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All Journal Pedagogik Journal of Islamic Elementary School Journal of Empowerment Community Jurnal Pengabdian kepada Masyarakat Nusantara Bima Abdi: Jurnal Pengabdian Masyarakat Journal of Learning Improvement and Lesson Study Journal of Social and Scientific Education Madrasah : Jurnal Pendidikan Madrasah Jurnal Pendidikan Pancasila dan Kewarganegaraan
Dessy Norma Juita
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Arts Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A TPACK-Based Analysis of Pre-service Primary Teachers' Understanding of Pancasila and Civic Education Venna Puspita Sari; Dessy Norma Juita; Laely Farokhah
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9351

Abstract

The integration of pedagogy, content, and technology remains a key challenge in preparing pre-service primary teachers, particularly in Pancasila and Civic Education learning. This study aimed to explore the level of Technological Pedagogical Content Knowledge (TPACK) mastery among pre-service primary teachers enrolled in the Learning Pancasila and Civic Education in Primary Schools course. The research employed a qualitative case study design involving six pre-service primary teachers from a university in Jakarta, selected through purposive sampling based on variations in mid-term academic achievement. Data were collected through semi-structured interviews, classroom observations, and document analysis, including teaching modules, student assignments, and evaluation results. The collected data were analysed using thematic analysis to identify patterns related to students' conceptual understanding, pedagogical competence, initial technology integration, and supporting and constraining factors in the learning process. The findings show that students generally demonstrated adequate content understanding of Pancasila and Civic Education; however, their pedagogical understanding was not yet well developed, particularly in selecting and applying appropriate learning approaches and models. Technology integration tended to focus on technical and media-related aspects rather than supporting pedagogical strategies, indicating limited TPACK integration. Several constraints, such as limited theoretical literacy and learning context challenges, influenced students' ability to integrate pedagogy, content, and technology coherently. This study suggests that teacher education programs need to strengthen pedagogical scaffolding and reflective learning experiences to support more effective TPACK development among pre-service primary teachers.
Exploring Students’ Problem-Solving Skills Reviewed from Gender Perspective in Elementary School Laely Farokhah; Dessy Norma Juita; Venna Puspita Sari; Muhammad Zulfadhli; Apit Dulyapit
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9456

Abstract

Mathematics education serves a fundamental role in developing students’ 21st-century competencies, particularly in fostering reasoning, communication, critical thinking, and problem-solving skills. However, instructional practices in elementary schools still tend to emphasize routine and procedural tasks, resulting in students’ limited exposure to non-routine problems that require higher-order thinking strategies. This study aims to explore elementary school students’ mathematical problem-solving skills reviewed from gender perspective. A qualitative research approach was employed. The data were collected through problem-solving skill tests, observations, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that students with high problem-solving skill are able to carry out problem-solving steps in a coherent and systematic manner, although reinforcement is still needed in terms of accuracy and verification. In contrast, students with low problem-solving skill experience difficulties at almost all stages of the problem-solving process. These difficulties are characterized by insufficient conceptual understanding, inability to organize information, lack of proficiency in performing mathematical operations, and the absence of habits related to checking calculation results. Both male and female students demonstrate adequate basic problem-solving abilities. However, female students exhibit more structured, systematic, and detail-oriented thinking processes at each stage. In contrast, male students tend to be less consistent in utilizing all available information, rely more heavily on visual approaches, and show less accuracy in verifying their solutions. These findings highlight the necessity of designing mathematics instruction that prioritizes the development of problem-solving skills while incorporating an awareness of gender-based variations in students’ cognitive processing.
Teacher Feedback and Wait-Time in Primary Science Classroom Dialogue: A TBLA Study Dessy Norma Juita; Venna Puspita Sari; Laely Farokhah
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.216

Abstract

This study explores how teacher feedback and wait-time shape the quality of classroom dialogue in primary science learning. Using a qualitative descriptive approach with Transcript-Based Lesson Analysis (TBLA), the study involved one sixth-grade science teacher and 19 students in an urban primary school in Tangerang Selatan, Indonesia. Data were collected through audio-visual recordings of three science lessons, classroom observations, and semi-structured interviews. The findings showed that accepted feedback was the most dominant type, mainly functioning to confirm students’ responses and maintain classroom flow. Modified feedback contributed more significantly to extending dialogue through probing questions and clarification prompts. Short wait-time tended to produce rapid and simple responses, whereas extended wait-time supported elaboration, reflection, and deeper reasoning. Furthermore, feedback and wait-time jointly contributed to the transformation of conventional IRF patterns into more dialogic IRFRF interaction sequences characterized by elaboration, reciprocity, reflection, and collaborative reasoning in primary science classroom discourse
Pelatihan Pembuatan Media Pembelajaran Berbasis Augmented Reality Untuk Mengembangkan TPACK Guru Sekolah Dasar Dessy Norma Juita; Laely Farokhah; Venna Puspita Sari
Journal of Empowerment Community Vol 8 No 1 (2026): Maret 2026
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/jec.v8i1.2517

Abstract

The rapid development of digital technology in education requires elementary school teachers to integrate technological, pedagogical, and content knowledge to create engaging and meaningful learning experiences. However, many teachers still rely on conventional teaching media and lack understanding of how to utilize digital innovations such as augmented reality in classroom instruction. This community service program aimed to improve teachers’ understanding and skills in designing and implementing interactive learning media through a training program on the use of augmented reality in elementary education. The training was conducted online using a participatory approach, which included socialization, teacher training, the implementation of AR technology in elementary school learning, mentoring and evaluation, as well as program sustainability. The results showed that the training was effective in enhancing teachers’ conceptual understanding of augmented reality, increasing their confidence in applying technology, and developing their creativity in designing interactive learning activities. It can be concluded that systematic and participatory training can effectively strengthen teachers’ technological and pedagogical competencies while promoting innovative learning practices in elementary schools.
Penerapan Case-Based Learning Berbasis Outcome-Based Education Melalui Asesmen Proyek dalam Pembelajaran Pendidikan Pancasila pada Mahasiswa Fakultas Ilmu Pendidikan Apit Dulyapit; Dessy Norma Juita; Septiyani Endang Yunitasari; Linda Ika Mayasari
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 2 No. 3 (2026): Agustus: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v2i3.321

Abstract

Education courses in higher education are still largely delivered through conventional, lecturer-centred instruction, so graduate learning outcomes related to civic disposition, critical thinking, and social sensitivity remain underdeveloped. Meanwhile, the Outcome-Based Education (OBE) policy requires the learning process to be directed toward demonstrable student outcomes evidenced through authentic assessment. This article aims to examine the design of implementing Case-Based Learning (CBL) grounded in OBE through project assessment in Pancasila Education courses for students of the Faculty of Education. The study was conducted through library research using a descriptive-qualitative approach, reviewing more than twenty-five scholarly sources published within the last five years on CBL, OBE, project assessment, and Pancasila Education. The findings indicate that integrating CBL within the Outcome-Based Curriculum, Outcome-Based Learning and Teaching, and Outcome-Based Assessment and Evaluation framework enables students to analyse actual national-life cases, formulate solutions grounded in Pancasila values, and demonstrate these through project products evaluated with authentic rubrics. This model has the potential to increase active engagement, critical thinking, and internalisation of Pancasila values compared with conventional lecture-based instruction. The article recommends developing a valid and reliable project-assessment rubric and training lecturers to design contextual learning cases as follow-up steps.
Analisis Pengaruh Pembelajaran Pendidikan Agama dan Budaya Sekolah Terhadap Penguatan Karakter Siswa Sekolah Dasar Apit Dulyapit; Laely Farokhah; Dessy Norma Juita; Venna Puspita Sari
Madrasah: Jurnal Pendidikan Madrasah Vol. 3, No. 1 : Madrasah (January –June 2026)
Publisher : PT. Global Pustaka Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/mad.v3i1.312

Abstract

This study aims to analyze the influence of Islamic Religious Education (PAI) learning and school culture on strengthening the character of elementary school students. The background of this research is the gap that is still found between religious material taught in class and students’ daily behavior, so that character strengthening requires synergy between PAI learning and habituation built through school culture. This research uses a qualitative approach with a library research method, namely collecting, examining, and analyzing relevant scientific sources such as journal articles, books, and previous research results. The results of the study show that PAI learning, which emphasizes the cognitive, affective, and psychomotor aspects of religiosity, makes a significant contribution to instilling religious character values such as honesty, responsibility, and social care. School culture, reflected in habits, exemplary behavior, rules, and the social climate of the school environment, acts as a reinforcement of the values taught in PAI. The interaction between these two factors produces a stronger effect than when each operates independently. This study recommends the importance of synchronizing the PAI curriculum with character-building programs in elementary schools in an integrated and sustainable manner.
Peningkatan Kompetensi Pedagogik Guru Kelompok Bermain melalui Pendampingan Pembelajaran Anak Usia Dini untuk Kesiapan Masuk Sekolah Dasar Maisa Hurul Aeni; Shafira Rizka Amani; Yora Harlistyarintica; Dessy Norma Juita; Wily Wandari; Venna Puspita Sari; Laely Farokhah
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 4 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i4.5520

Abstract

Kualitas pembelajaran pada jenjang anak usia dini berperan penting dalam memfasilitasi masa transisi anak menuju sekolah dasar secara menyenangkan tanpa tekanan akademik berlebih. Program pengabdian kepada masyarakat ini bertujuan mendampingi guru Kelompok Bermain (KB) dalam meningkatkan pemahaman pedagogik terkait pembelajaran transisi PAUD-SD melalui pemanfaatan modul pendampingan dan lembar kerja aktivitas interaktif. Metode pelaksanaan menggunakan pendekatan pendampingan berbasis praktik (mentoring) melalui lima tahapan: pemetaan awal kebutuhan, pembekalan konsep pedagogi transisi, lokakarya penyusunan rencana ajar harian, pendampingan simulasi mengajar di kelas, serta evaluasi program. Hasil evaluasi menunjukkan adanya peningkatan rerata pemahaman pedagogik guru mitra dari 50,0% pada pre-test menjadi 91,7% pada post-test. Guru mulai beralih dari praktik latihan calistung yang monoton ke arah aktivitas bermain bermakna (Play-Based Learning), mampu merancang modul ajar sederhana berbasis kemampuan fondasi, serta mulai menerapkan pencatatan perkembangan anak melalui dokumentasi portofolio karya. Program pendampingan lanjutan direkomendasikan untuk menjangkau pendidik di kelas awal sekolah dasar agar penyelarasan proses transisi dapat terpantau secara berkesinambungan.
Penguatan Pemahaman Guru Sekolah Dasar tentang Children’s Storybooks melalui Integrasi Let’s Read, Wordless Picture Book, dan Artificial Intelligence Nina Nurhasanah Nurhasanah; Mira Amelia Amri; Laely Farokhah; Venna Puspita Sari; Dessy Norma Juita; Clarisa Tazkia Rakhma; Fariha Nidaul Hasanati
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 7 No. 3 (2026): Article In Progress
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v7i3.9497

Abstract

Keterbatasan variasi bahan ajar mendorong perlunya penguatan pemahaman guru dalam mengakses, memilih, dan memanfaatkan bahan ajar yang kontekstual, visual, dan sesuai dengan karakteristik peserta didik sekolah dasar. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat pemahaman guru SDN Margahayu V dan SDN Margahayu XVIII Kota Bekasi mengenai pemanfaatan Children’s Storybooks melalui integrasi Let’s Read, Wordless Picture Book, dan Artificial Intelligence. Kegiatan dilaksanakan melalui identifikasi kebutuhan, Pre-Test, penyampaian konsep, demonstrasi, praktik terbimbing, Post-Test, dan refleksi. Sebanyak 25 guru dan kepala sekolah mengikuti kegiatan, sedangkan analisis perubahan pengetahuan dilakukan terhadap 21 peserta yang memiliki pasangan data Pre-Test dan Post-Test lengkap. Data dianalisis menggunakan statistik deskriptif, normalized gain, uji Shapiro–Wilk, dan Wilcoxon signed-rank test. Hasil menunjukkan bahwa rata-rata skor meningkat dari 93,33 menjadi 99,05 dan median meningkat dari 90 menjadi 100. Sebanyak 19 dari 21 peserta memperoleh skor 100 pada Post-Test dan seluruh peserta analitik mencapai skor minimal 90. Peningkatan paling menonjol terjadi pada pemahaman mengenai wordless picture book, dari 42,9% menjadi 100%. Nilai normalized gain sebesar 0,86 menunjukkan peningkatan kategori tinggi, sedangkan Wilcoxon signed-rank test menunjukkan perbedaan yang signifikan antara skor sebelum dan sesudah pelatihan (W = 6,50; p = 0,003; n = 21). Temuan menunjukkan bahwa kegiatan efektif memperkuat pengetahuan konseptual peserta, khususnya terhadap bahan ajar visual tanpa teks. Praktik penggunaan Let’s Read dan pengembangan cerita berbantuan AI telah memberikan pengalaman awal, tetapi peningkatan keterampilan produksi dan implementasi kelas belum dapat disimpulkan tanpa penilaian produk dan observasi lanjutan.
Development and Preliminary Evaluation of a Bilingual Interactive Citizenship Education Concept Module for Pre-Service Primary Teachers Venna Puspita Sari; Nina Nurhasanah; Laely Farokhah; Wily Wandari; Dessy Norma Juita; Maisa Hurul Aeni
Journal of Social and Scientific Education Vol. 3 No. 3 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i3.998

Abstract

Bilingual resources that integrate national civic content with global citizenship perspectives are essential in pre-service primary teacher education. This study developed and conducted a preliminary evaluation of an Indonesian–English interactive module for the Citizenship Education Concept course. The development process followed the Dick and Carey model, encompassing learner and context analysis, formulation of performance-based objectives, instructional strategy and material development, and formative evaluation. An initial questionnaire administered to 37 students assessed their perceptions of the quality of existing instructional media and their self-reported learner autonomy. After implementation, a post-use survey completed by the same cohort, consisting of 30 closed-ended statements and four open-ended questions, evaluated technical usability, content quality, bilingual presentation, interactive learning, and visual design. As the instruments measured distinct constructs and employed different response scales, data were analyzed separately using descriptive statistics, and written responses were summarised thematically. The initial assessment produced 86.42% of the maximum possible score for the perceived quality of existing instructional media and 77,97% for learner autonomy. The post-use evaluation yielded an overall score of 90,99%, with consistently high ratings for bilingual presentation (91,57%), content quality (91,49%), technical usability (91,35%), interactive learning (90,18%), and visual design (90,16%). Students highlighted the value of navigation, videos, quizzes, visual layout, and the bilingual format, while also identifying areas for technical and pedagogical improvement. The module was deemed relevant to user needs and highly feasible for pre-service primary teacher education. These findings offer preliminary formative evidence of perceived feasibility and provide a foundation for future outcome evaluation.
Co-Authors Apit Dulyapit Clarisa Tazkia Rakhma Fariha Nidaul Hasanati Laely Farokhah Linda Ika Mayasari Maisa Hurul Aeni Mira Amelia Amri Muhammad Zulfadhli, Muhammad Nina Nurhasanah Nurhasanah Nina Nurhasanah, Nina Septiyani Endang Yunitasari Shafira Rizka Amani Venna Puspita Sari Wily Wandari Yora Harlistyarintica