Article Per Year (5 Year)
p-Index From 2021 - 2026
2.713
P-Index
This Author published in this journals
All Journal ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar LENSA (Lentera Sains): Jurnal Pendidikan IPA Lentera: Jurnal Ilmiah Kependidikan Jurnal Basicedu Journal on Education JURNAL PENDIDIKAN MIPA JPPS (Jurnal Penelitian Pendidikan Sains) At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Eduproxima : Jurnal Ilmiah Pendidikan IPA Mitra Mahajana: Jurnal Pengabdian Masyarakat Madiun Spoor : Jurnal Pengabdian Masyarakat Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Pendidikan dan Ilmu Sosial Jurnal Basicedu Jurnal Simki Postgraduate Ahsana: Jurnal Penelitian dan Pengabdian kepada Masyarakat Jurnal Simki Postgraduate
Syafi'ah, Rohmatus
Universitas Bhinneka PGRI
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK PADA MATA PELAJARAN IPAS KELAS IV SEKOLAH DASAR Pertiwi, Jessinda Audria; Syafi’ah, Rohmatus; Yuliana Sari, Eka
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 4 (2025): Vol. 5 No. 4 Edisi November 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i4.3672

Abstract

Latar belakang penelitian ini adalah bahwa kapasitas kognitif peserta didik belum memadai untuk memahami materi pelajaran. Hal ini menunjukkan bahwa model pembelajaran yang dipilih masih kurang efektif dalam meningkatkan pemahaman ideal terhadap materi pelajaran. Karena materi IPAS memerlukan pemahaman mendalam dan hafalan, diperlukan model pembelajaran yang lebih baik. Tujuan penelitian ini adalah untuk menganalisis pengaruh model Contextual Teaching and Learning (CTL) terhadap hasil belajar kognitif peserta didik kelas IV pada mata pelajaran IPAS materi gaya. Penelitian ini menggunakan metode kuantitatif dengan pendekatan quasi-eksperimental. Sampel penelitian terdiri dari 27 peserta didik, dengan 9 peserta didik dari kelompok kontrol dan 18 peserta didik dari kelompok eksperimen. Alat evaluasi penelitian ini adalah hasil belajar kognitif. Nilai signifikansi p < 0,001 yang ditunjukkan oleh hasil uji t berada di bawah ambang batas signifikansi 0,05. Hasil penelitian menunjukkan bahwa model pembelajaran CTL secara signifikan meningkatkan hasil belajar kognitif peserta didik.  
Pendampingan Pemanfaatan Canva AI dalam Pembuatan Media Infografis IPAS untuk Guru SD Rohmatus Syafi’ah; Mukhammad Zainul Muttaqin; Rahyu Setiani; Alik Mustafidal Laili; Eka Yuliana Sari; Vindhy Dian Indah Pratika
Jurnal Pengabdian kepada Masyarakat Desa (JPMD) Vol. 6 No. 3 (2025): JPMD
Publisher : LP3M IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/jpmd.v6i3.2744

Abstract

The rapid development of digital technology requires teachers to possess digital literacy and the ability to innovate in developing 21st-century learning media. This Community Service Program (PkM) focuses on enhancing the digital competence of teachers at Mulyosari 2 Elementary School, Tulungagung, through mentoring on the use of Artificial Intelligence (AI) features in Canva for designing Science and Social Studies (IPAS) infographic media. The program was conducted using a participatory action approach consisting of three stages: collaborative planning, intensive mentoring, and evaluation. The results show an improvement in teachers’ skills in utilizing Canva AI features such as Magic Write and Text to Image, as well as their ability to produce original, contextual, and efficient infographic designs. All participants successfully created at least one feasible infographic product, accompanied by increased motivation, confidence, and professional satisfaction. Overall, this activity contributes to strengthening teachers’ digital literacy and promoting technology-based learning innovation in elementary education.
Pengembangan LKPD berbasis Pendekatan Saintifik berbantuan Liveworksheet pada Materi Gaya Kelas IV SD Gandes Sekar Arum; Rohmatus Syafi’ah
Jurnal Simki Postgraduate Vol 3 No 3 (2024): Volume 3 Nomor 3 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v3i3.835

Abstract

This research is motivated by the lack of application of varied teaching materials in the independent curriculum at SD Negeri 4 Ngentrong. The teaching materials used still use smart agile books. This is the basis for researchers in developing LKPD based on a scientific approach with the help of a liveworksheet application on the material of style for grade IV. The aim is to develop and describe the validity of LKPD based on a scientific approach assisted by liveworksheets on the material of style. The method used in this study is Research and Development (R&D) with the 4-D model (Define, Design, Develop, Disseminate). The data collection technique used was a questionnaire, the data collection instrument used a questionnaire sheet for media experts, material experts, language experts, teacher responses, and student responses. The validity of the development of LKPD is determined from the results of validation by media experts, material experts and language experts, the results of the media expert assessment got an average percentage score of 88.75%, the results of the assessment from material experts got an average percentage score of 93%, and the results of the assessment from language experts got an average percentage score of 93.75%. The product development test to (practitioner) class teachers got a percentage score of 95% and the test to users (students) of class IV totaling 19 got a percentage score of 93.42%. So it can be concluded that LKPD based on a scientific approach assisted by liveworksheets is "very valid" and can be used in the learning process.
Science Creativity Assessment Instruments in the Merdeka Curriculum in Elementary Schools Rahyu Setiani; Rohmatus Syafi'ah; Setyo Hartanto; Ela Rolita Arifianti; Dwikoranto; Syafiah, Rohmatus
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 8 No 2 (2024): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v8i2.2062

Abstract

This research is motivated by the alignment between the learning objectives of Natural Sciences (IPA) and the Merdeka curriculum, one of which is to develop student creativity. Therefore, it is necessary to prepare an assessment instrument that can measure student creativity, including creative thinking skills. This research aims to determine whether the assessment instrument to measure creative thinking skills is feasible to use or not. In this research, the approach employed is Research and Development (R&D). The development research method follows the Borg and Gall model. The data collection method uses a questionnaire that is given to validators. The validation sheet is the instrument used. Content validity is the method used for data analysis. The test instrument's validity was high, with Aiken's V score of 0.82, surpassing the 0.800 threshold for high validity. This makes the instrument reliable for assessing students' creative thinking skills. It is suitable for use in elementary schools to evaluate higher-order thinking and creativity. The implications are that the instrument can be applied in elementary schools to assess student learning outcomes at the level of higher-order thinking skills, particularly related to creativity. Guildford's indicators—Fluency, Flexibility, Originality, Elaboration, and Redefinition—offer a comprehensive creativity assessment. Fluency (3 questions) measures idea quantity. Flexibility (2 questions) assesses adaptability to different perspectives. Originality (5 questions) evaluates the uniqueness of ideas. Elaboration (3 questions) examines idea detail. Redefinition (2 questions) measures perspective shifts. All questions are valid, ensuring accurate and thorough creativity evaluation.
Co-Authors Alik Mustafidal Laili Cahyani, Sofia Ulfa Dea Wulandari Dian Septi Nur Afifah Dwikoranto Eka Yuliana Sari Eka Yuliana Sari Ela Rolita Arifianti Fida Rachmadiarti Gandes Sekar Arum Imelda, Rizka Mawadati, Izza Mukhammad Zainul Muttaqin Mustofa, Refita Muttaqin, Mukhammad Zainul Nugraha, Aldila Wanda Nugrananda Janattaka Oktaviarini, Nourma Permatasari, Faudina Permatasari, Tantri Pertiwi, Jessinda Audria Rahyu Setiani Ria Fajrin Rizqy Ana Sari, Eka Yuliana Setyo Hartanto Syafiah, Rohmatus Tukiran Tukiran Utomo, Fajar Hendro Vindhy Dian Indah Pratika Widiyawati, Amelia Linda Yuliana Sari, Eka