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All Journal JGK (Jurnal Guru Kita) Prosiding Konferensi Ilmiah Dasar
Riana Irawati
Universitas Pendidikan Indonesia Kampus Sumedang
Arts Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Efektivitas Penggunaan Media PAHITA terhadap Pemahaman Konsep Materi Piktogram Kelas V Sekolah Dasar Nita Kamelia; Riana Irawati; Maulana Maulana
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.74561

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Papan Hitung Matematika (PAHITA) berbasis Problem-Based Learning terhadap pemahaman konsep materi penyajian data piktogram pada peserta didik kelas V sekolah dasar. Penelitian menggunakan metode kuantitatif dengan desain kuasi eksperimen tipe nonequivalent control group design yang melibatkan kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes awal (pre-test) dan tes akhir (post-test), kemudian dianalisis menggunakan uji Mann–Whitney dan analisis N-Gain. Hasil penelitian menunjukkan bahwa rata-rata nilai post-test kelas eksperimen sebesar 0,275 > 0,05, lebih rendah dibandingkan kelas kontrol sebesar 0,048 < 0,05. Rata-rata indeks N-Gain kelas eksperimen sebesar Sig. 0,110, sedangkan kelas kontrol sebesar Sig. 0,182. Hasil uji Mann–Whitney menunjukkan terdapat perbedaan peningkatan pemahaman konsep yang signifikan antara kedua kelompok (Sig. = 0,000 < 0,05). Temuan ini menunjukkan bahwa media PAHITA berbasis Problem-Based Learning efektif dalam meningkatkan pemahaman konsep materi piktogram pada peserta didik sekolah dasar.
Pendampingan keberlanjutan kompetensi digital guru sebagai upaya meningkatkan kualitas pembelajaran di sekolah dasar Nurdinah Hanifah; Dadan Djuanda; Riana Irawati
Prosiding Konferensi Ilmiah Dasar Vol 7 (2026): Pendekatan Deep Learning dan Pemanfaatan Artificial Intelligence dalam Pendidikan Dasa
Publisher : Universitas PGRI Madiun

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Abstract

Elementary school teachers' digital competence often improves rapidly immediately after training, but tends to decline in sustainability once ongoing mentoring is no longer provided. This community service activity aims to accompany elementary school teachers so that their digital competence can be applied consistently and independently in daily instruction, and to evaluate its relationship with the perceived quality of learning. The activity was carried out through socialization, digital competence reinforcement training, classroom implementation mentoring, and a sustainability evaluation using a questionnaire administered to 22 partner elementary school teachers. The evaluation questionnaire consisted of 27 statements grouped into four dimensions: implementation autonomy, sustainability of impact, planning and management of digital learning, and quality of learning outcomes. The evaluation results show that all four dimensions fall within the moderate-to-high category, with mean scores of 2.96 for autonomy, 3.13 for sustainability of impact, 3.30 for planning and management, and 3.10 for learning outcome quality (on a 1-5 scale). Correlation analysis revealed a strong and significant positive relationship between the overall sustainability of teachers' digital competence and the quality of learning (r = 0.81; p 0.001), indicating that the more sustainable and autonomous teachers' application of digital competence, the higher the perceived quality of classroom learning. Technical autonomy aspects, such as resolving technical obstacles independently and developing media variations on one's own initiative, were identified as areas still requiring further mentoring. This activity recommends a sustainable post-training mentoring model as a strategy to strengthen the quality of elementary school learning, in line with the spirit of deep learning and the use of technology, including artificial intelligence, to support quality education.
Co-Authors Dadan Djuanda, Dadan Maulana Maulana Nita Kamelia Nurdinah Hanifah