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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Jendela Pendidikan International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Arina Wanawati
Universitas Doktor Nugroho
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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INTEGRATION OF CHARACTER VALUES IN INTRODUCTORY LEARNING IN THE PHYSICAL EDUCATION, HEALTH AND RECREATION STUDY PROGRAM Arina Wanawati
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3842

Abstract

This study aims to describe the form, strategy, and response of students to the integration of character values in the learning of the Introduction to Education course in the Penjaskesrek Study Program. Using a descriptive qualitative approach, data was collected through observation, in-depth interviews, and documentation studies. The results of the study show that character values such as discipline, responsibility, cooperation, honesty, sportsmanship, and social care are integrated in learning both explicitly through RPS and implicitly through lecturer examples and participatory methods. The strategies used include reflective discussions, case studies, simulations, and affective assessments such as reflective journals and attitude observations. Students responded positively to the integration of character values, although some expected a more applicable form of implementation outside the classroom. These findings affirm the importance of character strengthening as an integral part of the learning process, especially in forming competent and moral physical educator candidates. This research contributes to the development of holistic learning and is oriented towards the formation of student personalities in higher education.
Efektivitas Model Kooperatif Jigsaw dalam Meningkatkan Penguasaan Konsep-Konsep Dasar Sains Puspaningrum, Marheni Rayung; Wanawati, Arina
JURNAL JENDELA PENDIDIKAN Vol. 5 No. 04 (2025): Jurnal Jendela Pendidikan: Edisi November 2025
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v5i04.1950

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran kooperatif tipe Jigsaw dalam meningkatkan penguasaan konsep-konsep dasar sains siswa sekolah dasar. Penelitian menggunakan desain penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui tes pemahaman konsep, lembar observasi, dan angket respon siswa. Hasil penelitian menunjukkan adanya peningkatan pemahaman konsep yang konsisten pada setiap siklus, ditandai dengan meningkatnya nilai posttest. Peningkatan juga terlihat pada keaktifan siswa, kualitas diskusi kelompok ahli dan kelompok asal, serta keterlaksanaan sintaks Jigsaw yang berkembang dari kategori “cukup baik” pada siklus I menjadi “sangat baik” pada siklus II. Respon siswa menunjukkan motivasi tinggi dan persepsi positif terhadap pembelajaran kooperatif. Temuan ini menegaskan bahwa model Jigsaw efektif dalam memfasilitasi konstruksi pengetahuan, meningkatkan keterlibatan siswa, dan memperkuat hasil belajar sains di sekolah dasar.
SCIENCE LEARNING TO DEVELOP CRITICAL THINKING IN ELEMENTARY SCHOOL STUDENTS Friani, Devi Anggi; Marheni Rayung Puspaningrum; Arina Wanawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46888

Abstract

This study aims to analyze the implementation of science learning in developing critical thinking skills of elementary school students. The problem addressed in this research is the low level of students’ critical thinking skills caused by teacher-centered learning and lack of meaningful learning experiences. This study employed a qualitative descriptive approach with subjects consisting of fifth-grade students and teachers at an elementary school. Data were collected through observation, interviews, and documentation. The findings indicate that student-centered, contextual, and activity-based science learning significantly improves students’ critical thinking skills. This improvement is reflected in the increase of pretest and posttest scores with a moderate N-Gain category, as well as enhanced student participation in questioning, analyzing, and concluding. The use of experiments, cooperative learning, and contextual approaches based on local potential contributes to meaningful learning experiences and strengthens students’ understanding. Therefore, innovative and interactive science learning plays a crucial role in fostering critical thinking skills in elementary education.
Co-Authors Friani, Devi Anggi Puspaningrum, Marheni Rayung