ANALISIS KEBUTUHAN PENDEKATAN PEMBELAJARAN IPAS DI SD IT DAARUL ISHLAH KELAS IV

Abstract

This study aimed to analyze the needs for the implementation of science and social studies (IPAS) learning approaches in a fourth-grade class at SD IT Daarul Ishlah, focusing on the current learning practices and students' learning motivation. The study employed a descriptive qualitative approach using data triangulation through classroom observations, semi-structured interviews, and documentation. The participants consisted of one fourth-grade homeroom teacher and seven students selected through purposive sampling. The findings revealed that IPAS instruction was still predominantly teacher-centered, relying mainly on lecture-based methods and note-taking activities. In addition, the use of instructional media had not been optimized, while the instructions provided in the student worksheets (LKPD) were insufficiently clear, causing confusion among students. These conditions were reflected in the limited level of students' active engagement, as only a few students actively asked or answered questions, their concentration tended to decline after 15–20 minutes of instruction, and their persistence in completing the worksheets remained low. Students also experienced significant difficulties in understanding abstract topics, including maps, scales, symbols, and landforms. The needs analysis identified four major instructional needs: (1) hands-on learning experiences; (2) visual and interactive learning media; (3) collaborative learning activities; and (4) structured scaffolding within student worksheets to facilitate the understanding of abstract concepts. Based on these findings, the study recommends the development of instructional approaches that emphasize experiential learning, interactive media, collaborative activities, and systematic scaffolding. Learning models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), STEAM, cooperative learning, and educational technologies such as Augmented Reality may be considered as alternative implementation strategies according to the school's context and instructional needs, rather than being implemented simultaneously as a single integrated package.