Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Business, Social and Technology Eduvest - Journal of Universal Studies
Devi Ariyuni Yonanda
Universitas Majalengka
Aerospace Engineering Computer Science & IT Economics, Econometrics & Finance Health Professions Industrial & Manufacturing Engineering Neuroscience Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development of Social Studies E-Module Based on Culturally Responsive Teaching Containing Local Wisdom Ngalaksa Baliung: A Study Of Validity, Practicality, and Effectiveness in Improving The Collaboration Ability of Elementary School Students Uu Ubadulloh; Eka Nurhidayat; Yuyun Dwi Haryanti; Devi Ariyuni Yonanda
Eduvest - Journal of Universal Studies Vol. 6 No. 7 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i7.52983

Abstract

This research aimed to develop a Social Studies e-module based on Culturally Responsive Teaching incorporating the local wisdom of Ngalaksa Baliung to improve elementary school students’ collaboration skills. The study employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The research subjects consisted of subject matter experts, media experts, teachers, and elementary school students. Data were collected through validation questionnaires, practicality questionnaires, collaboration skill tests, and observations. Data analysis techniques included Aiken’s V, Cronbach’s alpha, and the N-gain index. The results showed that the developed e-module had a high level of validity in terms of content, construct, and instructional design. The product also demonstrated a high level of practicality based on teacher and student responses and was effective in improving students’ collaboration skills, with improvements in the medium to high category. The integration of local wisdom values and culture-based learning approaches was proven to enhance students’ social engagement and interaction. This study contributes to the development of culturally based digital teaching materials that support the implementation of deep learning within the Independent Curriculum and strengthen elementary students’ collaborative character.
Effectiveness of the OPAK Flow Academic Supervision Model (Observation Training Action Collaboration) Based on Microsite in Improving Elementary School Teachers' Pedagogical Competence Dede Rina Andriani; Lalan Soeherlan; Eka Nurhidayat; Devi Ariyuni Yonanda
Journal of Business, Social and Technology Vol. 7 No. 3 (2026): Journal of Business, Social and Technology
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jbt.v7i3.617

Abstract

Background: Improving primary education quality depends on teachers’ pedagogical competence, yet conventional academic supervision often fails to produce meaningful changes in classroom practice. Objective: This study examined the effectiveness of the Microsite-based OPAK Flow Academic Supervision Model (Observation, Training, Action, Collaboration) in improving elementary school teachers’ pedagogical competence. Methods: A quasi-experimental nonequivalent control group design was used. Sixty teachers were assigned to an experimental group (n = 30) receiving the OPAK-Microsite intervention or to a control group (n = 30) receiving conventional supervision. Data were analyzed using a paired t-test, an independent-samples t-test, and N-gain scores. Results: The experimental group showed significant improvement (pretest: M = 68.55, SD = 7.21; posttest: M = 85.92, SD= 5.88; t = 14.78, p < 0.001; Cohen’s d = 2.49). The control group showed minimal gains (pretest: M = 67.83; posttest: M= 73.40). Between-group comparison confirmed the superiority of the experimental group (t(58) = 8.34, p < 0.001). Conclusion: The OPAK-Microsite model significantly improves teachers’ pedagogical competence compared to conventional supervision and is recommended for broader implementation.
Co-Authors Dede Rina Andriani Eka Nurhidayat Haryanti, Yuyun Dwi Lalan Soeherlan Uu Ubadulloh