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All Journal Harmonia: Journal of Research and Education Edukasi Jurnal Kreatif : Jurnal Kependidikan Dasar Jurnal Prima Edukasia Jurnal Ilmiah Pendidikan Dasar Elementary School Teacher Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini IRJE (Indonesian Research Journal in Education) JETL (Journal Of Education, Teaching and Learning) Joyful Learning Journal JPDI (Jurnal Pendidikan Dasar Indonesia) Visual Heritage: Jurnal Kreasi Seni dan Budaya Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Interdisciplinary Social Studies JAPI: Jurnal Akses Pengabdian Indonesia Jurnal Pendidikan Progresif
Ary, Deasylina da
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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PENGEMBANGAN MEDIA DIGIBUK BERBASIS IMAGINATIVE NARRATIVE GAMES UNTUK MENINGKATKAN KREATIVITAS SISWA SD MATERI POLA LANTAI Rahmawati, Anisa Wulan Suci; Ary, Deasylina da
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 10, No 3 (2025): VOLUME 10 NUMBER 3 SEPTEMBER 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpdi.v10i3.7070

Abstract

This study aims to develop, test the feasibility, and effectiveness of DIGIBUK media based on imaginative narrative games in an effort to increase creativity in floor pattern material for grade V elementary school students. The type of research used is Research and Development (R&D), which is adapted from the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this research include material experts and learning media experts. The test subjects were teachers and grade V elementary school students, as many as 27 people. The data collection techniques include observation, interviews, questionnaires, and tests. The instruments used to collect data include observation sheets, interview guidelines, needs questionnaires, validation questionnaires, response questionnaires, and test questions. The DIGIBUK product was developed based on the needs analysis results of students who showed interest in movement activities, stories, and imaginative approaches. This media consists of three main menus: floor pattern material, imaginative narrative games, and practical evaluation. The feasibility test results showed that DIGIBUK scored 94.28% from the material expert and 96.66% from the media expert, with very feasible criteria. The effectiveness test using the t-test showed a significance value of 0.000 <0.05 and an N-Gain value of 0.71, which is included in the high category. Thus, the development of DIGIBUK media is declared feasible and effective to increase student creativity in learning dance, especially in floor pattern material, through an imaginative narrative game approach.
Teachers’ beliefs and strategies in facilitating children’s risky play: A systematic literature review Amanda, Rahma Yulista; Waluyo, Edi; Formen, Ali; Ary, Deasylina Da; Pranoto , Yuli Kurniawati Sugiyo
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.49659

Abstract

Risky play poses a dilemma for early childhood educators, raising concerns about children’s safety and institutional accountability. Teachers’ tolerance toward risky play is often influenced by their beliefs, confidence, and pedagogical competence. This study examines teachers’ beliefs and strategies in facilitating risky play through a Systematic Literature Review (SLR) guided by PRISMA procedures. Eleven empirical studies published between 2021 and 2025 were selected from major academic databases. The findings indicate that teachers employ strategies such as creating supportive environments, providing responsive supervision, offering physical and verbal scaffolding, explaining potential risks, and encouraging children’s autonomous exploration. Teachers’ beliefs significantly shape the implementation and sustainability of risky play practices. Educators with strong confidence in the developmental value of controlled risk tend to adopt facilitative roles rather than restrictive ones, enabling children to assess risks, build resilience, collaborate with peers, and develop independence. The review highlights the importance of strengthening teachers’ professional competence and institutional support to optimize meaningful risky play experiences.
Co-Authors Agry, Feylosofia Putri Agus Cahyono Agustinus Arum Eka Nugroho, Agustinus Arum Eka Ali Formen Amanda, Rahma Yulista Andriani, Aldina Eka Annisa, Fairuz Arif Widagdo Ariyanti, Siti Eva Artasia, Monika Asih, Sri Sami DENI SETIAWAN Dewi, Anggi Pratami Edi Waluyo Farid Ahmadi Guntaris, Endik Hartono Hartono Iswara, Harum Sunya Kurniawan, Ragil Moh. Fathurrahman Nadia Sigi Prameswari Pramesti, Ardhya Pranoto , Yuli Kurniawati Sugiyo Prastuti, Kinanthi Wahyu Purwoko, Agus Puspitasari, Dina Sri Putri, Riska Yuliastanti Rahmawati, Anisa Wulan Suci Sunarto Sunarto Wulandari, Sarah Putri Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo