promising interactive instructional tool; however, empirical evidence of its effectiveness among third-grade students — a transitional learner cohort — remains limited. This study employed a quantitative quasi-experimental design with a pretest–posttest control group arrangement. The participants comprised 40 third-grade students at SDN Inpres 1 Lasoani, divided equally into an experimental class (n = 20) and a control class (n = 20) using a saturated sampling technique. Data were collected through a validated early reading performance test (reliability coefficient r = .87) assessing four reading aspects, and analysed using a Paired Sample T-Test following confirmed normality (Shapiro-Wilk) and homogeneity (Levene's) assumptions. The experimental class demonstrated a statistically significant improvement in reading skills, with mean scores increasing from 76.97 (pretest) to 96.22 (posttest), yielding t(37) = −2.155 and p = .038 (< .05). Gains were consistent across all four assessed reading dimensions. The findings confirm that puzzle media effectively improves holistic oral reading competencies in Grade 3 students, extending prior research predominantly focused on Grade 1 and Grade 2 learners. The results are interpretable through dual coding theory and support the integration of puzzle media as a structured reading intervention aligned with the Merdeka Belajar differentiated learning framework.
Enhancing Conceptual Understanding and Participation in Integrated Science–Social Studies Through Contextual Teaching and Learning Diah Sakina; Nashrullah Nashrullah; Muslim AR Muslim AR; Yusdin Bin M Gagaramusu; Mas'adi Mas'adi; Surahma Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3623

Abstract

Effective implementation of Indonesia's Merdeka Curriculum requires instructional approaches that connect academic content to students' real-life contexts, yet primary classrooms frequently remain dominated by teacher-centered, rote-based instruction. This study examines whether the Contextual Teaching and Learning (CTL) model can meaningfully improve the quality of Integrated Science and Social Studies (IPAS) instruction at the primary level. A Classroom Action Research design following Kemmis and McTaggart's cyclical model was conducted across two cycles with 26 Grade IV students at SDN 3 Sojol, Donggala Regency, Indonesia. Data were collected through validated written tests (KR-20 = 0.78), structured observation sheets (17 teacher indicators; 13 student indicators), and semi-structured interviews, analyzed using both quantitative mastery criteria and Miles and Huberman's qualitative framework. Classical learning mastery improved from 65.4% in Cycle I to 88.5% in Cycle II, surpassing the 85% criterion. Teacher activity scores progressed from 2.86 (Good) to 3.71 (Very Good), and student participation rates increased across all 13 behavioral and cognitive indicators. Unexpectedly, a subset of behaviorally passive students consistently achieved above-average test scores, indicating a discrepancy between observable participation and cognitive engagement. The findings affirm that systematic, iterative CTL implementation transforms IPAS learning toward meaningful, student-centered inquiry. The study contributes process-level evidence demonstrating that CTL effectiveness requires the reflective alignment of all seven components, not merely the introduction of real-world materials. Challenges in equitable group participation and time management remain areas for ongoing pedagogical development.
Co-Authors Azizah Azizah Danti Indriastuti Purnamasari Diah Sakina Dian Puspita Sari Herlina, Herlina Kadek Hariana Kasmawati Kasmawati Mas’adi Mas’adi Miftanul Jannah Muhammad Aqil Muslim AR Muslim AR Nashrullah . Nuraini Nuraini Renita Renita Rizal, Rizal Sisriawan Lapasere Sri Wahyuni Surahma Wilade Surahman Wilade Yuni Rahmawati Zulnuraini