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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Journal of Educational Research and Evaluation
Iin Purnamasari
Universitas PGRI Semarang, Semarang, Indonesia
Humanities Education Public Health Social Sciences Other

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The effect of emotional intelligence and communication skills on critical reasoning dimensions in realizing the profile of Pancasila students Anggrarina; Dini Rakhmawati; Iin Purnamasari
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 2 (2025): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v14i2.p122-133

Abstract

This study aims to test and analyze (1) the effect of emotional intelligence on critical reasoning dimensions, (2) the effect of communication skills on critical reasoning dimensions, and (3) the effect of emotional intelligence and communication skills simultaneously on critical reasoning dimensions. The population and sample consisted of/involved 31 people. The instrument tests used were validity and reliability tests. The classical assumption test used the normality, linearity, multicollinearity, and heteroscedasticity tests. Data analysis uses multiple linear regression tests, F tests (ANOVA), and t-tests. Based on the research results, it can be concluded that (1) Emotional intelligence positively and significantly influences the critical reasoning dimension. It is based on the results of a positive t-test, proven by the calculated t1 result of 21.393> t table 2.0423, (2) Communication skills have a positive and significant effect on the critical reasoning dimension. This is based on a positive t-test, proven by the calculated t2 result of 6.840> t table 2.0423, (3) The effect of emotional intelligence and communication skills simultaneously positively and significantly affects the critical reasoning dimension. This is based on the results of a positive F-test, proven by the calculated F value> F table (369.315> 3.34)
Implementation of edupreneurship in preparing graduate competency achievements in elementary schools: A case study at SDN Cepokokuning Batang Erma Yulaikah; Iin Purnamasari; Arri Handayani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 2 (2025): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v14i2.p192-209

Abstract

This study aims to test and analyze: (1) Implementation of edupreneurship at SDN Cepokokuning Batang, (2) Achievement of graduate competencies, (3) Implementation of edupreneurship in preparing graduate competency achievements at SDN Cepokokuning. The research used a qualitative approach and a case study approach. The research subjects were grade VI students of SDN Cepokokuning, with 46 children. Data collection techniques from several research subjects were used, such as interviews, observations, and documentation studies. Qualitative data analysis was conducted interactively with the stages of (a) Data Reduction, (b) Data Display, and (c) Conclusion Drawing/ Verification. Based on the research results, the following conclusions can be drawn: (1) The implementation of edupreneurship at SDN Cepokokuning Batang involves the integration of entrepreneurial concepts in the learning process to equip students with practical skills and innovative mindsets through several implementation methods (a) project-based learning, (b) teaching factory, (c) collaboration with the business world, (d) development of business centers, (d) character education; (2) Graduate Competency Achievements (CKL) at SDN Cepokokuning Batang aim to provide a strong foundation in terms of attitude, knowledge, skills and character. Several general competency achievements for graduates of SDN Cepokokuning Batang: (a) attitude and character, (b) basic knowledge, (c) life skills, (d) independence; (3) The implementation of edupreneurship at SDN Cepokokuning Batang can help prepare graduate competency achievements by teaching creative, innovative, and entrepreneurial thinking skills from an early age. Several implementation methods can support the achievement of elementary school graduate competencies: (a) creative business-based projects, (b) learning from the surrounding environment, (c) collaboration in teams, (d) integration of subjects, (e) development of character and profile of Pancasila students.
Pengembangan Modul Ajar Berbasis Proyek dengan Pendekatan Culturally Responsive Teaching Topik Ekosistem untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas 5 Sekolah Dasar Endra Sattrahing Jaya Kusuma; Joko Siswanto; Iin Purnamasari
Journal of Education Reseach and Evaluation Vol 9 No 4 (2025): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i4.102806

Abstract

Science instruction in schools remains largely theoretical and teacher-centered, resulting in limited student engagement in higher-order thinking processes. Existing instructional modules often provide insufficient opportunities for students to engage in exploration, experimentation, or contextual projects connected to their real-life experiences. This study aims to develop a project-based learning module incorporating a Culturally Responsive Teaching (CRT) approach on the topic of ecosystems to enhance the critical thinking skills of fifth-grade elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model. Validation was conducted by two experts and two practitioners, followed by a small-group trial involving 20 students. Data were collected through observations, tests, interviews, and questionnaires, with data collection instruments consisting of questionnaire sheets. Data analysis was conducted using inferential statistics. The results indicate that the developed module is effective in increasing student engagement and critical thinking skills. Field trial findings show that students became more active in discussions, questioning, and analyzing environmental issues in their surroundings. The module was found to be valid, practical, and effective in improving students’ critical thinking skills. The implications of this study suggest that instructional innovations integrating local cultural contexts into project-based activities can serve as an effective strategy to strengthen science learning in schools. This module not only enriches students’ learning experiences but also provides new directions for teachers in designing more contextual, collaborative, and real-life–relevant instruction.
Co-Authors Anggrarina Arri Handayani Dini Rakhmawati Endra Sattrahing Jaya Kusuma Erma Yulaikah Joko Siswanto