Strategi pedagogis guru dalam pembelajaran IPAS berbasis game untuk menguatkan ecological citizenship siswa sekolah dasar - Dewi Lestari; Idam Ragil Widianto Atmojo; Deni Zein Tarsidi (Program Studi Pendidikan Profesi Guru, Universitas Sarjanawiyata Tamansiswa Yogyakarta, Indonesia., 2026)
Pembelajaran IPAS berbasis game tidak hanya memerlukan media yang menarik, tetapi juga keputusan pedagogis guru agar aktivitas bermain tetap terhubung dengan tujuan konseptual dan tanggung jawab lingkungan. Penelitian ini bertujuan mendeskripsikan strategi pedagogis guru pada tahap perencanaan, fasilitasi pelaksanaan, dan evaluasi pembelajaran IPAS berbasis game, untuk menguatkan ecological citizenship pada siswa sd. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SD Negeri Kroyo. Guru kelas V menjadi informan utama dan 75 siswa kelas V menjadi informan pendukung. Data diperoleh melalui wawancara semi-terstruktur, observasi, dokumentasi, dan rekap respons siswa, kemudian dianalisis menggunakan model interaktif melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian mengidentifikasi rangkaian strategi berupa penyelarasan game dengan tujuan IPAS dan indikator ekologis pada tahap perencanaan; orientasi masalah, penjelasan aturan, bimbingan, umpan balik, dan refleksi pada tahap pelaksanaan; serta penilaian kognitif, afektif, dan perilaku pada tahap evaluasi. Secara deskriptif, 73% siswa berada pada kategori senang atau sangat senang. Selama periode pengamatan juga ditemukan indikasi kesadaran lingkungan, kepedulian terhadap kebersihan, penghematan air, dan perilaku ramah lingkungan. Temuan ini menunjukkan pola mediasi pedagogis guru yang bersifat kontekstual dalam mengarahkan pengalaman game pada pembelajaran IPAS yang berorientasi ecological citizenship. Teachers’ pedagogical strategies in game-based IPAS learning to strengthen elementary school students’ ecological citizenship Game-based IPAS learning requires not only engaging media but also deliberate pedagogical decisions so that play remains connected to conceptual goals and environmental responsibility. This study aims to describe teachers’ pedagogical strategies in the planning, facilitation, and evaluation stages of game-based IPAS learning to strengthen ecological citizenship among elementary school students. A qualitative case-study design was employed at SD Negeri Kroyo. A fifth-grade teacher served as the main informant and 75 fifth-grade students as supporting informants. Data were obtained through semi-structured interviews, observations, documentation, and student-response records and were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing and verification. The findings identified a sequence of strategies: aligning games with IPAS objectives and ecological indicators during planning; providing problem orientation, rules, guidance, feedback, and reflection during implementation; and assessing cognitive, affective, and behavioral dimensions during evaluation. Descriptively, 73% of students reported being happy or very happy. During the observation period, indications of environmental awareness, concern for cleanliness, water conservation, and environmentally responsible behavior were also recorded. These findings describe a contextual pattern of teacher pedagogical mediation in directing game experiences toward IPAS learning oriented to ecological citizenship.