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ANALISIS PEMBELAJARAN BERDIFERENSIASI DALAM MATA PELAJARAN IPAS KELAS VI MATERI RANGKA, SENDI, DAN OTOT DI SDN 1 PAGAR AIR ACEH BESAR Pira Nurhasanah; Mislinawati; Tursinawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11660

Differentiated learning is an instructional approach that accommodates the diversity of students’ characteristics and learning needs in the classroom. However, each educational institution has different characteristics, making further analysis necessary to examine how differentiated learning is implemented at SDN 1 Pagar Air, Aceh Besar. This study aims to analyze the implementation of differentiated learning in the IPAS subject for Grade VI on the topic of the skeletal system, joints, and muscles at SDN 1 Pagar Air, Aceh Besar. This research employs a qualitative approach with a descriptive research design. The research subjects consist of the teacher and Grade VI students, while the focus of the study is on the planning and implementation of differentiated learning. Data were collected through classroom observations, teacher interviews, and analysis of instructional modules. The data were analyzed by examining and connecting findings from the three data sources to obtain a comprehensive description of instructional practices. The results of the study indicate that differentiated instruction was implemented beginning with the mapping of students’ characteristics, learning needs, and learning style tendencies, which served as the basis for developing instructional materials and selecting learning media. In practice, content differentiation was reflected in the use of varied learning media aligned with students’ learning styles, although the same learning material was still provided to all students. Process differentiation was implemented through the use of varied teaching methods, learning activities, and differentiated guidance based on students’ needs, while product differentiation was realized by allowing students to demonstrate their learning outcomes through different products while maintaining the same learning objectives. It can be concluded that the implementation of differentiated instruction reflects contextual teaching practices that accommodate student diversity and support the achievement of learning objectives.

PENERAPAN STRATEGI GAME BASED LEARNING DALAM PEMBELAJARAN IPAS PADA SISWA ADHD KELAS III SDN I PAGAR AIR KABUPATEN ACEH BESAR Rizqa Ramadhani; Mislinawati; Tursinawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11722

Learning of IPAS in elementary schools still presents challenges for students with Attention Deficit Hyperactivity Disorder (ADHD), particularly in maintaining attention, controlling hyperactive and impulsive behaviors, and achieving active learning engagement. These conditions require the implementation of adaptive learning strategies that align with the characteristics of students with ADHD. This study aims to describe the implementation of the Game Based Learning (GBL) strategy in IPAS learning on the topic of animal body parts and their functions for third-grade students with ADHD at SD Negeri 1 Pagar Air, Aceh Besar Regency. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of a third-grade teacher and 28 third-grade students, five of whom were identified as having ADHD. Data were collected through observations and interviews using teacher and ADHD student observation sheets as well as a teacher interview guide. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through technique triangulation. The results indicate that the implementation of the Game Based Learning strategy supports the achievement of IPAS learning objectives, increases active participation and learning motivation of students with ADHD, and gradually assists in managing their learning behaviors, although some ADHD symptoms still appeared during the learning process. Learning activities were also able to channel students’ energy in a positive and directed manner, with the Battle Ship game being the most effective in helping students maintain focus. Therefore, the Game Based Learning strategy is recommended as an effective IPAS learning strategy for students with ADHD in elementary schools, provided that optimal time management and teacher guidance are ensured.

ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL OPERASI HITUNG BILANGAN CACAH DI KELAS III SD NEGERI 2 PAGAR AIR KABUPATEN ACEH BESAR Arlida Yanti; Tursinawati; Linda Vitoria
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13077

Learning difficulties in mathematics are a common problem experienced by elementary school students, particularly in whole number operations, including addition, subtraction, multiplication, and division. These difficulties can hinder students’ conceptual understanding and their ability to solve both direct and word problems. This study aims to describe the forms of students’ difficulties and the factors causing these difficulties in solving whole number operation problems among third-grade students at SD Negeri 2 Pagar Air, Aceh Besar Regency. This research employed a qualitative approach with a descriptive research type. The subjects of this study were 16 third-grade students. Data collection techniques included tests, questionnaires, and interviews. The data analysis technique used the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The results showed that the overall difficulty level of students in solving whole number operation problems was categorized as very high. Specifically, the highest difficulties were found in problem-solving skills (91.87%), arithmetic skills (90.46%), and conceptual understanding (82.5%). The factors causing these difficulties consisted of internal and external factors, with the most dominant factors being school learning facilities, peer influence, and teaching approaches. Thus, it can be concluded that students’ difficulties in solving whole number operation problems are still very high and are more dominantly influenced by external factors.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) TERHADAP KETERAMPILAN KOLABORASI SISWA PADA PEMBELAJARAN IPAS DI KELAS V SD NEGERI 2 MATA IE Khaira; Tursinawati; Mislinawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17305

This study was motivated by the low level of collaboration skills among fifth-grade students in Science and Social Studies (IPAS) learning at SD Negeri 2 Mata Ie. The study aimed to describe the implementation of the Teams Games Tournament (TGT) cooperative learning model and students' collaboration skills during the learning process. This research employed a descriptive qualitative approach. The participants consisted of one fifth-grade teacher and 20 fifth-grade students. Data were collected through classroom observations and structured interviews with the teacher. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Teams Games Tournament (TGT) learning model was carried out through five stages, namely class presentation, team study, games, tournaments, and team recognition. The implementation of these stages encouraged students to participate actively in group activities and facilitated the development of collaboration skills. Students' collaboration skills were categorized as good to very good. The indicators of mutual respect (3.35) and responsibility (3.30) were categorized as very good, while active contribution (3.20), productive work (3.20), and flexibility and compromise (3.15) were categorized as good. Therefore, the Teams Games Tournament (TGT) cooperative learning model can support the development of collaboration skills in IPAS learning.

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