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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Muhammad Amzar
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Education

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Paradigma Pendidikan Transformatif dalam Membangun Sekolah Dasar Berkemajuan Muhammad Amzar; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11517

Abstract

This article discusses the implementation of the transformative education paradigm in building progressive elementary schools. Elementary education plays a strategic role in shaping students’ character, critical thinking, and social awareness. However, learning practices in many schools are still teacher-centered and focused mainly on cognitive achievement. This study aims to analyze learning practices at SDN 151 Inpres Kalampa, Takalar Regency, from the perspective of transformative education. The research employed a qualitative approach using observation, interviews, and documentation techniques involving school principals, teachers, and students. The results indicate that learning practices have begun to shift toward more participatory and contextual approaches, although they are still at an early stage. Teachers have started to integrate project-based learning, environmental contexts, and character values, but challenges remain in terms of conceptual understanding, time constraints, and collaborative culture. The study concludes that transformative education has strong potential to foster progressive elementary schools through strengthening teacher capacity, contextual project-based learning, and democratic school culture.
Implementasi Pendidikan Transformatif melalui Pembelajaran Berbasis Riset dan Proyek di Sekolah Dasar Muhammad Amzar; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11518

Abstract

This study aims to describe the implementation of transformative education through research- and project-based learning in elementary school. The background of this study is the dominance of teacher-centered learning practices that limit students’ critical thinking, creativity, and social awareness. This research was conducted at SDN 151 Inpres Kalampa, Takalar Regency, using a qualitative approach. Data were collected through observation, interviews, and documentation involving the principal, teachers, and students. The results show that transformative learning practices have begun to develop through contextual learning activities, group discussions, and simple projects related to students’ real-life environments. However, several challenges were identified, including limited teacher understanding of transformative education concepts, time constraints, and the persistence of conventional learning culture. Despite these challenges, the school has strong potential to develop into a progressive elementary school supported by a conducive learning environment, positive teacher–student relationships, and strong religious and national values. This study concludes that transformative education is relevant and applicable in elementary schools and requires systematic teacher capacity building and collaborative school culture to ensure sustainability.
Co-Authors Suardi