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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) JURNAL PENDIDIKAN IPS Journal of Integrated Elementary Education Daiwi Widya : Jurnal Pendidikan FKIP Unipas Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an JPLED
Framz Hardiansyah
Universitas PGRI Sumenep
Agriculture, Biological Sciences & Forestry Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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PENGARUH GAME-BASED LEARNING BERBANTUAN PUZZLE POHON TUBEL TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR Hosnaini Hosnaini; Framz Hardiansyah; Iwan Kuswandi
Daiwi Widya Vol 13, No 1 (2026)
Publisher : Universitas Panji Sakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37637/dw.v13i1.2898

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model Game-Based Learning berbantuan media Puzzle Pohon Tubel terhadap kemampuan membaca permulaan siswa sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan jenis quasi experiment melalui desain Non-Equivalent Control Group Design. Sampel penelitian terdiri atas 39 siswa kelas II SDN Pinggir Papas II yang dibagi menjadi kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen memperoleh pembelajaran menggunakan model Game-Based Learning berbantuan media Puzzle Pohon Tubel, sedangkan kelompok kontrol menggunakan pembelajaran konvensional. Teknik pengumpulan data dilakukan melalui tes kemampuan membaca permulaan, observasi, angket, dan dokumentasi. Analisis data menggunakan uji normalitas, uji homogenitas, paired sample t-test, independent sample t-test, dan effect size dengan bantuan IBM SPSS Statistics 25. Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan penerapan model Game-Based Learning berbantuan media Puzzle Pohon Tubel terhadap kemampuan membaca permulaan siswa sekolah dasar dengan nilai signifikansi 0,000 < 0,05. Rata-rata kemampuan membaca permulaan siswa pada kelompok eksperimen meningkat lebih tinggi dibandingkan kelompok kontrol. Nilai effect size sebesar 1,42 menunjukkan pengaruh dalam kategori besar. Temuan penelitian menunjukkan bahwa integrasi Game-Based Learning dan media Puzzle Pohon Tubel mampu menciptakan pembelajaran membaca yang lebih aktif, interaktif, dan menyenangkan sehingga efektif meningkatkan kemampuan membaca permulaan siswa sekolah dasar.
Pembelajaran Individual Berbasis Kekuatan sebagai Strategi Peningkatan Keterlibatan dan Kemandirian Anak Berkebutuhan Khusus Framz Hardiansyah; Ananda Nurhabibah; Moh. Daufir Rahman; Fikri Ardiansyahputra; Ach. Zaim Musleh
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1666

Abstract

Learning for children with special needs requires instructional approaches that can accommodate the diversity of students’ characteristics, potentials, and learning needs. One relevant approach is strength-based individual learning, which is designed by building on students’ potentials and strengths. This study aimed to analyze the implementation of strength-based individual learning as a strategy to enhance the engagement and independence of children with special needs at SLB Negeri Sumenep. This research employed a qualitative approach using Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of three students with special needs who had different types of learning barriers. Data collection techniques included observation, interviews, and documentation, while data analysis was carried out qualitatively through data reduction, data display, and conclusion drawing. The results showed that the implementation of strength-based individual learning significantly increased students’ learning engagement, as indicated by improvements in attention, active participation, and emotional involvement during the learning process. In addition, students’ learning independence also improved, as evidenced by reduced dependence on teacher assistance and increased ability to complete tasks independently. These findings indicate that strength-based individual learning is an effective and applicable strategy for improving the quality of education for children with special needs in special schools.
Implementasi Nilai Pendidikan Toleransi dalam Animasi Frozen Seasoon II terhadap Pembentukan Karakter Siswa Sekolah Dasar Hilaliyatul Fithriyah; Hariri Ubaidillah; Dewi Kamalia; Hemayatul Kubroh; Framz Hardiansyah
JURNAL PENDIDIKAN IPS Vol. 15 No. 4 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i4.3678

Abstract

Penelitian ini memeliki tujuan untuk menganalisis representasi nilai-nilai toleransi ‎yang terkandung dalam film animasi Frozen Season II. Metode yang digunakan yaitu ‎kualitatif dengan pendekatan analisis isi. Teknik analisis data dalam penelitian ini menggunakan analisis data kualitatif deskriptif dengan mengacu pada model Miles dan Huberman. Analisis data dilakukan secara sistematis melalui tiga tahapan, yaitu reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Pada tahap reduksi data, peneliti memilih, memfokuskan, dan menyederhanakan data yang diperoleh dari hasil analisis animasi Frozen Season II, observasi, wawancara, dan dokumentasi yang berkaitan dengan nilai pendidikan toleransi dan pembentukan karakter siswa sekolah dasar. Tahap penyajian data dilakukan dengan menyusun data dalam bentuk uraian naratif, tabel, atau matriks yang menggambarkan nilai-nilai toleransi yang terdapat dalam animasi serta implementasinya dalam perilaku siswa. Selanjutnya, tahap penarikan kesimpulan dan verifikasi dilakukan untuk merumuskan makna dan pola yang muncul dari data, sehingga diperoleh kesimpulan yang valid mengenai implementasi nilai pendidikan toleransi dalam animasi Frozen Season II terhadap pembentukan karakter siswa sekolah dasar. Hasil ‎penelitian menunjukkan bahwa Frozen Season II mengandung pesan-pesan moral ‎yang kuat dan relevan, terutama dalam membentuk karakter anak yang toleran, ‎empatik, dan mampu hidup harmonis di tengah keberagaman. Film ini menunjukkan ‎bagaimana karakter utama menghadapi perbedaan budaya, sejarah, dan konflik ‎antar kelompok dengan cara damai dan bijaksana. Temuan ini menunjukkan bahwa ‎media animasi dapat menjadi sarana edukatif dalam pendidikan karakter, khususnya ‎dalam penanaman nilai-nilai toleransi kepada anak-anak
Representasi Nilai Moral dalam Film Animasi Si Kancil dan Buaya Framz Hardiansyah; Lailatul Fitriyah; Imroatul Kamila; Khaila Etha Damayanti; M. Humam Maulana
JURNAL PENDIDIKAN IPS Vol. 15 No. 4 (2025): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v15i4.3726

Abstract

Dalam menginternalisasikan dan meningkatkan nilai-nilai moral pada anak sejak dini ada banyak strategi yang bisa dilakukan salah satunya adalah mengarahkan anak pada tontonan film animas yang didalamnya mengandung pesan moral dan agama. Film animasi merupakan salah satu media yang dapat digunakan untuk menginternalisasikan dan meningkatkan nilai- nilai moral atau nilai kebaikan. Dalam film animasi ini anak-anak bisa melihat lanngsung tokoh dan peran yang dilakukan oleh tokoh pada film animasi tersebut. Film animasi yang didalamnya mengandung nilai moral dan kebaikan sehingga bisa dijadikan tontonan pada anak-anak terutama anak usia dini adalah film animasi sikancil dan buaya. Film animasi sikancil dan buaya ini menggunakan cara bercerita yang mudah diperhatikan sehingga membuat anak cepat paham mengenai cerita yang ada pada film animasi tersebut, Karena dalam film sikancil dan buaya ini diceritakan dengan kata yang sederhana dan menarik sehingga bisa membuat anak lebih cepat memahami dari cerita yang ada pada film animasi sikancil dan buaya. Film animasi ini bisa digunakan sebagai media pembelajaran dalam membentuk kepribadian dan membimbing kecerdasan emosional anak.
Representasi Nilai Karakter Gotong Royong Dalam Film Animasi Finding Nemo Adinda Puspita Sari; Framz Hardiansyah; W.A. Rahmatizzakiyah; Imelda Silfiana Putri; Hulliatul Fitria
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 13 No. 1 (2026): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v13i1.4623

Abstract

Penelitian ini bertujuan untuk menganalisis representasi nilai karakter gotong royong yang tercermin dalam film animasi Finding Nemo karya Andrew Stanton. Pendekatan yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupa studi pustaka. Fokus penelitian ini meliputi tiga indikator dimensi gotong royong dalam Profil Pelajar Pancasila, yaitu kolaborasi, kepedulian, dan berbagi. Hasil analisis menunjukkan bahwa nilai-nilai tersebut tergambar jelas melalui interaksi antartokoh, seperti kerja sama antara Marlin dan Dory dalam mencari Nemo, solidaritas antarikan di akuarium, serta sikap tolong-menolong yang dilakukan oleh para tokoh. Film ini dapat dijadikan alternatif media pembelajaran karakter di sekolah dasar, khususnya untuk menanamkan nilai-nilai gotong royong. Dengan demikian, Finding Nemo layak dijadikan media edukatif dalam konteks pendidikan karakter di tingkat sekolah dasar
Cultivating spiritual awareness in Islamic primary education through contemplative pedagogy: a quasi-experimental study Sa’idatus Sariroh; Iwan Kuswandi; Framz Hardiansyah
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.30538

Abstract

This study investigates the effectiveness of contemplative pedagogy in cultivating spiritual awareness among students in Islamic primary education. Addressing the limited empirical evidence on pedagogical approaches that foster students’ inner spiritual development, this study employed a quasi-experimental design using a non-equivalent control group pretest–posttest model. The participants were 80 Grade 5 students from an Islamic primary school in Sumenep Regency, Indonesia, divided into an experimental group (n = 40) and a control group (n = 40). Spiritual awareness was measured using a validated questionnaire administered before and after the instructional intervention. Descriptive analysis showed that both groups had comparable pretest scores (experimental M = 67.85; control M = 68.10). After the intervention, the experimental group demonstrated a substantially higher posttest mean score (M = 82.40) compared to the control group (M = 73.25). The mean gain score of the experimental group (ΔM = 14.55) exceeded that of the control group (ΔM = 5.15). Inferential analysis using analysis of covariance (ANCOVA) revealed a significant effect of contemplative pedagogy on students’ spiritual awareness after controlling for pretest scores, F(1, 77) = 48.47, p < .001, with a large effect size (partial η² = .386). These findings provide empirical evidence that contemplative pedagogy is a practical instructional approach for enhancing students’ spiritual awareness—particularly in terms of God-conscious awareness, reflective meaning-making of Islamic values, moral self-regulation, and commitment to value-based action—in Islamic primary education.
The Use of Audiovisual Media to Improve Student Understanding in IPAS Lessons Framz Hardiansyah; Yuliatin Nurandini; Finniatus Zahroh; Shofiya Amini; Kanzil Fikri Hadi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.896

Abstract

This study aims to describe the application of audiovisual media in improving student understanding in Natural and Social Sciences (IPAS) learning at SDN Nambakor 1. The research employs a qualitative approach with a descriptive method. Data were collected through in-depth interviews with fifth-grade IPAS teachers, classroom observations, and documentation of the learning process. The results show that teachers apply audiovisual media with various strategies, including the use of learning videos, digital presentations through the Canva application, and contextual learning outside the classroom. The application of audiovisual media creates a more engaging learning atmosphere and helps students understand abstract concepts more concretely. Students show high enthusiasm, are more active in asking questions, and are able to relate learning materials to daily life. This research provides an overview of the practice of applying audiovisual media in the IPAS learning in elementary schools.
The Effect of Role Playing Methods on Student Learning Outcomes in Civic Education at Elementary Schools Framz Hardiansyah; Jamilatul Hasanah; Nur Dinaniyah; Sutriyani Sutriyani; Zakiyah Zakiyah
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.897

Abstract

This study aims to determine the effect of the role-playing method on students' learning outcomes in Civics Education (PPKn) at the elementary school level. The research employed a quantitative approach with a one-group pretest-posttest design. The research subjects consisted of 25 students. Data collection was carried out by administering learning outcome tests before and after the implementation of the role-playing method. Data analysis was conducted using a paired sample t-test to examine the differences in learning outcomes before and after the method was applied. The results of the study showed a significant improvement in students' learning outcomes after the implementation of the role-playing method. A total of 90% of the students showed an increase in scores above the Minimum Mastery Criteria (KKM). This indicates that the role-playing method has a positive effect on students’ learning outcomes in Civics Education.
Implementation of Students' Creativity Through Differentiated Learning Methods Using The Independent Curriculum in Elementary Schools Mazidatur Riskiyah; Aprilia Sri Indah Sari; Novita Nur Aisyah; Ainul Yakin Almarzuki; Framz Hardiansyah
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.900

Abstract

Curriculum changes that adapt to the needs of students, societal demands, and current developments. One of them is the development of the independent learning curriculum. This study aims to examine the implementation of the independent curriculum on the development of student creativity. With a differentiated learning method, namely adapting to the unique learning of each student by considering their characteristics, skills, interests, and learning preferences. This study uses library research through a qualitative approach. Data collection techniques in this study use documentation techniques in the form of notes, transcripts, books, newspapers, magazines, inscriptions, minutes, research results, and so on. The collected data are then analyzed using descriptive methods. The results of the study indicate that the form of implementation of the independent curriculum in elementary schools is the use of technology, preparing learning tools, implementing learning strategies that are appropriate to interests and talents, learning is adapted to the situation and environmental conditions, as well as local wisdom, socio-economics and providing space for students to learn collaboratively. Therefore, it can be understood that the implementation of the independent curriculum has an impact on increasing student creativity to produce innovation in education.
Building Students' Discipline Through The Example Set By Primary School Teachers Siti Khotijah; Farella Ramadhany; Amrotul Amilia; Witri Syuwairiyah; Framz Hardiansyah
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.902

Abstract

This study aims to describe the role of teacher exemplarity in building students’ discipline character at the elementary school level, particularly at SDN Ellak Laok IV, Sumenep Regency. The background of this research stems from the low level of students’ discipline and responsibility in fulfilling their school obligations, including punctuality, neatness, and adherence to school rules. Teacher exemplarity is considered a key factor in character formation, as teachers serve as role models whose behavior is imitated by students. This research employs a qualitative approach using library research methods, analyzing relevant literature and interview findings to gain a deeper understanding of the phenomenon. The results show that teacher exemplarity has a significant influence on the development of students’ discipline. Teachers at SDN Ellak Laok IV demonstrate discipline through punctuality, neat appearance, consistency in conducting learning activities, and fair implementation of reward and punishment systems. Furthermore, positive habits such as praying before class and maintaining politeness are effective means of instilling character values. Thus, teachers not only act as educators but also as moral role models who shape students’ personalities and behavior. This study highlights the importance of teacher exemplarity as a central strategy in fostering discipline and responsibility among elementary school students within the framework of character education
Co-Authors Ach. Zaim Musleh Adinda Puspita Sari Ainul Yakin Almarzuki Amrotul Amilia Ananda Nurhabibah Aprilia Sri Indah Sari Dewi Kamalia Farella Ramadhany Fikri Ardiansyahputra Finniatus Zahroh Hariri Ubaidillah Hemayatul Kubroh Hilaliyatul Fithriyah Hosnaini Hosnaini Hulliatul Fitria Imelda Silfiana Putri Imroatul Kamila Iwan Kuswandi Jamilatul Hasanah Kanzil Fikri Hadi Khaila Etha Damayanti Lailatul Fitriyah M. Humam Maulana Mazidatur Riskiyah Moh. Daufir Rahman Novita Nur Aisyah Nur Dinaniyah Sa’idatus Sariroh Shofiya Amini Siti Khotijah Sutriyani Sutriyani W.A. Rahmatizzakiyah Witri Syuwairiyah Yuliatin Nurandini Zakiyah Zakiyah