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All Journal TERMASYHUR: Jurnal Pengabdian Masyarakat Jurnal Wawasan Sarjana
Nur Haizah Aopmonaim
Universitas Sulawesi Tenggara
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Pemanfaatan Lingkungan Sekitar Sebagai Media Pembelajaran IPS di Sekolah Dasar Nur Haizah Aopmonaim; Waode Ekadayant; Saqjuddin; Ahmad Muhardin Hadmar
Termasyhur: Jurnal Pengabdian Masyarakat Vol. 3 No. 4 (2025): TERMASYHUR: Jurnal Pengabdian Masyarakat
Publisher : Lambaga Jurnal dan Publikasi Universitas Muhammadiyah Buton

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35326/termasyhur.v3i4.8110

Abstract

Ilmu Pengetahuan Sosial (IPS) merupakan mata pelajaran yang memfokuskan pada pemahaman siswa terhadap lingkungan sosial dan budaya di sekitarnya. Pemanfaatan lingkungan sekitar sebagai media pembelajaran IPS menjadi pendekatan kontekstual yang efektif dalam meningkatkan pemahaman siswa terhadap materi serta membangun kepedulian sosial. Jenis kegiatan berupa pelatihan, praktik langsung, dan refleksi kolaboratif dengan guru-guru sekolah dasar. Lokasi pengabdian dilaksanakan di SD Negeri 7 Kusambi. Sasaran kegiatan ini adalah guru-guru kelas IV–VI dan siswa sebagai peserta pembelajaran lapangan. Teknik pengumpulan data yang digunakan yaitu observasi partisipatif, wawancara semi-struktural, dokumentasi, dan angket sederhana. Data dianalisis secara deskriptif kualitatif dengan cara reduksi data, penyajian, dan penarikan kesimpulan. Hasil pengabdian ini menunjukkan pembelajaran IPS berbasis lingkungan di sekolah dasar menunjukkan adanya peningkatan pemahaman konseptual dan partisipasi aktif siswa dalam proses belajar. Dengan melibatkan siswa secara langsung dalam pengamatan dan eksplorasi lingkungan sekitar seperti pasar tradisional, kantor desa, tempat ibadah bahkan jalanan di sekitar sekolah menyimpan beragam fenomena sosial dan budaya pembelajaran menjadi lebih hidup dan bermakna. Siswa tidak hanya menghafal teori, tetapi juga mengalami dan menganalisis peristiwa sosial secara nyata. Guru juga lebih kreatif dalam menyusun strategi pembelajaran yang kontekstual dan relevan dengan kehidupan siswa. Pendekatan ini memperkuat hubungan antara sekolah dan masyarakat serta mendukung prinsip Kurikulum Merdeka yang mengedepankan kemandirian belajar dan penguatan karakter melalui Profil Pelajar Pancasila.
Implementation of the Cooperative Learning Model Type TSTS Assisted by Concrete Media to Improve Mathematics Learning Outcomes Krisnawati; Nur Haizah Aopmonaim; Waode Ekadayanti
Jurnal Wawasan Sarjana Vol. 4 No. 2 (2025): Jurnal Wawasan Sarjana
Publisher : Lambaga Jurnal dan Publikasi Universitas Muhammadiyah Buton

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35326/juwara.v4i2.7816

Abstract

This study was conducted to improve the learning outcomes of second-grade students in mathematics at SD IT Rumah Anak Soleh Buton. The research applied classroom action research carried out in two cycles. Each cycle consisted of the stages of planning, implementation, observation, and reflection. The learning process was designed by applying the Cooperative Learning Model type Two Stay Two Stray, assisted by concrete media, to make mathematical concepts more accessible and meaningful for students. Data collection techniques included observation sheets, test instruments, and documentation, which were analyzed descriptively to capture both the process and the results of student learning. The findings of the study revealed that student learning outcomes improved across the cycles. Initially, many students had difficulty achieving the expected mastery in addition and subtraction, but after the implementation of the model, a significant improvement was observed. The cooperative approach encouraged active participation, peer learning, and better conceptual understanding. The use of concrete media also helped students relate abstract mathematical ideas to real-life contexts, thus strengthening their comprehension and motivation. Based on these results, it can be concluded that the Cooperative Learning Model type Two Stay Two Stray with concrete media is effective in improving mathematics learning outcomes among second-grade students.
The Role of Teachers in Promoting a Positive Social Environment in Elementary Schools Nur Haizah Aopmonaim; Waode Ekadayanti; Saqjuddin; Ahmad Muhardin Hadmar
Jurnal Wawasan Sarjana Vol. 4 No. 1 (2025): Jurnal Wawasan Sarjana
Publisher : Lambaga Jurnal dan Publikasi Universitas Muhammadiyah Buton

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35326/juwara.v4i1.8277

Abstract

This study examines the role of teachers in promoting a positive social environment in an elementary school setting. A positive social environment is essential for supporting students’ social and emotional development, including cooperation, communication, and mutual respect. The purpose of this study is to analyze how teachers contribute to creating a conducive social environment and to identify the supporting and inhibiting factors involved. This research employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving teachers, students, and the school principal. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by triangulation to ensure validity. The findings reveal that teachers play a significant role as social role models, implement social learning strategies such as group work and discussions, and effectively manage classroom social interactions. However, several challenges were identified, including limited time, academic-focused priorities, and lack of specific training in social and character education. Despite these constraints, the efforts made by teachers have positively impacted students’ social development, as evidenced by improved cooperation, communication, and respect among students, although not evenly distributed. In conclusion, teachers are key agents in fostering a positive social environment, and continuous support is needed to optimize their role in enhancing students’ social development.
Co-Authors Ahmad Muhardin Hadmar Krisnawati Saqjuddin Waode Ekadayant Waode Ekadayanti