The Role Of Teachers In Improving Students' Social Interaction In Class V At SDN 1 Jenggala Through Ipas Learning
DOI:
https://doi.org/10.58258/0wp05884Keywords:
Teacher's Role; Social Interaction; IPAS; Collaborative Learning; Elementary Students. .Abstract
This study aims to describe the role of teachers in improving the social interaction of fifth-grade students at SDN 1 Jenggala in the 2025/2026 Academic Year through Natural and Social Sciences (IPAS) learning, as well as to identify the inhibiting factors experienced by teachers in the process. The method used in this study is qualitative with a phenomenological approach. Data collection was carried out through direct observation, in-depth interviews, and documentation studies. The main subjects in this study were the IPAS teacher, the school principal, and representatives of fifth-grade students. The results showed that the teacher's role is crucial and multifaceted, namely as a facilitator who provides inclusive discussion spaces, as a motivator who arouses a collaborative spirit, and as a mediator who mediates conflicts between students. Through the implementation of collaborative learning strategies and group discussions in IPAS subjects, students' social interactions experienced a significant increase; students became more proactive, able to respect the opinions of their peers, and accustomed to working together. However, the study also found several inhibiting factors, such as limited learning time, lack of media or teaching materials relevant to collaborative methods, heterogeneity in students' abilities and characters, and a lack of internal awareness from a small portion of students about the importance of social interaction. The conclusion of this study confirms that optimizing the role of teachers through innovative and collaborative approaches can form positive student social characters, although it requires strong synergy between teachers, the school, and the support of adequate learning resources.References
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