JANACITTA

Uji kepraktisan modul ajar akuaponik pada pembelajaran IPAS materi ekosistem kelas V SD N Banjar Kertek

2026-06-05T04:54:39+00:00

Science and Social Studies (IPAS) learning on ecosystem material at SD N Banjar Kertek has not been supported by an aquaponics-based teaching module, causing the learning process to be less contextual. This study aimed to determine the practicality of an aquaponics-based teaching module in fifth-grade IPAS learning. The research method used the ADDIE model limited to the analyze, design, and development stages with 26 fifth-grade students as the subjects. Data collection techniques were carried out through observation, interviews, validation questionnaires, and student and teacher response questionnaires. The data obtained from the validation and user responses were analyzed descriptively and quantitatively through percentage calculations to determine the level of feasibility and practicality of the module. The results showed that the module obtained validation scores of 91.67% from material experts, 83.33% from media experts, and 91.67% from practitioner experts, all categorized as very feasible. In addition, the student response questionnaire obtained an average score of 86.2% in the very good category, indicating that the module was easy to understand, attractive, and practical to use in learning activities. Therefore, the aquaponics-based teaching module was declared practical to use and capable of helping students understand ecosystem concepts in a more contextual way.

Abstrak

Pembelajaran IPAS materi ekosistem di SD N Banjar Kertek masih belum didukung modul ajar berbasis akuaponik sehingga pembelajaran kurang kontekstual. Penelitian ini bertujuan mengetahui kepraktisan modul ajar berbasis akuaponik pada pembelajaran IPAS kelas V. Metode penelitian menggunakan model ADDIE yang dibatasi pada tahap analyze, design, dan development dengan subjek uji coba terbatas dilakukan pada 26 siswa kelas V. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket validasi, dan angket respons siswa serta guru. Data yang diperoleh dari hasil validasi dan respons pengguna diolah secara deskriptif kuantitatif melalui perhitungan persentase untuk mengetahui tingkat kelayakan dan kepraktisan modul. Hasil penelitian menunjukkan bahwa modul memperoleh nilai validasi ahli materi 91,67, ahli media 83,33, dan ahli praktisi 91,67 dengan kategori sangat layak. Selain itu, hasil angket respons siswa memperoleh rata-rata skor sebesar 86,2 dengan kategori sangat baik yang menunjukkan bahwa modul mudah dipahami, menarik, dan praktis digunakan dalam pembelajaran. Dengan demikian, modul ajar berbasis akuaponik dinyatakan praktis digunakan dan mampu membantu siswa memahami konsep ekosistem secara lebih kontekstual.

Peningkatan keterampilan menulis teks prosedur melalui model problem based learning berbantuan media lapbook

2026-06-18T04:46:06+00:00

This study aims to determine the improvement in procedural text writing skills through the application of the Problem-Based Learning (PBL) model supported by lapbooks among fourth-grade students at SD 1 Rendeng. The study employed a quantitative approach. The sample consisted of 43 students. Data collection methods included tests, observations, interviews, and documentation. Data analysis was conducted using normality tests, paired-sample t-tests, and N-Gain tests. The results showed an improvement in procedural text writing skills following the implementation of the PBL model supported by lapbooks. The mean pretest score of 72.23 increased to 87.77 on the posttest. The results of the paired t-test analysis showed a significance value of 0.000 < 0.05, indicating a significant difference between the pretest and posttest scores. In addition, the N-Gain test results fell into the moderate category. Thus, the Problem-Based Learning model using lapbooks can improve elementary school students’ ability to write procedural texts.

Abstrak

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan menulis teks prosedur dengan penerapan model Problem Based Learning (PBL) yang didukung oleh media lapbook. pada siswa kelas IV SD 1 Rendeng. Penelitian menggunakan pendekatan kuantitatif. Jumlah subjek penelitian adalah 43 siswa. Metode pengumpulan data mencakup tes, pengamatan, wawancara, serta dokumentasi. Analisis data dilakukan dengan menggunakan pengujian normalitas, paired sample t-test, dan uji N-Gain. Hasil penelitian menunjukkan adanya peningkatan keterampilan menulis teks prosedur setelah diterapkan model PBL berbantuan media lapbook. Nilai rata-rata pretest sebesar 72,23 meningkat menjadi 87,77 pada posttest. Hasil analisis uji t berpasangan menunjukkan nilai signifikansi 0,000 < 0,05 yang mengindikasikan perbedaan signifikan antara nilai pretest dan posttest. Di samping itu, hasil uji N-Gain tergolong dalam kategori sedang. Dengan cara ini, model Problem Based Learning yang menggunakan media lapbook dapat meningkatkan kemampuan menulis teks prosedur bagi siswa sekolah dasar.

Peran guru terhadap literasi membaca siswa SD N 2 Panjunan Kudus

2026-06-19T07:57:12+00:00

This research aims to analyze the role of teachers in the reading literacy of fourth-grade students at SD N 2 Panjunan Kudus and to analyze the factors that influence the implementation of reading literacy in schools. The research uses a qualitative method with a case study approach. Data collection techniques were carried out thru observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The research results show that teachers play an important role in the implementation of reading literacy, namely as designers, implementers, motivators, and evaluators of literacy. As a designer, the teacher plans literacy activities and prepares reading materials in the form of picture storybooks that meet the students' needs. As an implementer, the teacher guides and accompanies students in reading activities thru various engaging techniques, conducting 15 minutes of reading before lessons using picture storybooks. As a motivator, the teacher provides encouragement and appreciation to increase students' reading interest. As an evaluator, the teacher assesses students' understanding thru question-and-answer sessions and activities that involve retelling the content of the reading. In addition, the implementation of reading literacy is influenced by internal and external factors. Internal factors include the competence, motivation, readiness, and interest in reading of the teacher, while external factors include the availability of facilities and infrastructure, the school environment, parental support, and peer influence. Thus, the success of implementing reading literacy requires the active role of teachers supported by a conducive environment and students.

Abstrak

Penelitian ini bertujuan untuk menganalisis peran guru terhadap literasi membaca siswa kelas IV SD N 2 Panjunan Kudus serta menganalisis faktor-faktor yang mempengaruhi pelaksanaan literasi membaca di sekolah. Penelitian menggunakan metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru memiliki peran penting dalam pelaksanaan literasi membaca, yaitu sebagai perancang, pelaksana, motivator, dan evaluator literasi. Sebagai perancang, guru merencanakan kegiatan literasi serta menyiapkan bahan bacaan berupa buku cerita bergambar yang sesuai dengan kebutuhan siswa. Sebagai pelaksana, guru membimbing dan mendampingi siswa dalam kegiatan membaca melalui berbagai teknik yang menarik, melaksanakan membaca 15 menit sebelum pembelajaran menggunakan buku cerita bergambar. Sebagai motivator, guru memberikan dorongan dan apresiasi untuk meningkatkan minat baca siswa. Sebagai evaluator, guru menilai pemahaman siswa melalui tanya jawab dan kegiatan menceritakan kembali isi bacaan. Selain itu, pelaksanaan literasi membaca dipengaruhi oleh faktor internal dan eksternal. Faktor internal meliputi kompetensi, motivasi, kesiapan, dan minat membaca guru, sedangkan faktor eksternal meliputi ketersediaan sarana dan prasarana, lingkungan sekolah, dukungan orang tua, serta teman sebaya. Dengan demikian, keberhasilan pelaksanaan literasi membaca memerlukan peran aktif guru yang didukung oleh lingkungan dan siswa yang kondusif.

Analisis kebutuhan pengembangan E-LKPD berbasis HOTS pada materi ciri-ciri bangun datar kelas V sekolah dasar

2026-06-27T03:37:55+00:00

Mathematics instruction at the elementary school level, particularly on the topic of the characteristics of two-dimensional shapes, still requires attention because students have not yet demonstrated optimal higher-order thinking skills (HOTS) or learning achievement. This condition is further influenced by the limited integration of technology into the learning process. In practice, teachers continue to rely primarily on textbooks, printed student worksheets, and lecture-based instruction. This study aims to identify the need for developing HOTS-based Electronic Student Worksheets (E-LKPD) for mathematics learning on the characteristics of two-dimensional shapes among fifth-grade elementary school students. A qualitative approach with a descriptive research design was employed, involving one fifth-grade teacher and 20 students as research participants. Data were collected through observation, interviews, and documentation. The observation results indicated that classroom activities remained largely teacher-centered, resulting in limited student engagement during the learning process. The interview findings revealed that students experienced difficulties when dealing with problems requiring analytical and reasoning skills. This condition was further supported by documented learning outcomes, which showed that most students had not yet achieved the Learning Achievement Criteria (KKTP). Nevertheless, students demonstrated a positive response to the use of technology in learning activities. The needs analysis indicated a demand for digital learning materials that integrate content presentation, interactive activities, and HOTS-oriented exercises. Therefore, HOTS-based E-LKPD is considered relevant for development as supplementary learning material that can be adapted to students' needs in learning the characteristics of two-dimensional shapes.

Abstrak

Pembelajaran matematika di jenjang sekolah dasar, khususnya pada topik ciri-ciri bangun datar, masih memerlukan perhatian karena peserta didik belum menunjukkan kemampuan yang optimal dalam berpikir tingkat tinggi (Higher Order Thinking Skills/HOTS) maupun dalam pencapaian hasil belajar. Kondisi tersebut diperkuat oleh penggunaan teknologi pembelajaran yang belum maksimal. Dalam pelaksanaannya, guru masih mengandalkan buku teks, LKS dalam bentuk cetak, serta pembelajaran melalui metode ceramah. Penelitian ini dilakukan untuk mengidentifikasi kebutuhan pengembangan E-LKPD berbasis HOTS pada pembelajaran matematika materi ciri-ciri bangun datar di kelas V sekolah dasar. Pendekatan yang digunakan adalah kualitatif dengan desain deskriptif, melibatkan seorang guru kelas V dan 20 peserta didik sebagai subjek penelitian. Data diperoleh melalui kegiatan observasi, wawancara, dan dokumentasi. Berdasarkan hasil observasi, aktivitas pembelajaran masih berpusat pada guru sehingga keterlibatan peserta didik dalam proses belajar belum optimal. Hasil wawancara menunjukkan bahwa peserta didik menghadapi kendala ketika mengerjakan permasalahan yang menuntut kemampuan menganalisis dan melakukan penalaran. Kondisi tersebut didukung oleh data dokumentasi yang memperlihatkan bahwa sebagian besar peserta didik belum mencapai KKTP. Meskipun demikian, peserta didik memiliki respons yang positif terhadap pemanfaatan teknologi dalam kegiatan pembelajaran. Hasil analisis kebutuhan menunjukkan bahwa terdapat kebutuhan terhadap bahan ajar digital yang menggabungkan penyajian materi, kegiatan interaktif, dan latihan yang berorientasi HOTS. Oleh karena itu, E-LKPD berbasis HOTS relevan untuk dikembangkan sebagai bahan ajar pendukung yang disesuaikan dengan kebutuhan peserta didik dalam pembelajaran materi ciri-ciri bangun datar.

Analisis penerapan model problem based learning berbantuan media flashcard pada pembelajaran IPAS sekolah dasar

2026-07-21T23:53:08+00:00

This study aims to analyze the implementation of the Problem Based Learning (PBL) model assisted by flashcard media in Class IV Natural and Social Sciences (IPAS) subjects, as well as to identify supporting and inhibiting factors for students who have not yet understood the learning material. This study utilized a qualitative descriptive approach. The research subjects included the fourth-grade teacher and 19 fourth-grade students at SDN 3 Nglanji, Boyolali Regency. Data collection techniques employed observation, semi-structured interviews, and documentation methods. Data validity was tested through source triangulation and technique triangulation. Furthermore, the data were analyzed interactively using the Miles and Huberman model, which includes data collection, data reduction, data display, and drawing conclusions. The findings indicate that the implementation of the flashcard-based PBL model on the material "Threatened Environments" (Lingkungan Sedang Terancam) was carried out systematically and exceptionally well in accordance with Arends' five syntax stages. Key supporting factors include strong teacher motivation, interactive group guidance, and adequate school facilities. Meanwhile, as a mandatory subject in Class IV, the achievement of IPAS competencies is deemed not yet evenly optimal. Looking at various inhibiting factors, 35% of students (6 individuals) who have not reached learning mastery were affected by internal aspects, such as low concentration, a tendency to play around during group discussions, and limited reading abilities. The novelty of this study lies in its use of a qualitative descriptive approach to explore in-depth the implementation of the Problem Based Learning model assisted by modified flashcards featuring real visual images on the front side and concise concept summaries on the back side within the Merdeka Curriculum IPAS subject in elementary school.

Abstrak

Penelitian ini bertujuan untuk menganalisis penerapan model pembelajaran Problem Based Learning (PBL) berbantuan media flashcard pada mata pelajaran IPAS kelas IV serta mengidentifikasi faktor pendukung dan penghambat bagi peserta didik yang belum memahami materi pembelajaran tersebut. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Subjek penelitian melibatkan guru kelas IV, dan 19 siswa kelas IV di SDN 3 Nglanji, Kabupaten Boyolali. Teknik pengumpulan data menggunakan metode observasi, wawancara semi-terstruktur, serta dokumentasi. Pengujian keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik. Selanjutnya, data dianalisis secara interaktif menggunakan model Miles dan Huberman yang meliputi tahap pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Temuan menunjukkan bahwa penerapan model PBL berbasis flashcard pada materi "Lingkungan Sedang Terancam" telah terlaksana secara sistematis dan sangat baik sesuai dengan lima tahapan sintaks Arends. Faktor pendukung utama mencakup motivasi guru yang, bimbingan kelompok interaktif, dan ketersediaan fasilitas sekolah yang memadai. Sementara itu, sebagai mata pelajaran wajib di kelas IV, pencapaian kompetensi IPAS dinilai belum optimal secara merata. Dilihat dari berbagai faktor penghambat pada 35% siswa (6 orang) yang belum mencapai ketuntasan belajar bersumber dari aspek internal, seperti rendahnya konsentrasi, kecenderungan bermain saat diskusi kelompok, serta keterbatasan dalam kemampuan membaca. penelitian ini terletak pada penggunaan pendekatan kualitatif deskriptif yang mengeksplorasi secara mendalam implementasi model Problem Based Learning berbantuan media flashcard hasil modifikasi sisi depan berbasis visual gambar nyata dan sisi belakang berisi ringkasan konsep materi pada mata pelajaran IPAS Kurikulum Merdeka di sekolah dasar

Peningkatan hasil belajar melalui model PJBL berbantuan media ARKABUDAYA berbasis augmented reality

2026-07-22T08:27:54+00:00

This study is motivated by the low student learning outcomes in IPAS, particularly on the topic of Indonesian cultural diversity . The purpose of this study is to analyze the differences and improvements in student learning outcomes after implementing the Project Based Learning model assisted by ARKABUDAYA media based on Augmented Reality. This study employs a quantitative approach with an experimental method using a nonequivalent control group pretest-posttest design. The implementation of learning is carried out through project-based activities in which students collaboratively create cultural dioramas, which are then scanned using an Augmented Reality application to display interactive digital content such as animations, videos, and audio to enhance conceptual understanding. Data collection techniques include tests (pretest and posttest) and observation. The results show a significant difference between pretest and posttest scores, with a significance value (Sig. 2-tailed) of 0.000 < 0.05, an increase in the average score from 44 to 79, and an N-Gain of 0.5827 (moderate category). Therefore, the Project Based Learning model assisted by ARKABUDAYA media is effective in improving elementary school students’ learning outcomes in IPAS.

Abstrak
Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran IPAS, khususnya pada materi keberagaman budaya Indonesia . Tujuan penelitian ini adalah untuk mengetahui perbedaan dan peningkatan hasil belajar siswa setelah diterapkan model Project Based Learning berbantuan media ARKABUDAYA berbasis Augmented Reality. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain nonequivalent control group pretest-posttest. Implementasi pembelajaran dilakukan melalui kegiatan proyek pembuatan diorama budaya secara berkelompok, kemudian diorama tersebut dipindai menggunakan aplikasi Augmented Reality untuk menampilkan konten digital interaktif berupa animasi, video, dan audio yang mendukung pemahaman siswa. Teknik pengumpulan data menggunakan tes (pretest dan posttest) serta observasi. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara hasil belajar sebelum dan sesudah perlakuan dengan nilai Sig. (2-tailed) sebesar 0,000 < 0,05, dengan peningkatan rata-rata nilai siswa dari 44 menjadi 79 serta nilai N-Gain sebesar 0,5827 (kategori sedang). Dengan demikian, model Project Based Learning berbantuan media ARKABUDAYA efektif dalam meningkatkan hasil belajar IPAS siswa sekolah dasar.

Pemahaman dan implementasi norma siswa Kelas V sekolah dasar pada Pendidikan Pancasila: Studi kualitatif

2026-07-25T11:54:18+00:00

This study aims to analyze the conceptual understanding of fifth-grade elementary school students regarding social norms and to describe how that understanding is translated into their daily behavior within the Pendidikan Pancasila subject under the Merdeka Curriculum, as well as to identify the factors that support and hinder its implementation. This research employed a descriptive qualitative approach. Data were collected through participatory observation, in-depth interviews, and document analysis involving fifth-grade students, the Pendidikan Pancasila/homeroom teacher, and parent representatives. Data validity was established through source and technique triangulation, and data were analyzed using the interactive model of Miles, Huberman, and Saldãna, comprising data condensation, data display, and conclusion drawing/verification. Students generally understand religious and courtesy norms in concrete, practice-based terms, whereas their grasp of moral (kesusilaan) and legal (hukum) norms remains more abstract. Implementation is most consistent in habitual school routines such as the 5S culture (smile, greet, be polite), religious activities, and rule compliance, but becomes less consistent at home and in unsupervised situations, particularly regarding honesty. Teacher and parental role modelling emerged as the main supporting factor, while unsupervised gadget and social media use together with peer pressure were identified as the main inhibiting factors.

Abstrak

Penelitian ini bertujuan untuk menganalisis pemahaman konseptual siswa kelas V sekolah dasar terhadap norma serta mendeskripsikan bentuk implementasinya dalam kehidupan sehari-hari pada mata pelajaran Pendidikan Pancasila Kurikulum Merdeka, sekaligus mengidentifikasi faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen terhadap siswa kelas V, guru Pendidikan Pancasila/wali kelas, dan perwakilan orang tua/wali murid. Keabsahan data diperiksa melalui triangulasi sumber dan teknik, sedangkan analisis data mengacu pada model interaktif Miles, Huberman, dan Saldana yang meliputi kondensasi data, penyajian data, serta penarikan simpulan/verifikasi. Siswa pada umumnya memahami norma agama dan norma kesopanan secara konkret dan berbasis praktik, sedangkan pemahaman terhadap norma kesusilaan dan norma hukum masih bersifat abstrak. Implementasi norma paling konsisten tampak pada pembiasaan rutin di sekolah, seperti budaya 5S, kegiatan keagamaan, dan kepatuhan terhadap tata tertib, namun konsistensi ini menurun ketika siswa berada di rumah atau tidak dalam pengawasan, terutama pada aspek kejujuran. Keteladanan guru dan orang tua menjadi faktor pendukung utama, sedangkan penggunaan gawai dan media sosial tanpa pengawasan serta tekanan teman sebaya menjadi faktor penghambat utama.