Al Banin : Jurnal Ilmiah Pendidikan Dasar

Abstrak Penelitian ini bertujuan untuk menggambarkan penerapan asesmen formatif dalam upaya meningkatkan motivasi belajar serta pemahaman nilai-nilai Pancasila pada peserta didik Madrasah Ibtidaiyah. Pendekatan penelitian yang digunakan ialah kualitatif dengan metode studi kasus. Subjek penelitian melibatkan guru dan siswa kelas V di salah satu Madrasah Ibtidaiyah swasta yang berlokasi di Lampung Tengah. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan asesmen formatif melalui kegiatan refleksi, pemberian umpan balik secara langsung, serta penilaian diri mampu mendorong keaktifan siswa dalam proses pembelajaran PPKn. Selain itu, peserta didik menunjukkan peningkatan dalam penguasaan nilai-nilai Pancasila seperti gotong royong, tanggung jawab, dan kejujuran. Guru juga memperoleh manfaat dari asesmen formatif ini dalam memperbaiki strategi pembelajaran serta mempererat hubungan positif antara guru dan siswa. Dengan demikian, asesmen formatif terbukti efektif sebagai sarana evaluasi berkelanjutan yang tidak hanya menilai hasil belajar, tetapi juga menumbuhkan motivasi dan karakter siswa sesuai nilai-nilai Pancasila.

Students with disabilities, such as deaf and verbally hyperactive students, have difficulty filtering valid information. Thus, digital literacy in deaf and verbally hyperactive students through the TPACK approach is a solution to this problem. This study aims to describe the digital transformation in IPAS learning based on the TPACK approach for students with disabilities in elementary schools. This study uses a qualitative descriptive method with data collection techniques: observation, interviews, and documentation. The results show that the application of the TPACK approach in IPAS learning at Giwangan Public Elementary School in Yogyakarta effectively improves the quality of learning, especially for deaf and verbally hyperactive students. The integration of technology, pedagogy, and content creates an engaging and relevant learning experience and improves student learning outcomes. However, improvements in technological infrastructure, teacher training, and more personalized learning strategies are needed for more optimal results. The results of this study are expected to contribute to the development of more effective and inclusive technology. This can also be a reference for educators who use the TPACK approach to improve digital literacy.

This study aims to analyze the role of teachers in shaping the sense of responsibility in elementary school students and to identify supporting and inhibiting factors in the learning process at SD Barokatul Minna. This study uses a qualitative approach with a descriptive method. Data sources were obtained from third-grade teachers and students through observation, interviews, and documentation. The results of the study show that teachers play a very important role in developing students' sense of responsibility, namely as educators, demonstrators, classroom managers, motivators, and evaluators. Teachers set examples through disciplined and responsible behavior, provide opportunities for students to practice directly, and offer continuous motivation and evaluation. In addition, learning success is supported by adequate school facilities and infrastructure, high teacher motivation, and positive synergy between the school and parents. However, the learning process also faces several obstacles, such as differences in students' levels of understanding, low interest in learning due to the influence of gadgets and digital media, students' psychological conditions, and limitations of learning support facilities. Therefore, the formation of students' responsibility character requires consistent cooperation between teachers, schools, and parents so that the goals of character education can be achieved optimally.

Learning Civic Education (PPKn) at the elementary level continues to face challenges such as low student engagement and limited innovation in instructional media. This study aims to describe the implementation of interactive video media in Civics learning, analyze its impact on enhancing students’ understanding of national values, and identify related challenges and possible solutions. A qualitative literature review approach was employed by analyzing eighteen scientific articles published between 2020 and 2025. Data were analyzed using the Miles, Huberman, and Saldana model through data reduction, display, and conclusion drawing. The findings reveal that interactive video media effectively improve students’ comprehension of Pancasila values, including cooperation, responsibility, and tolerance. It also enhances learning motivation and engagement through the integration of visual, audio, and interactive elements. The main constraints include limited technological facilities, insufficient teacher digital literacy, and restricted learning time. Recommended solutions involve teacher training in technopedagogical skills, the development of local wisdom-based digital content, and collaboration among schools, government, and parents. The study concludes that interactive video media serve as an effective character-based learning strategy to foster Pancasila-oriented and technologically adaptive students.