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All Journal EDUHUMANIORA: Jurnal Pendidikan Dasar JMIE (Journal of Madrasah Ibtidaiyah Education) Al-Azkiya : Jurnal Pendidikan MI/SD These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Edukasi: Journal of Educational Research International Journal of Educational Qualitative Quantitative Research JSES
Setiawan, Dadan
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Implementation of Read-Answer-Disscuss-Explain-and Create Learning Model In Learning Explanation Text In Elementary School Setiawan, Dadan; Sopandi, Wahyu; Handayani, Hany
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Increasing student mastery of learning material is one of the main goals in education. The purpose of this research is to describe the mastery of students' explanatory text concepts through the implementation of the Read, Answer, Disscuss, Explain, and Create (RADEC) learning models. The research method used in this study is a quasi-experimental method. The number of participants in this study were 38 students. Data were collected using a mastery test of explanatory text concepts. Data were analyzed through normality test, homogeneity test and t test using SPSS version 20.0 for windows. Based on the results of the study, it was found that the score of the students 'mastery of the concept of explanatory text concepts was 36.9 and the post-test scores of mastery of the concept of students' explanatory texts was 78.5. Based on the t test results it is known that p = 0.00 =0.05 means that there are significant differences in the mastery of students' explanatory text concepts between before and after treatment is given. Thus it can be concluded that the RADEC learning model is effective in developing the ability to master the explanatory text concept of elementary school students
The Impact of Science Learning Multiliteration Model Based on Futuristic Pedagogic Approach to Metacognition Ability of Basic School Students Herlambang, Yusuf Tri; Abidin, Yunus; Hernawan, Asep Herry; Setiawan, Dadan
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Developing metacognition abilities is one of the main goals in education. The ability of metacognition is one of the abilities that a person must have in the 21st century. The purpose of this study is to describe the impact of implementing a scientific multiliteration learning model on the metacognition abilities of elementary school students. The research method used in this study is a quasi-experimental method. The number of samples of this study were 39 students. Data were collected using an open-ended question test to measure the metacognition abilities of elementary school students. Data were analyzed through normality test, homogeneity test and t test using SPSS version 20.0 for windows. Based on the results of the study, it was found that the pre-test score of metacognition ability of elementary school students was 36.15 while the post-test score of metacognition ability of elementary school students was 83.84. Based on the results of the t test using paired sample test results obtained that p = 0.00Ë‚0.05 means that there are significant differences in the metacognition abilities of elementary school students between before and after treatment using scientific multiliteration learning models. That is, the scientific multiliteration learning model has a significant impact in developing the metacognition abilities of elementary school students
PENGARUH METODE GAMIFIKASI TERHADAP KEMAMPUAN KOMUNIKASI DAN BERPIKIR KRITIS SISWA KELAS IV DALAM PEMBELAJARAN BAHASA INDONESIA Nursa’adah, Ghina; Ummah, Inayatul; Setiawan, Dadan
Jurnal Sultra Elementary School Volume 5 Nomor 2 2024 : Desember
Publisher : Universitas Sulawesi Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54297/jses.v5i2.142

Abstract

This study aims to analyze the impact of gamification methods on the communication and critical thinking abilities of Grade IV students in Indonesian language learning at MI Miftahul Ulum Karangsari. Using a quantitative approach with a quasi-experimental design, the research involved two groups: an experimental group that applied the gamification method and a control group that used conventional teaching methods. Data collection was carried out through observation and tests (pre-test and post-test). The results showed that the gamification method had a significant positive effect on improving students' communication and critical thinking skills. The experimental group demonstrated greater improvement in both communication skills (mean 41.07) and critical thinking ability (mean 79.29) compared to the control group (mean 33.38 for communication and 55.58 for critical thinking). These findings highlight the potential of integrating game elements into Indonesian language learning to enhance student engagement and cognitive skills, particularly in communication and critical thinking.
Effectiveness of Read-Answer-Discuss-Explain-Create Learning Model in Improving Creative Problem Solving Ability of Elementary School Students Nurhalimah, Siti; Mudopar, Mudopar; Setiawan, Dadan; Panehafo, Elina Amadhila
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 17, No 1: January 2025
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v17i1.73109

Abstract

This study investigated the alignment of the RADEC model with psychological principles and cognitive processes to strengthen creative thinking skills. The method used in this study was quasi-experiment with non-equivalent pretest posttest control group design. A total of 48 students as samples of this study were grouped into experimental groups and control groups. The data were collected through test instruments in the form of case study questions to assess students' creative thinking skills. The data were analyzed through descriptive statistical test and independent-sample t test with the help of SPSS version 29 for windows. The findings of this study reveal that the RADEC learning model effectively strengthens students' creative thinking skills. The steps of this model help foster innovative creative thinking in students' problem-solving. The implications of this study highlight the RADEC model as an effective framework for fostering creativity in education. It supports curriculum developers and educators in designing learning processes that nurture students' innovative and critical thinking skills, essential for 21st-century challenges. The model's adaptability to diverse learning styles ensures broader applicability across educational contexts, contributing to the development of problem-solving abilities needed in real-world scenarios.
Impact of Digital Storytelling for Developing Oral Communication Skills, Digital Literacy, and Learning Motivation Among Pre-service Elementary Teachers Setiawan, Dadan; Masuwd, Mowafg Abrahem; Maliki, Noval; Laily, Idah Faridah; Fitriyani, Yani
International Journal of Educational Qualitative Quantitative Research Vol. 2 No. 2 (2023)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v2i2.118

Abstract

In the digital era, oral communication skills, digital literacy, and learning motivation are crucial aspects of education. Digital storytelling is an innovative method that enhances speaking abilities and fosters creativity and active engagement among pre-service elementary teachers in learning. This study aims to explore the impact of digital storytelling in enhancing oral communication skills, digital literacy, and learning motivation among pre-service elementary teachers. A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of 120 pre-service elementary teachers from the State Islamic Cyber University Syekh Nurjati Cirebon, selected through purposive sampling. The experimental group included 58 participants, while the control group comprised 62. Data were collected through oral communication tests, digital literacy questionnaires, and learning motivation surveys administered before and after the intervention. Instrument validity was assessed using content validity with two experts in education and technology, while reliability was measured using Cronbach’s Alpha. Data analysis involved T-tests and Cohen’s D effect size calculations. The findings indicate that digital storytelling significantly improved all three variables, with large effect sizes for oral communication skills (d = 2.21), digital literacy (d = 2.52), and learning motivation (d = 2.65). These results suggest that digital storytelling is an effective pedagogical tool for equipping pre-service elementary teachers with essential competencies in the digital era. This study recommends systematically integrating digital storytelling into pre-service elementary teacher education curricula, developing structured pedagogical scaffolding, and collaborating with partner schools to support skill application in teaching practice.
Pengaruh Model RADEC Berbantuan Canva terhadap Kemampuan Berpikir Kritis Siswa kelas IV Nurghozali, Deka; Maufur, Syibli; Setiawan, Dadan
Al-Azkiya: Jurnal Pendidikan MI/SD Vol 10 No 1 (2025): Al-Azkiya : Jurnal Pendidikan MI/SD
Publisher : the Study Program of Education for Islamic Elementary School Teachers (Undergraduate)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/azkiya.v10i1.11198

Abstract

This study aims to evaluate the effect of the RADEC learning model assisted by Canva on the critical thinking skills of fourth-grade students at MI Salafiyah in Indonesian language learning. The research was motivated by the low critical thinking ability of students due to conventional teaching methods that lacked active student engagement. A quasi-experimental approach with a nonequivalent control group design was employed. The sample consisted of 44 students: 23 in the experimental class and 21 in the control class. A critical thinking essay test was used as the instrument, administered before and after the treatment. The results showed that the average score of the experimental group increased from 41.96 to 75.65 (an increase of 80.1%), while the control group improved from 43.33 to 59.76 (an increase of 38%). An Independent Sample T-Test yielded a significance value of < 0.001, indicating a significant difference between the two groups. It can be concluded that the RADEC model assisted by Canva is effective in improving students’ critical thinking skills.
The Effectiveness of Skills Education Programs in Enhancing the Economic Competitiveness of Generation Z: Efektivitas Program Pendidikan Keterampilan terhadap Peningkatan Daya Saing Ekonomi Generasi Z Rismaya, Erin; Nasir, Abdul; Setiawan, Dadan
Edukasi: Journal of Educational Research Vol. 5 No. 1 (2025)
Publisher : CV. Media Publikasi Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/edukasi.v5i1.281

Abstract

Generation Z, born between 1997 and 2012, faced unique challenges and opportunities in an increasingly competitive job market. Skills education programs were one solution to improve the economic competitiveness of this generation. This study aimed to examine the effectiveness of skills education programs in preparing Generation Z to compete in the workforce. Through quantitative methods, data were collected from 200 respondents who had participated in skills education programs at various institutions. The results showed that there was a significant positive relationship between skills education and increased economic competitiveness, with a p-value <0.05. This finding emphasized the importance of investing in skills education programs to prepare Generation Z to face challenges. This finding made a valuable contribution to the formulation of recommendations for future education policy development.
THE EFFECTIVENESS OF DIGITAL MEDIA-ASSISTED RECIPROCAL TEACHING ON ELEMENTARY STUDENTS’ READING COMPREHENSION SKILLS Laily, Idah Faridah; Setiawan, Dadan; Arifuddin, Ahmad
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 1 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i1.760

Abstract

Traditional instructional methods often fail to develop students' metacognitive and evaluative reading skills, necessitating innovative pedagogical approaches that leverage digital technology to enhance literacy development. This study aimed to evaluate the effectiveness of a digital media-assisted reciprocal learning strategy on fifth-grade elementary students' reading comprehension skills. This study used a quantitative approach with a quasi-experimental method. The study participants consisted of 302 grade V students (aged 10-11 years) from six elementary schools in urban Indonesia. The intervention was conducted over one semester. Data were collected through a Reading Comprehension Test of 30 questions and classroom observations. The analysis included descriptive statistics and ANCOVA to test the main hypothesis. The experimental group showed a significant increase in reading comprehension compared to the control group, sig=0.001<0.05 (Cohen's d = 1.34). The increase was especially seen in the dimensions of metacognitive awareness (Cohen's d = 1.37) and evaluative reading (Cohen's d = 1.32), indicating that the integration of digital media with reciprocal learning strategies effectively improved high-level comprehension skills. Conclusion: Reciprocal learning with the assistance of digital media is an effective approach to improving students' reading comprehension skills. This research has contributed to the utilization of digital technology with reciprocal learning strategies effectively in literacy learning.
Co-Authors Abdul Nasir, Abdul Ahmad Arifuddin Asep Herry Hernawan Fitriyani, Yani Handayani, Hany Idah Faridah Laily, Idah Faridah Maliki, Noval Masuwd, Mowafg Abrahem Mudopar, Mudopar Nurghozali, Deka Nursa’adah, Ghina Panehafo, Elina Amadhila Rismaya, Erin Siti Nurhalimah Syibli Maufur, Syibli Ummah, Inayatul Wahyu Sopandi Yunus Abidin Yusuf Tri Herlambang, Yusuf Tri