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Educenter: Jurnal Ilmiah Pendidikan
Published by Arka Institute
ISSN : 28278542     EISSN : 28277988     DOI : 10.32670
Core Subject : Education,
Education
Educenter: Jurnal Ilmiah Pendidikan, mencakup bidang penelitian pendidikan dalam proses belajar mengajar, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, dan pengembangan pendidikan.
Arjuna Subject : Umum - Umum
Articles 455 Documents
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The Implementation of Role-Playing Method to Enhance Students’ Reading Interest in IPAS: A Qualitative Case Study in Elementary School Tia Ihsantiani; Arnie Fajar; Eneng Martini
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/v9y4j021

Abstract

This study aims to examine the implementation of the role-playing method in enhancing reading interest among fifth-grade students in IPAS (Integrated Natural and Social Sciences) learning. This research employed a qualitative case study approach conducted in an elementary school in Indonesia, involving one teacher and 25 fifth-grade students as participants selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using thematic analysis. The findings reveal that the role-playing method significantly enhances students’ reading interest by fostering active engagement, improving comprehension, and creating meaningful learning experiences. Students showed increased motivation to read as they were required to understand texts in order to perform assigned roles. In addition, role-playing promoted collaborative learning and strengthened students’ intrinsic motivation, particularly in terms of autonomy, competence, and relatedness. However, challenges were identified in classroom management and ensuring equal participation among students. This study contributes to the development of interactive pedagogical strategies in IPAS learning and highlights the potential of role-playing as an effective approach to promote reading interest in elementary education.
Integrating 7KAIH into IPAS Learning for Students’ Social Character Development in Elementary School Yeni Siti Rokayah; Lili Halimah; Arnie Fajar
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/sc4y3g96

Abstract

This study examines the integration of the 7 Kebiasaan Anak Indonesia Hebat (7KAIH) program into Ilmu Pengetahuan Alam dan Sosial (IPAS) learning and its contribution to the development of students’ social character at SDN Walahir, West Bandung Regency. This research employs a qualitative descriptive approach involving one school principal, two IPAS teachers, and twelve students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings reveal that the integration of 7KAIH into daily school routines and IPAS learning activities effectively fosters students’ social character, particularly in terms of empathy, cooperation, and responsibility. The program is implemented through habitual activities such as morning greetings, collaborative learning, reflective discussions, and contextual IPAS projects. However, challenges were identified, including inconsistent implementation among teachers and limited parental involvement. The novelty of this study lies in its focus on the integration of a national character education program (7KAIH) into subject-based learning (IPAS), providing a practical model for embedding character education within classroom instruction. The study implies that strengthening collaboration between schools and families, as well as enhancing teacher consistency, is essential to optimize the effectiveness of character education programs in elementary schools.
The Role Of Social Media Use In Shaping Digital Literacy And Ipas Learning Achievement: A Mediation Model In Elementary Education Muhamad Andriansah Purba; Jajang Hendar Hendrawan; Neneng Tripuspita
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 3 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/grhxfe29

Abstract

This study examines the role of social media use in shaping digital literacy and its impact on IPAS (Integrated Science and Social Studies) learning achievement among elementary school students. It also investigates the mediating role of digital literacy in the relationship between social media use and academic performance. A quantitative explanatory design was employed involving 30 fifth-grade students from SD Negeri Rawasirna, Cianjur, Indonesia. Data were collected using a validated Likert-scale questionnaire and students’ academic scores, and analyzed through simple and multiple regression, as well as mediation analysis using the Sobel test. The findings reveal that social media use significantly influences digital literacy (p < .001), but does not directly affect IPAS learning achievement (p > .05). In contrast, digital literacy has a significant positive effect on academic achievement (p < .05) and mediates the relationship between social media use and learning outcomes. These results indicate the presence of a digital-academic gap, where digital engagement enhances competencies but does not automatically translate into academic performance. This study highlights the importance of integrating digital literacy into structured pedagogical practices, particularly in IPAS learning contexts. The findings contribute to the limited empirical evidence on digital literacy mediation in elementary education in Indonesia.
Empathic Teaching Practices in Enhancing Intrinsic Motivation among Students from Non-Intact Families: A Qualitative Case Study Yadi Budiman; Khaerul Syobar; Neneng Tripuspita
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 3 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/rjeweq60

Abstract

Students from non-intact families often experience socio-emotional challenges that affect their academic engagement and motivation. This study aims to explore empathic teaching practices and their role in fostering intrinsic motivation among students from non-intact families in social studies learning. A qualitative case study design was employed involving 3 social studies teachers and 12 students at SMP Negeri 3 Paseh, Indonesia. Data were collected through semi-structured interviews, classroom observations (four sessions), and document analysis. The data were analyzed using thematic analysis involving open coding, axial coding, and selective coding. The findings reveal four major themes: (1) teachers’ awareness of students’ socio-emotional conditions, (2) empathic classroom practices, (3) instructional strategies fostering intrinsic motivation, and (4) positive impacts on student engagement and confidence. Empathic teaching practices, such as supportive communication and individualized approaches, significantly contributed to students’ intrinsic motivation and classroom participation. This study contributes to extending Self-Determination Theory in vulnerable student contexts and offers practical pedagogical implications for inclusive education.
Implementation Of Differentiated Learning In Improving Geography Understanding Through The Decision Tree Model In High School Yusi Sri Mulyani; Arnie Fajar; Lili Halimah
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/jv0v6h54

Abstract

This study aims to analyze the implementation of differentiated learning in improving students' understanding of geography subjects through the Decision Tree model. The research uses a qualitative approach with a case study method at SMA Negeri 1 Cililin, West Bandung Regency. The research subjects consisted of school principals, vice principals for curriculum, geography teachers, and students. Data collection techniques are carried out through observation, interviews, and documentation. Data analysis uses an interactive model through data reduction, data presentation, and conclusion drawn. The results of the study show that: (1) learning planning is carried out through diagnostic assessments to identify students' readiness, interests, and learning profiles; (2) the Decision Tree model assists teachers in determining content, process, and product differentiation strategies; (3) the implementation of learning is more varied, flexible, and student-centered; and (4) differentiated learning increases student engagement and understanding of geography concepts. This study concludes that differentiated learning integration with the Decision Tree model is effective in creating adaptive and meaningful learning.

Page 46 of 46 | Total Record : 455

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