Pembelajaran Bermakna Melaui Implementasi Kerangka UBD Berpendekatan Tarl dalam Mengakomodasi Karakteristik Peserta Didik Sekolah Dasar

Main Article Content

Nuryatul Afifah
Veryliana Purnamasari
Ri’ah Nurhayati

Abstract

This study aims to analyze the implementation of the UbD framework integrated with the TaRL approach in creating meaningful learning in Elementary Schools. The study was conducted with a qualitative approach through a case study method at SDN Sarirejo, East Semarang, Central Java. The study was conducted during October 2024 at SDN Sarirejo in general and class 3C with 25 students in particular. Data collection was carried out through in-depth interviews, observations, and document analysis. The results of the study indicate that the UbD framework provides a learning structure that focuses on long-term goals, authentic assessments, and learning planning, while the TaRL approach ensures that learning is adjusted to the level of student ability. This combination creates an inclusive, learner-centered learning environment that is effective in increasing student engagement and understanding. Observations also show that the integration of these two approaches has succeeded in improving students' collaboration skills and learning motivation through problem-based learning methods that are relevant to everyday life. This study recommends the implementation of UbD and TaRL simultaneously to improve the quality of learning according to the needs and characteristics of students

Article Details

How to Cite
Afifah, N., Purnamasari, V., & Nurhayati, R. (2025). Pembelajaran Bermakna Melaui Implementasi Kerangka UBD Berpendekatan Tarl dalam Mengakomodasi Karakteristik Peserta Didik Sekolah Dasar. Journal on Education, 7(2), 9681-9690. https://doi.org/10.31004/joe.v7i2.7954
Section
Articles

References

Al Marah Hafidzhoh, K., Nadia Madani, N., Aulia, Z., & Setiabudi, D. (2023). Belajar Bermakna (Meaningful Learning) Pada Pembelajaran Tematik. Student Scientific Creativity Journal (SSCJ), 1(1), 390–397. https://doi.org/10.55606/sscj-amik.v1i1.1142
Alannasir, W. (2020). Characteristic-Based Development Students Aspect. International Journal of Asian Education, 1(1), 29–36. https://doi.org/10.46966/ijae.v1i1.18
Arif Fradina, R., Cahyono, E., & Sumarni, W. (2022). Development of Natural and Social Science Learning Programme (IPAS) in Elementary School with Understanding by Design (UbD) Framework to Improve Concept Mastery and Problem-Solving Ability. Journal of Primary Education, 11(3), 399–407. https://doi.org/10.15294/jpe.v11i3.77327
Arifin, S. (2021). Teori Kognitif dalam Perencanaan Pembelajaran. Tadarus: Jurnal Pendidikan Islam, 10(2), 88–98. https://doi.org/10.30651/td.v10i2.14826
Aristanti, A. P., & Fatayan, A. (2024). The Effect of the UbD-Based Problem Based Learning Model on the Critical Thinking Skills of Grade IV Students in IPAS Subject at Elementary School. Mimbar Sekolah Dasar, 11(2), 268–280. https://doi.org/10.53400/mimbar-sd.v11i2.71794
Darmayanti, N., Syam Br Manurung, J., Hasibuan, H., Puspita, S., Fahran Syahreza Ginting, M., & Aliyafi Harahap, M. (2023). Pelaksanaan Teori Belajar Bermakna David Ausubel dalam Pembelajaran Pendidikan Matematika. Jurnal Pendidikan dan Konseling, 5(1), 3388–3395. https://doi.org/10.31004/jpdk.v5i1.11539
Emiliani, Sugiarti, & Temawati. (2023). Implementasi PembelajaranBerdiferensiasi Berdasarkan Gaya Belajar Peserta Didik dengan Menggunakan Pendekatan TaRL. Global Journal Teaching Professional, 2(4), 2830–0866. https://doi.org/DOI.10.35458
Fadya Cahayani Asworo, A., Hasanah, L., Fauziah Solehah, S., Komariyah, S., & Lasha, V. (2024). Pentingnya Penilaian Formatif terhadap Perkembangan Siswa Sekolah Dasar. Jurnal Pengembangan dan Penelitian Pendidikan, 6(3), 1–11. https://journalpedia.com/1/index.php/jppp
Farhana, S., Amaliyah, A., Safitri, A., & Anggraeni, R. (2022). Analisis persiapan guru dalam pembelajaran media manipulatif matematika di sekolah dasar. Educenter : Jurnal Ilmiah Pendidikan, 1(5), 507–511. https://doi.org/10.55904/educenter.v1i12.171
Irmayanti, Auliah, A., & Hasnawiyah. (2023). Peningkatan Sikap Kolaboratif Peserta Didik melalui Pembelajaran Kooperatif berbasis Teaching at The Right Level (TaRL). Jurnal Pemikiran Dan Pengembangan Pembelajaran, 5(3), 965–970. https://doi.org/10.31970/pendidikan.v5i3.807
Istiqomah, Dewi, S. E. K., & Kholidin, N. (2022). Pengaruh Budaya Sekolah terhadap Karakter Peserta Didik di Sekolah Dasar. Journal of Elementary School, 1, 11–19. https://jsr.unha.ac.id/index.php/FingeR
Jauhari, T., Rosyidi, A. H., & Sunarlijah, A. (2023). Pembelajaran dengan Pendekatan TaRL untuk Meningkatkan Minat dan Hasil Belajar Matematika Peserta Didik. 9(1), 59–74. https://doi.org/10.18592/ptk.v%vi%i.9290
Pramesti, N., & Dewi, L. (2023). The Implementation of Understanding by Design Approach in Mathematics Learning on Elementary School. (JIML) Journal of Innovative Mathematics Learning, 6(2), 124–131. https://doi.org/10.22460/jiml.v6i2.16304
Putra Siregar, A., Siskasari, W., & Efendi Hasibuan, Z. (2024). Mengenal Framework Understanding By Design dalam Kegiatan Pembelajaran yang Efektif. Jurnal Pendidikan Dan Keguruan, 1(3), 191–204. https://ejournal.yayasanbhz.org/index.php/AhsaniTaqwim/article/view/89
Rahmawaty, A. T., & Fatayan, A. (2024). Implementasi Merdeka Belajar dalam Pengembangan Kurikulum Berbasis Understanding by Design di Sekolah Dasar. Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS), 5(5), 2051–2063. https://doi.org/10.38035/jmpis
Setiyawati, N., Milianti, Rina Septiani, U., & Titin. (2023). Analisis Pengembangan Rancangan Pembelajaran dengan Pendekatan Ubd. Jurnal Penelitian, Pendidikan Dan Pengajaran: JPPP, 4(3), 170–174. https://doi.org/10.30596/jppp.v4i3.16126
Sholeh, M., Jannah, R., & Antasari Banjarmasin, U. (2021). Pengembangan Model Pembelajaran Efektif dan Bermakna di MI Perwanida Blitar. Muallimuna : Jurnal Madrasah Ibtidaiyah, 6(2), 16–31. https://doi.org/10.31602/muallimuna.v6i2.4301
Siswaningsih, W., Kadarohman, A., Rahmawati, T., Nahadi, Titin Supriyanti, F., & Anwar, S. (2023). Training Teaching at the Right Level (TaRL) and Curturally Responsive Teaching (CRT). Jurnal Pengabdian Isola, 2(2), 135–141. https://doi.org/10.17509/jpi.v2i2.64547
Suharyani, S., Suarti, N. K. A., & Astuti, F. H. (2023). Implementasi Pendekatan Teaching At The Right Level (Tarl) Dalam Meningkatkan Kemampuan Literasi Numerasi Anak Di SD IT Ash-Shiddiqin. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(2), 470. https://doi.org/10.33394/jtp.v8i2.7590
Susanto, D., Risnita, & Jailani, Ms. (2023). Teknik Pemeriksaan Keabsahan Data Dalam Penelitian Ilmiah. QOSIM: Jurnal Pendidikan, Sosial & Humaniora, 1(1), 53–61. https://doi.org/10.61104/jq.v1i1.60
Teguh Purnawanto, A. (2022). Perencanakan Pembelajaran Bermakna dan Asesmen Kurikulum Merdeka. Jurnal Ilmiah Pedagogy, 20(1), 75–94. https://jurnal.staimuhblora.ac.id/index.php/pedagogy/article/view/116/107
Whiti Estari, A. (2020). Pentingnya Memahami Karakteristik Peserta Didik dalam Proses Pembelajaran. Workshop Nasional Penguatan Kompetensi Guru Sekolah Dasar SHEs: Conference Series, 3(3), 1439–1444. https://jurnal.uns.ac.id/shes
Wiggins, G., & Mctighe, J. (2005). Understanding by Design: Expanded 2nd Edition (2nd ed.). Association for Supervision and Curriculum Development. www.ascd.org
Yegane, S., & Arefi, M. M. (2023). Analyzing the Social Characteristics of Elementary School Students from the Perspective of Teachers. Journal of Research in Educational Systems, 17(62), 34–49. https://doi.org/10.22034/JIERA.2023.413601.3038