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All Journal Jurnal Pendidikan Indonesia Prima Magistra: Jurnal Ilmiah Kependidikan
Ani Rusilowati
Universitas Negeri Semarang, Semarang, Indonesia
Education Other

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FEASIBILITY ANALYSIS OF CHILD-FRIENDLY DISASTER RESPONSE EDUCATIONAL COMICS AS A SOCIAL STUDY LEARNING MEDIUM IN ELEMENTARY SCHOOLS Ika Ari Pratiwi; Eko Handoyo; Ani Rusilowati; Trimurtini Trimurtini
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 2 (2026): Volume 7 Number 2 (April 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i2.7352

Abstract

Flood disasters remain a major challenge in elementary schools in the Kudus area, while disaster mitigation learning in social studies has not been optimally implemented. This condition leads to limited student understanding of risks and disaster response measures. This study aims to analyze the feasibility of the child-friendly educational comic "Sahabat Alam Tanggap Banjir di Kampung Kesambi" as a social studies learning medium for fourth-grade elementary school students. This research method uses a research and development (R&D) approach, with the ADDIE model applied through the development stage. The comic was validated by material, media, and language experts using a Likert-scale instrument and then analyzed using a feasibility percentage conversion. The results showed a very high level of feasibility, with material validity of 94.4%, media validity of 95.8%, and language validity of 95.1%. This comic presents the flood phenomenon, its causes, and mitigation measures in a coherent, contextually relevant manner, tailored to students’ characteristics. In addition, the comic also integrates social studies concepts such as human relationships with the environment, mutual cooperation, and environmental awareness. These findings indicate that child-friendly disaster response educational comics are highly suitable for use as social studies learning media in elementary schools. Comics not only support disaster literacy but also have the potential to enhance critical thinking skills and foster environmentally conscious character in students. The implications of this research suggest that child-friendly educational comics can strengthen contextual social studies learning and potentially enhance students' critical thinking skills and environmental character.
A Critical Analysis of Pre-Service Islamic Elementary Teachers’Problem-Solving Abilities in Science Education Kustiarini; Sarwi; Ani Rusilowati; Novi Ratna Dewi
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i2.100024

Abstract

The low problem-solving skills of prospective teacher students pose a challenge in preparing educators capable of designing meaningful and contextual science learning. This ability is important because prospective teachers are required to have critical, analytical, and reflective thinking skills in dealing with various learning problems in elementary schools. This study aims to critically analyze the problem-solving abilities of PGMI students in the context of science learning. The study used a descriptive quantitative approach involving 36 sixth-semester PGMI students selected through a purposive sampling technique. Data collection was conducted using a case study-based test developed based on six problem-solving indicators, including defining the problem, diagnosing the problem, formulating alternative strategies, selecting and implementing strategies, evaluating implementation, and determining the implications of science learning. Data were analyzed using descriptive statistics through percentage calculations and distribution of ability categories. The results of the study indicate that students' problem-solving abilities are still in the developing stage. Students tend to be able to identify problems and develop initial strategies for solving them, but still experience difficulties in conducting in-depth problem diagnosis and reflective evaluation of the implemented solutions. This study concludes that there is still a gap between theoretical understanding and practical application of problem-solving skills in science learning. The implications of this research emphasize the importance of systematically strengthening contextual, reflective, and case-based learning in the PGMI curriculum to improve the pedagogical competence of prospective teachers.
Co-Authors Eko Handoyo Ika Ari Pratiwi Kustiarini Novi Ratna Dewi Sarwi Trimurtini Trimurtini