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Rahmatika Layyinah
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PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) BERBANTUAN VIDEO INSPIRATIF TERHADAP SOCIAL EMOTIONAL LEARNING (SEL) DI SEKOLAH DASAR Lintang Putri Hidayanti; Esmi Tsalsa Sofiawati; Rahmatika Layyinah; Melia Marsanda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61226

Abstract

This study was motivated by the low social and emotional skills of elementary school students, evident from limited cooperation, empathy, and emotional regulation during learning, particularly in Civics Education on the topic of rights and obligations. This study aimed to examine the implementation and effect of the Problem Based Learning (PBL) model assisted by inspirational videos on students' Social Emotional Learning (SEL). A quantitative approach with a one-group pretest-posttest design was employed. The population consisted of all 274 students of SDN Ranji, with a sample of 33 sixth-grade students selected through purposive sampling. Data were collected using observation sheets and an SEL instrument, then analyzed through normality tests, homogeneity tests, and hypothesis testing using a Paired Sample t-Test. The results showed that the PBL model assisted by inspirational videos was implemented across five sessions following the five stages of PBL, and successfully increased students' emotional engagement and active participation. The pretest mean score of 27.21 increased significantly in the posttest, with the highest frequencies falling in the 40–44 (30%) and 45–49 (27%) intervals. The Paired Sample t-Test yielded a t-value of 20.626 with a significance level of 0.000 (< 0.05), leading to the rejection of H₀ and acceptance of H₁. It can therefore be concluded that the PBL model assisted by inspirational videos has a significant effect on the SEL of sixth-grade students at SDN Ranji, covering all SEL components according to the CASEL framework: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
PENGARUH MODEL CONCEPTUAL CHANGE BERBANTUAN VIDEO INTERAKTIF TERHADAP PENINGKATAN PEMAHAMAN KONSEP SISWA PADA MATERI PERUBAHAN IKLIM DI SEKOLAH DASAR Amelia Sapitrii; Dewi Fitriani; Siti Aisyah; Rahmatika Layyinah; Regina Adeliani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62780

Abstract

This research aims to determine the effect of the Conceptual Change model assisted by interactive video on improving students' conceptual understanding of climate change material in class IV of SD Negeri Cilangla. This research was motivated by the low absorption of essential material by students, which was worsened by the emergence of misconceptions and low student activity in the classroom. This research uses a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design. The research subjects consisted of 50 students, divided into an experimental class and a control class, each with 25 students. Data were collected using a conceptual understanding test and analyzed through normality tests, homogeneity tests, independent sample t-tests, and N-gain tests. The results showed that the data were normally and homogeneously distributed. The independent sample t-test obtained a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant effect of using the Conceptual Change model assisted by interactive video on improving students' conceptual understanding. The N-gain test results showed that the experimental class average was 77.28% (effective), higher than the control class at 41.12% (less effective). Thus, the Conceptual Change model assisted by interactive video is effective in improving students' conceptual understanding of climate change material in elementary schools.
PENGARUH METODE GUIDED WRITING BERBANTUAN MEDIA REKA CERITA GAMBAR TERHADAP KETERAMPILAN MENULIS KREATIF DI KELAS III SEKOLAH DASAR Herlambang Isnandar; Yoesrina Novia Vini Syafitri; Rahmatika Layyinah; Muhamad Ilham; Sani Sapitri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62804

Abstract

This study aims to determine the implementation steps of the Guided Writing method assisted by picture-sequencing media and its effect on the creative writing skills of third-grade elementary school students. The study was motivated by students' low ability to develop ideas, organize story plots, and apply proper language rules when writing fiction stories. A quantitative approach with a quasi-experimental nonequivalent control group design was employed, involving class III B as the experimental group and class III A as the control group at SDN Cipaku. Data were collected through a creative writing test and a learning-implementation observation sheet, then analyzed using the Mann-Whitney U test. The results showed that the implementation steps consisted of orientation, presentation, structured practice, guided practice, carried out successfully. The pretest results indicated that both classes had equivalent initial abilities (Sig. 0.502), while the posttest results showed a significant improvement in the experimental class (mean 82.78) compared to the control class (mean 69.41), with a significance value of 0.000. Therefore, the Guided Writing method assisted by picture-sequencing media proved effective in improving the creative writing skills of third-grade elementary school students.
PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN DIORAMA TERHADAP HASIL BELAJAR IPA SISWA SEKOLAH DASAR Ismatullah Aripin; Hilman Hilmawan; Rahmatika Layyinah; Andika; Violita Rizkiya Wijaya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63180

Abstract

This study aimed to determine the effect of the Problem Based Learning (PBL) model assisted by diorama media on the science learning outcomes of fifth-grade elementary school students. The study employed a quasi-experimental method using a nonequivalent control group design involving an experimental class and a control class. The participants consisted of 60 fifth-grade students at SDN Cimahi 01, Cicantayan District, Sukabumi Regency, with 30 students in each class. Data were collected through pretest and posttest instruments and analyzed using the N-Gain test, Shapiro-Wilk normality test, Levene’s homogeneity test, and Independent Sample T-test. The results showed that the average score of the experimental class increased from 75.7 to 85.3, while the control class increased from 74.1 to 76.1. The N-Gain value of the experimental class was 0.381 (moderate category), whereas the control class obtained 0.104 (low category). Furthermore, the Independent Sample T-test produced a significance value of 0.00 (<0.05), indicating that the Problem Based Learning model assisted by diorama media had a significant effect on students’ science learning outcomes. Therefore, the implementation of the Problem Based Learning model supported by diorama media can serve as an effective instructional alternative to improve science learning outcomes in elementary schools, although its effectiveness should be further optimized through more consistent and sustainable implementation.
PENGEMBANGAN FLIPBOOK BERMUATAN WAYANGSUKURAGA UNTUK MENINGKATKAN KETERAMPILANMEMBACA PEMAHAMAN DAN REGULASI DIRI SISWA KELAS V SEKOLAH DASAR Fitri Rahmawati; Hilman Hilmawan; Rahmatika Layyinah; Anisya Fitriyani; Sri Lestari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64788

Abstract

This study was conducted based on the finding that elementary school students’ reading comprehension and self-regulation skills still need to be improved. In addition, the learning media used in the learning process have not been able to optimally capture students’ attention. This study aims to produce a Wayang Sukuraga-based flipbook suitable for use and to test its effectiveness in improving the reading comprehension and self-regulation skills of fifth-grade elementary school students. This study used the Research and Development (R&D) method with the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The study subjects included 15 students in the small-group pilot test and 67 students in the large-group pilot test. The validation results showed that the developed flipbook received a rating of 83.3% from media experts, 85% from content experts, 76% from language experts, and 80% from self-regulation questionnaire experts, with ratings ranging from “acceptable” to “highly suitable.” The results of the media implementation showed an improvement in students’ reading comprehension skills. In the small-group pilot study, the average pretest score of 60.5 increased to 81.4 on the posttest. Meanwhile, in the large-group pilot study, the average pretest score of 54 increased to 83 on the posttest. The results of the hypothesis testing yielded a significance value of 0.000 (Sig. < 0.05), indicating that the use of a flipbook featuring Wayang Sukuraga had a significant effect on improving students’ reading comprehension skills. Furthermore, the use of this educational medium also supported the development of students’ self-regulation in the areas of metacognition, motivation, and learning behavior.
Co-Authors Amelia Sapitrii ANDIKA Anisya Fitriyani DEWI FITRIANI Esmi Tsalsa Sofiawati FITRI RAHMAWATI Herlambang Isnandar Hilman - Hilmawan Ismatullah Aripin Lintang Putri Hidayanti Melia Marsanda Muhamad ilham Regina Adeliani Sani Sapitri Siti Aisyah SRI LESTARI Violita Rizkiya Wijaya Yoesrina Novia Vini Syafitri