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A ANALISIS VIDIO PEMBELAJARAN BILANGAN CACAH SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA PADA SISWA SD. Masri Amin Parla; Miftahul Inayah; Nurul Istiqamah; Rhifa A-h Zahra Ramadhani; Deliana Pratiwi; Viovri Venesya; Sisriawan Lapasere; Nurgan Tadeko; Muhammad Nazimuddin Al kamil
Journal of Character and ELementary Education Vol 5 No 02 (2026): Mei 2026
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jocee.v5i02.28967

Abstract

Perkembangan teknologi digital telah mendorong penggunaan media pembelajaran berbasis audiovisual dalam proses pembelajaran di sekolah dasar. Salah satu media yang banyak digunakan adalah video pembelajaran karena mampu menyajikan materi secara menarik, interaktif, dan mudah dipahami siswa. Penelitian ini bertujuan untuk menganalisis kualitas dan kelayakan video pembelajaran matematika pada materi bilangan cacah berdasarkan isi materi, tampilan visual, penggunaan bahasa, penyajian, serta kesesuaiannya dengan karakteristik siswa sekolah dasar. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi dan dokumentasi terhadap video pembelajaran yang tersedia pada platform digital. Hasil penelitian menunjukkan bahwa video pembelajaran bilangan cacah memiliki peran penting dalam membantu siswa memahami konsep dasar matematika melalui penyajian visual dan audio yang menarik. Namun, masih ditemukan beberapa video yang kurang sesuai dari segi penggunaan bahasa, kualitas visual, maupun penyajian materi bagi siswa sekolah dasar. Oleh karena itu, diperlukan analisis kualitas video pembelajaran agar media yang digunakan benar-benar layak dan sesuai dengan kebutuhan siswa. Penelitian ini diharapkan dapat menjadi referensi bagi guru dalam memilih media pembelajaran matematika yang berkualitas serta menjadi bahan rujukan bagi penelitian selanjutnya mengenai media pembelajaran berbasis digital.
Transformation of Teacher Professionalism: A Critical Analysis of the Implementation of the Merdeka Curriculum in Sigi Regency Nurul Fitriah Aras; Sukri; Sinta Satria Dewi Pendit; Sisriawan Lapasere; Andi Nur Isnayanti
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.102899

Abstract

Teachers in rural areas often face obstacles in implementing new curricula due to limited resources and uneven professional readiness. In Sigi Regency, this challenge is particularly evident in the adoption of the Merdeka Curriculum in elementary schools. This study analyzes teachers’ understanding of the Merdeka Curriculum and identifies factors that influence both successes and challenges in its implementation. Using a qualitative case study approach at SDN Lonja, data were gathered from six teachers and one principal through observation, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana interactive model. Findings show that teachers’ understanding is at a moderate level (25%–50%), with varying mastery of basic concepts, integration of the Pancasila Student Profile, implementation of the P5 project, and formative assessment. Key barriers include limited training, weak infrastructure, and reliance on conventional teaching methods. Supportive factors, such as principal leadership, collaboration among teachers, and the Merdeka Mengajar Platform, help facilitate adaptation but cannot fully overcome structural constraints. Overall, implementation is gradual and partial, shaped by local conditions and school readiness. The research implies that effective curriculum implementation requires context-sensitive support, sustained professional development, and stronger teacher collaboration.
The Effect of Differentiated Instruction on the Reading Comprehension Ability of Third-Grade Students at SD Inpres 8 Mamboro Janatul Huzhlifat; Herlina Herlina; Sisriawan Lapasere; Muhammad Aqil; Muhammad Fasli
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.254-266

Abstract

Reading comprehension is a fundamental skill that enables elementary school students to understand information, construct meaning from texts, and achieve success in various learning areas. Despite its importance, students often display different levels of reading comprehension due to variations in learning readiness, interests, and abilities. This study aimed to investigate the effect of differentiated instruction on the reading comprehension ability of third-grade students at SD Inpres 8 Mamboro. A quantitative approach with a one-group pretest–posttest design was employed. The sample consisted of 30 third-grade students selected through saturated sampling. Data were collected using a validated multiple-choice reading comprehension test, with a Cronbach’s Alpha reliability coefficient of 0.840, indicating high reliability. Descriptive analysis showed that the mean score increased from 73.70 in the pretest to 97.04 in the posttest, demonstrating substantial improvement. Since the data were not normally distributed, the Wilcoxon Signed-Rank Test was applied. The results indicated a significance value of 0.001 (p < 0.05), confirming a significant improvement in students’ reading comprehension after the implementation of differentiated instruction. These findings indicate that differentiated instruction effectively accommodates diverse learning needs, enhances student engagement, and improves reading comprehension skills, making it a valuable instructional approach for elementary school education.
Pengembangan Media Pembelajaran Berbasis Model 3D Rumah Adat Tambi Pada Siswa Kelas IV SDN 9 Mamboro Rahmatia J. Balang; Annisa Triagustin; Moh. Ahdan Syafitra; Made Pristyawati; Agon Salum Tonio; Nurul Maulidya; Nurgan Tadeko; Sisriawan Lapasere; Muhammad Nazimudin Al Kamil
Jurnal Pendidikan Dasar dan Inovasi Pendidikan (JPDIP)) Vol. 1 No. 3 (2026): April-Juni
Publisher : Samudra Ilmu Indonesia

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Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis model 3D Rumah Adat Tambi pada siswa kelas IV SDN 9 Mamboro serta mengetahui tingkat kepraktisannya dalam mendukung pembelajaran budaya daerah. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analyze, Design, Development, Implementation, dan Evaluation. Media dikembangkan menggunakan aplikasi Tripo, Canva, dan Assemblr EDU. Pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan angket kepraktisan yang diberikan kepada 1 orang guru dan 23 siswa kelas IV. Hasil penelitian menunjukkan bahwa media pembelajaran berbasis model 3D yang dikembangkan berada pada kategori praktis untuk digunakan dalam pembelajaran. Respons guru memperoleh persentase sebesar 84,62% dengan kategori sangat praktis, sedangkan respons siswa memperoleh rata-rata persentase sebesar 76,20% dengan kategori praktis. Penggunaan media pembelajaran 3D mampu meningkatkan minat, antusiasme, dan keterlibatan siswa selama proses pembelajaran berlangsung. Selain itu, media membantu siswa memahami bentuk dan karakteristik Rumah Adat Tambi secara lebih konkret melalui visualisasi tiga dimensi yang interaktif. Dengan demikian, media pembelajaran berbasis model 3D Rumah Adat Tambi dapat digunakan sebagai alternatif media pembelajaran yang inovatif dan praktis dalam pembelajaran budaya daerah di sekolah dasar.
Pengembangan Media Pembelajaran 3D pada Mata Pelajaran IPAS Kelas V di SDN 9 Mamboro Nur Qurrota Aini; Revalinda Anggraeni Ranuntu; Eka Afrianda; Jeni Ariyanti; Ni Made Dina Adelia; Nurgan Tadeko; Sisriawan Lapasere; Muhammad Nazimudin Al Kamil
Jurnal Pendidikan Dasar dan Inovasi Pendidikan (JPDIP)) Vol. 1 No. 3 (2026): April-Juni
Publisher : Samudra Ilmu Indonesia

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Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis 3D model pada mata pelajaran IPAS kelas V SDN 9 Mamboro yang valid dan praktis digunakan dalam proses pembelajaran. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian terdiri atas validator ahli, satu orang guru kelas V, dan 24 siswa kelas V SDN 9 Mamboro. Teknik pengumpulan data dilakukan melalui observasi, wawancara, lembar validasi, dan angket praktikalitas. Media pembelajaran dikembangkan menggunakan aplikasi Tripo AI untuk mengubah gambar menjadi model 3D berbentuk GLB, Assembler sebagai media visualisasi objek tiga dimensi, dan Canva sebagai media penyajian materi pembelajaran. Data dianalisis menggunakan skala Likert dan dihitung dalam bentuk persentase. Hasil penelitian menunjukkan bahwa media pembelajaran berbasis 3D model memperoleh kategori valid berdasarkan hasil penilaian validator dan memperoleh kategori praktis berdasarkan respons guru dan siswa. Penggunaan media pembelajaran berbasis 3D model membantu siswa memahami materi IPAS secara lebih konkret, meningkatkan minat belajar, serta menciptakan proses pembelajaran yang lebih interaktif dan menarik. Dengan demikian, media pembelajaran berbasis 3D model layak digunakan sebagai salah satu alternatif media pembelajaran pada mata pelajaran IPAS di sekolah dasar.
Augmented Reality Learning Media for Enhancing Elementary Students’ Conceptual Understanding Putri Nur Sakina Karadjo; Herlina Herlina; Sisriawan Lapasere; Mahfud M. Gamar; Sri Wahyuni
Equator Science Journal Vol. 4 No. 3 (2026): [Online First] Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i3.380

Abstract

This study aims to examine the development process, validity, and practicality of Augmented Reality-based learning media in enhancing fifth-grade students’ understanding of science concepts at SDN Inti Dolago on the topic “Seeing Because of Light.” Issues in science education indicate that students still struggle to grasp abstract concepts because instruction is dominated by lecture-based methods and the limited use of visual media. This study employed the Research and Development (R&D) method using the ADDIE model, implemented through the implementation stage. The research subjects consisted of 20 students, a classroom teacher, and two expert validators. Data were collected via expert validation sheets and user response questionnaires, analyzed using percentage techniques based on a Likert scale to determine the media’s validity and practicality levels. The novelty of this study lies in the development of Assemblr Edu-based Augmented Reality media on visual system material in elementary schools to support conceptual understanding through interactive three-dimensional object visualization.The results showed that the media received a validity score of 82.50% from subject matter experts and 84.00% from media experts, as well as positive responses from teachers and students, making it feasible and practical for use in IPAS learning.
The Effect of the Use of Animated Videos on Student Learning Outcomes in Social Science Subjects in Grade III of the Madani Integrated Model State Elementary School Jessicka Klarita Ombitaka; Herlina Herlina; Sisriawan Lapasere; Arif Firmansyah; Dyah Aini Purbarani
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.928-942

Abstract

This study examined the effect of animated video media on the learning outcomes of third-grade elementary school students in the Natural and Social Sciences (IPAS) subject at SD Negeri Model Terpadu Madani. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants were 30 third-grade students selected through saturated sampling. Data were collected using a validated and reliable multiple-choice achievement test administered before and after the implementation of animated video-based instruction on the topic Various Landscapes in Indonesia. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed-Rank Test. The results showed an improvement in students’ learning outcomes after the intervention, with a statistically significant difference between pretest and posttest scores. The findings indicate that animated video media effectively enhanced students’ understanding of the learning material. By integrating visual and auditory elements, the media increased students’ engagement, supported conceptual understanding, and encouraged active classroom participation. Therefore, animated video media can be considered an effective instructional alternative for improving elementary school students’ learning outcomes in IPAS. Future research with more rigorous experimental designs and larger sample sizes is recommended to strengthen the generalizability of these findings.
The Effect of the Problem-Based Learning Model on Students’ Critical Thinking Skills in IPAS Learning at SDN Lasoani Isthifara Aulya; Herlina Herlina; Sisriawan Lapasere; Roberto Rolly Bulalong; Azizah Azizah
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.1269-1283

Abstract

This study aimed to determine the effect of the Problem-Based Learning model on the critical thinking skills of fourth grade students in IPAS learning at SDN Lasoani. The study employed a quantitative approach using a pre-experimental method with a one-group pretest and posttest design. The sample consisted of 26 fourth grade students selected through purposive sampling. Data were collected using essay tests developed based on Ennis’s critical thinking indicators and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the mean score increased from 61.15 on the pretest to 82.31 on the posttest. Improvements were observed across all critical thinking indicators, with the highest increase found in the drawing conclusions indicator. The Wilcoxon Signed-Rank Test yielded a significance value of 0.001 (p < 0.05), indicating a significant difference between pretest and posttest scores. These findings demonstrate that the Problem-Based Learning model effectively improves students’ critical thinking skills through contextual problem-solving, investigation, discussion, and reflection activities. Therefore, PBL can be considered an effective instructional approach for enhancing critical thinking skills in IPAS learning within the context of the Merdeka Curriculum.
Co-Authors A.R, Muslim A.Rahmaeni M, A.Rahmaeni M Abdul Rahman Agon Salum Tonio Amelia Citra Amin Basri Andi Imrah Dewi Andi Nur Isnayanti Andi Nur Isnayanti Andi Rahmaeni M Annisa Triagustin AR, Muslim Ardiana, Risma Nur Ari Astuti Arif Firmansyah Arif Firmansyah Asriani Asriani Asriani, Asriani Asriani, Asriani Ayu Amalia Shaltina Azizah Azizah Azizah Azizah Azizah Azizah Thalib Azzahra Zahwa Adillah Bau Ratu Dedi Rore Poting Deliana Pratiwi Denisa Deviyanti, Ida Ayu Putu Puja Dewi Tri Rahayu Dyah Aini Purbarani Dyah Aini Purbarani Dyah Rahmawati Dyah Rahmawati Eka Afrianda Eltrian Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faradilla Nur Itsnaini Faradilla, Aulia Febi Yulianti Febriana, Yunda Filiansi, Mutmoza Fitra Fitra, Fitra Fresya Angnelvin Dengkidala Gita Ismi Nurain Glorya Pashya Koela Guci, Ammar Abdullah Joni Gunawan Gunawan Haswin Haswin Herlina Herlina Herlina, Herlina Huber Yaspin Tandi, Elfika Arif Firmansyah Ida Ayu Putu Puja Deviyanti Isthifara Aulya Ivone Juvelia Sinolidi Janatul Huzhlifat Jeni Ariyanti Jessicka Klarita Ombitaka Kadek Hariana Kadek Herawati Kadek Marsela Yustini Resintia Kalista Musdalifa Kasmawati Kasmawati Khaeratun Hisan Kheren Evelin Tenggeli Lestari, Nova Hermina Made Pristyawati Mahfud M. Gamar Mahmud Gamar, Mahfud Mahmud Gamar Marlene Juita Kadoi Marungkil Pasaribu Masri Amin Parla Mas’adi Mas’adi Melyani Sari Sitepu Miftahul Inayah Moh. Ahdan Syafitra Monipo, Yulan Mubarik Mubarik Muhamad Kausar Muhammad Aqil Muhammad Fasli Muhammad Nazimuddin Al Kamil Muhammad Nazimuddin Al Kamil Muhammad Nazimudin Al Kamil Muhammad Nazimudin Al Kamil Murlan, Muliati Muslim A.R Nashrullah . Nashrullah ., Nashrullah Nashrullah, Nashrullah Nengsih Julianti Ni Kadek Delin Ariani Ni Made Dina Adelia Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Noor Alfulaila Noor Alfulaila Noviana, Firta Nur Aviza Nur Fadlun Nur Hasifa Nur Kamilah Nur Qurrota Aini Nuraini Nuraini Nurgan Tadeko Nurgan Tadeko Nurhalizah Nurhalizah Nurma Yuntika Tolodo Nurrahma Nurrahma Nursakinah, Nursakinah Nurul Annisa Nurul Fitriah Aras Nurul Fitriah Aras, Fitriah_arasss Nurul Istiqamah Nurul Maulidya Nurwahida Nurwahida Pahriadi Paidi, Zulhilmi Pratama, Ryan Andhika Putri Maharani Dwi Rarasati Putri Nur Sakina Karadjo Putriwanti Putriwanti Putriwanti Rahma, Dewi Rahmatia J. Balang Rahmawati, Rahmawati Rangga Putera Boroallo Revalinda Anggraeni Ranuntu Rhifa A-h Zahra Ramadhani Ricky Raisandi Risqi Ramadani. S Rizal Rizal Rizal Rizal, Rizal Roberto Rolly Bolalong Roberto Rolly Bulalong Rolly Bolalong, Roberto Rosnadi Rosnadi Ryan Andhika Pratama Ryan Andika Pratama Sajma Sajma Sakinah Sakinah Sarah Azizah Septiana Nur Shakina Shakina Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Sinta Satria Dewi Pendit Siti Helmyati Sitti Nur Fadillah Sri Wahyuni Sri Wahyuni Sri Wahyuni Sukri Sukri Supriyadi, Supriyadi Surahman Wilade Syachputri M, Winanda Tanggerahi, Lawrence Usnia, Usnia Vera Angelina Pesik Viovri Venesya Widiani, Ni Nyoman Wildani, Wildani Wildani Wiwin Wiwin Wolingalo, Anggita Frestianingsih Yun Ratna Lagandesa Yuni Rahmawati Yusdin Bin M Gagaramusu Yusdin Gagaramusu Yusuf Kendek Zulnuraini