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All Journal Publikasi Pendidikan Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Benchmarking: Jurnal Manajemen Pendidikan Islam Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Didaktika: Jurnal Kependidikan Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat
Maretha Dellarosa
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Land Pollution and Environmental Preservation Efforts in Elementary School Education Chingngaihmuan Ngaihte; Maretha Dellarosa; Ganes Gunansyah
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3583

Abstract

Land pollution is a growing environmental concern that impacts soil quality, biodiversity, and human health on a global and local scale. This study investigated the efficacy of a structured environmental education intervention in increasing Grade 5 students' understanding of land contamination and environmental awareness. The intervention was carried out in an elementary school in Surabaya and included video-based instruction, guided discussions, worksheet tasks, collaborative poster making, and written comments. Data were collected and analysed descriptively using worksheet scores, poster assessments, classroom observations, and student reflections. The findings revealed that most students had a strong to exceptional understanding of essential concepts relevant to land contamination, such as its sources, impacts, and prevention measures. Based on worksheet results, twelve out of fourteen students demonstrated good or excellent mastery, whereas poster activities revealed consistent group competence in communicating environmental ideas. Students excelled in organised tasks like true-false and fill-in-the-blank questions, whereas open-ended responses revealed variable levels of written expression. Reflection data revealed improved knowledge and personal responsibility for environmental cleaning. These findings indicate that even a brief, classroom-based intervention can effectively improve primary school pupils' cognitive comprehension and environmental attitudes, emphasising the importance of environmental education in fostering sustainable conduct from an early age.
Kajian Etnopedagogi Tanean Lanjhang Dalam Pembelajaran Di Sekolah Dasar Siti Maimuna; Neni Mariana; Maretha Dellarosa
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.81750

Abstract

Artikel ini mengkaji Tanean Lanjhang, pola permukiman tradisional masyarakat Madura, sebagai basis etnopedagogi dalam pembelajaran di sekolah dasar yang selaras dengan agenda SDGs 4 tentang pendidikan berkualitas. Penelitian menggunakan pendekatan etnografi melalui observasi, wawancara, dan studi dokumentasi terhadap komunitas di Bangkalan serta literatur terkait etnopedagogi dan Tanean Lanjhang. Data dianalisis secara interaktif dengan reduksi, penyajian, dan penarikan kesimpulan disertai triangulasi sumber dan teori. Hasil kajian menunjukkan bahwa Tanean Lanjhang merupakan “ruang belajar hidup” yang memuat nilai religiusitas, gotong royong, penghormatan kepada orang tua, kesopanan, kemandirian, tanggung jawab, dan kepedulian ekologis. Nilai-nilai tersebut dapat diintegrasikan secara kontekstual ke dalam berbagai mata pelajaran, antara lain Matematika, IPA, IPS, PPKn, Bahasa Indonesia, dan Seni Budaya melalui pemanfaatan denah, tata ruang, aktivitas sosial, serta ornamen rumah. Kajian ini menegaskan potensi Tanean Lanjhang sebagai jembatan antara pelestarian budaya lokal, penguatan Profil Pelajar Pancasila, dan pendidikan berkelanjutan, sekaligus merekomendasikan pengembangan perangkat ajar, peningkatan kompetensi guru, kolaborasi sekolah–komunitas, serta dukungan kebijakan sekolah yang berpihak pada kearifan lokal pada tingkat pendidikan dasar di Indonesia.
Implementasi Permainan Ular Naga Panjang berbasis Lagu Kearifan Lokal untuk Menguatkan Karakter Peduli di Sekolah Dasar Nuraini Izza; Maretha Dellarosa; Bambang Edi Siswanto
Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) Vol. 8 No. 1 (2026): JURNAL GENRE: (Bahasa, Sastra, dan Pembelajarannya)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jg.v8i1.15672

Abstract

Pendidikan karakter peduli perlu ditanamkan sejak usia dini karena berperan strategis dalam membentuk kepribadian dan integritas peserta didik. Salah satu pendekatan yang dapat digunakan adalah melalui integrasi permainan tradisional berbasis kearifan lokal. Penelitian ini bertujuan untuk mendeskripsikan perencanaan dan pelaksanaan pembelajaran yang mengintegrasikan permainan tradisional Ular Naga Panjang dengan lagu daerah “Rek Ayo Rek” serta mengidentifikasi nilai-nilai karakter peduli yang muncul dalam proses pembelajaran siswa kelas I sekolah dasar. Nilai karakter peduli dalam penelitian ini dioperasionalkan melalui beberapa indikator, yaitu empati terhadap teman, kesediaan membantu, kerja sama dalam permainan, kepedulian sosial, berbagi, serta mematuhi aturan permainan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di salah satu sekolah dasar. Partisipan penelitian terdiri atas 1 guru kelas I dan siswa kelas I sekolah dasar yang terlibat dalam kegiatan pembelajaran. Data dikumpulkan melalui observasi, wawancara, dan studi dokumen (modul ajar). Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Keabsahan data dilakukan melalui triangulasi sumber dan teknik serta member check. Hasil penelitian menunjukkan bahwa integrasi permainan tradisional Ular Naga Panjang dengan lagu “Rek Ayo Rek” dalam pembelajaran mampu menghadirkan proses belajar yang komunikatif, partisipatif, dan kontekstual. Pada tahap perencanaan, guru merancang materi dan asesmen berbasis literasi yang disesuaikan dengan karakteristik siswa kelas I melalui penggunaan stimulus visual, pertanyaan pemantik, serta aktivitas bermain yang menekankan nilai kepedulian. Pada tahap pelaksanaan, lagu kearifan lokal berfungsi sebagai media budaya yang membantu memperkaya kosakata sekaligus menumbuhkan nilai empati, kerja sama, dan kepedulian sosial dalam interaksi siswa. Data observasi, refleksi siswa, dan wawancara menunjukkan adanya munculnya perilaku peduli dalam aktivitas pembelajaran, seperti saling membantu teman, bekerja sama dalam permainan, serta mematuhi aturan permainan secara bersama.
PELATIHAN GURU SD BERBASIS NILAI KEBERAGAMAN UNTUK PENGUATAN PEMBELAJARAN PENDIDIKAN PANCASILA Maretha Dellarosa; Vicky Dwi Wicaksono; Hendrik Pandu Paksi; Ari Metalin Ika Puspita; Caesaria Primananda Wiedy; Cindy Cynthia Devi
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 6 No 1 (2026): Volume 6, Nomor 1, Januari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v6n1.p34-39

Abstract

Intolerance is a social issue that poses a major challenge in many countries, especially multicultural ones. Many factors contribute, particularly the lack of relevant examples of practices by society regarding diversity and an education system that does not accommodate discussions about differences. Therefore, educational institutions play a crucial role in creating a harmonious social environment. Training programs to appreciate the value of diversity, particularly in Pancasila Education, are crucial because they impact the development of national character. To achieve this goal, teachers play a key role in preparing students to interact in social environments. Teachers are expected to contribute to building a harmonious social environment that fosters mutual respect for differences. The training, held in Pacitan Regency, East Java, attracted 13 participants. It consisted of three stages: preparation, implementation, and evaluation. The training methods used were lectures, discussions, and questions and answers. The training results showed that participants had a relevant understanding of diversity. Furthermore, they successfully designed programs related to diversity appreciation that can be implemented in their respective classrooms.
Teachers’ Roles in Fostering Tolerance Values among Elementary School Students Caesaria Primananda Wiedy; Maretha Dellarosa
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p81-90

Abstract

This study investigates teachers’ roles in fostering tolerance values among sixth-grade elementary school students at SDN Siwalankerto II/419 Surabaya. Using a qualitative case study approach, data were collected through classroom observations, semi-structured interviews, and document analysis involving classroom teachers, the deputy head of student affairs, the deputy head of curriculum, and students. The findings indicate that teachers foster tolerance through three interconnected roles: as role models, educators, and facilitators of habituation practices. Teachers demonstrated inclusive behavior through daily school routines, integrated tolerance into lesson planning and classroom interactions, and reinforced tolerant attitudes through sustained school culture practices. These findings align with Bandura’s Social Learning Theory, emphasizing that students develop social behavior through observation and imitation of meaningful models. The study highlights the importance of consistent teacher practices and inclusive school environments in developing tolerance values in elementary education
The role of differentiated learning rooted in local wisdom in the development of civic literacy of elementary school students Sinahika Sajar; Maretha Dellarosa; Ganesh Gunansyah
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43479

Abstract

Citizenship literacy is a fundamental competency that must be developed from basic education to form critical, participatory, and responsible citizens. This study aims to examine the role of differentiated learning based on local wisdom in developing the civic literacy of elementary school students through a systematic review of empirical and conceptual evidence. The research method uses a systematic review approach of 20 research articles published in the 2021-2025 period, focusing on the Indonesian and international education context. The analysis was carried out on three main aspects: differentiated learning strategies based on local wisdom, the effectiveness of the culturally responsive approach, and its impact on students' civic literacy. The results showed that differentiated learning that integrated local wisdom significantly improved students' understanding of citizenship, social participation, and active engagement. Learning models based on local wisdom projects, innovative tradition-based media, and contextual gamification have proven to be effective in improving cultural and civic literacy. The Culturally Responsive Teaching approach increases civic knowledge scores, engagement, and willingness to discuss civic issues. The findings also identified implementation challenges including limited teacher training, rigid curriculum, and limited resources. This research recommends curriculum reform, teacher capacity building through systematic training, integration of learning technologies, and strengthening school-community synergy to optimize the development of local wisdom-based civic literacy in primary schools
ANALYSIS OF INTERACTIVE DIGITAL MEDIA NEEDS BASED ON LOCAL WISDOM FOR STRENGTHENING CULTURAL LITERACY IN ELEMENTARY SCHOOL IPAS LEARNING Fitrotis Sa’adah; Maretha Dellarosa; Fiena Saadatul Ummah
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.28047

Abstract

The rapid development of digital technology and changes in elementary students' learning characteristics demand contextual and meaningful learning experiences, including the strengthening of cultural literacy. Integrated Natural and Social Sciences (IPAS) learning has strategic potential to connect natural, social, and cultural concepts; however, classroom practices in elementary schools still show limited use of digital learning media that incorporate local cultural contexts. This study aims to analyze the needs for developing interactive digital media based on local wisdom to strengthen cultural literacy in elementary IPAS learning. A qualitative descriptive approach with a needs analysis design was employed. Data were collected through semi-structured interviews with teachers, limited classroom observations, and document analysis. The data were analyzed qualitatively through data reduction, data display, and conclusion drawing. The findings indicate that IPAS learning is still dominated by general learning resources that are not yet integrated with local cultural contexts. Teachers require interactive digital media that are easy to use, aligned with students' characteristics, and capable of connecting IPAS content with local wisdom. The local cultural potential of Gresik is highly relevant to be utilized as a learning context in IPAS instruction. Based on these findings, the BESTARI interactive digital media is positioned as a conceptual solution that can be further developed to support cultural literacy strengthening in elementary IPAS learning.
Co-Authors Ari Metalin Ika Puspita Bambang Edi Siswanto Caesaria Primananda Wiedy Caesaria Primananda Wiedy Chingngaihmuan Ngaihte Cindy Cynthia Devi Fiena Saadatul Ummah Fitrotis Sa’adah Ganes Gunansyah Ganesh Gunansyah Hendrik Pandu Paksi Neni Mariana Nuraini Izza Sinahika Sajar Siti Maimuna Vicky Dwi Wicaksono