Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Jurnal Pengabdian Masyarakat Dharma Andalas
Andini, Silvia
Unknown Affiliation
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Social Sciences Other

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

Found 2 Documents
Search

 1 
Implementasi Dan Sosialisasi Media Pembelajaran Berbasis Android Untuk Peningkatan Kemandirian Belajar Siswa Erdisna, Erdisna; Ningsih, Sri Restu; Sari, Weni Kurnia; Gusrion, Deval; Andini, Silvia; Awal, Hasri
Jurnal Pengabdian Masyarakat Dharma Andalas Vol 3 No 2 (2025): Jurnal Pengabdian Masyarakat Dharma Andalas
Publisher : LPPM Universitas Dharma Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpmda.v3i2.1941

Abstract

Saat ini permasalahan yang banyak terjadi di sekolah adalah media pembelajaran yang digunakan masih bersifat konvensional, seperti guru memberikan materi dan tugas secara lisan dan tertulis. Selain itu, jika guru berhalangan hadir, materi dan tugas dilimpahkan kepada tim pengajar, sehingga terkadang membuat siswa kurang memahami isi materi. Kegiatan PkM ini bertujuan untuk mengimplementasikan aplikasi e-task berbasis Android pada Sekolah Menengah Atas, yaitu sebuah sistem pembelajaran online yang digunakan untuk aplikasi penugasan siswa berbasis Android. Sistem ini dibuat dengan menggunakan bahasa pemrograman Android Studio, dan menggunakan metode Waterfall dengan alat bantu pengembangan sistem yaitu Unified Modeling Language (UML). Selain itu, proses pembelajaran yang ada saat ini masih menggunakan metode satu arah yaitu sumber pengetahuan hanya berasal dari guru, sehingga membuat siswa kurang mandiri dalam belajar karena saat ini sudah cukup banyak model media pembelajaran, salah satunya media pembelajaran berbasis Android. Hasil dari kegiatan ini adalah meningkatnya kemandirian siswa dalam proses belajar mengajar karena menggunakan media pembelajaran berupa aplikasi e-task berbasis Android sehingga ada inovasi dalam pembelajaran untuk membuat siswa lebih semangat, kreatif dan aktif dalam belajar baik secara online maupun offline.
Symbolic Error Lab, Symbolic Thinking, and Problem-Solving in Preschool: A Quasi-Experimental Study Rocmah, Luluk Iffatur; Mado, Arifin; Rahman, Mohd Nazri Bin Abdul; Andini, Silvia
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 3 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.113-06

Abstract

Symbolic thinking and problem-solving are important components of early childhood learning and school readiness. This preliminary, single-site quasi-experimental study evaluated an error-based symbolic learning intervention called the Symbolic Error Lab. Participants were 50 children aged 5–6 years from two intact classes at Aisyiyah Bustanul Athfal 1 Bebekan Kindergarten, Indonesia. One class received the intervention (n = 25), while the other received the school’s regular instruction (n = 25). The intervention comprised eight sessions conducted over four weeks. Symbolic thinking and problem-solving skills were measured at pretest and posttest using a symbolic thinking assessment and a structured observation rubric. The primary analysis compared pretest-to-posttest gain scores between the two classes. At pretest, the mean symbolic thinking scores were 2.22 in the intervention class and 2.18 in the comparison class, whereas the corresponding problem-solving scores were 2.20 and 2.16. The intervention class demonstrated larger mean gain scores than the comparison class in symbolic thinking (0.87 vs. 0.38) and problem-solving skills (0.82 vs. 0.39). However, evidence supporting the instruments was limited to content judgments from four assessors and internal consistency estimates; construct validity, criterion-related validity, factor structure, and inter-rater reliability were not examined. Furthermore, because each condition comprised only one intact class, instructional condition was confounded with class membership. Consequently, the observed differences may also reflect teacher, classroom, peer-interaction, novelty, or assessment-alignment effects. These findings provide preliminary evidence of differences in symbolic thinking and problem-solving gain scores between two specific classes rather than definitive evidence of a causal intervention effect or its underlying mechanisms. Replication across multiple classrooms using cluster-sensitive analyses and stronger measurement procedures is required.
Co-Authors Erdisna, Erdisna Gusrion, Deval Hasri Awal Luluk Iffatur Rocmah Mado, Arifin Rahman, Mohd Nazri Bin Abdul Sri Restu Ningsih Weni Kurnia Sari