Aprilia Windi Viola, Fharisa Nabila Rizvi

Observasi tentang Penerapan Mata Pelajaran IPAS di SDN 12 Sungai Sapih Padang, Sumatera Barat

Introduction

Observasi tentang penerapan mata pelajaran ipas di sdn 12 sungai sapih padang, sumatera barat. Kaji penerapan mata pelajaran IPAS Kurikulum Merdeka di SDN 12 Sungai Sapih Padang. Fokus pada modul, media, model, dan penilaian, serta tantangan dalam HOTS. Temukan rekomendasi inovasi.

Abstract

Pendidikan di tingkat Sekolah Dasar (SD) memiliki peranan penting dalam pembentukan karakter dan pengetahuan siswa, salah satunya melalui mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS). Penelitian ini bertujuan untuk mengkaji penerapan pembelajaran IPAS di SDN 12 Sungai Sapih, Padang, dengan fokus pada modul ajar, materi, media, model, dan penilaian pembelajaran. Metode yang digunakan adalah observasi langsung, wawancara dengan guru, dan studi dokumentasi selama kegiatan magang pada Oktober 2024. Hasil penelitian menunjukkan bahwa guru telah menggunakan modul ajar IPAS sesuai dengan Kurikulum Merdeka, meskipun penerapan aspek berpikir tingkat tinggi (C4) masih terbatas karena kemampuan siswa yang beragam. Materi pembelajaran disampaikan secara kontekstual dan relevan dengan lingkungan sekitar. Media pembelajaran yang digunakan masih terbatas, umumnya menggunakan infokus, namun kurang variatif dalam penggunaan media audio-visual. Model pembelajaran yang diterapkan adalah Problem Based Learning (PBL) yang menyesuaikan dengan latar belakang sosial dan budaya siswa, meskipun masih menghadapi kendala dalam diferensiasi strategi pembelajaran. Penilaian yang dilakukan meliputi asesmen formatif dan sumatif, namun penerapan penilaian berbasis HOTS belum maksimal karena keterbatasan usia dan kemampuan kognitif siswa kelas III. Secara keseluruhan, pembelajaran IPAS sudah berjalan cukup baik namun masih memerlukan penguatan dalam hal inovasi media, pendekatan pembelajaran individual, dan pelatihan guru terhadap Kurikulum Merdeka

Review

This observational study provides valuable insights into the implementation of the IPAS (Ilmu Pengetahuan Alam dan Sosial) subject at SDN 12 Sungai Sapih, Padang, a topic of significant relevance given the ongoing national focus on the Merdeka Curriculum in Indonesia. The research comprehensively examines various pedagogical facets, including teaching modules, material delivery, media utilization, instructional models, and assessment practices. Utilizing a mixed-method approach encompassing direct observation, teacher interviews, and documentation, the study offers a well-rounded perspective on the practical realities of IPAS instruction in a specific primary school setting. Its focus on foundational education highlights the critical role IPAS plays in shaping students' character and knowledge. The findings reveal a commendable adherence to the Merdeka Curriculum's IPAS modules and the delivery of contextual and locally relevant material. The adoption of Problem-Based Learning (PBL) is also noted as a strength, thoughtfully adapted to the students' socio-cultural backgrounds. However, the study critically identifies several areas requiring enhancement. A key limitation observed is the restricted application of higher-order thinking skills (HOTS), particularly C4-level thinking, attributed to the diverse abilities and cognitive development of Grade 3 students. Similarly, the use of instructional media is found to be largely unvaried, predominantly relying on infocus technology without sufficient audio-visual diversity. Challenges in differentiating instructional strategies within PBL, and the suboptimal implementation of HOTS-based assessment, further underscore the practical difficulties in translating curriculum ideals into classroom realities for young learners. In conclusion, this research effectively pinpoints the successes and persistent challenges in implementing IPAS in the observed primary school. While the overall execution of IPAS learning is deemed "quite good," the study strongly advocates for strategic interventions. Recommendations for strengthening include fostering innovation in teaching media, developing more individualized learning approaches to cater to student diversity, and providing targeted professional development for teachers regarding the nuances and effective implementation of the Merdeka Curriculum. The insights gained from this localized observation contribute meaningfully to the broader discourse on primary education reform, offering practical implications for educators and policymakers grappling with similar issues across the nation.

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