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All Journal Al-Azkiya : Jurnal Pendidikan MI/SD Didaktika: Jurnal Kependidikan
Sumarno
Universitas Negeri Medan
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Scientific-Based Student Worksheets (LKPD) Using the Discovery Learning Model to Improve Science Skills of Sixth Grade Elementary Students Efa Rosalina Sitorus; Ely Djulia; Sumarno
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2816

Abstract

This research aims to describe: Validity and practicality of scientific-based LKPD using the Discovery Learning model. This research is development research using the ADDIE model which was carried out in class VI of SDN 173662. The research results obtained are: The module developed has been categorized as Valid, Practical and Effective. Based on the validation results of the material expert, the category was "Very Good" with an average percentage of 81.7%, the validation results of the language expert stated that the LKPD developed was in the "Very Good" category with an average percentage of 95%. Furthermore, the learning expert revealed that the LKPD developed was in the "Very Good" category with an average percentage of 86.7%, so it was concluded that the LKPD developed was very valid. Furthermore, based on teacher responses of 90% and student responses of 96%, the LKPD developed was practical to use. So it can be concluded that the student worksheet developed is valid and practical to use in class VI.
DESIGNING AN AFFECTIVE-INTEGRATED INSTRUCTIONAL SYSTEM BASED ON PANCASILA STUDENT PROFILE IN PRIMARY EDUCATION: A DESIGN-BASED RESEARCH Maria Nainggolan; Sumarno; Wawan Bunawan; Alfa Kristin Laia
Al-Azkiya: Jurnal Pendidikan MI/SD Vol. 11 No. 1 (2026): Al-Azkiya : Jurnal Pendidikan MI/SD
Publisher : the Study Program of Education for Islamic Elementary School Teachers (Undergraduate)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/rpmfkn04

Abstract

The implementation of learning in Indonesian primary education remains predominantly cognitive-oriented, while affective dimensions are insufficiently integrated into instructional system design. This condition creates a gap between the objectives of character education and actual classroom practices. This study aimed to design an affective-integrated instructional system based on the Pancasila Student Profile through a Design-Based Research (DBR) approach. The study was conducted at UPT SDN 066652 Medan Helvetia involving 44 fifth-grade students. The research employed four iterative stages: analysis, design, implementation, and revision. Data were collected through classroom observation, interviews, instructional document analysis, reflective journals, and affective assessment instruments. Quantitative data were analyzed using descriptive statistics and N-Gain analysis, while qualitative data were analyzed using reflective thematic analysis. The findings revealed that the instructional system developed in this study explicitly integrated cognitive and affective domains into all instructional components, including learning objectives, contextual and collaborative learning activities, reflective learning processes, and authentic affective assessment. The instructional system facilitated the development of cooperation, independence, creativity, critical reasoning, communication confidence, and social responsibility aligned with the dimensions of the Pancasila Student Profile. The implementation process also transformed classroom interaction from teacher-centered instruction into collaborative and reflective learning experiences. The study generated several instructional design principles emphasizing contextual learning, value internalization, reflective interaction, collaborative engagement, and continuous affective assessment. The findings indicate that Design-Based Research provides an effective framework for developing holistic instructional systems integrating cognitive and affective learning dimensions in primary education.
Co-Authors Alfa Kristin Laia Efa Rosalina Sitorus Ely Djulia Maria Nainggolan Wawan Bunawan