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All Journal Jurnal Pendidikan Indonesia Jurnal Ilmiah Pendidikan Profesi Guru UTAMAX : Journal of Ultimate Research and Trends in Education
Abdul Muktadir
Universitas Bengkulu, Bengkulu, Indonesia
Education

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The Integrated Deep Learning Literacy, Orientation, Collaboration, and Reflection (LOK-R) Learning Model on Elementary School Students' Social Studies Learning Outcomes Sovia Lorenza; Badeni; Endang Widi Winarni; Osa Juarsa; Abdul Muktadir
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.104171

Abstract

The low learning outcomes of students in social studies are the fundamental reason for the use of the Deep Learning integrated LOK-R model in elementary schools. This study aims to analyze the effect of the Deep Learning integrated LOK-R model on social studies learning outcomes. This type of research uses a quantitative method with a quasi-experimental design. The study population consisted of 300 elementary school students. The sample in this study was class VA as a control class with 25 students and VC as an experimental class with 21 students. The sample was selected using simple random sampling. Data collection techniques were observation, testing, and documentation. The collected data were analyzed using descriptive statistics and inferential statistics. The results of this study indicate that the Deep Learning-integrated LOK-R model affects social studies learning outcomes. The results of the hypothesis test indicate a significant difference in the average social studies learning outcomes between the control and experimental classes. Based on the study, the Deep Learning-integrated LOK-R model has a significant effect on the social studies learning outcomes of fifth-grade elementary school students. The study's implications indicate that a student-centered, deep-understanding-based approach can significantly improve the quality of the process and learning outcomes. The implementation of the LOK-R model, integrated with Deep Learning, encourages students not only to memorize facts but also to understand social concepts critically, analytically, and contextually.
Virtual Reality Integrated ew TPACK and PBL to Improve Critical Thinking Ability in Science Learning for Elementary School Wika Putriana; Endang Widi Winarni; Abdul Muktadir; Endina Putri Purwandari
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i2.107020

Abstract

The gap in science learning in elementary schools remains a problem that impacts students' low critical thinking skills and scientific literacy, mainly due to teachers' limitations in preparing interactive learning media integrated with innovative learning models. This study aims to develop interactive media with Virtual Reality (VR) based on TPACK-PBL in science learning to improve critical thinking skills and scientific literacy of sixth grade elementary school students. This study uses the Research and Development (R&D) method with the ADDIE development model. The research subjects consisted of 15 students in the trial class and 20 students in the effectiveness test class. Quantitative data were obtained through validation by material, language, and graphics experts, product trials, and effectiveness tests using pretests and posttests, while qualitative data were obtained through interviews, observations, and questionnaires of teacher and student responses. The results of the study indicate that interactive media with VR based on TPACK-PBL is effective in improving students' critical thinking skills and scientific literacy. VR scenarios in problem-based learning are able to stimulate students to observe, collect virtual data, analyze information, and draw conclusions. The implications of this research indicate that TPACK-PBL-based learning design with VR support can be an innovative alternative to improve teacher competence, strengthen understanding of science concepts, and encourage students' abilities to solve real-world problems critically and scientifically.
Development of QR Code Assisted Pop Up Book Based on Problem Based Learning (PBL) for Elementary School Mathematics Suci Rahmadhani; Neza Agusdianita; Abdul Muktadir
Utamax : Journal of Ultimate Research and Trends in Education Vol. 8 No. 2 (2026): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jy829947

Abstract

Mathematics learning at the elementary level, particularly in spatial geometry, still faces challenges in improving students’ conceptual understanding. These challenges are mainly related to students’ difficulties in visualizing three-dimensional objects and the limited variety of learning media used in classrooms. Previous studies have examined Pop Up Book media and QR Code–based learning separately; however, few have explored their integration within a structured Problem Based Learning (PBL) framework to enhance conceptual understanding, especially in geometry. This study aims to develop a QR Code–assisted Pop Up Book learning media based on the Problem Based Learning model for elementary mathematics learning. It employs a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The developed media was validated by three experts: a material expert, a media design expert, and a language expert. The implementation involved 55 fifth-grade elementary school students. Data were collected through observation, interviews, questionnaires, and learning outcome tests. The validation results showed Aiken’s V values ranging from 0.67 to 1.00, indicating high content validity. Students’ learning outcomes improved after using the media, as reflected in an N-Gain value of 0.79, categorized as high improvement. These findings demonstrate that integrating Pop Up Book visualization, QR Code–based digital resources, and the Problem Based Learning approach effectively enhances students’ conceptual understanding of spatial geometry, offering a more comprehensive and integrated instructional approach.
Co-Authors Badeni Endang Widi Winarni Endina Putri Purwandari Neza Agusdianita Osa Juarsa Sovia Lorenza Suci Rahmadhani Wika Putriana