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Nurani Hadnistia Darmawan
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DINAMIKA AKTIVITAS BELAJAR SISWA DAN KINERJA GURU DALAM PEMBELAJARAN MEMBACA PERMULAAN BERBANTUAN MEDIA FLASHCARD DI KELAS II SEKOLAH DASAR Muhamad Hafid Nugraha; Nurani Hadnistia Darmawan; Hilman Hilmawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57671

Abstract

The quality of the learning process, as reflected in student activity and teacher performance, constitutes one of the determining factors in the success of early reading instruction, in addition to test results. This study aims to describe the dynamics of student learning activity and teacher performance during the implementation of flashcard media in early reading instruction in Grade II of SD Negeri Cikaret. This study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles. The subjects of this study were one teacher and 20 second-grade students of SD Negeri Cikaret, selected using a total sampling technique. Data were collected through student activity observation sheets, teacher performance observation sheets, and field notes. The data were then analyzed using descriptive-quantitative and qualitative methods through triangulation. The results showed that student learning activity increased from the Sufficient category (60%) in Cycle I to Very Good (90%) in Cycle II. Meanwhile, teacher performance improved from 65% (Sufficient) to 90% (Very Good). The field notes revealed a shift in student attitudes from passive and hesitant to active, courageous, and confident, in line with the refinement of actions involving the enlargement of card size, the rearrangement of seating positions, shared reading activities, and the reinforcement of feedback. Therefore, it can be concluded that the implementation of flashcard media proved capable of fostering student learning engagement while simultaneously enhancing the teacher's skill in managing early reading instruction.
PENGARUH PENGGUNAAN APLIKASI CANVA TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN IPAS KELAS IV DI SEKOLAH DASAR Patmawati Koswara; Nurani Hadnistia Darmawan; Ragil Nurdiansyah; Rahma Ubaidillah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60163

Abstract

This research is motivated by the low cognitive learning outcomes of students in the Natural and Social Sciences (IPAS) subject matter on Climate and Its Changes in class IV of SD Negeri Cibarehong. The gap between the characteristics of Alpha Generation students who tend to be visual and the limitations of conventional media is the main cause of the sub-optimal understanding of student concepts. This study aims to determine the students' initial ability (pretest) and final ability (posttest), as well as analyze the significant effect of using the Canva application as a learning medium on students' cognitive learning outcomes. The research method used is quantitative with a Pre-Experimental design in the form of One-Group Pretest-Posttest Design. The population in this study were all fourth-grade students of SD Negeri Cibarehong using Total Sampling technique to obtain a sample of 26 students. Data were collected using test instruments in the form of 15 multiple-choice questions and 5 essay questions that have been tested for validity and reliability. The data analysis technique used descriptive statistics and inferential tests through Paired Sample T-Test assisted by the SPSS 26 program. The results showed that the students' pretest average value of 55.46 (low category) increased significantly in the posttest average value to 84.08 (high category). The hypothesis test results showed that the value of tcount > ttable (52.358 > 2.060) and the significance value (Sig. 2-tailed) of 0.000 < 0.05, so that H0 was rejected and Ha was accepted. Based on the observation sheet, the implementation of the researcher's teaching activities using Canva media reached a percentage of 89.58% with Very Good criteria. Thus, it can be concluded that the use of the Canva application provides a very significant positive effect on increasing students' cognitive learning outcomes in IPAS subjects in elementary schools.
HUBUNGAN INTENSITAS PENGGUNAAN APLIKASI TIKTOK TERHADAP MOTIVASI BELAJAR SISWA KELAS V SD NEGERI RIUNGGUNUNG Maulana, Rijkar; Hilman Hilmawan; Nurani Hadnistia Darmawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61740

Abstract

This study was motivated by the increasing use of the TikTok application among elementary school students, which has the potential to influence their learning motivation. The purpose of this study was to determine the intensity of TikTok application usage, students’ learning motivation, and the relationship between TikTok usage intensity and the learning motivation of fifth-grade students in Indonesian language subjects at SD Negeri Riunggunung. This study employed a quantitative approach with a correlational method. The population consisted of all fifth-grade students at SD Negeri Riunggunung, totaling 28 students, using a saturated sampling technique. Data were collected using questionnaires and analyzed using descriptive statistics and Pearson Product Moment correlation with SPSS. The results showed that TikTok usage intensity was categorized as moderate, while learning motivation was categorized as good. The Pearson correlation coefficient (r) was 0.387 with a significance value of 0.042 < 0.05, indicating a positive and significant relationship. The coefficient of determination (R²) was 0.149, meaning TikTok usage intensity contributed 14.9% to students’ learning motivation. In conclusion, TikTok application usage has a positive and significant relationship with students’ learning motivation, though the strength is categorized as low.
HUBUNGAN INTENSITAS PENGGUNAAN APLIKASI TIKTOK TERHADAP MOTIVASI BELAJAR SISWA KELAS V SD NEGERI RIUNGGUNUNG Rijkar Maulana; Hilman Hilmawan; Nurani Hadnistia Darmawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63220

Abstract

This study was motivated by the increasing use of the TikTok application among elementary school students, which has the potential to influence their learning motivation. The purpose of this study was to determine the intensity of TikTok application usage, students’ learning motivation, and the relationship between TikTok usage intensity and the learning motivation of fifth-grade students in Indonesian language subjects at SD Negeri Riunggunung. This study employed a quantitative approach with a correlational method. The population consisted of all fifth-grade students at SD Negeri Riunggunung, totaling 28 students, using a saturated sampling technique. Data were collected using questionnaires and analyzed using descriptive statistics and Pearson Product Moment correlation with SPSS. The results showed that TikTok usage intensity was categorized as moderate, while learning motivation was categorized as good. The Pearson correlation coefficient (r) was 0.387 with a significance value of 0.042 < 0.05, indicating a positive and significant relationship. The coefficient of determination (R²) was 0.149, meaning TikTok usage intensity contributed 14.9% to students’ learning motivation. In conclusion, TikTok application usage has a positive and significant relationship with students’ learning motivation, though the strength is categorized as low.
Co-Authors Hilman - Hilmawan Maulana, Rijkar Muhamad Hafid Nugraha Patmawati Koswara Ragil Nurdiansyah Rahma Ubaidillah Rijkar Maulana