Dawuh Guru: Jurnal Pendidikan MI/SD

The Implementation of Science Process Skills in Grade 5 IPAS Learning: A Case Study in Banda Aceh

Nessa Fira — 2026-02-28

The Merdeka Curriculum positions science and social studies (IPAS) learning not only as mastery of content knowledge but also as the development of science process skills as a foundation for students’ scientific thinking. This study aims to describe the instillation of science process skills in elementary IPAS learning viewed from the planning and implementation stages and to identify challenges faced by teachers. This research employed a descriptive qualitative approach. The research subjects consisted of three fifth-grade teachers from three elementary schools in Banda Aceh. Data were collected through observation, structured interviews, and documentation and analyzed using descriptive qualitative techniques and percentage analysis. The results indicate that science process skills have been implemented in IPAS learning; however, their implementation has not been optimal. At the planning stage, science process skills were not systematically designed, particularly in investigation and data analysis aspects, while at the implementation stage science process skills were more evident through active student engagement. The challenges faced by teachers include limited instructional time, inadequate facilities and learning media, differences in students’ abilities, and difficulties in designing process-oriented assessments.

Internalisasi Nilai-Nilai Panca Cinta dalam Kurikulum PAI: Studi Fenomenologi di MI Inklusi Bawen Semarang

Wahyu Nur Hidayah — 2026-02-28

Pendidikan inklusi di lingkungan madrasah saat ini menghadapi tantangan besar dalam menyelaraskan pencapaian akademik dengan pembentukan karakter yang humanis, di mana kurikulum Pendidikan Agama Islam (PAI) konvensional seringkali dianggap kurang adaptif terhadap kebutuhan peserta didik yang beragam. Penelitian ini bertujuan untuk mendalami strategi internalisasi nilai-nilai "Panca Cinta" dalam Kurikulum Berbasis Cinta (KBC) di MI Tahfidz Ash Sholihah, serta mengidentifikasi berbagai tantangan yang muncul dalam implementasinya di setting madrasah inklusi. Dengan menggunakan pendekatan kualitatif desain studi fenomenologi, data dikumpulkan melalui teknik triangulasi yang meliputi wawancara semi-terstruktur, observasi non-partisipatif, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa internalisasi nilai Panca Cinta—yang mencakup Cinta Allah dan Rasul, Cinta Ilmu, Cinta Lingkungan, Cinta Diri dan Sesama, serta Cinta Tanah Air—dilakukan melalui dua jalur utama, yakni kegiatan intrakurikuler melalui pengembangan modul ajar berdiferensiasi dan pendekatan multisensori, serta kegiatan kokurikuler melalui pembiasaan ibadah harian dan proyek P5RA. Meskipun pendekatan ini berhasil menciptakan ekosistem pendidikan yang inklusif dan empatik, prosesnya masih menghadapi hambatan berupa keterbatasan kompetensi pedagogik khusus guru dalam menangani dinamika perilaku anak berkebutuhan khusus serta adanya ketidaksinkronan nilai antara lingkungan madrasah dengan pola asuh di rumah. Penelitian ini menyimpulkan bahwa internalisasi nilai Panca Cinta sangat potensial dalam membentuk karakter murid yang utuh, namun keberhasilannya memerlukan kolaborasi sinergis antara penguatan kapasitas guru dan dukungan ekosistem masyarakat yang lebih luas.

Integrasi SDGs Dalam Kebijakan Kepala Madrasah Terhadap Penguatan Pendidikan Berkualitas: Studi Kasus MI Darul Ulum 01

Sifaun Nadia Rizwana — 2026-02-28

This study aims to examine the policies of the madrasah principal in implementing the Sustainable Development Goals (SDGs), particularly Goal 4 on Quality Education, and their role in strengthening educational quality at MI Darul Ulum 01 Bandungharjo. The research employed a descriptive qualitative approach, with data collected through in-depth interviews, observation, and documentation. Data validity was ensured through source and methodological triangulation. The findings reveal that the principal’s policies effectively integrate SDGs by prioritizing the development of teachers’ human resources as a key strategy for achieving sustainable quality education. Furthermore, the implementation of sustainable educational practices contributes to improvements in teaching and learning processes within the madrasah. A key finding of this study indicates that the successful implementation of SDGs is influenced not only by formal policy frameworks, but also by the instructional leadership of the madrasah principal, who is able to align policy direction, teacher professional development, and students’ learning outcomes in a sustainable manner. Therefore, the principal’s policies play a crucial role in fostering a competitive, character-based, and sustainable madrasah in line with the principles of 21st-century education.

Ecotheology as a Framework for IPAS Learning to Build Human Relations with the Environment

Umi Ivayatuz Zulva Nurmala — 2026-02-28

This study aims to explore how eco-theology can be integrated into Natural and Social Sciences (IPAS) learning as a framework for fostering primary school students' understanding of the relationship between humans and the environment. Using a library research approach, this study reviewed various literature on environmental education, ecotheology, and science learning to identify patterns, conceptual trends, and the potential for integrating spiritual values into IPAS. The results of the study indicate that ecological relationships, context-based learning experiences, and the instilling of moral-spiritual values are important elements in effective environmental education. These findings were then analysed using Bronfenbrenner's Ecological Systems Theory and eco-theological principles to formulate an integrative model that connects ecological experiences across various student development systems with key eco-theological values, such as ecological monotheism, khilafah, amanah, and mīzān. The model emphasises that integrating ecotheology can shift IPAS learning from a purely cognitive focus to a more holistic, transformative learning process rich in ethical and spiritual values. This research provides a conceptual contribution to the development of ecotheology-based IPAS learning and offers practical guidance for teachers in designing learning that is relevant, contextual, and oriented towards strengthening long-term ecological awareness

Budaya Lokal sebagai Fondasi Pendidikan Inklusif pada PAUD dan Sekolah Dasar

Nanda Isrina Kamilah — 2026-02-28

This study aims to explore how eco-theology can be integrated into Natural and Social Sciences (IPAS) learning as a framework for fostering primary school students' understanding of the relationship between humans and the environment. Using a library research approach, this study reviewed various literature on environmental education, ecotheology, and science learning to identify patterns, conceptual trends, and the potential for integrating spiritual values into IPAS. The results of the study indicate that ecological relationships, context-based learning experiences, and the instilling of moral-spiritual values are important elements in effective environmental education. These findings were then analysed using Bronfenbrenner's Ecological Systems Theory and eco-theological principles to formulate an integrative model that connects ecological experiences across various student development systems with key eco-theological values, such as ecological monotheism, khilafah, amanah, and mīzān. The model emphasises that integrating ecotheology can shift IPAS learning from a purely cognitive focus to a more holistic, transformative learning process rich in ethical and spiritual values. This research, therefore, contributes a conceptual integrative framework and design propositions for ecotheology-based IPAS learning, which may serve as a theoretical foundation for further empirical validation and model feasibility testing.

Strategi Implementasi Kurikulum Integratif Berbasis Nilai Keislaman di Madrasah Ibtidaiyah

Suyitman Suyitman — 2026-02-28

This study aims to describe teacher strategies in implementing an integrative curriculum based on Islamic values at MIN 3 Cilacap and to outline the obstacles encountered and their solutions. This study uses a qualitative descriptive approach with data collection techniques through observation, in-depth interviews with teachers, and documentation studies. To ensure the validity of the research data, technical triangulation was conducted. The results of the study indicate that the implementation of the integrative curriculum strategy is carried out through collaborative planning between teachers, integration of Islamic values in teaching materials, optimization of the Pancasila and Rahmatan lil 'Alamin Student Profile Strengthening Project (P5-RA), and improvement of teacher competency. Obstacles faced include limited understanding of the integration concept, limited learning resources, and project implementation time. The solutions implemented include internal training, development of collaborative open modules, and integration of P5-RA in learning themes. The implications of this study encourage madrasas to strengthen a collaborative culture and innovation in the integration of Islamic values.

Konsep Pendidikan Ibnu Miskawih dan Relevansinya dengan Kurikulum Berbasis Cinta di Tingkat Madrasah Ibtidaiyah

M. Fahmi maulana — 2026-02-28

This study aims to analyze the conceptual relevance of Ibn Miskawayh's educational thought to the Love-Based Curriculum (KBC) at the madrasah level. The study focuses on the suitability of values, alignment of educational objectives, relevance of methods, and paradigmatic connectedness. This study uses a qualitative approach with a library research type. Data are sourced from Ibn Miskawayh's main works, especially Tahdzīb al-Akhlāq wa Taṭhīr al-A‘rāq, literature on the Love-Based Curriculum, and other relevant scientific sources. The results show a strong alignment between Ibn Miskawayh's concept of morality and love as the core value of the KBC in shaping students' personalities. This alignment is also evident in the educational goal, namely the formation of people with morals and loving character through the integration of intellectual, emotional, and moral dimensions. In addition, the principles of habituation, exemplary behavior, and moral experience in Ibn Miskawayh's thought are in line with the value of habituation and experiential learning approaches in the KBC. This study concludes that Ibn Miskawayh's educational thinking has strong conceptual and normative relevance to the Love-Based Curriculum paradigm as a humanistic educational model in the madrasa environment.

Pemikiran Pendidikan Ali bin Abi Thalib dan Relevansinya dengan Pendekatan Deep Learning Kurikulum Merdeka di MI/SD

Efi Tri astuti — 2026-02-28

This study aims to examine Ali bin Abi Thalib’s educational thought and analyze its relevance to the deep learning approach within the Merdeka Curriculum at the elementary school/madrasah ibtidaiyah level. The research employs a qualitative approach using a library research design. Data were collected from national and international journals accessed through databases such as Google Scholar, SINTA, and university journal portals, covering publications from 2020 to 2025. The findings indicate that, in terms of the nature of education, learning objectives, concept of knowledge, learning processes, the role of teachers, learners, values and character, and learning orientation, Ali bin Abi Thalib’s educational thought demonstrates strong and substantive relevance to the deep learning approach in the Merdeka Curriculum at the elementary school/madrasah ibtidaiyah level. The deep learning approach, which emphasizes meaningful, reflective, and contextual learning within the framework of meaningful learning, mindful learning, and joyful learning, aligns closely with Ali bin Abi Thalib’s views on the importance of deep understanding, moral responsibility, and education that is adaptive to the times and responsive to learners’ developmental needs.

Integrasi Karakter Wayang dan Kearifan Lokal dalam Perancangan Game Edukasi Nusantara IPAS Quest untuk Sekolah Dasar

Royan Tri Anjar Saputra — 2026-02-28

Pembelajaran Ilmu Pengetahuan dan Ilmu Sosial (IPAS) di sekolah dasar masih menghadapi tantangan berupa metode pengajaran yang monoton dan kurangnya media pembelajaran inovatif yang mengintegrasikan nilai-nilai budaya lokal. Pembelajaran konvensional yang berpusat pada guru seringkali membuat siswa kurang termotivasi untuk memahami konsep-konsep ilmiah yang abstrak. Penelitian ini bertujuan untuk merancang permainan edukatif bernama “Nusantara IPAS Quest” yang mengintegrasikan karakter wayang dan kearifan lokal sebagai media pembelajaran inovatif dan budaya bagi siswa sekolah dasar. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan model Design Thinking yang mencakup tahapan empati, definisi, ide, prototipe, dan dokumentasi konseptual. Permainan ini dirancang dengan struktur enam pulau (Jawa, Bali, Sumatera, Sulawesi, Papua, Kalimantan), yang masing-masing memiliki dua karakter mentor berdasarkan karakter wayang yang menyampaikan materi IPAS melalui pendekatan kontekstual dan gamifikasi. Prototipe Pulau Jawa telah dikembangkan sebagai bukti konsep dengan materi tentang adaptasi hewan dan tumbuhan, menampilkan karakter Gatotkaca dan Srikandi sebagai mentor pembelajaran. Hasil desain menunjukkan bahwa integrasi unsur budaya, sistem penghargaan, dan pembelajaran naratif berpotensi meningkatkan minat belajar siswa dan pemahaman mereka terhadap konsep sains. Permainan edukatif ini diharapkan menjadi media pembelajaran alternatif yang relevan, bermakna, dan sesuai dengan karakteristik siswa sekolah dasar di era digital.