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All Journal Mitra Mahajana: Jurnal Pengabdian Masyarakat Prima Abdika: Jurnal Pengabdian Masyarakat TOFEDU: The Future of Education Journal
Ida Ermiana
Universitas Mataram, Mataram, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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The Effects of the Jigsaw Type Cooperative Learning Model and Self-Efficacy on Elementary School Students’ Scientific Literacy Skills Adyati Nur Afifah; Darmiany; Ida Ermiana
The Future of Education Journal Vol 4 No 9 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1207

Abstract

Science education at the elementary school level plays a crucial role in establishing students’ foundations for critical thinking and problem-solving skills, particularly in the context of 21st-century learning. This study aimed to examine the effects of the Jigsaw-type Cooperative Learning model and self-efficacy on elementary school students’ scientific literacy skills. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design. The population consisted of all fourth-grade students at SDN 26 Mataram, with a purposive sampling technique applied. Research instruments included a self-efficacy questionnaire and a scientific literacy test. Data were analyzed using the Kolmogorov–Smirnov and Shapiro–Wilk normality tests, as well as a paired-sample t-test. The results revealed a significant increase in scientific literacy scores by 15.25 points following the implementation of the Jigsaw learning model. This improvement was accompanied by enhanced student self-efficacy, which fostered active engagement and responsibility in the learning process. The study concludes that the Jigsaw-type Cooperative Learning model is effective in improving both scientific literacy and self-efficacy among elementary school students, offering an active learning alternative aligned with the demands of modern curricula.
OPTIMALISASI LITERASI ANAK MELALUI PERPUSTAKAAN DI DESA MONTONG ARE LOMBOK BARAT Ida Ermiana; Asri Fauzi; Nurhasanah Nurhasanah; Lalu Hamdian Affandi; Aisa Nikmah Rahmatih; Heri Setiawan; Ibrahim Ibrahim; Baiq Yuni Wahyuningsih
Mitra Mahajana: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 Nomor 3 November 2025
Publisher : LPPM Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/mahajana.v6i3.6854

Abstract

Village libraries play an important role as literacy centres within rural communities. A village library serves as a literacy initiative, bringing reading materials to strategically accessible locations in the community, with the aim of enhancing literacy levels and fostering reading interest. The methods employed in this activity included observation, interviews, and socialisation through a community-based approach that involved residents. The target group consisted of early childhood children, including those who had not yet entered school and those who were already attending school. The results show that the literacy skills of children who visited the village library improved, as reflected in the variety of books borrowed, their ability to engage in dialogue and convey the content of the books, as well as their ability to colour according to the instructions provided in the reading materials. The children’s enthusiasm for diverse reading materials serves as a strong indicator that should be taken into consideration in managing the village library, particularly in continuously providing new and relevant reading books.
Pembelajaran Terdiferensiasi dalam Implementasi Kurikulum Merdeka Sebagai Bentuk Peningkatan Kualitas Pembelajaran Guru di Mataram Awal Nur Kholifatur Rosyidah; Husniati Husniati; Ida Ermiana; Hikmah Ramdhani Putri; Baiq Niswatul Khair
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2026): Volume 6 Number 3 Tahun 2026 (September 2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v6i3.7055

Abstract

SDN 44 Ampenan/ SDN 134 Mataram is one of the elementary schools in Mataram City that has begun implementing the Kurikulum Merdeka under the Independent-Adapting category. Grades 1 and 4 were the first to adopt this curriculum using provided instructional materials and have started—albeit not yet optimally—to implement differentiated instruction. Teachers still face challenges in designing lessons that cater to the individual learning needs of every student. As a school with two classes per grade level, SDN 44 Ampenan accommodates a large number of students with diverse characteristics, levels of understanding, interests, and learning profiles. Furthermore, the teachers lack a comprehensive understanding of the concept of differentiated instruction. A proposed solution was to conduct a workshop on differentiated instruction within the Kurikulum Merdeka framework to enhance the quality of teaching at SDN 44 Ampenan. The workshop aimed to equip teachers with comprehensive knowledge of differentiated instruction and an understanding of student diversity, enabling them to better tailor their instructional services. The Community Service (PkM) activity comprised two categories of material delivery: theoretical presentations and practical application. The entire series of activities ranging from logistical preparation and implementation to evaluation and reflection proceeded smoothly. Reflection was conducted through Q&A sessions and response questionnaires regarding the workshop, with participants providing highly positive feedback. Additionally, the teachers demonstrated a solid understanding of differentiated instruction concepts, evidenced by an average post-test score of 72.2. Consequently, the teachers are now motivated to design and implement differentiated instruction in their classrooms based on the concepts learned during the activity.
Co-Authors Adyati Nur Afifah Aisa Nikmah Rahmatih Asri Fauzi Awal Nur Kholifatur Rosyidah Baiq Niswatul Khair Baiq Yuni Wahyuningsih Darmiany Heri Setiawan Hikmah Ramdhani Putri Husniati Husniati Ibrahim Ibrahim Lalu Hamdian Affandi Nurhasanah Nurhasanah