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All Journal Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Psychology and Instructions Jurnal Ilmiah Sekolah Dasar Jurnal Inovasi Pendidikan dan Sains
Ana Fitrotun Nisa
Universitas Sarjanawiyata Tamansiswa, Daerah Istimewa Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Integrating Steam into Tri-N Based Science Learning Devices to Improve Elementary Student’s Creative Dimension Agung Ardhianto; Ana Fitrotun Nisa; Banun Havifah Cahyo Khosiyono
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 10 No. 1 (2026): March
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v10i1.100704

Abstract

This research is motivated by the need for innovative learning tools that can enhance the creative dimension of elementary school students. The focus of the research is to develop, test the feasibility, and test the effectiveness of Tri-N-based learning tools integrated with the STEAM approach. The research uses the ADDIE development model with data collection techniques through interviews, observations, and questionnaires. Analysis was conducted qualitatively to describe the development process and quantitatively to test the feasibility and effectiveness of the tools. The results showed that the learning tools in the form of teaching modules, student worksheets, and assessment sheets for the science subject were classified as very feasible, with an average validation score of 3.55 (88.83%). Teacher and student responses also showed a very feasible category. The effectiveness test showed a significant increase in students' creative dimension, with an N-Gain Score in the high category (0.74-0.76), and a t-test showed a significant difference between pre- and post-use scores. In conclusion, Tri-N-based learning tools integrated with STEAM are proven effective in enhancing elementary school students' creativity. These findings underscore the importance of developing innovative tools grounded in a multidisciplinary approach to support 21st-century learning.
Implementation of Project-Based Learning Model in Lisadanur Program to Improve Elementary School Students' Literacy and Numeracy Siti Toifatun Khasanah; Ana Fitrotun Nisa; Akbar Al Masjid; Sukiyanto Sukiyanto; Heri Maria Zulfiati
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 6 No 3 (2025): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v6i3.2754

Abstract

This study aims to analyze the effectiveness of project-based learning implementation through the Lisadanur program in improving elementary school students' literacy and numeracy skills. The study used a quantitative approach with a descriptive-comparative design on student learning outcomes before and after the program implementation. The subjects were elementary school students involved in contextual project-based learning activities that integrated reading, writing, data processing, and numerical problem solving. Data were collected through literacy and numeracy tests and documentation of learning outcomes, then analyzed using descriptive statistical techniques to compare changes in score achievement. The results showed a significant increase in both aspects, namely literacy increased from an average score of 55 to 88.89 and numeracy from 35 to 77.78. These findings indicate that project-based learning can increase student engagement, conceptual understanding, and the ability to apply knowledge in real contexts. In addition, collaborative interactions and the role of teachers as facilitators also support the creation of a meaningful learning environment. Thus, the implementation of the project-based learning model in school programs can be a strategic alternative to strengthen literacy and numeracy competencies in elementary education and support the development of sustainable innovative learning practices
Implementation of Inclusive Curriculum in Realizing Child-Friendly Education Fety Dian Andriyani; Banun Hafifah C.K.; Ana Fitrotun Nisa; Akbar Al Masjid; Berliana Heru Cahayani
Journal of Psychology and Instruction Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v9i3.103156

Abstract

This study aims to analyze the implementation of inclusive curriculum management at SD INTIS School Yogyakarta as an effort to realize child-friendly education. This research uses a qualitative descriptive approach with data collection methods through observation, interviews, and documentation. The results show that SD INTIS School Yogyakarta applies an inclusive curriculum model that includes curriculum duplication and modification to accommodate the diversity of student needs. The school also provides services and facilities that support the optimal development of all students. Despite facing challenges related to resources, teacher readiness, and adaptation of learning materials, SD INTIS School Yogyakarta continues to strive to develop an effective and efficient inclusive curriculum management model. The findings of this research are expected to contribute to the development of a comprehensive inclusive curriculum management model and serve as a reference for other schools.
Strengthening the Profile of Pancasila Students in the Dimension of Global Diversity Through a CRT Approach Based on Bekakak Sculpture Art Tiza Ariesta Saputri; Chairul Kusuma Anjani; Rima Devita Sari; Insanul Qisti Barriyah; Heri Maria Zulfiati; Ana Fitrotun Nisa
Jurnal Ilmiah Sekolah Dasar Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i3.97910

Abstract

Contemporary education needs to position Culturally Responsive Teaching (CRT) as a central approach for strengthening the global diversity dimension of the Pancasila Student Profile, particularly through the integration of local cultural arts such as traditional sculpture. However, classroom practices still do not fully reflect these principles. This study aims to explore how CRT, when combined with art-based activities, can foster students’ tolerance, empathy, and appreciation for diverse cultural perspectives. This research employs a qualitative descriptive approach with a case-study design involving a group of early-grade elementary students. Data were gathered through participatory observations, in-depth interviews, student reflective journals, and documentation of their artwork. The analysis process followed the stages proposed by Miles and Huberman, including data reduction, data display, and verification of emerging findings. The results indicate that most students were actively engaged throughout the learning process, developed a deeper understanding of cultural diversity, and demonstrated more inclusive collaborative behaviors. The use of traditional sculpture as a learning medium supported students in connecting local cultural values with universal principles such as respect, empathy, and cooperation. The study concludes that implementing CRT through culturally meaningful art activities is effective in enhancing students’ awareness of global diversity. These findings highlight the importance of integrating local cultural arts as a pedagogical strategy to strengthen students’ character formation and global competencies.  
Co-Authors Agung Ardhianto Akbar Al Masjid Akbar Al Masjid Banun Hafifah C.K. Banun Havifah Cahyo Khosiyono Berliana Heru Cahayani Chairul Kusuma Anjani Fety Dian Andriyani Heri Maria Zulfiati Heri Maria Zulfiati Insanul Qisti Barriyah Rima Devita Sari Siti Toifatun Khasanah Sukiyanto Sukiyanto Tiza Ariesta Saputri