Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Dasar Perkhasa
Angie Alviana
Unknown Affiliation
Education

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

Found 2 Documents
Search

 1 
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SD DALAM MENYELESAIKAN SOAL IPAS PADA PEMBELAJARAN MENDALAM Angie Alviana; Siti Mas’ula; Riska Pristiani
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i2.6545

Abstract

This study aimed to analyze elementary school students’ critical thinking skills in solving Integrated Science and Social Studies (IPAS) problems through deep learning. A descriptive quantitative approach was employed, involving 25 fourth-grade elementary school students. Data were collected through critical thinking tests, observations, interviews, and documentation. The test instrument was developed based on critical thinking indicators, including interpretation, analysis, evaluation, inference, and explanation. Data were analyzed using descriptive quantitative analysis by calculating the mean, highest and lowest scores, and the percentage of students’ critical thinking achievement. The results showed that students’ critical thinking skills in solving IPAS problems were at a moderate level, with a mean score of 53.2. Some students were able to understand information and determine answers based on IPAS concepts; however, they still experienced difficulties in providing logical reasoning, analyzing problems, and drawing in-depth conclusions. The interpretation indicator was more dominant than the evaluation and inference indicators. These findings indicate that students’ higher-order thinking skills need to be strengthened through active and meaningful learning. Deep learning can serve as a relevant approach to help students develop comprehensive conceptual understanding while strengthening critical thinking skills in solving IPAS problems.
ANALISIS TANTANGAN GURU DALAM MENERAPKAN ASESMEN MULTILITERASI DI SEKOLAH DASAR SWASTA DAN NEGERI Diyah Rutin Waliah; Angie Alviana; Ade Eka Anggraini; Siti Faizah
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i2.6463

Abstract

This study aimed to analyze the challenges faced by teachers in implementing multiliteracy assessment in public and private schools and to identify the factors contributing to these challenges. A qualitative descriptive approach with a case study design was employed. The participants were teachers from public and private schools in Malang City. Data were collected through interviews, observations, and questionnaires. Data were analyzed using an interactive model consisting of data reduction, data display, and gradual conclusion drawing. The findings revealed that teachers in both public and private schools encountered challenges related to limited resources, time constraints, variations in students’ abilities, and insufficient training and professional development. Public schools tended to experience greater constraints in facilities, classroom management, and teacher training, whereas private schools, despite having better facilities, faced challenges related to dependence on technology and variations in students’ abilities. Nevertheless, school policy support in both public and private schools was found to be satisfactory. The study recommends strengthening teacher training, providing adequate facilities, increasing flexibility in instructional time, and adopting more personalized approaches to multiliteracy assessment. These findings are expected to contribute to the development of more effective and relevant multiliteracy assessment policies and practices in schools.
Co-Authors Ade Eka Anggraini Diyah Rutin Waliah Riska Pristiani Siti Faizah Siti Mas’ula