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All Journal Journal of Education Technology Jurnal Ilmiah Sekolah Dasar Jurnal Pedagogi dan Pembelajaran Indonesian Journal of Instruction
I Gusti Agung Ayu Wulandari
Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Computer Science & IT Education Social Sciences Other

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Technology-Enhanced Role-Playing in Experiential Historical Learning: Fostering Elementary Students’ Nationalism Attitudes Made Ayu Cantika Velicia Dewi; I Gusti Agung Ayu Wulandari; A. A. Ayu Dewi Sutyaningsih
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.113226

Abstract

Nationalism is an essential character value that should be developed from elementary school because it relates to identity, love for the country, historical awareness, and social responsibility. However, historical learning in IPAS is often dominated by teacher-centered methods, limiting participation, empathy, and value internalization. This study aimed to analyze the effect of technology-enhanced role-playing in experiential historical learning on students’ nationalism attitudes in the Rengasdengklok Event. A quantitative approach was employed using a quasi-experimental design with a non-equivalent control group. The sample consisted of 60 sixth-grade students in Cluster III, North Kuta District, Bali, divided into 31 students in the experimental group and 29 students in the control group. Data were collected using a nationalism attitude observation sheet containing 20 dichotomous Yes/No items covering love for the country, willingness to sacrifice, unity, responsibility, and pride. Data were analyzed using descriptive statistics, prerequisite tests, and an independent-samples t-test. The results showed that the experimental group obtained significantly higher nationalism attitude scores than the control group. Technology-enhanced role-playing enabled students to understand historical contexts through digital stimuli, portray figures, collaborate, and reflect on struggle values. These findings confirm its effectiveness as an interactive learning strategy for strengthening students’ nationalism attitudes.
Social Attitudes in Fourth Grade Students: The Role of Augmented Reality (AR)-Assisted Bamboo Dance Cooperative Learning I Komang Sukma Adi Winata; I Gusti Agung Ayu Wulandari; Ni Luh Putu Agetania
Jurnal Pedagogi dan Pembelajaran Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v8i2.96492

Abstract

The rapid development of the modern era has influenced elementary school students’ interaction patterns, which tend to show indifference toward their surroundings. This condition may hinder the formation of essential social attitudes needed for their development in society. This study aims to critically examine the effect of the Cooperative Learning Model of the Bamboo Dance Type assisted by Augmented Reality (AR) media in enhancing students’ social attitudes. Employing a quasi-experimental design with a non-equivalent control group post-test only, the research involved 163 fourth-grade students selected through cluster random sampling from five elementary schools. Social attitude data were collected using a non-test instrument in the form of an observation rubric designed to capture students’ ability to interact, collaborate, and demonstrate tolerance during the learning process. Data were analyzed using the t-test at a 0.05 significance level. The results indicated that the t-value of 2.0416 exceeded the t-table value of 1.688, suggesting a positive and significant effect of the Cooperative Learning Model of the Bamboo Dance Type assisted by AR on students’ social attitudes. The findings highlight that integrating cooperative learning with AR technology fosters an active, collaborative, and tolerant learning environment, effectively promoting students’ understanding and internalization of social values. This study implies that such an innovative learning model provides a relevant strategy to support 21st-century educational needs.
Enhancing Project-Based Learning through Digital E-Modules in Elementary Schools Yuyun Dwi Haryanti Haryanti; I Gusti Agung Ayu Wulandari; Ni Ketut Desia Tristiantari; Ani Rosidah; Devi Afriyuni Yonanda; Minnatul Maula
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.93786

Abstract

The development of technology in the world of education requires innovation in learning, one of which is the use of project-based digital teaching modules in elementary schools. Project-based learning, commonly called Project-Based Learning, has been shown to improve students' critical thinking skills, creativity, and collaboration. However, the implementation of project-based learning still faces obstacles, such as limited digital learning resources that suit the needs of teachers and student learning characteristics. This research aims to identify the need for the development of project-based digital teaching modules that can increase student engagement and understanding in the learning process. This research is qualitative descriptive with a needs analysis approach. Data collection through interviews, observations, and questionnaires to teachers and students in elementary schools involved 100 participants. Data analysis techniques through the process of data collection, data reduction, data presentation, conclusion drawn, and verification. The results of the study show that teachers need digital teaching modules that are interactive, easy to use, and support students' critical and collaborative thinking skills. Students are more motivated when using digital-based learning media that is challenging and engaging. The conclusion of this study emphasizes that the development of project-based digital teaching modules must pay attention to the needs of teachers and students, and be supported by adequate facilities and infrastructure in schools. These findings are the basis for the development of project-based digital teaching modules that are relevant to 21st century learning needs.
The Impact of the Make a Match Type Cooperative Learning Model E-Module on Fostering Students’ Love for the Homeland Kadek Dhina Riani Putri; I Gusti Agung Ayu Wulandari; Ni Luh Putu Agetania
Indonesian Journal of Instruction Vol. 6 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i2.91270

Abstract

Students' limited knowledge about Indonesia leads to a lack of patriotism. This issue is exacerbated by the lack of innovative teaching methods that promote active and engaging learning. In response, a study was conducted to assess the impact of the Make a Match type Cooperative learning model, supported by e-modules, on fostering patriotism in the Pancasila Education subject. The study used a quantitative approach with a quasi-experimental design, specifically a non-equivalent post-test only control group design. The population included all fifth-grade students from SD, totaling 135 students. A cluster random sampling technique was applied, resulting in a sample of 40 students 20 from SD as the experimental group and 20 from SD as the control group. Data on patriotism attitudes were collected through a non-test method using a questionnaire, which was then analyzed using inferential statistics (independent sample t-test). The analysis revealed a significant effect of the Make a Match type Cooperative learning model with e-modules on improving the students' patriotism in Pancasila Education. The conclusion is that this model enhances students' love for the homeland. The implication of this study is that the Make a Match type Cooperative learning model, supported by e-modules, can be an effective reference for creating enjoyable learning experiences that focus not only on academic achievement but also on character development.
Co-Authors A. A. Ayu Dewi Sutyaningsih Anak Agung Gede Agung Ani Rosidah Devi Afriyuni Yonanda I Komang Mas Haldi Surya Cahyana I Komang Sukma Adi Winata Kadek Dhina Riani Putri Made Ayu Cantika Velicia Dewi Minnatul Maula Ni Ketut Desia Tristiantari Ni Luh Putu Agetania Yuyun Dwi Haryanti Haryanti