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All Journal Jurnal Bidang Pendidikan Dasar Literasi: Jurnal Pendidikan Guru Indonesia The Eastasouth Journal of Learning and Educations
Dyah Lyesmaya
Nusa Putra University
Education Other

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Effectiveness of the AR-based EASI (exposure analogy social action impact writing) learning model on conceptual understanding of human motion systems in elementary schools Dyah Lyesmaya; Hillman Arif; Entit Puspita; Ayi Abdurahman; Imam Robandi
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

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Abstract

Teaching abstract science concepts like the human motion system remains challenging in elementary schools. This study compared four learning models to improve students’ conceptual understanding: AR-integrated EASI, EASI without AR, AR-only, and conventional lecture–discussion. Using a quasi-experimental design, 120 sixth-graders from four Indonesian elementary schools were tested using SOLO Taxonomy-based instruments. Data were analyzed via ANOVA and Tukey HSD tests. Results showed significant differences among groups (p = 0.000). The EASI+AR model yielded the highest improvement (N-Gain = 0.7287) and significantly outperformed AR-only and conventional models. AR alone did not significantly enhance understanding. In conclusion, technology integration requires a solid pedagogical framework like EASI to effectively boost conceptual understanding. Practically, these findings imply that educators and curriculum developers must prioritize pedagogically-driven technology rather than standalone digital tools to optimize elementary science learning.
The role of teachers in the development of verbal communication in elementary school students Muhammad Rayyan Arief Syah; Dyah Lyesmaya; Utomo; Annisa Dzahira Shofa
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

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This study evaluates students' verbal communication skills, identifying the efforts and roles of teachers at SDN Cijambe Tengah. Using a qualitative case study, data were collected through observation, semi-structured interviews, and documentation involving 6 teachers and 36 students selected purposively. Data were analyzed using the Interactive Analysis Model. Findings indicate that students' verbal communication skills vary widely, reflecting diverse family socioeconomic backgrounds. Teachers stimulate these skills through emotional approaches, storytelling, small group discussions, and equitable support to eliminate the dominance of active students. In conclusion, findings indicate that teachers fulfill important roles as facilitators, motivators, counselors, and humanistic role models. Their efforts demonstrate the potential to transform communication anxiety into self-confidence, while aligning language development with the formation of students' moral character both at school and at home.
The Creative Thinking Process of Elementary School Students in Solving Mathematics Story Problems Reviewed from Learning Styles Ai Mulyani; Entit Puspita; Dyah Lyesmaya
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v4i01.1087

Abstract

Current elementary school mathematics instruction tends to be procedural and homogenous, thus under-facilitating diverse learning styles and impacting students' low mathematical creative thinking skills in solving word problems. This study aims to in-depth describe elementary school students' creative thinking processes in solving math word problems, considering their visual, auditory, and kinesthetic learning styles. Using a qualitative approach with a phenomenological design, this study involved sixth-grade students at Pamuruyan 9 Elementary School, Sukabumi Regency. The sample was selected using a snowball sampling technique based on a learning style questionnaire, resulting in six students representing the three dominant learning modalities. Data analysis applied Moustakas' phenomenological model (epoche, horizontalizing, categorization, textual-structural description, and conclusion drawing). The results showed that elaboration was the most dominant indicator across all subjects, while fluency and flexibility showed the greatest variation across learning style groups. The novelty of this study lies in its comprehensive mechanistic mapping of the navigation of creative components based on learning modalities at the elementary school level. The implication emphasizes the importance of implementing differentiated learning based on learning styles to optimize students' potential and mathematical creative thinking abilities.
Pedagogical Competency Analysis in the Application of the E-A-S-I (Exposure - Analogy - Social Action - Impact Writing) Learning Model Based on Basic Literacy Nenden Hendarsih; Dyah Lyesmaya; Ayi Abdurahman
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v4i01.1088

Abstract

This study aims to evaluate and analyze teachers' pedagogical competence in implementing the E-A-S-I (Exposure, Analogy, Social Action, Impact Writing) learning model based on basic literacy at SDN Cipanengah, Sukabumi City. A qualitative approach with a case study design was used, involving five teachers from grades III to VI as participants. Data collection techniques included in-depth interviews, non-participant classroom observations, and document analysis of lesson plans and student artifacts. The findings indicate that although teachers successfully conceptualized and designed structured lesson plans that align with the student-centered approach, they faced substantial tactical obstacles during actual classroom practice. The main obstacles were identified at the Analogy and Impact Writing stages due to the deeply rooted teacher-centered paradigm and students' low critical reading and writing skills. Furthermore, spatial constraints and excessively large class sizes limited physical mobility during the Social Action stage. This study recommends a shift in teacher professional development from technical-procedural workshops to ongoing reflective mentoring and internal professional learning communities (Learning Studies) to foster strong teacher agency.
Using IFP To Improve Reading And Writing Skills In Lower Grades Muhammad Fikri Nurzaman; Dyah Lyesmaya; Utomo
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3420

Abstract

This study aims to evaluate the effectiveness of integrating an Interactive Flat Panel (IFP) with Wordwall interactive media to improve early reading and writing skills in lower elementary grades. Employing a quantitative approach with a quasi-experimental one-group pretest-posttest design, this research examined a total population of 22 first-grade students using exhaustive sampling. Data were gathered through structured cognitive written tests and observation sheets tracking student-multimedia interactions. Due to non-normally distributed data verified via the Shapiro-Wilk test, the quantitative data were analyzed using descriptive statistics, Normalized Gain (N-Gain), and the non-parametric Wilcoxon signed-rank test via SPSS software. The results showed a significant increase in literacy performance, where the mean score rose from 75.91 at pretest to 88.18 at posttest 1, supported by a Wilcoxon p-value of 0.000 and a moderate N-Gain score of 0.5455. Furthermore, a delayed posttest 2 revealed strong retention effect consistency, with scores stably increasing to 90.91 after a time interval. In conclusion, the structured integration of IFP and Wordwall effectively accelerates and sustains long-term foundational literacy skills among lower-grade students.
Co-Authors Ai Mulyani Annisa Dzahira Shofa Ayi Abdurahman Entit Puspita Hillman Arif Imam Robandi Muhammad Fikri Nurzaman Muhammad Rayyan Arief Syah Nenden Hendarsih Utomo