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Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD)
Published by CV. Sinar Howuhowu
ISSN : -     EISSN : 30893550     DOI : https://doi.org/10.70134/pedasud
Core Subject : Education, Social,
Education Social Sciences Other
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) adalah jurnal ilmiah yang menjadi wadah untuk mempublikasikan hasil penelitian, kajian teoritis, dan gagasan inovatif dalam bidang pendidikan dasar dan pendidikan anak usia dini. Jurnal ini ditujukan bagi para akademisi, praktisi pendidikan, mahasiswa, serta pemerhati dunia pendidikan yang ingin berkontribusi dalam pengembangan ilmu pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 72 Documents
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Penggunaan  Media Pop-Up Book Berbasis Kearifan Lokal Pada Pembelajaran IPAS Untuk Meningkatkan Pemahaman Konsep Peserta Didik Kelas III Di SD IT Darul Muhsin Makassar Selvi Ramadani
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 3 (2026): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i3.2245

Abstract

The problem in this study stems from the low understanding of concepts among third-grade students in Science and Social Studies (IPAS) learning at SD IT Darul Muhsin Makassar. This study aims to improve students' IPAS concept understanding through the application of local wisdom-based Pop-Up Book media. This research employed a Classroom Action Research (CAR) approach conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection stages. The research subjects consisted of 14 third-grade students—comprising 5 male students and 9 female students—along with one classroom teacher. Data collection was carried out through observation, concept understanding tests, and documentation, while the data analysis techniques utilized were quantitative descriptive and qualitative descriptive analysis. The results of the study indicate that the use of local wisdom-based Pop-Up Book media successfully improved students' concept mastery following the implementation of learning actions utilizing this medium. This improvement is evident from the classical learning completeness percentage, which increased from 57.14% in cycle I to 92.86% in cycle II. The teacher's teaching activity also progressed from a percentage of 57.14% in the first meeting of cycle I to 95.24% in the second meeting of cycle II. urthermore, students' learning activities showed an increase, reaching 95.24% with a "good" category by the end of cycle II. Based on the research findings, it can be concluded that the application of local wisdom-based Pop-Up Book media is capable of improving the IPAS concept understanding of third-grade students at SD IT Darul Muhsin Makassar.
Implementasi Model Problem Based Learning Berbasis Social Emotional Learning Untuk Meningkatkan Sikap Kepedulian Sosial Siswa Kelas III Pada Mata Pelajaran Pendidikan Pancasila Di SD Negeri Tanabangka Nurfitri Ramdiani; Hardianto Rahman; Unga Utami
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 3 (2026): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i3.2254

Abstract

This study aimed to describe the implementation of a Problem Based Learning (PBL) model integrated with Social Emotional Learning (SEL) to improve the social concern attitudes of third-grade students in Pancasila Education at SD Negeri Tanabangka. The study employed Classroom Action Research involving a teacher and 40 students. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through classroom observation, questionnaires, and documentation. The observed teaching activity increased from 67% and 73% in Cycle I to 87% and 100% in Cycle II. Student learning activity increased from 56% and 69% to 84% and 91%. Questionnaire results showed that 20 students (50%) met the social concern criterion in Cycle I, increasing to 38 students (95%) in Cycle II. The improvement was also reflected in five indicators: helping others, consideration for others, tolerance, social action, and noble character. These findings indicate that integrating SEL into PBL can support a more participatory learning process and encourage students to practise social concern during group discussions, problem solving, presentations, and reflection.

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