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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Wanda Nugroho Yanuarto
Program Studi Pendidikan Dasar, Fakultas Pascasarjana, Universitas Muhammadiyah Purwokerto, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Model Self-Regulated Learning Berbantuan Media Educaplay Terhadap Scientific Thinking Skill dan Disiplin Diri Siswa Sekolah Dasar Musonah Musonah; Wanda Nugroho Yanuarto
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6143

Abstract

This study analyzed the effect of Self-Regulated Learning (SRL) supported by Educaplay on elementary school students' scientific thinking skills and self-discipline, and examined the relationship between the two variables. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The population consisted of fourth-grade elementary students in the Dwijo Utomo cluster, Kemranjen District, Banyumas Regency. The sample involved two schools: an experimental class (n=17) and a control class (n=15). Data were collected through a scientific thinking skills test, self-discipline observation sheets, and documentation, and analyzed using normality and homogeneity tests, independent sample t-test, simple linear regression, and Pearson correlation. The findings showed that the experimental class obtained a higher posttest mean score in scientific thinking skills (88.88) than the control class (71.67), with a significant difference (p=0.000). The experimental class also showed a higher mean score in self-discipline (89.59) than the control class (74.47), with a significant difference (p=0.000). Regression analysis indicated that SRL supported by Educaplay had a positive and significant effect on scientific thinking skills (B=3.810; β=0.663; p=0.000) and self-discipline (B=3.065; β=0.681; p=0.000). In addition, a significant positive relationship was found between scientific thinking skills and self-discipline in the experimental class (r=0.665; p=0.004). These findings confirm that integrating SRL with Educaplay is effective in simultaneously developing elementary students' cognitive and affective outcomes.
Pengaruh Design Thinking Model Berbantuan Genially Terhadap Kemampuan Pemecahan Masalah dan Kolaboratif Siswa Sekolah Dasar Fery Dwiyanti; Wanda Nugroho Yanuarto
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6195

Abstract

This study examined the effect of the Design Thinking Model assisted by Genially on elementary school students' problem-solving and collaborative skills and analyzed the relationship between the two skills. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The study involved fourth-grade students in the Sutomo Cluster, Cilacap Tengah District, consisting of an experimental class that learned through the Design Thinking Model assisted by Genially and a control class that learned through the Design Thinking Model supported by conventional media. Data were collected using a problem-solving test, collaborative skill questionnaire, observation sheet, and documentation. The instruments were validated by experts and tested for reliability before use. Data were analyzed through normality and homogeneity tests, independent sample t-test, simple linear regression, and Pearson correlation. The findings showed that the experimental class obtained higher posttest scores in problem-solving skills (M = 89.48) than the control class (M = 71.03). The experimental class also obtained higher collaborative skill scores (M = 86.61) than the control class (M = 40.10). These results indicate that the integration of Design Thinking and Genially provides a structured, visual, and interactive learning experience that strengthens students' ability to identify problems, develop ideas, test solutions, communicate, and work in groups. This study contributes to elementary IPAS learning by offering an instructional model that simultaneously develops cognitive and social skills. Further studies are recommended to involve broader samples and longer intervention periods.
Pengaruh Computational Thinking Based Learning Berbantuan Scratch Terhadap Computational Thinking Skills dan Persistence Siswa Sekolah Dasar Wanda Nugroho Yanuarto; Bayu Riyanto
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6197

Abstract

This study examined the effect of Computational Thinking-Based Learning (CTBL) assisted by Scratch on elementary school students' computational thinking skills and persistence, and analyzed the relationship between these two variables. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The research involved elementary school students in the selected research site, consisting of one experimental class and one control class. The experimental class learned mathematics through CTBL assisted by Scratch, while the control class received conventional instruction using teacher explanation and written exercises. Data were collected using a computational thinking skills test, persistence observation sheet, and documentation. Data analysis included validity and reliability testing of instruments, normality and homogeneity tests, independent sample t-test, simple linear regression, and Pearson correlation. The findings showed that CTBL assisted by Scratch had a positive effect on students' computational thinking skills and persistence. The learning process encouraged students to decompose problems, recognize patterns, design algorithms, and revise solutions through debugging activities. It also helped students maintain effort when facing difficult tasks. A positive relationship was found between computational thinking skills and persistence, indicating that cognitive problem-solving processes and learning endurance can develop together when students are involved in project-based Scratch activities. These findings suggest that CTBL assisted by Scratch can be considered as a contextual learning alternative for elementary mathematics, especially when teachers aim to strengthen both thinking skills and learning character.
Co-Authors Bayu Riyanto Fery Dwiyanti Musonah Musonah