Garuda - Garba Rujukan Digital

Analisis Faktor-Faktor Kesulitan Siswa dalam Memahami Pembelajaran IPAS (Kurikulum Merdeka) di Sekolah Dasar Suharyanto; Andi Imrah Dewi; Nurul Fitriah Aras; Azizah Azizah; Muhammad Nazimuddin Al Kamil
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.v8i3.15360

This study aims to analyze the factors contributing to students' difficulties in understanding Natural and Social Sciences (IPAS) learning within the Merdeka Curriculum at SD Al-Khairaat Tondo. The research method used is qualitative descriptive, with data collected through observation, interviews, and documentation. The research subjects consist of third-grade students and IPAS teachers.The findings indicate that students' difficulties are influenced by several factors, including limited understanding of abstract IPAS concepts, low student interest in IPAS subjects, a lack of interactive learning media, and learning strategies that are not yet fully aligned with the characteristics of the Merdeka Curriculum. In conclusion, there is a need to improve contextual learning approaches, utilize more varied media, and provide teacher training in the implementation of the Merdeka Curriculum to enhance students' understanding of IPAS materials. Keywords: IPAS, Learning Difficulties, Merdeka Curriculum, Contextual Learning, Elementary School Students.

Canva Media Implementation for Enhancing Grade Four Civic Education Learning Outcomes Niluh Chixa Widiani; Yusdin Bin. M. Gagaramusu; Pahriadi Pahriadi; Arif Firmansyah; Muhammad Nazimuddin Al Kamil; 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.v5i1.2731

Traditional teaching methods in Pancasila and Civic Education (PPKn) often result in passive learning and low student engagement, particularly in rural elementary schools. This study investigated the effectiveness of Canva media implementation in enhancing fourth-grade students' PPKn learning outcomes at SDN 2 Dolo. A Classroom Action Research design following the Kemmis and McTaggart model was employed across two intervention cycles. Thirteen fourth-grade students (8 males, 5 females) participated in the study. Data were collected through pre-tests, post-tests, structured observation sheets for teacher and student activities, and documentation. Quantitative data were analyzed using individual and classical absorption capacity formulas, while qualitative data were analyzed descriptively and categorized. Student mastery rates increased substantially from 15.38% (pre-test) to 38.46% (Cycle I) and 92.30% (Cycle II), with class average scores improving from 58.46 to 86.15. Teacher activity improved from 69.53% (Fair) to 93.75% (Very Good), while student engagement increased from 76.78% (Good) to 94.64% (Very Good). Classical learning completeness in Cycle II (92.30%) exceeded the 75% success criterion. Systematic implementation of Canva media significantly enhances PPKn learning outcomes by transforming abstract civic concepts into concrete, visual, and interactive learning experiences. The cyclical action research approach proved effective for instructional improvement and teacher professional development.

Implementation of Process-Standard Management in Science and Social Studies Learning: A Case Study of Grade V Elementary School Nur Aviza; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Muhammad Nazimuddin Al Kamil; Sisriawan Lapasere
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.v5i1.3053

Process-standard management plays a crucial role in ensuring quality education, yet its implementation in integrated science and social studies (IPAS) learning under Indonesia's Merdeka Curriculum remains understudied, particularly in resource-limited elementary schools. This qualitative descriptive case study examined process-standard implementation in Grade V IPAS learning at SD Inpres Perumnas Palu through a 31-item student questionnaire (N=31), semi-structured interviews with the teacher and principal, and documentation analysis. The overall implementation achieved a mean score of 3.66/4.00 (95.6%), indicating good to very good quality. Assessment and follow-up demonstrated the strongest performance (M=3.75), while planning and implementation scored 3.65 and 3.60 respectively. Strengths included clear instructional objectives, positive classroom climate, varied teaching methods, systematic formative and summative assessment, and strong school leadership support. However, gaps emerged in student involvement in planning (M=3.13), collaborative learning opportunities (M=3.00), and critical thinking stimulation (M=3.10). An unexpected finding revealed students distinguished between structured group discussions and authentic peer collaboration. Findings confirm that while teachers successfully implement visible pedagogical practices, deeper competencies in curriculum-based planning, sustained inquiry facilitation, and comprehensive diagnostic-formative assessment require strengthened professional development and institutional support.

Strategic Management of School Principals in Implementing Deep Learning: A Case Study of Indonesian Elementary Education Kadek Marsela Yustini Resintia; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Muhammad Nazimuddin Al Kamil; Sisriawan Lapasere
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.v5i1.3055

Deep learning implementation requires strong strategic leadership, yet limited empirical evidence exists on how principals manage this process in resource-constrained primary schools. This qualitative case study examined strategic management practices of the principal at SD Inpres Perumnas Palu in implementing deep learning. Data were collected through semi-structured interviews with the principal and two teachers, a 25-item Likert-scale questionnaire administered to 31 students, and document analysis. Data analysis followed Miles, Huberman, and Saldaña's interactive model involving data reduction, display, and conclusion drawing. Findings revealed systematic strategic management across three phases: planning through vision-mission alignment and cascade training models (mean effectiveness: 94.8%), implementation via pedagogical guidance and resource mobilization including ATM curriculum adaptation and multi-format supervision, and evaluation through weekly collaborative meetings and systematic monitoring using 15-indicator instruments. Student perceptions indicated predominantly positive deep learning experiences (overall mean = 3.61), with highest scores in mindful learning (mean = 3.76) and joyful learning (mean = 3.71) dimensions. Challenges included ICT competency variations, time constraints, and infrastructure limitations. Strategic management effectively enabled deep learning implementation despite resource constraints, with principal leadership creating conditions supporting pedagogical innovation. The study demonstrates how transformational leadership translates into concrete strategic processes, contributing frameworks for implementing curriculum reform in developing educational contexts.

Enhancing Elementary Science Learning Through Jigsaw Cooperative Learning: A Classroom Action Research Syabina Nurfadila; Nashrullah Nashrullah; Muslim AR Muslim AR; Arif Firmansyah; Muhammad Nazimuddin Al Kamil; 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.v5i1.3060

Despite progressive curriculum reforms emphasizing student-centered learning in Indonesia's Kurikulum Merdeka, elementary IPAS instruction remains predominantly teacher-centered, limiting student engagement and conceptual understanding. This classroom action research employed Kemmis and McTaggart's cyclical model across two intervention cycles with 28 Grade IV students at SD Inpres Perumnas Palu. Data were collected through achievement tests, structured observations of teacher and student activities, and field documentation. Analysis integrated quantitative measures of learning mastery with qualitative assessment of instructional processes using Miles and Huberman's framework. Classical mastery remained stable between pre-action baseline (28.57%) and Cycle I (28.57%), indicating that procedural implementation alone proved insufficient. Following targeted refinements in Cycle II—including enhanced scaffolding, systematic group monitoring, and explicit instructional guidance—classical mastery increased dramatically to 85.71%, surpassing the 80% success criterion. Student activity improved from 58% to 69.5%, while teacher activity increased from 55% to 68%. Findings demonstrate that Jigsaw cooperative learning effectiveness depends critically on implementation quality rather than structural arrangements alone. Results align with constructivist and sociocultural learning theories, particularly Vygotsky's Zone of Proximal Development, confirming that appropriately scaffolded peer interaction enables students to achieve understanding beyond independent capabilities. The study extends predominantly Western cooperative learning scholarship into Indonesian elementary contexts, providing empirical evidence for pedagogically thoughtful implementation strategies.

Implementing STAD Cooperative Learning to Improve Elementary Science Learning Outcomes: A Classroom Action Research Zahra Zinnira Irwan; Nashrullah Nashrullah; Muslim AR Muslim AR; Arif Firmansyah; Muhammad Nazimuddin Al Kamil; 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.v5i1.3061

Traditional teacher-centered instruction in Indonesian elementary schools limits student engagement and conceptual understanding, particularly in integrated science curricula. This study investigated the effectiveness of Student Teams Achievement Division (STAD) cooperative learning in improving IPAS (Natural and Social Sciences) learning outcomes among fifth-grade students. Employing classroom action research design, this study implemented STAD across two iterative cycles with 32 fifth-grade students at SD Inpres Perumnas Palu during the 2025/2026 academic year. Data were collected through achievement tests, structured classroom observations, and teacher interviews. Quantitative analysis measured individual and classical mastery rates, while qualitative analysis using the Miles and Huberman framework examined engagement patterns and implementation quality. Classical mastery increased substantially from 19% at baseline to 40% in Cycle I and 87% in Cycle II, exceeding the 80% success criterion. Mean achievement scores rose 65% from 49.29 to 81.15. Student engagement improved from 70% to 86%, while teacher implementation quality increased from 75% to 83%. Heterogeneous grouping facilitated effective peer scaffolding, with proportionally greater gains among initially lower-performing students. STAD effectively enhances both academic achievement and student engagement in integrated science instruction. The study demonstrates that structured cooperative learning, supported by reflective practice and iterative refinement, operationalizes constructivist principles and supports holistic student development in resource-constrained educational contexts.

Teacher Competence in Implementing Prezi-Assisted PowerPoint Media: A Case Study in Rural Elementary Education Fia Regina Lestari; Rizal Rizal; Asriani Asriani; Herlina Herlina; Muhammad Nazimuddin AL Kamil; 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.v5i1.3236

This study examined teachers' abilities to implement Prezi-assisted PowerPoint media in elementary classroom instruction within a rural school context. Despite technological availability, effective integration of interactive multimedia remains challenging, particularly in resource-limited settings where infrastructural and capacity constraints impede implementation. A qualitative descriptive case study was conducted at SD Inpres 1 Kaluku Tinggu, Central Sulawesi, Indonesia, involving a Grade V teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, then analyzed using Miles and Huberman's framework involving data reduction, display, and verification. Findings revealed that the teacher demonstrated strong competence in instructional planning, classroom implementation, and formative assessment. Prezi-assisted PowerPoint significantly enhanced student engagement, with documented increases in student-initiated questions (47 versus 12 in conventional lessons) and participation rates. The teacher exhibited self-directed professional development, pedagogical reasoning, and adaptive strategies to overcome infrastructural challenges including limited internet connectivity and time constraints. The study confirms that effective technology integration depends primarily on teacher readiness and pedagogical skills rather than solely on infrastructural availability. Theoretically, findings extend multimedia learning and constructivist theories to authentic elementary contexts with resource constraints. Practically, results underscore the necessity for continuous professional development emphasizing pedagogical technology integration and institutional support systems addressing both technical and attitudinal barriers to sustainable innovation.

Principal's Strategic Management in School Revitalization: A Case Study on Learning Quality Improvement at SDN Inti Tomoli Wiwin Wiwin; Rizal Rizal; Sisriawan Lapasere; Mahfud Mahmud Gamar; Muhammad Nazimuddin Al Kamil; Surahman 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.v5i2.3410

Despite growing interest in principal leadership, empirical studies examining how strategic management practices at the elementary school level translate into concrete learning quality improvements remain limited, particularly in underserved local contexts. This study aimed to analyze the principal's strategic management practices in school revitalization efforts and their implications for improving learning quality at SDN Inti Tomoli, Parigi Moutong Regency, Central Sulawesi, Indonesia. A qualitative descriptive approach with a case study design was employed. Data were collected through in-depth semi-structured interviews, structured observations, and student questionnaires involving the principal, teachers, school committee members, and 28 students from Grades IV–VI. Data analysis followed the Miles and Huberman interactive model. Five interconnected strategic management dimensions were identified: participatory learning planning aligned with the Independent Curriculum, teacher competency development, facilities revitalization with transparent budget governance, empowerment-based resource organization, and multi-stakeholder evaluation. These practices produced measurable improvements in instructional quality, student motivation, and school culture. A notable finding was that participatory organizational structures did not fully resolve disparities in teacher technology access. The findings confirm that principal strategic management is central to successful elementary school revitalization and sustainable learning quality improvement, while extending the literature by foregrounding budget transparency and culturally responsive pedagogy as consequential dimensions of effective revitalization management.

Problem-Based Learning with a Deep Learning Orientation in Elementary Science and Social Studies: Fostering Conceptual Understanding and Student Engagement in Grade IV Rini Ramadan; Rizal Rizal; Pahriadi Pahriadi; Nashrullah Nashrullah; Muhammad Nazimuddin AL Kamil; Surahman 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.v5i2.3624

Conventional, teacher-centered instruction in Indonesian elementary classrooms frequently results in surface-level understanding and limited student engagement, particularly in Integrated Science and Social Studies (IPAS). Addressing this gap, this study examined the implementation of a Problem-Based Learning (PBL) model oriented toward a Deep Learning approach—encompassing mindful, meaningful, and joyful learning—in Grade IV IPAS instruction. A Classroom Action Research design was employed across two cycles involving 20 fourth-grade students at SDN Lahuafu, Morowali Regency, during the 2025/2026 academic year. Data were collected through structured classroom observations, semi-structured interviews, a 23-item Likert-scale questionnaire (α = 0.87), and learning outcome tests, and analyzed using Miles and Huberman's interactive model alongside descriptive statistics. Findings indicate that students progressed from passive reception to active contextual reasoning, demonstrating the capacity to analyze and justify conceptual distinctions in real-life contexts. The student response questionnaire yielded an aggregate score of 91% ("Very Good"), with narrow score distribution (103–106) across all participants. These outcomes confirm that PBL, when deliberately oriented toward Deep Learning principles, promotes conceptual depth, collaborative inquiry, and positive affective engagement in primary learners. The findings offer evidence-based guidance for implementing student-centered, inquiry-driven IPAS instruction aligned with the Merdeka Curriculum.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search