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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol 10, No 3 (2023)" : 15 Documents clear
Ekoland: The Development of Android-Based Learning Media Using iSpring Suite to Improve the Understanding of Ecosystem Material in Elementary School Badawi, Badawi; Utami, Purie Nawa; Elizar, Elizar; Rohmani, Rohmani; Masitoh, Masitoh; Rachmatia, Meutia
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.63096

Abstract

This research aimed to develop science teaching media in the form of learning applications that use the help of iSpring Suite. The development of ecosystem material science learning applications is made to maximize the use of smartphones owned by students and reduce the various negative impacts of using Android in learning. The Research and Development (RD) method using a procedural model, was applied in this research. The data collection instruments in this study were validation sheets, student response questionnaires, and test questions. The test subjects in this study were 48 fifth-grade students at Ibnu Rusyd Islamic Elementary School. The Ekoland learning media feasibility test result is 71.95% from the percentage criteria of 61%-80% which shows very feasible results. and declared feasible because it is greater than 61%. The effectiveness level of Ekoland learning media is 93.75% from the percentage criteria of 61% -80% which shows decent results, and it is said to be effective because it is greater than 80%. Based on the results of the study, it is stated that the development of Ekoland learning media developed with android-based using the iSpring Suite application influences the increase in student learning outcomes in understanding ecosystem material in science learning and can provide a positive response from the use of android that maximizes the benefits of using android in education. Research has had a positive impact on improving science learning in schools, showing that Ecoland has a positive impact on students' learning outcomes and understanding of ecosystems.
Implementation of IPAS with an Inquiry Learning Model in Grade 4 Primary School Wulandari, Aulia; Sukarno, Sukarno; Matsuri, Matsuri
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.63099

Abstract

IPAS (Ilmu Pengetahuan Alam dan Sosial/Natural and Social Sciences) constitutes essential subjects in the implementation of the Merdeka Curriculum in primary schools. The primary goal of integrating IPAS is to enable students to effectively manage their natural and social environment as a whole. In light of this objective, the researcher recognized the necessity of conducting this research. The research employs a qualitative approach with a case study method conducted at one of the elementary schools in  Sukoharjo District, Central Java. The respondents in this research include the school principal, fourth-grade teachers, first-grade teachers, and fourth-grade students. Data collection was carried out through interviews, observation, and documentation, followed by technical triangulation to validate the field findings. Based on the results obtained from the implementation of IPAS learning using the inquiry learning model, it is established that natural and social sciences were taught separately in the first and second semesters. The results of research conducted in the second semester reveal that IPAS learning activities on social science material have been implemented effectively in terms of planning, execution, and evaluation, with a focus on adhering to the syntax of the inquiry learning model. Obstacles to IPAS learning include educators’ lack of readiness for curriculum changes, limited training and information regarding the curriculum, a lack of skill in using technology, and classroom conditions that are not conducive. Efforts made include increasing the competence of educators through teacher working group forums, participating in training, and managing classes to ensure conducive learning activities. This research is expected to serve as a valuable reference for studying the implementation of IPAS with the inquiry learning model in the Merdeka Curriculum.
Peer Tutor Method to Improve Problem Posing Ability Isrokatun, Isrokatun; Rosmiati, Rosi; Hanifah, Nurdinah; Rohman, Yusuf Abdul
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.56296

Abstract

This study was conducted to determine the description of learning with the peer tutor method implemented through situation-based learning. The urgency of this study is to find out the problem posing ability of elementary school students as an intellectual skill that students must possess to support future competition. From the existing problems, students are accustomed to receiving knowledge without posing the problems they find. The peer tutor method through SBL facilitates students in problem-posing ability, problem-solving, and independent learning. The peer tutor method makes it easier for teachers to provide structured guidance to facilitate students through discussions. This study employed a descriptive qualitative method involving fourth-grade students, in which the data were obtained using observation, interview, and documentation guidelines. The obtained data were reduced to be able to conclude. This study found that learning through the peer tutor method involves active student roles, facilitates students to construct their knowledge in a guided manner, creates meaningfulness in students in posing problems, leads to follow-up questions, and responses to the problems posed.
How Do Science Content Misconceptions Occur in Primary School Teachers with Teaching Certificates? Zulfianto, Muhammad Rais; Abduh, Muhammad
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.62887

Abstract

Misconceptions are understandings of concepts that are not in accordance with scientific concepts. Teachers have the potential to experience misconceptions and misconceptions that occur in teachers can result in students also experiencing misconceptions. Research that examines science misconceptions in elementary school teachers is still rare, so there is a need for research examining science misconceptions in elementary school teachers, especially in elementary school teachers who are certified educators. Therefore, this study aims at determining whether science misconceptions occur in elementary school teachers with teaching certificates or not and how much misconceptions are experienced and the misconceptions occurred. This study employs descriptive quantitative by involving 17 certified elementary school teachers who are classroom teachers teaching several subjects in elementary schools including science subjects. Data collection was done by conducting a four tier misconception diagnosis test and the result was analyzed using by referring to four tier test concept developed by various researchers. The findings indicated that primary school teachers possessing teaching certificates exhibited science misconceptions at a rate of 22%, placing them in the low category of scientific understanding at 66%. Despite the relatively low occurrence of misconceptions, it is advisable for certified primary school teachers to further enhance their grasp of the concepts they impart to prevent any potential hindrance to the learning process.
Reflection of Indonesian Educators on the Implementation of the Merdeka Curriculum Rokayah, Rokayah; Hermita, Neni; Vebrianto, Rian; Mujtahid, Iqbal; Sulistiyo, Urip; Samsudin, Achmad
Mimbar Sekolah Dasar Vol 10, No 3 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i3.64864

Abstract

Driven by a commitment to address challenges associated with the Merdeka Curriculum's implementation in Indonesia, this paper explores reflections and experiences of Indonesian educators. The researchers' anxiety, stemming from the need for effective application, underscores the study's motivation to enhance the educational experience for educators and students alike. Conducted through qualitative questionnaires and semi-structured interviews with fifteen participants, the research focuses on three reflective dimensions (in, on, and for) employing an exploratory case study design. In reflection-in-action, educators emphasize a shift towards student-centered learning, promoting active involvement, critical thinking, and self-directed learning. Reflection-on-action reveals educators perceiving the curriculum as highly interactive, but they acknowledged the need for patience and time in implementing significant changes, considering varying levels of receptivity among teaching staff. Reflection-for-action demonstrates educators actively evaluating the Merdeka Curriculum, employing strategies like fostering relationships and leveraging social media for knowledge sharing. Overall, the study highlighted the potential of the Merdeka Curriculum to enhance the overall quality of schools and contribute to the academic success of Indonesian students. The findings offer valuable insights for policymakers, curriculum developers, and educational practitioners seeking to refine the implementation process and enhance professional development programs. Ultimately, this research contributes to the ongoing efforts to empower educators and students and improve the effectiveness of education in Indonesia.

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