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M. Iqbal Arrosyad
PGSD Universitas Muhammadiyah Bangka Belitung
Education Mathematics Other

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PERSEPSI GURU TENTANG TANTANGAN MENGAJARKAN MATERI IPAS WARNA-WARNI KEHIDUPAN DALAM EKOSISTEM DI KELAS V SD Ria Annisa; Reva Atika; Tri Yunitasari; M. Iqbal Arrosyad
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 10 (2025): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Learning the colorful life science material in ecosystems in fifth grade elementary school faces various obstacles related to student understanding. This study aims to describe teachers' perceptions regarding the challenges in teaching this material at Muhammadiyah Elementary School Pangkalpinang. This study uses a qualitative approach with a focus on teachers' experiences in the learning process. The subjects of this study were fifth grade teachers who teach ecosystems. The study was conducted on October 21, 2025, at Muhammadiyah Elementary School Pangkalpinang. Data collection techniques included in-depth interviews to determine teachers' perceptions, observations to directly observe the learning process, and documentation as supporting primary data. The results showed that teachers assessed the level of difficulty of the material based on students' responses during learning and evaluation results that indicated parts of the concept that had not been understood. The teacher explained that the concept that needed frequent repetition was the relationship between biotic and abiotic components because some students still had difficulty understanding the relationship. The material that was considered quite difficult was the interaction of living things and energy flow, so the teacher addressed this by providing real examples from the school environment and displaying supporting visuals. In the teaching process, the teacher used Canva's interactive PPT which was considered easier to understand because of its attractive and clear appearance. Lectures, presentations, and educational games are also used alongside the TGT model to increase student engagement. Teachers assess the sufficiency of learning time, and if insufficient, assign students additional assignments to deepen the material.
HUBUNGAN LITERASI DIGITAL DENGAN HASIL BELAJAR BAHASA INDONESIA PADA SISWA SEKOLAH DASAR Rizki Aprilita; Septian Yolanda; Nikelia Safitri; M. Iqbal Arrosyad
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 10 (2025): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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This study aims to describe and analyze the significant relationship between digital literacy and Indonesian language learning outcomes in elementary school students. Digital literacy is considered crucial in supporting Indonesian language learning, which now utilizes numerous digital sources and media. Improving digital literacy is expected to positively impact students' academic achievement, particularly in understanding, listening to, and creating Indonesian language content on digital platforms. This study used a quantitative method with a correlational approach. The subjects were students of SDN 38 Pangkalpinang, conducted on October 16, 2025. Data were collected using a questionnaire to measure digital literacy, based on four main indicators: internet search competency, hypertextual navigation, content evaluation, and knowledge organization. This data was then compared with students' Indonesian language learning outcomes. Based on the analysis, the overall level of digital literacy for students was in the Sufficient category with an average of 42%. This achievement indicates uneven mastery of digital competencies. However, the average Indonesian language learning outcome for students was in the Good category with a score of 71%.
PERSEPSI GURU TERHADAP IMPLEMENTASI KURIKULUM MERDEKA BELAJAR DI SEKOLAH DASAR Fiana Saphira; Mery Hardianty; Sumiyati; M. Iqbal Arrosyad
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 10 (2025): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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This research began with the observation of a significant discrepancy between expectations regarding the Independent Curriculum and the implementation of differentiation in classroom teaching. The purpose of this study is to describe teachers' perceptions of the implementation of the independent learning curriculum in elementary schools.The method used in this research was a qualitative case study design. Data collection techniques included participant observation, in-depth interviews, and document analysis, aimed at comprehensively understanding differentiation practices within their context. The primary focus of this research was on classroom teachers implementing the Independent Curriculum. This research was conducted at SD Negeri 24 Pangkal Pinang and implemented in 2 October 2025. The results indicated that the implementation of differentiation in content, process, and product still faced various challenges, particularly in terms of time management, limited resources, and teachers' ability to conduct accurate diagnostic assessments. Strategies deemed effective included ongoing training, collaboration between teachers, and the use of technology to personalize the learning process. This study also recommended that schools implement policies supporting the provision of time and professional development for teachers directly related to differentiation.
Co-Authors Fiana Saphira Mery Hardianty Nikelia Safitri Reva Atika Ria Annisa Rizki Aprilita Septian Yolanda Sumiyati Tri Yunitasari