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Silka Yuanti Draditaswari
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ANALISIS PEMANFAATAN MEDIA DIGITAL PADA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS V Oktavia Adinda; M. sobry; Silka Yuanti Draditaswari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49631

Abstract

Research on the utilization of digital media in elementary school learning, particularly in Indonesian language instruction, remains limited. This study aimed to identify: (1) the forms of digital media utilization in fifth-grade Indonesian language learning at SDN 2 Sigerongan, (2) the obstacles faced by teachers in utilizing digital media, and (3) the efforts made to overcome these obstacles. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The research participants included the principal, the fifth-grade Indonesian language teacher, and fifth-grade students of SDN 2 Sigerongan. Data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the utilization of digital media in fifth-grade Indonesian language learning at SDN 2 Sigerongan had not been implemented consistently in every stage of learning activities. In the preliminary stage, teachers used YouTube videos as an ice-breaking activity. In the main activity stage, Canva was utilized as a learning media under certain conditions. In the closing stage, Quizizz was used as an evaluation tool. The obstacles encountered included limited facilities such as smart TVs and LCD projectors, unstable internet access, and teachers’ limited skills in utilizing digital media. Efforts to overcome these obstacles included sharing facilities alternately, using teachers’ personal devices, and adjusting the use of digital media to classroom conditions. This study is expected to serve as a reference for teachers and schools in developing the use of digital media in Indonesian language learning at the elementary school level.
ANALISIS KEMAMPUAN BERPIKIR KRITIS (CRITICAL THINKING) SISWA DALAM MENGERJAKAN SOAL HOTS PADA MATA PELAJARAN BAHASA INDONESIA DI KELAS V SDN 42 CAKRANEGARA TAHUN PELAJARAN 2025/2026 Jayanti, Putri; Mulabbiyah; Silka Yuanti Draditaswari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49716

Abstract

This research is motivated by the importance of critical thinking skills in facing 21st-century educational challenges, particularly in solving Higher Order Thinking Skills (HOTS) questions in Indonesian language subjects. The primary objective of this study is to analyze the critical thinking skills of fifth-grade students at SDN 42 Cakranegara for the 2025/2026 academic year in completing these HOTS questions. This study focuses on the process and level of students' ability to apply critical thinking indicators when dealing with high-level questions. This study used a qualitative approach with a descriptive design. Data were collected through Multiple Choice Multiple Answer (MCMA) test instruments, in-depth interviews, and documentation to obtain a comprehensive overview of students' abilities. The results showed that students' critical thinking skills were in the moderate category with varying achievements in each indicator. The analysis or problem identification indicator became the aspect with the highest achievement because students were able to connect information components quickly and confidently without having to read the text repeatedly. Conversely, the inference indicator became the aspect with the lowest achievement due to significant obstacles in concluding the implicit meaning of a text. Meanwhile, the interpretation, evaluation, and explanation indicators were in the moderate category because students tended to rush and had limited mastery of technical language vocabulary such as the term "pronominal." This study concludes that there is a positive dynamic in the form of students' independent efforts to understand questions through self-correction techniques, but teacher reinforcement through guided reading strategies and intensive HOTS question practice remains highly necessary.
PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI SISWA DI KELAS V MIN 2 KOTA MATARAM TAHUN PELAJARAN 2025/2026 Yostisiah Maharani, Difla; Muammar; Silka Yuanti Draditaswari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50766

Abstract

This research was motivated by the low ability of students in writing poetry. The purpose of this study was to improve students’ poetry writing skills through the implementation of the inquiry learning model in Class V of MIN 2 Mataram City in the 2025/2026 Academic Year.nThis study employed Classroom Action Research (CAR). The research was conducted in two cycles, with each cycle consisting of four stages: planning, implementation, observation, and reflection. Data collection techniques included interviews, observations, and oral tests. Quantitative data analysis was used to calculate the average score and classical completeness, while qualitative analysis was used to assess teacher and student activities. The indicators of research success included individual mastery, classical mastery, and the activities of teachers and students. The results showed that the implementation of the inquiry learning model was able to improve poetry writing skills in Class V of MIN 2 Mataram City in the 2025/2026 Academic Year. This was evidenced by the increase in the average class score from 67.40 with 36% classical completeness in Cycle I to 84.9 with 85% classical completeness in Cycle II. The improvement from Cycle I to Cycle II was 49%. Teacher activity also increased from 85.71% to 96.40%. This indicates that the research had achieved the predetermined indicators of success.
Co-Authors Jayanti, Putri M. Sobry Muammar Mulabbiyah Oktavia Adinda Yostisiah Maharani, Difla