Article Per Year (5 Year)
p-Index From 2021 - 2026
2.147
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Creative Research Journal Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Nonformal Education and Community Empowerment Jurnal Komunikasi Pendidikan Edudikara: Jurnal Pendidikan dan Pembelajaran Ideguru: Jurnal Karya Ilmiah Guru Indo-MathEdu Intellectuals Journal Buletin Ilmiah Pendidikan Journal of Information System, Technology and Engineering Jurnal Elementaria Edukasia Profesi Pendidikan Dasar
Febriyanto, Budi
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Improving Motivation and Learning Outcomes of Elementary School Students with Multimedia-Based Interactive Media Yonanda, Devi Afriyuni; Islahuddin, Islahuddin; Ramadhani, Fauziah Aulia; Febriyanto, Budi; Saputra, Dudu Suhandi; Yuliati, Yuyu; Nurhidayat, Eka
Profesi Pendidikan Dasar Vol. 11, No. 3, December 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i3.5761

Abstract

This study addresses challenges in 21st-century education, particularly the low motivation and academic performance of elementary school students. It investigates the use of multimedia-based interactive learning tools as a solution to improve engagement and learning outcomes. Focusing on the Hydrological Cycle (Theme 8) for fifth-grade students, the research aimed to develop interactive multimedia learning materials using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through questionnaires, interviews, and assessments, then analyzed using quantitative and qualitative descriptive methods. The findings revealed strong validity, practicality, and effectiveness of the developed materials. Material and media experts rated the tool’s validity at 90%, classifying it as highly valid. Practicality tests yielded scores of 98.3% from teachers and 86.9% from students, confirming its usability in classroom settings. Most notably, the tool significantly improved learning outcomes, with average test scores rising from 48.79 (pretest) to 81.47 (post-test). These results demonstrate that interactive multimedia tools can effectively enhance student motivation and academic achievement in elementary education
Digital Educational Games to Improve Numerical Literacy of Elementary School Students Yonanda, Devi Afriyuni; Saputra, Dudu Suhandi; Rofi’i, Agus; Rosidah, Ani; Febriyanto, Budi
Journal of Information System, Technology and Engineering Vol. 3 No. 2 (2025): JISTE
Publisher : Yayasan Gema Bina Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61487/jiste.v3i2.146

Abstract

This study was motivated by the low results of the first grade students' beginning reading skills. The purpose of this study was to determine the effect of mobile applications on beginning reading skills in grade I SDN Bonang 1 Panyingkiran District, Majalengka Regency, West Java Province. The research method used was quasi experiment. The samples in this study were grade IA students and grade IB students of SDN Bonang 1 in the 2024/2025 school year with research subjects as many as 20 experimental class students and 20 control class students determined through purposive sampling. Data collection techniques in this study were through student beginning reading skills tests. This study uses quantitative data analysis techniques on pretest and posttest data. The results of the analysis showed that there was a significant difference in beginning reading skills between students who learned using mobile applications and students who learned using textbooks. The conclusion is proven by the Independent Sample T-test which shows a significance value of 0.022 which is smaller than the significance value limit of 0.05. Based on the data obtained, the use of mobile applications has a greater impact than the use of textbooks. This means that students who learn with mobile apps have better beginning reading skills compared to students who learn with textbooks.
Enhancing Elementary Students’ Literacy Through a Mobile Learning Application Rofi'i, Agus; Saputra, Dudu Suhandi; Yonanda, Devi Afriyuni; Lasmawan, I Wayan; Febriyanto, Budi; Yuliawati
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i2.93167

Abstract

Low early reading skills among first-grade students are one of the fundamental problems in early literacy learning. The lack of engaging and interactive learning media causes students to be less motivated to develop basic reading skills. This study aims to analyze the effect of using mobile applications on improving students' early reading skills. This study is a quasi-experimental study with a Nonequivalent Control Group Design. The subjects of this study were first-grade students, with a total of 40 students consisting of 20 students in the experimental class and 20 students in the control class, determined through purposive sampling. Data collection was conducted using a preliminary reading skills test covering three indicators: letter recognition, word recognition, and reading words and sentences. The instrument used was a test sheet. Data analysis was conducted quantitatively using an Independent Sample T-test to compare pretest and posttest results between groups. The analysis results showed a significant difference between the experimental class and the control class, indicating that the use of mobile applications had a positive effect on early reading skills. The conclusion of this study is that mobile applications are effective as an alternative learning medium to improve students' early reading skills. The implications of this study suggest that the integration of technology in early reading learning can be an innovative solution in improving literacy quality in elementary schools.
Literature Review: Pengaruh Model Role Playing dengan Media Audio Visual terhadap Minat Belajar Siswa pada Pembelajaran IPAS Aprianti, Elsy Listi; Febriyanto, Budi
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2457

Abstract

This study aims to analyze the influence of the role playing learning model combined with audio-visual media on students' learning interests. The role playing model provides opportunities for students to actively participate by acting out certain situations that are relevant to the learning material, while audio-visual media is used to strengthen students' understanding through visualization and interesting narratives. The combination of the two is designed to create an interactive and fun learning atmosphere, so that it can increase students' motivation to learn. The research method uses a literature study approach by analyzing 20 scientific articles published during the 2020–2024 period. The data was collected through platforms such as Google Scholar and ResearchGate using the keywords "Role Playing," "Audio Visual Media," and "Learning Interest in IPAS.". The data were analyzed in a qualitative descriptive manner, focusing on the main findings of each article. The results of the study show that the use of the role playing model with audio-visual media significantly increases students' interest in learning. Students become more enthusiastic, actively involved in learning, and show a better understanding of the subject matter. The results of the study also revealed that the application of this model is not only effective in increasing learning interest, but also has the potential to develop students' critical thinking, communication, and collaboration skills
Pengaruh Strategi Pembelajaran Active Knowledge Sharing (AKS) Terhadap Kemampuan Komunikasi dan Hasil Belajar IPA Siswa Sekolah Dasar Arista, Ai; Yanto, Ari; Febriyanto, Budi
Buletin Ilmiah Pendidikan Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/bip.v4i2.446

Abstract

The types of research analyzed and reviewed in this study are quantitative research, and classroom action research. The data collection technique in this literature study research uses the documentation method. This study aims to describe the results of the analysis and study of the Effect of Active Knowledge Sharing (AKS) Learning Strategy on Communication Skills and Learning Outcomes of Elementary School Students. Based on the results of this literature study research, it can be concluded that the use of the Active Knowledge Sharing (AKS) Learning Strategy on Communication Skills and student learning outcomes can provide a positive response from students in the form of increasing student activeness both physically and psychologically which in turn can improve student learning outcomes or the Active Knowledge Sharing (AKS) Learning Strategy has an effect on Communication Skills and student learning outcomes. This can be proven from various kinds of trial results on the use of Active Knowledge Sharing (AKS) Learning strategies carried out at the elementary school level through various types of research. Both quantitative research. This shows that the use of the Active Knowledge Sharing (AKS) Learning Strategy which has the characteristics of active students in learning activities ultimately affects student learning outcomes because this strategy can create an active student learning atmosphere and can improve learning achievement. For example, by making a study schedule and carried out with discipline, reading or taking notes, and concentration.
Co-Authors Agus Rofi’i Aini, Rabeka Putri Aprianti, Elsy Listi Ari Yanto Arista, Ai Dadan Darmawan, Dadan Dwi Cahyo, Edo Eka Nurhidayat Eldiana , Venia Firmansyah Firmansyah I Wayan Lasmawan Inayah, Elfa INDRA SUDRAJAT Islahuddin, Islahuddin Maula, Minnatul Maulana, M. Kahfi Zaeni Putri Aini, Rabeka Ramadhani, Fauziah Aulia Rofi’i, Agus Rosidah, Ani Saputra, Dudu Suhandi Supriatna, Mamat Yanto, Ari Yonanda, Devi Afriyuni Yuliati, Yuyu Yuliawati Zakiyah, Ghina