Jurnal Pendidikan Inklusif

PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERORIENTASI TRI HITA KARANA PADA PEMBELAJARAN IPAS TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR

Putu Ayu Pita Maharani — 2025-09-30

Penggunaanxmodel pembelajaran yangdkkurang tepat menyebabkanv rendahnya kemampuankoberpikir kritiscrsiswa. Tujuan daril penelitian ini untukvmengetahui pengaruh modelplpembelajaran ProblemcxBased Learningvc(PBL) berorientasi tri hita karana terhadap kemampuan berpikir kritis;.siswa kelasdIV Sekolah[]Dasar. Subjekbnpenelitian inikyyaitu siswai kelas IVk SD GugusolVIIytKecamatan Bulelengoptahun ajaran 2024/2025 yang meliputi 60 siswa.pqTeknik pengumpulan/ data yang digunakan meliputi observasi, wawancara dokumentasi, dan tes.mJenis penelitian’;ini yaitu quasi experiment denganvdesain penelitian pretest posttestolcontrol group design. Hasilmzpenelitian ini menunjukkancwbahwa rata-rata skor pretest kelas eksperimen sebesar 18,41 dan rata-rata skor posttest kelas eksperimen sebesar 43,22. Sedangkan rata-rata skor pretest kelas kontrol 17,43 dan rata-rata skor posttest kelas kontrol sebesar 21,36. Berdasarkan hasil uji hipotesis yang menunjukkan bahwa nilai Sig. (2-tailed) yaitu 0,000 yang lebih kecil dari nilai tarafp9signifikansilkyaitu50,05. Dengan jdemikian dapatxdisimpulkanzbahwa metode yang diterapkan mampu memberikancvpengaruh yang positif padas kemampuan berpikir kritisctIlmu PengetahuanzAlam dan Sosialxr(1IPAS0) siswamkelas IV SD Gugus%VII Kecamatan@Buleleng.

This study aimed to investigate the effect of the Tri Hita Karana-oriented Problem-Based Learning (PBL) model on the critical thinking skills of fourth-grade elementary school students. The subjects of this research were 60 fourth-grade students from SD Gugus VII, Buleleng District, during the 2024/2025 academic year. Data collection techniques included observation, interviews, documentation, and tests. This research employed a quasi-experimental design with a pretest-posttest control group design. The results showed that the average pretest score for the experimental class was 18.41, while the average posttest score was 43.22. In contrast, the control class had an average pretest score of 17.43 and an average posttest score of 21.36. Based on the hypothesis test, the Sig. (2-tailed) value was 0.000, which is less than the significance level of 0.05. Therefore, it can be concluded that the implemented method positively influences the critical thinking skills in Science and Social Studies (IPAS) among fourth-grade students at SD Gugus VII, Buleleng District.

STUDI FENOMENOLOGI PROGRAM LITERASI SEKOLAH UNTUK MENUMBUHKAN MINAT BACA PADA SISWA KELAS IV SD NEGERI SUKUN 1 MALANG

Leli Widya — 2025-09-30

The reading literacy movement is the ability to use language in rich, diverse forms to read, see, present and think critically about ideas. Understanding reading interest needs to be done at least for practical purposes, as a foundation for facilitating efforts to encourage students to get used to reading. This study aims to determine how the phenomenon of the implementation of the school literacy movement at SDN Sukun 1 Malang, to find out students' reading interest in the reading literacy movement, to find out how the supporting factors and inhibiting factors of the school literacy movement activities at SDN Sukun 1 Malang. This study uses qualitative research with a phenomenological approach to provide an accurate picture. The subjects in this study were the principal, teachers, and students. The data collection methods used were interviews and documentation.The results of the study show that the implementation of the school literacy movement at SDN Sukun 1 Malang is carried out based on the habituation stage, the development stage, and the learning stage. At the habituation stage, 15-minute reading activities are carried out, reading corners are provided, wall magazines are provided, libraries are provided, and public involvement is provided. At the development stage, integrated reading and reading together are carried out. At the learning stage, summarizing the results of the readings read by students, and re-explaining the contents of the readings read by students. Supporting factors are in the form of libraries and reading corners. In addition to supporting factors, it turns out that inhibiting factors also exist, such as students' lack of reading habits or lack of interest in reading, students prefer to be read to rather than reading alone.

Gerakan literasi membaca merupakan kemampuan menggunakan bahasa dalam bentuk yang kaya, beragam untuk membaca, melihat, menyajikan dan berfikir kritis tentang ide-ide. Memaknai minat baca perlu dilakukan setidaknya untuk keperluan praktis, sebagai landasan melancarkan upaya menggerakkan siswa untuk terbiasa membaca. Penelitian ini bertujuan untuk mengetahui bagaimana fenomena pelaksanaan gerakan literasi sekolah di SDN Sukun 1 Malang, mengetahui minat baca siswa dalam gerakan literasi membaca, mengetahui bagaimana faktor pendukung dan faktor penghambat kegiatan gerakan literasi sekolah di SDN Sukun 1 Malang. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan fenomenologi untuk memberikan gambaran yang bersifat akurat. Subjek dalam penelitian ini yaitu kepala sekolah, guru, dan peserta didik. Metode pengumpulan data yang digunakan yaitu wawancara dan dokumentasi. Hasil dari penelitian menunjukkan pelaksanaan Gerakan literasi sekolah di SDN Sukun 1 Malang dilaksanakan bedasarkan tahap pembiasaan, tahap pengembangan, dan tahap pembelajaran. Pada tahap pembiasaan melakukan kegiatan 15 menit membaca, menyediakan pojok baca, menyediakan madding, menyediakan perpustakaan, dan perlibatan publik. Pada tahap pengembangan melakukan membaca terpadu dan membaca bersama. Pada tahap pembelajaran menyimpulkan hasil bacaan yang dibaca peserta didik, dan menjelaskan Kembali isi bacaan yang dibaca peserta didik. Faktor pendukung yaitu berupa perpustakaan dan pojok baca. Selain faktor pendukung ternyata faktor penghambat juga ada seperti kebiasaan peserta didik yang kurang terhadap kegiatan membaca atau kurang minat membaca peserta didik lebih suka dibacakan dari pada membaca sendiri.

ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI MINAT BELAJAR PADA SISWA SDN 227/VIII DESA MEKAR KENCANA KABUPATEN TEBO

Wulan Aprilia — 2025-09-30

This research was motivated by the phenomenon of low learning interest among students at SDN 227/VIII Mekar Kencana, Tebo Regency, which is reflected in the lack of participation in learning activities, weak motivation, and minimal support from family and school. Learning interest is considered a fundamental factor that determines students’ academic success, as it encourages active engagement, consistency, and perseverance in the learning process. This study aimed to identify the internal and external factors influencing students’ learning interest and analyze the role of schools and families in shaping it.The research employed a qualitative case study approach with data collected through observation, interviews, and documentation involving principals, teachers, students, and parents. Data were analyzed interactively through stages of reduction, presentation, and conclusion.The findings revealed that external factors have a more dominant influence than internal ones. Lack of family support, monotonous teaching methods, and limited school facilities emerged as the main barriers to students’ learning interest. On the other hand, students’ intrinsic motivation and curiosity appeared when they received positive encouragement from teachers and families. Thus, improving learning interest requires synergy among students, parents, and schools through conducive learning environments, innovative teaching methods, and active parental involvement.

PENINGKATAN PROSES DAN HASIL BELAJAR BAHASA INDONESIA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TIME TOKEN DI SEKOLAH DASAR

Siti Salma — 2025-09-30

This classroom action research aimed to improve the learning process and learning outcomes of fifth-grade students in Indonesian language learning through the Time Token cooperative learning model. The study was conducted at SDN 129/II Babeko during the first semester of the 2025/2026 academic year and involved 18 students. The research design was implemented in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through teacher and student observation sheets, documentation, and learning achievement tests. The findings indicated a significant improvement in both learning processes and outcomes. The teacher’s teaching process increased from the “fair” category in cycle I to “very good” in cycle II. Student learning processes also improved, from “poor” in cycle I to “very good” in cycle II. Students’ average scores increased from 65 (only 22% meeting the minimum mastery criteria) to 80 (83% meeting the criteria). The use of the Time Token cooperative learning model effectively encouraged active student participation, enhanced communication skills, and improved overall academic performance in Indonesian language subjects.