Enhancing Self-Directed Learning in IPAS (Integrated Science and Social Studies) at MIN 2 Ende: A Study on Student-Centered Approaches

Abstract

This research aims to explore the implementation of Self-Directed Learning (SDL) in the context of IPAS (Integrated Science and Social Studies) at MIN 2 Ende. With the growing emphasis on student-centered learning, this study seeks to understand how SDL practices can foster independent learning, critical thinking, and problem-solving skills in students. The study utilizes a qualitative approach with classroom observations, interviews with teachers, and surveys of students to gather data on the effectiveness and challenges of SDL within the IPAS curriculum. The findings indicate that SDL encourages students to take responsibility for their learning by setting personal goals, engaging in self-assessment, and utilizing available resources. However, challenges such as limited access to learning materials, varying levels of student motivation, and the need for teacher support in guiding the SDL process were identified. This research emphasizes the importance of teacher facilitation in creating an environment that nurtures self-directed learning while balancing structured guidance. It also highlights the need for further professional development for teachers to effectively integrate SDL strategies into their teaching practices. Overall, the study concludes that incorporating SDL into the IPAS curriculum at MIN 2 Ende has the potential to improve student engagement and learning outcomes, fostering a more autonomous and proactive approach to education.