IMPLEMENTASI PENDEKATAN BACKWARD DESIGN DALAM MENDUKUNG KETERCAPAIAN TUJUAN PEMBELAJARAN PADA FASE A SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v11i02.55078Abstract
This study aims to analyze the implementation of the Backward Design approach in supporting the achievement of learning objectives in Phase A of elementary school. The study employed a qualitative approach with a case study design in lower-grade classrooms. Data were colle
cted through observations, semi-structured interviews, analysis of instructional documents, student work, and teachers’ reflective journals. Data were analyzed using the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing and verification. Data credibility was ensured through source and technique triangulation. The findings show that Backward Design helped establish alignment among learning objectives, assessments, and learning activities. Teachers became more focused in planning and implementing instruction, while students demonstrated active engagement, improved ability to follow structured instructions, and greater independence in completing tasks. However, its implementation required more planning time and teachers’ ability to appropriately design assessments suited to the developmental characteristics of Phase A students.
Downloads
References
Ambarita, A., Destini, F., & Septiawan, D. (2020). The Development of Lesson Plan Based on Backward Design to Improve Students ’ Critical Thinking at Elementary School. 6–10.
Ari Widodo. (2005). Taksonomi Tujuan Pembelajaran. 4, 61–69.
Asmara, Y., & Nindianti, D. S. (2019). Urgensi Manajemen Kelas Untuk Mencapai Tujuan Pembelajaran. 1(1), 12–24.
Ataza, P., Ningsi, S., Albaroqi, I. F., Safitri, S., & Oktaviani, R. (2025). Manajemen Tahapan Pembelajaran: Pendekatan Terpadu Dari Awal Hingga Akhir.
Ayu, A., Marlia, A., Ernawarnelis, & Desmaneni. (2026). Application of the Backward Design Approach in Enhancing Student Thematic Learning Outcomes. 4(1), 23–32. https://doi.org/10.59631/sshs.v4i1.166
Bowen, R. S. (n.d.). Understanding by Design.
Januarti, V., Marmoah, S., & Sriyanto, M. I. (n.d.). Perencanaan pembelajaran fase A dalam implementasi kurikulum merdeka di sekolah dasar. 11(449), 25–28.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis.
Mulyani, A. A., Setiadi, E. M., & Nurbayani, S. (2023). Backward Design : Strategi Pembelajaran dalam Meningkatkan Keterlibatan Siswa. 10(3), 798–808.
Mustapa, A., Ramadhani, K., Dewi, L. P., Oktarina, N., & Widodo, J. (2025). Implementasi Pendekatan Pembelajaran Kurikulum Merdeka: Understanding by Design, Berdiferensiasi, dan Deep Learning Alan. 10, 427–441.
Nugraha, Y., Ali, D., Dewi, L., & Indonesia, U. P. (2023). Application of backward design in designing learning with the observation- based learning method Yusuf. 2(1), 13–28.
Rea, M. O., & Jorge Luis Sánchez Román. (2019). Implementing backward design to improve students ’ academic performance in EFL classes.
Rosita, L., & Si, M. (2018). Peran Pendidikan Berbasis Karakter Dalam Pencapaian Tujuan Pembelajaran Di Sekolah. VIII(1).
Rozie, F. (n.d.). Persepsi Guru Sekolah Dasar Tentang Penggunaan Media Pembelajaran Sebagai Alat Bantu Pencapaian Tujuan Pembelajaran. 1–12.
Sariyanti, Indarwati, D., & Indra Darmawan. (2024). Pendekatan Understanding by Design Sebagai Sebagai Strategi Pengembangan Kualitas Pembelajaran Di Sekolah Dasar. 5, 57–63.
Setiawan, H., Sa’dijah, C., & Akbar, S. (2017). Pengembangan Instrumen Asesmen Autentik Kompetensi pada. 2(7).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
