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All Journal Jurnal Penelitian dan Pengembangan Pendidikan PIONIR: Jurnal Pendidikan REFLEKSI EDUKATIKA Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal Ilmiah Profesi Pendidikan Edunesia : jurnal Ilmiah Pendidikan Cakrawala: Jurnal Pendidikan Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Basicedu Jurnal Pendidikan Dasar Innovative: Journal Of Social Science Research NurseLine Journal
Indarini, Endang
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Application of Polya Strategy Assisted by Concrete Media to Improve Numeracy and Learning Outcomes in Elementary School Students Rahmawati, Alfa Alfi; Indarini, Endang
Edunesia : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2024)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v5i1.588

Abstract

The background of this research is the low numeracy skills of students in solving problem-solving questions, the less attractive learning media used by the teacher and in the learning process, and the teacher's need to use the appropriate model/strategy in the learning process. This study aims to describe the implementation of the Polya Strategy assisted by concrete media to improve numeracy and student learning outcomes. Classroom Action Research (PTK) uses a model developed by Ernest T. Stranger, carried out during II actions. Each action has 3 stages, namely Look, Think, and Act. Researchers researched fifth-grade students at SD Pangudi Luhur Ambarawa with 37 students. This study's data collection techniques included interviews, observation, evaluation tests and documentation. The enumeration results of class V students at SD Pangudi Luhur Ambarawa in action I with a class average value of 70%, while action II achieved a class average of 86%. The learning outcomes of students in Action I with a class average value of 68%, while in Action II achieved a class average value of 80%.
UPAYA PENINGKATAN BERPIKIR KRITIS DAN HASIL BELAJAR PENDIDIKAN PANCASILA MELALUI MODEL PROBLEM BASED LEARNING (PBL) SISWA SEKOLAH DASAR Wulandari, Dwi Astuti; Indarini, Endang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22951

Abstract

The purpose of this study is to enhance and ezamine the critical thinking skills and learning outcomes of fourth-grade student at SD Kanisius Bedono through the Problem-Based Learning (PBL) model in the Pancasila Education subject. This research was conducted in two cycles, with each cycle consisting of two meetings. The observation students at SD Kanisius Bedono through the Problem-Based Learning (PBL) model in the Pancasila Education subject. This research was conducted in two cycles, with each cycle consisting of two meetings. The observations in the first cycle indicated that students' critical thinking skills were still in the low category, with an average score of 58, and only 12.5% of students were able to achieve the Minimum Mastery Criteria (KKTP). However, in the second cycle, there was an improvement, with the average critical thinking skill score increasing to 84.5%, and 95.8% of students successfully reaching the KKTP, due to a more structured implementation of the Problem-Based Learning (PBL) model in this cycle. The PBL model effectively encouraged students to actively engage in group discussions, identify and solve real-world problems, and exchange ideas with their classmates. This study highlights the importance of using innovative learning models to improve the quality of education, particularly in enhancing critical thinking skills at the elementary school level. The researcher hopes that schools will consistently implement the PBL model to provide students with a more meaningful and enjoyable learning experience.
THE EFFECTIVENESS OF DISCOVERY LEARNING AND PROBLEM SOLVING LEARNING MODEL ON MATHEMATICAL PROBLEM SOLVING SKILLS OF CLASS IV PRIMARY SCHOOL Kusumaningrum, Yuniarti; Indarini, Endang
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 4 No. 2 (2020): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v4i2.7969

Abstract

This research conducted with the aim to determine differences in the effectiveness of the model of Discovery Learning and Problem Solving of problem solving ability mathematics students of class IV primary school. The type of the research is quasi-experimental with the use of test prerequisites that consist of normality test and homogeneity. In this study, prerequisite test was conducted to determine normality and homogeneity. From the T test using Independent Samples Test showed t count > t table with value 7,113 > 2,007 with significance 0,000 < 0,05 that means Ho is rejected and Ha accepted. Based on the results obtained there are differences in the effectiveness of significant. The results of the test N-Gain there is an increase after the treatment is given in the experimental class using the model of Discovery Learning by 0.40 and the control class there is an increase after a given model Problem Solving of 0.16. Based on these results, it showed that the model of Discovery Learning is more effective when compared with the Problem Solving model to increase problem solving ability in mathematics of students of class IV primary school.
BEYOND NUTRITION: INTEGRATING EDUCATIONAL PSYCHOLOGY, INCLUSIVE EDUCATION, AND NURSING PERSPECTIVES ON FEEDING CHALLENGES IN CHILDREN WITH AUTISM Wijayaningsih, Lanny; Widiastuti, Ajeng A; Kriswandani; Indarini, Endang; Eryani, Salwa A
NurseLine Journal Vol. 11 No. 1 (2026): May 2026
Publisher : Program Studi Ilmu Keperawatan Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/nlj.v11i1.60022

Abstract

ABSTRACT Background: Feeding difficulties are among the most prevalent challenges experienced by children with autism spectrum disorder (ASD), often manifesting in sensory sensitivities, food selectivity, rapid eating, and emotional reactivity during mealtimes. While previous studies have predominantly emphasized clinical and therapeutic approaches, the intersection of feeding behaviors with educational and nursing perspectives remains underexplored. Objectives: This study aimed to explore the patterns of feeding difficulties in children with autism and to examine their implications for educational and nursing practices. Methods: A qualitative descriptive design was employed, involving seven parents of children with autism. Data were collected through structured questionnaires and in-depth interviews, enabling the integration of observable feeding behaviors with parental experiences. Results: The findings revealed that sensory sensitivity and selective eating were the most dominant challenges, leading to restricted food repertoires and nutritional risks. Rapid eating behaviors raised concerns for digestion, nutrient absorption, and choking hazards. Emotional responses to food varied across children, ranging from minimal distress to significant tantrums, underscoring the heterogeneous nature of feeding difficulties. These challenges intersect with self-regulation, executive functioning, and socio-emotional adjustment, thereby influencing children’s readiness to learn and classroom participation. Conclusion: Feeding difficulties in children with autism are multidimensional, affecting nutritional health, learning readiness, and socio-emotional development. The study highlights the need to integrate educational psychology, inclusive education, and nursing perspectives in addressing feeding-related challenges. School nurses play a pivotal role in early detection, health education, and interdisciplinary collaboration with teachers and parents to create inclusive and supportive mealtime routines, ultimately improving both educational outcomes and quality of life for children with autism. Keywords: Autism Spectrum Disorder; Feeding Difficulties; Inclusive Education; School Nursing; Educational Psychology
Co-Authors Ajeng Ayu Widiastuti Ariefyani, Riska Agusta Aryani, Mitha Asworojati, Dhea Pratiwi Dianti, Putri Elisabeth Lanny Wijayaningsih Eryani, Salwa A Febriana, Tantri Handayani, Dyah Putri Hanifah, Maula Indra Lesmana Kriswandani, Kriswandani Kusumaningrum, Yuniarti Lidiani, Sherly Amelia Linda Kusumawati Millenium, Mille Nove Pratiwi, Ericha Windhiyana Rahmatika, Jawi Rahmawati, Alfa Alfi Ratnasari, Eka Supriadi Supriadi Utami, Fadila Nawang Wahyudi Wahyudi Wulandari, Dwi Astuti