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All Journal JagoMIPA: Jurnal Pendidikan Matematika dan IPA International Journal of Community Service (IJCS)
Safril Abidin Hasibuan
Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
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Pengembangan Media Gamifikasi Menggunakan Scratch untuk Meningkatkan Computational Thinking Skill pada Materi Ipas Siswa Kelas V Sdn 100619 Janjimanaon Safrina Harahap; Safril Abidin Hasibuan; Wahyuni Safitri Burhan; Hamka Hamka
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4508

Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis gamifikasi menggunakan Scratch guna meningkatkan kemampuan computational thinking pada materi Ilmu Pengetahuan Alam dan Sosial (IPAS) siswa kelas V SDN 100619 Janjimanaon. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas 25 siswa kelas V SDN 100619 Janjimanaon. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket, dan tes kemampuan computational thinking. Hasil penelitian menunjukkan bahwa media gamifikasi berbasis Scratch memperoleh tingkat kelayakan sebesar 92,5% dari ahli materi dan 94,2% dari ahli media dengan kategori sangat layak. Hasil angket respon siswa menunjukkan persentase sebesar 91,6% dengan kategori sangat baik. Selain itu, penggunaan media gamifikasi berbasis Scratch mampu meningkatkan kemampuan computational thinking siswa yang ditunjukkan oleh peningkatan nilai rata-rata pretest dari 58,4 menjadi 84,2 pada posttest. Hasil analisis N-Gain sebesar 0,62 termasuk dalam kategori sedang. Peningkatan juga terlihat pada kemampuan pemecahan masalah, berpikir logis, dan partisipasi aktif siswa selama proses pembelajaran. Berdasarkan hasil tersebut, media gamifikasi berbasis Scratch efektif digunakan sebagai inovasi pembelajaran IPAS untuk meningkatkan kemampuan computational thinking siswa sekolah dasar.
Humanism Perspective in Differentiated Learning in Elementary Schools: Systematic Literature Review: Systematic Literature Review Zurriyana Nainggolan; Inayatus Saadah Dalimunthe; Safril Abidin Hasibuan; Pahri Siregar
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1925

Abstract

Differentiated learning emerges as a strategic response to the diversity of student characteristics in elementary schools, particularly within the framework of the Merdeka Curriculum in Indonesia. The humanistic perspective offers a relevant philosophical foundation because it places students at the center of the learning process and recognizes the uniqueness of each learner. This study aims to analyze how the humanistic perspective contributes to the implementation of differentiated learning in elementary schools through a Systematic Literature Review (SLR) approach. The study employs the SLR method following the PRISMA 2020 guidelines through systematic identification, screening, and synthesis of literature. Literature was searched in databases such as Google Scholar, SINTA, and reputable international journals within the publication range of 2010 to 2025. From 84 identified articles, 16 articles met the inclusion criteria and were further analyzed using thematic analysis. The findings indicate that the humanistic perspective, especially the theories of Abraham Maslow and Carl Rogers, provides essential philosophical foundations for differentiated learning by emphasizing self-actualization, freedom to learn, empathy, and the recognition of individual differences. The integration of humanistic principles strengthens the three dimensions of differentiation, namely content, process, and product, by ensuring that learning activities respond to students' readiness, interests, and learning profiles. Furthermore, the implementation of humanistic values ​​in differentiated learning enhances students' learning motivation, engagement, self-confidence, and holistic development. Therefore, the humanistic perspective plays a strategic role as a conceptual basis for designing meaningful, contextual, and learner centered differentiated instruction in elementary schools.
Grade 2 Students Perception Of Mathematics Learning Inayatus Saadah Dalimunthe; Safril Abidin Hasibuan; Poltak Pembangunan Harahap; Almira Amir
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1946

Abstract

This study aims to describe the perception of grade 2 elementary school students towards mathematics learning from the cognitive, affective, and conative dimensions. The research uses a qualitative approach with a descriptive design. The subject of the study was a grade 2 student at a public elementary school in West Lombok Regency. Data collection techniques were carried out through participatory observation, semi-structured interviews, and student perception questionnaires. The data was analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that most students have a positive perception of mathematics learning if the material is delivered in a concrete, contextual, and fun manner. On the cognitive dimension, students understand mathematics as a useful subject in everyday life, although some of the material is still considered difficult. In the affective dimension, students show a sense of joy when learning using games and interesting media, but some students still experience anxiety when facing problems that are considered complicated. In the conative dimension, students with positive perceptions tend to be more active in learning mathematics. Factors that affect student perception include teachers' teaching methods, the use of learning media, and family support. The findings of the study confirm the importance of learning mathematics that is concrete, interactive, and in accordance with the developmental characteristics of elementary school students in the lower grades.
Co-Authors Almira Amir Hamka Hamka Inayatus Saadah Dalimunthe Inayatus Saadah Dalimunthe Pahri Siregar Poltak Pembangunan Harahap Safrina Harahap Wahyuni Safitri Burhan Zurriyana Nainggolan