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Volume 8 , Number 3, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Analysis of the Implementation of IPAS (Natural and Social Sciences) 

Learning in the Merdeka Curriculum  

Rofiatus Surul1, Lilla Septiliana2 

Program Magister Pendidikan Guru Madrasah Ibtidaiyah 

Universitas UIN Sunan Kalijaga Yogyakarta 

rofiatus239@gmail.com, lillaseptiliana21@gmail.com 

 

Accepted: 
August 14th 2023 

Reviewed: 
Sept 18th 2023 

Published: 
Nov 30th 2023 

 

Abstract:  

Science and Social Studies (IPAS) learning in the Independent Learning Curriculum is an 
important part of education development in Indonesia. In IPAS learning, students will be 
equipped with the knowledge and skills needed to understand complex natural and social 
phenomena and to make appropriate decisions based on evidence and available data analysis, as 
social beings who interact with the natural and social environment every day this subject 
becomes very important in achieving the knowledge and skills needed. To achieve this, of 
course, the right application is needed, therefore in this case it will be discussed related to 
planning, implementation, and evaluation. The method used in this article is descriptive 
qualitative literature study, with the steps used to collect information and data with the help of 
various materials available in the library such as documents, books, magazines, historical stories, 
and others. Thus producing the conclusion that in the process of planning IPAS learning 
includes, analyzing the CP Learning Outcomes to compile learning objectives and learning 
objectives flow, planning and implementing diagnostic assessment, developing teaching modules, 
learning with stages of achievement and characteristics of learners, planning, implementation, 
and processing of formative and summative assessments, reporting learning progress, and 
evaluating learning and assessment. Whereas in the implementation through several preliminary 
stages, orientation activities, aperception activities, motivation activities, core activities, and 
closing activities. But the learning implementation activities are certainly inseparable from the 
main learning experience process, as stated in Permendikbud Number 81 A of 2013 appendix IV 
which mentions five main learning experiences, namely: Observing, asking, collecting 
information / experiments, associating / processing information, and communicating. While the 
evaluation stages consist of several stages that certainly adjust to the Curriculum that is by using 
assessment consisting of rubrics, check lists, development graphs, projects, written tests, oral 
tests, assignments, portfolios and several other assessments that are considered relevant to the 
material taught by educators. 
 

Keyword: Learning IPAS, Kurikulum Merdeka, Planning, Implementation, Evaluation 

 

Introduction 

As per the curriculum principle, one of which is flexibility, meaning the curriculum should 

adapt to the needs of students and educators as well as the changing times1. In meeting the needs 

 
1 Huesn Ali and Sarhad Samin, “Curriculum Principles,” Journal of Garmian University (2022); R. Oliver et al., 

“Curriculum Structure: Principles and Strategy,” European Journal of Dental Education (2008); Bradley Setiyadi, Irma 
Suryani, and Resty Framadita, “LANDASAN DAN ASAS PENGEMBANGAN KURIKULUM,” Daiwi Widya 
(2023); Arif Rahman Prasetyo and Tasman Hamami, “Prinsip-Prinsip Dalam Pengembangan Kurikulum,” 
PALAPA (2020). 

mailto:rofiatus239@gmail.com
mailto:lillaseptiliana21@gmail.com


 
 

  
 
 
 

Volume 8, Number 3,  November 2023| 321 

 

  

of students, the government introduced a new curriculum known as Kurikulum Merdeka 

(Independent Learning Curriculum). Kurikulum Merdeka is a curriculum with diverse 

intracurricular learning where content is optimized to allow students sufficient time to delve into 

concepts and strengthen competencies2. Teachers have the flexibility to choose various teaching 

tools, enabling learning to be tailored to the needs and interests of students. A notable 

development within Kurikulum Merdeka is the integration of Natural Sciences (IPA) and Social 

Sciences (IPS) into the combined subject of IPAS (Imu Pengetahuan Alam dan Sosial)3. 

IPAS learning in the context of Kurikulum Merdeka Belajar holds a pivotal role in the 

educational development of Indonesia. The overarching goal of Kurikulum Merdeka Belajar is to 

grant students the freedom to determine their educational path and align it with their individual 

interests. IPAS learning within Kurikulum Merdeka Belajar is also designed to cultivate basic 

skills in both science and social studies. 

In IPAS learning, students are equipped with the knowledge and skills necessary to 

comprehend complex natural and social phenomena, requiring precise decision-making based on 

available evidence and data analysis. IPAS learning engages students in active, creative, and 

innovative learning that strengthens their understanding and skills. Furthermore, it aids in 

fostering curiosity, critical thinking attitudes, and critical thinking skills. 

Within Kurikulum Merdeka Belajar, IPAS learning is also designed to promote 

collaborative and interdisciplinary learning. This approach helps students understand that 

complex problems often require solutions from various different disciplines. IPAS learning in 

Kurikulum Merdeka Belajar also assists students in developing social skills such as cooperation, 

communication, and leadership. Overall, the aim of IPAS learning in Kurikulum Merdeka Belajar 

is to provide an engaging, beneficial learning experience with positive impacts for both students 

and society. Through innovative and interdisciplinary IPAS learning, students are expected to 

develop skills and knowledge relevant to the needs of society and the modern world, preparing 

themselves to face future challenges. Therefore, this article comprehensively discusses the 

implementation of IPAS learning, covering planning, implementation, and evaluation in the 

learning process. 

 
Methods 

The method employed in this research is qualitative descriptive, specifically falling under 

the category of literature research. The utilization of qualitative descriptive method is chosen due 

to its alignment with the object and focus of the studied subject. This is because the research 

aims to generate findings that cannot be achieved through measurement or statistical procedures. 

Literature study is an approach used to collect information and data with the assistance of 

various materials available in the library, such as documents, books, magazines, historical 

narratives, and others. 

 
2 Dewi Rahmadayanti and Agung Hartoyo, “Potret Kurikulum Merdeka, Wujud Merdeka Belajar Di Sekolah 

Dasar,” Jurnal Basicedu (2022); Achmad Fauzi, “Implementasi Kurikulum Merdeka Di Sekolah Penggerak,” Pahlawan: 
Jurnal Pendidikan-Sosial-Budaya (2022); Syahrul Hamdi, Cepi Triatna, and Nurdin Nurdin, “Kurikulum Merdeka 
Dalam Perspektif Pedagogik,” SAP (Susunan Artikel Pendidikan) (2022). 

3 Sri Nuryani Sugih, Lutfi Hamdani Maula, and Irna Khaleda Nurmeta, “Implementasi Kurikulum Merdeka 
Dalam Pembelajaran IPAS Di Sekolah Dasar,” Jurnal Pendidikan Dasar Flobamorata (2023). 



 
 

  
 
 
 

Volume 8, Number 3,  November 2023| 322 

 

  

The data collection process in this research involves observation, meaning the tracking of 

various references relevant to the focus of the study, including books, articles, and other sources 

that support the collected data. Additionally, to complement the sources used in this writing, the 

author incorporates both primary and secondary data. Primary data collection begins by 

gathering literature and all works by the respective figures. The data analysis technique employed 

in this research is content analysis method. In this analysis, a process of selecting, comparing, 

combining, and sorting information obtained from related data sources will be undertaken to 

derive valid inferences. 

  

Result And Discussion 

The Merdeka Curriculum is a curriculum with diverse intracurricular learning, where 

content is optimized to allow students sufficient time to delve into concepts and strengthen 

competencies. Teachers have the flexibility to choose various teaching tools, enabling learning to 

be tailored to the needs and interests of students. The changes in the Merdeka Curriculum are a 

result of an evaluation of the 2013 curriculum, deemed in need of renewal or development. As a 

result, there are several changes from the 2013 Curriculum to the Merdeka Curriculum. 

One significant change is the transformation of Core Competencies (KI) into Learning 

Achievements (CP) in the Merdeka curriculum. In the Merdeka curriculum, KI is changed to 

Learning Achievements. The difference lies in CP being a time span allocated to achieve targeted 

objectives, designed based on phases. CP is further detailed into the flow of Learning Objectives 

(ATP). The development of teaching modules aims to enrich the reference tools for teachers in 

the learning process.4 

Differences between Lesson Plans (RPP) and teaching modules lie in the implementation 

of the ATP learning objective flow, developed from the Learning Achievements (CP) with the 

Pancasila learner profile target.5 In the 2013 curriculum, Core Competencies (KI) were detailed 

into basic competencies, competency achievement indicators, learning objectives, and then the 

Lesson Plan (RPP). Learning Achievements (CP) in the Merdeka curriculum represent an 

innovation from the Core Competencies in the 2013 curriculum, designed to focus on students 

during competency development.6 

These changes also impact the freedom of managing study time in each field of study in 

the Merdeka curriculum. In the 2013 curriculum, each lesson hour (JP) was regulated per week. 

The unit had already set the time allocation for routine weekly learning in one semester. The 

minimization of Lesson Plan (RPP) implementation, changed into teaching modules, aims to 

simplify administrative tasks for teachers, allowing them more time to focus on varied learning. 

Teaching modules in the Merdeka curriculum provide freedom for educators to create learning 

processes that suit students. This freedom of time is also related to the development of 

components in teaching modules that are adapted to the environmental context and the learning 

needs of students. 

 
4 Maulida, U. Pengembangan Modul Ajar Berbasis Kurikulum Merdeka.Jurnal  Tarbawi, 2022, Vol 5 (2), 130–138.  
5 Rahimah.Peningkatan Kemampuan Guru SMP Negeri 10 Kota Tebingtinggi dalam Menyusun Modul Ajar Kurikulum 

Merdeka melalui Kegiatan Pendampingan Tahun Ajaran 2021/2022. JURNAL Ansiru PAI, 6(1), 92–106 
6 Rindayati, E., Putri, C. A. D., & Damariswara, R. Kesulitan Calon Pendidik dalam Mengembangkan Perangkat 

Pembelajaran pada Kurikulum Merdeka. PTK: Jurnal Tindakan Kelas, 3(1), 2022. 18–27. 



 
 

  
 
 
 

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In the Merdeka Curriculum, the subjects of Natural Sciences (IPA) and Social Sciences 

(IPS) are combined into one subject called Integrated Natural and Social Sciences (IPAS), with 

the hope of encouraging students to manage the natural and social environment as a whole. 

IPAS (Integrated Natural and Social Sciences) is considered a curriculum development that 

combines the learning material of Natural Sciences with Social Sciences into one theme. Natural 

Sciences, which study the environment, are highly compatible with societal or environmental 

conditions, making it feasible to be taught integratively. Thus, it can be said that IPAS 

(Integrated Natural and Social Sciences) learning in the Merdeka Curriculum is an effort by the 

education government to shape students capable of managing their environment effectively as a 

whole. 

 

Learning IPAS (Natural and Social Sciences) in the Merdeka Curriculum 

Udin Syaefuddin and Abin Syamsuddin state that planning is a series of activities to 

prepare decisions about what is expected to happen (events, conditions, atmosphere, etc.) 

and what will be done (intensification, extension, revision, renovation, substitution, creation, 

etc.). 7 nother statement is mentioned by Mulyono, who states that planning is a rational and 

systematic activity process aimed at making decisions, activities, or steps to be taken to 

achieve effective and efficient goals.8 Thus, planning can be interpreted as a system that 

includes decision-making, steps to be taken to achieve specific goals so that a goal can be 

achieved effectively and efficiently. 

In the Merdeka curriculum, lesson planning provides teachers with the flexibility to 

create, choose, and modify teaching modules according to the context, characteristics, and 

needs of students. Syllabi and Lesson Plans (RPP) are still created and developed in 

accordance with the process standards or Circular Letter Number 14 of 2019 concerning the 

Simplification of Lesson Implementation Plans. In the Merdeka Curriculum, subject 

planning certainly has its own stages to achieve the specified learning objectives. This is 

similar to the IPAS (Natural and Social Sciences) subject, which, fundamentally, does not 

differ much from the planning of other subjects. The following are some components that 

need to be prepared by educators before conducting lessons, including the IPAS subject :9 

a. Analyzing Achievement Learning (CP) to formulate learning objectives and the flow of 

learning objectives. CP is the learning competence that students must achieve at each 

developmental stage for each subject at the early childhood education, elementary 

education, and secondary education levels. Achievement learning includes a set of 

competencies and scope of material arranged comprehensively in narrative form. 

Adjusting the developmental stages of students, mapping achievement learning is divided 

into age phases. 

 
7 T.G. Ratumanan dan Imas Rosmiati. Perencanaan Pembelajaran (Depok: PT Raja Grafindo Persada, 2020), 22. 
8 Mulyono, M. A, Manajemen Administrasi dan Organisasi Pendidikan  (Jogjakarta: Ar-Ruzz Media, 2010), 27. 
9Kemdikbud,https://ditsmp.kemdikbud.go.id/tujuh-tahapan-perencanaan-pembelajaran-dalam-kurikulum-

merdeka/ (di akses 01 April 2023, pukul 01:18 WIB). 

https://ditsmp.kemdikbud.go.id/tujuh-tahapan-perencanaan-pembelajaran-dalam-kurikulum-merdeka/
https://ditsmp.kemdikbud.go.id/tujuh-tahapan-perencanaan-pembelajaran-dalam-kurikulum-merdeka/


 
 

  
 
 
 

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b. Planning and implementing diagnostic assessments. Diagnostic assessments aim to 

identify the competencies, strengths, and weaknesses of students. The results are 

used by educators as references in planning learning according to students' learning 

needs. In certain conditions, information related to family background, readiness to 

learn, learning motivation, student interests, and other information can be used as 

considerations in planning learning. 

c. Developing teaching modules. The development of teaching modules aims to create 

teaching tools that guide educators in implementing learning. Adjustment of the 

developed teaching modules must be essential, attractive, meaningful, and relevant, 

as well as contextual and continuous. 

d. Learning with achievement stages and student characteristics. New paradigm 

learning is student-centered. Therefore, this learning is adjusted to the stages of 

achievement and characteristics of students. The scope of learning materials is what 

educators will teach in class or what students will learn in class. Then educators 

adjust the learning process, adapt the products of learning outcomes, and condition 

the learning environment. 

e. Planning, implementation, and processing of formative and summative assessments. 

In planning and conducting assessments, there are five principles of assessment that 

should be considered. The first principle is assessment as an integral part of the 

learning process, facilitating learning, and providing holistic information as feedback. 

The second is that assessment is designed and carried out according to the function 

of assessment, with the freedom to determine assessment techniques and timing. 

Third, assessment is designed to be fair, proportional, valid, and reliable. The fourth 

is progress reports and achievements of students are simple and informative. Finally, 

assessment results are used by students, educators, education personnel, and parents. 

f. Reporting progress in learning. Effective reporting of learning outcomes involves 

parents, students, and educators as partners. It reflects the values upheld by the 

school; it is comprehensive, honest, fair, and accountable; it is clear and easily 

understood by all parties. 

g. Learning and assessment evaluation. Learning and assessments that have been 

carried out are then evaluated. Educators reflect on learning and assessments in each 

teaching module. After that, educators identify what has been successful and what 

needs improvement. By identifying these aspects, teaching modules can be refined. 

 

With the various stages of lesson planning outlined above, it undoubtedly serves a valuable 

function in assisting and directing the learning process. This will greatly aid teachers in 

implementing lessons and also facilitate students in organizing the information and knowledge 

gained from the learning process. 

 

 
 
 
 



 
 

  
 
 
 

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Evaluation of IPAS Learning in the Merdeka Curriculum 

Evaluation is an effort to assess the condition of an object using a specific tool (instrument) 

and comparing the results with certain standards to draw conclusions..10 According to Suharsimi 

Arikunto in his book titled "Fundamentals of Educational Evaluation," evaluation is a series of 

intentionally conducted activities to assess the success level of a program.11 

Therefore, the evaluation stage is essential to measure the success or failure of a planned and 

implemented learning program. The evaluation stage involves measurement, assessment, and 

tests, although evaluation and measurement, assessment, and tests are fundamentally different; 

they cannot be separated. Measurement is an activity conducted to quantify something, such as 

body temperature measured with a thermometer resulting in 36.0 degrees Celsius, 38.0 degrees 

Celsius, 39.0 degrees Celsius, etc. From this example, it can be understood that measurement is 

quantitative. Thus, based on the above definition, evaluation, in general, is a process to diagnose 

learning and teaching activities.12 

Assessment is a systematic process that includes collecting information (numeric or verbal 

descriptions), analysis, and interpretation to make decisions. Educational assessment is the 

process of collecting and processing information to determine the achievement of students' 

learning outcomes. Therefore, reliable data is needed as a basis for decision-making. In this 

context, decisions are related to whether or not students have successfully achieved a 

competence. 13 Thus, assessment is one of the pillars in the implementation of the Curriculum at 

the Unit Level of Education (KTSP) based on competence. Assessment is carried out through 

various forms, including performance assessment, attitude assessment, written assessment (paper 

and pencil test), project assessment, assessment through a collection of students' work/products 

(portfolio), and self-assessment. Formal and informal assessments of learning outcomes are 

conducted in an enjoyable atmosphere, allowing students to demonstrate what they understand 

and can do. 

A test is a systematic tool or method for measuring a sample of behavior. As a measuring 

tool, a test contains various items or a series of tasks that must be completed or answered by 

students. A good test is one that meets the requirements of validity and reliability.14 

In a teaching module, the assessment or evaluation plan is accompanied by instruments and 

methods for conducting assessments. In the pedagogical and assessment field, there are many 

theories and approaches to assessment. Assessment is carried out to find evidence or 

considerations about the achievement of learning objectives. Therefore, educators are 

encouraged to conduct the following assessments: 15 

 
 
 

 
10 Dharma Kusuma, Cepi Triatna, dan Johar Permana. Pendidikan Karakter Kajian Teori dan Praktek di Sekolah 

(Bandung: PT Remaja Rosda Karya, 2011), 138. 
11 Suharsimi Arikunto. Dasar-Dasar Evaluasi Pendidikan (Jakarta:Bumi Aksara, 2008). 290. 
12 Aunurrahman. Belajar dan Pembelajaran. (Cet. IV; CV Alfabeta: Bandung, 2010), h. 98. 
13 Zaenal Arifin, Evaluasi Pembelajaran. (Cet. II, PT Remaja Rosdakarya : Bandung, 2010), 50-51. 
14 Nana Sudjana, Penilaian Hasil Proses Belajar Mengajar. (Cet. I, Bandung: PT. Remaja Rosdakarya, 1989), 34. 
15 Ahmad Teguh Purwanto, Perencanaan Pembelajaran Bermakna dan Asesmen Kurikulum Merdeka, Jurnal Ilmiah 

Pedagogy, Vol 20, 1 Juli, 2022. 87-88. 



 
 

  
 
 
 

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1. Formative Assessment  

It aims to provide information or feedback for educators and students to improve the 

learning process. Assessment at the beginning of learning is conducted to determine 

students' readiness to learn the material and achieve the planned learning objectives. Thus, 

this assessment is classified as formative assessment because it is intended for the teacher's 

needs in designing learning, not for the purpose of assessing students' learning outcomes 

reported in report cards. Additionally, assessments conducted during the learning process, to 

monitor students' progress and provide quick feedback, are also considered formative 

assessments. 

2. Summative Assessment  

It is conducted to ensure the overall achievement of learning objectives. This assessment is 

carried out at the end of the learning process or simultaneously for two or more learning 

objectives, depending on the educator's considerations and the education unit's policy. 

Unlike formative assessment, summative assessment is part of the calculation of assessment 

at the end of the semester, academic year, or education level. 

 

Both types of assessments do not have to be used in a lesson implementation plan or 

teaching module, depending on the scope of learning objectives. Educators are the individuals 

who best understand students' learning progress, so educators need to have the competence and 

flexibility to conduct assessments according to the needs of each student. This flexibility includes 

designing assessments, timing, using assessment techniques and instruments, and determining 

criteria for achieving learning objectives. 

The following are some assessments that can inspire educators to support the 

implementation of the learning evaluation stage, including rubrics, checklists, progress charts, 

projects, written tests, oral tests, assignments, portfolios, and other relevant assessments related 

to the material taught by educators, including the IPAS subject. 

In the implementation of the IPAS subject, the evaluation stages consist of several steps 

that are adjusted to the prescribed Curriculum, namely the Merdeka Curriculum using 

assessment. The assessment is designed and conducted according to the function of the 

assessment, with the flexibility to determine the technique and timing of the assessment to 

effectively achieve the learning objectives. The learning process supports the development of 

students' competencies and characters holistically. The assessment is designed to be fair, 

proportional, valid, and reliable to explain learning progress and make decisions about the next 

steps. This becomes a reflection to improve the quality of learning. 

 

Conclusion 

Learning IPAS Planning in the Merdeka Curriculum for Elementary Schools (MI/SD) 

includes several aspects: 1) Analyzing Learning Achievement (CP) to formulate learning 

objectives and the sequence of learning objectives, 2) Planning and implementing diagnostic 

assessments, 3) Developing teaching modules, 4) Learning with achievement levels and 

characteristics of students, 5) Planning, implementing, and processing formative and summative 

assessments, 6) Reporting progress of learning, 7) Learning evaluation and assessments. 



 
 

  
 
 
 

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In the implementation of IPAS learning in the Merdeka Curriculum for MI/SD, it goes 

through several stages, starting with preliminary activities, orientation activities, apperception 

activities, motivation activities, core activities, and closing activities. However, the 

implementation of these learning activities is certainly not separated from the core learning 

experiences, as stated in Permendikbud Number 81 A Year 2013 Attachment IV, which 

mentions five core learning experiences: 1) Observing, 2) Asking, 3) Collecting 

information/experiments, 4) Associating/processing information, 5) Communicating. 

Regarding the evaluation of IPAS learning in the Merdeka Curriculum for MI/SD, the 

evaluation stages consist of several steps that certainly adapt to the Curriculum by using 

assessment. Assessment is designed to determine the technique and timing of the assessment to 

effectively achieve the learning objectives. The following are some assessments or evaluations 

that can inspire educators to support the implementation of the learning evaluation stage, 

including rubrics, checklists, progress charts, projects, written tests, oral tests, assignments, 

portfolios, and other assessments considered relevant to the material taught by educators. 

 

References 

Ahmad Teguh Purwanto. "Perencanaan Pembelajaran Bermakna dan Asesmen Kurikulum 

Merdeka." Jurnal Ilmiah Pedagogy 20, no. 1 (2022): 7. 

Ali, Huesn, and Sarhad Samin. “Curriculum Principles.” Journal of Garmian University (2022). 

Aunurrahman. Belajar dan Pembelajaran. Cet. IV. Bandung: CV Alfabeta, 2010. 

Dharma Kusuma, Cepi Triatna, and Johar Permana. Pendidikan Karakter Kajian Teori dan 

Praktek di Sekolah. Bandung: PT Remaja Rosda Karya, 2011. 

Direktorat Sekolah Dasar. "Hal-Hal Esensial Kurikulum Merdeka Jenjang SD." Accessed March 

31, 2023. https://ditpsd.kemdikbud.go.id/artikel/detail/hal-hal-esensial-kurikulum-

merdeka-di-jenjang-

sd#:~:text=Dalam%20Kurikulum%20Merdeka%2C%20mata%20pelajaran,dan%20sosial

%20dalam%20satu%20kesatuan. 

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Pendidikan-Sosial-Budaya (2022). 

Hamdi, Syahrul, Cepi Triatna, and Nurdin Nurdin. “Kurikulum Merdeka Dalam Perspektif 

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Nana Sudjana. Penilaian Hasil Proses Belajar Mengajar. Cet. I. Bandung: PT. Remaja Rosdakarya, 

1989. 



 
 

  
 
 
 

Volume 8, Number 3,  November 2023| 328 

 

  

Oliver, R., H. Kersten, H. Vinkka-Puhakka, G. Alpasan, D. Bearn, I. Cema, E. Delap, et al. 

“Curriculum Structure: Principles and Strategy.” European Journal of Dental Education (2008). 

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2021/2022." JURNAL Ansiru PAI 6, no. 1 (2020). 

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Di Sekolah Dasar.” Jurnal Basicedu (2022). 

Rindayati, E., Putri, C. A. D., & Damariswara, R. "Kesulitan Calon Pendidik dalam 

Mengembangkan Perangkat Pembelajaran pada Kurikulum Merdeka." PTK: Jurnal 

Tindakan Kelas 3, no. 1 (2022). 

Setiyadi, Bradley, Irma Suryani, and Resty Framadita. “LANDASAN DAN ASAS 

PENGEMBANGAN KURIKULUM.” Daiwi Widya (2023). 

Soehadha, Moh. Metode Penelitian Sosial Kualitatif untuk Studi Agama. Yogyakarta: SUKA 

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Sugih, Sri Nuryani, Lutfi Hamdani Maula, and Irna Khaleda Nurmeta. “Implementasi 

Kurikulum Merdeka Dalam Pembelajaran IPAS Di Sekolah Dasar.” Jurnal Pendidikan Dasar 

Flobamorata (2023). 

Suharsimi Arikunto. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara, 2008. 

T.G. Ratumanan and Imas Rosmiati. Perencanaan Pembelajaran. Depok: PT Raja Grafindo 

Persada, 2020. 

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