The Effect of Experiential Learning on Students’ Conceptual Understanding and Science Learning Outcomes on Energy Resources in Elementary School

Elsa Nindhy Tiara; Nanik Setyowati; Risa Alfiyah Ulfa

doi:10.59525/inestera.1317

Authors

Elsa Nindhy Tiara Institut Agama Islam Sunan Giri Ponorogo; Indonesia
Nanik Setyowati Institut Agama Islam Sunan Giri Ponorogo; Indonesia
Risa Alfiyah Ulfa Institut Agama Islam Sunan Giri Ponorogo; Indonesia

DOI:

https://doi.org/10.59525/inestera.1317

Abstract

This study employs a qualitative descriptive approach to explore teachers' competence at SDN 2 Suru in adapting to the Independent Curriculum, particularly in terms of administrative preparation and implementation outcomes. Data were collected through observation, interviews, and documentation, with the researcher serving as the primary instrument for observing the learning process and conducting interviews with relevant informants. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that teachers at SDN 2 Suru possess adequate competence to implement the Independent Curriculum. They can understand student characteristics, develop appropriate teaching tools, and apply varied learning strategies that support flexible, contextual, and student-centered learning. The assessment process is also more comprehensive, covering knowledge, skills, and attitudes. However, several challenges remain, including limited technological facilities, differences in students’ abilities within one class, and limited understanding of the Independent Curriculum among some parents. Despite these obstacles, teachers demonstrate a strong commitment to adapting to the new curriculum demands.

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