Article Per Year (5 Year)
p-Index From 2020 - 2025
1.827
P-Index
This Author published in this journals
All Journal Jurnal SOLMA Jurnal Basicedu Journal on Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika SOSCIED SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Basicedu Journal of Innovation and Research in Primary Education
Sati, Sati
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Implementasi Pembelajaran E-Learning Terhadap Minat Belajar Peserta Didik di Masa Pandemi Covid-19 Sati, Sati; Setiana, Diana; Amelia, Andini Nur
Jurnal Basicedu Vol. 6 No. 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i1.1899

Abstract

Penelitian ini dilatarbelakangi karena pandemi COVID-19 berdampak pada sendi kehidupan di berbagai bidang, salah satunya di bidang pendidikan. Kondisi ini mengharuskan masyarakat agar tetap stay home, baik itu belajar, bekerja, beribadah, maupun melakukan aktivitas lainnya. Namun, agar proses pendidikan tetap berjalan dan tetap mematuhi kebijakan pemerintah maka solusinya dengan melakukan pembelajaran online, yaitu pembelajaran e-learning. Dengan e-learning, belajar dapat dilakukan tanpa harus bertatap muka secara langsung. Sehingga, berdampak terhadap minat belajar peserta didik. Tujuan penelitian ini, yaitu untuk mengetahui implementasi pembelajaran e-learning terhadap minat belajar peserta didik di masa pandemi COVID-19. Metode penelitian ini, yaitu metode penelitian kualitatif. Hasil penelitian ini, yaitu dalam mengimplementasikan pembelajaran e-learning terdapat beberapa kendala, seperti kurangnya interaksi belajar, keterbatasan sarana dan prasarana, serta kurangnya kesiapan Sumber Daya Manusia (SDM). Sehingga, berdampak pada kurangnya minat belajar peserta didik, seperti peserta didik kurang memiliki perasaan senang, kurang memiliki ketertarikan, kurang memiliki perhatian, dan kurang memiliki keterlibatan dalam pembelajaran.
Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Inkuiri untuk Meningkatkan Sikap Ilmiah Peserta Didik Sekolah Dasar Sati, Sati; Mutmainnah, Iin
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4815

Abstract

Penelitian ini dilandasi oleh hasil studi pendahuluan yang menemukan rendahnya sikap ilmiah peserta didik di kelas V SD Negeri 1 Karangmekar. Tujuan penelitian ini untuk mengetahui pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis inkuiri dalam meningkatkan sikap ilmiah peserta didik. Metode penelitian ini, yaitu metode penelitian. Hasil penelitian ini, yaitu pengembangan LKPD berbasis inkuiri valid digunakan dan dapat meningkat sikap ilmiah peserta didik. Hal ini ditunjukkan dengan hasil observasi pengembangan LKPD berbasis inkuiri memperoleh skor sebesar 7 (58%) dan hasil ujicoba produk memperoleh skor sebesar 12 (100%). Sedangkan hasil observasi sikap ilmiah peserta didik memperoleh jumlah peserta didik yang berkriteria baik sebanyak 12 (48%) orang dan hasil ujicoba produk memperoleh jumlah peserta didik yang berkriteria baik sebanyak 22 (88%) orang. Dengan demikian pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis inkuiri dapat meningkat sikap ilmiah peserta didik di kelas V SD Negeri 1 Karangmekar Kecamatan Karangsembung Kabupaten Cirebon. Sikap ilmiah dibutuhkan bagi para siswa agar terbiasa menjadi insan cendekia yang selalu berpikir rasional.
Implementasi Pembelajaran E-Learning Terhadap Minat Belajar Peserta Didik di Masa Pandemi Covid-19 Sati, Sati; Setiana, Diana; Amelia, Andini Nur
Jurnal Basicedu Vol. 6 No. 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i1.1899

Abstract

Penelitian ini dilatarbelakangi karena pandemi COVID-19 berdampak pada sendi kehidupan di berbagai bidang, salah satunya di bidang pendidikan. Kondisi ini mengharuskan masyarakat agar tetap stay home, baik itu belajar, bekerja, beribadah, maupun melakukan aktivitas lainnya. Namun, agar proses pendidikan tetap berjalan dan tetap mematuhi kebijakan pemerintah maka solusinya dengan melakukan pembelajaran online, yaitu pembelajaran e-learning. Dengan e-learning, belajar dapat dilakukan tanpa harus bertatap muka secara langsung. Sehingga, berdampak terhadap minat belajar peserta didik. Tujuan penelitian ini, yaitu untuk mengetahui implementasi pembelajaran e-learning terhadap minat belajar peserta didik di masa pandemi COVID-19. Metode penelitian ini, yaitu metode penelitian kualitatif. Hasil penelitian ini, yaitu dalam mengimplementasikan pembelajaran e-learning terdapat beberapa kendala, seperti kurangnya interaksi belajar, keterbatasan sarana dan prasarana, serta kurangnya kesiapan Sumber Daya Manusia (SDM). Sehingga, berdampak pada kurangnya minat belajar peserta didik, seperti peserta didik kurang memiliki perasaan senang, kurang memiliki ketertarikan, kurang memiliki perhatian, dan kurang memiliki keterlibatan dalam pembelajaran.
Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Inkuiri untuk Meningkatkan Sikap Ilmiah Peserta Didik Sekolah Dasar Sati, Sati; Mutmainnah, Iin
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4815

Abstract

Penelitian ini dilandasi oleh hasil studi pendahuluan yang menemukan rendahnya sikap ilmiah peserta didik di kelas V SD Negeri 1 Karangmekar. Tujuan penelitian ini untuk mengetahui pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis inkuiri dalam meningkatkan sikap ilmiah peserta didik. Metode penelitian ini, yaitu metode penelitian. Hasil penelitian ini, yaitu pengembangan LKPD berbasis inkuiri valid digunakan dan dapat meningkat sikap ilmiah peserta didik. Hal ini ditunjukkan dengan hasil observasi pengembangan LKPD berbasis inkuiri memperoleh skor sebesar 7 (58%) dan hasil ujicoba produk memperoleh skor sebesar 12 (100%). Sedangkan hasil observasi sikap ilmiah peserta didik memperoleh jumlah peserta didik yang berkriteria baik sebanyak 12 (48%) orang dan hasil ujicoba produk memperoleh jumlah peserta didik yang berkriteria baik sebanyak 22 (88%) orang. Dengan demikian pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis inkuiri dapat meningkat sikap ilmiah peserta didik di kelas V SD Negeri 1 Karangmekar Kecamatan Karangsembung Kabupaten Cirebon. Sikap ilmiah dibutuhkan bagi para siswa agar terbiasa menjadi insan cendekia yang selalu berpikir rasional.
Peningkatan Metode Pembelajaran Kontekstual untuk Meningkatkan Motivasi Belajar Anak Slow Learner di Sekolah Dasar KELAS 5 SDN 1 Jamblang Aghisni, Aghisni; Maharani, Faniar Sesara; Nugraha, Fery Ichsan; Gunawan, Wahyu Arif; Sati, Sati; Setiawati, Dian

Publisher :

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8318

Abstract

Slow learners in elementary schools often face challenges in maintaining learning motivation, which has an impact on their academic achievement. This study aims to improve the learning motivation of slow learner students in grade 5 at SDN 1 Jamblang through the application of contextual learning methods. The research method used is classroom action research (CAR) with a cycle model, including planning, implementation, observation, and reflection. Data were collected through observation, interviews, and student learning motivation questionnaires. The results of the study showed that the contextual learning method was able to significantly improve student learning motivation. In the first cycle, student learning motivation increased by 20%, and in the second cycle, the increase reached 35% compared to the initial conditions. Learning that is relevant to students' daily lives, the use of concrete media, and interactive approaches have proven effective in helping slow learner students understand the material and increase their involvement in the learning process. This study emphasizes the importance of implementing contextual learning methods as a strategy to support the learning needs of slow learner students. The results of this study provide practical contributions for teachers in developing inclusive and effective learning approaches in elementary schools.
PENINGKATAN KEAKTIFAN BELAJAR PESERTA DIDIK MATERI EKOLOGI MELALUI PENERAPAN MODEL PBL DI SMP Ningsih, Yunia; Sati, Sati; Andayan, Iwan
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i2.5357

Abstract

This research was motivated by the lack of student engagement in science learning. Science is often perceived as a difficult and abstract subject, leading to low enthusiasm and passive participation among students during the learning process. The purpose of this study is to enhance student learning engagement through the implementation of the Problem-Based Learning (PBL) model combined with a differentiated instruction approach in the ecology topic at SMP Negeri 2 Weru.The research method employed is classroom action research, which was conducted over two instructional cycles. Each cycle consisted of four stages: planning, implementation, observation, and reflection.The research findings indicate that prior to the intervention, the percentage of active student participation was only 49.38%, categorized as low. After the first cycle, student engagement increased to 68.06%, falling into the moderate category. In the second cycle, a significant improvement was observed, with student engagement reaching 85.96%, categorized as high. The results of the study conclude that there was a notable increase in student learning engagement following the application of the PBL model integrated with a differentiated instruction approach. ABSTRAKKurangnya partisipasi belajar peserta didik dalam Pembelajaran IPA. Peserta didik cenderung kurang aktif, tidak terlibat, bahkan tidak berminat dalam mempelajari IPA karena dianggap rumit dan konseptual. Tujuan penelitian ini adalah untuk meningkatkan partisipasi belajar peserta didik melalui penerapan model Problem Based Learning (PBL) dengan pendekatan diferensiasi pada materi ekologi di SMP Negeri 2 Weru. Metode penelitian yang digunakan adalah penelitian tindakan kelas, yang dilakukan dalam dua siklus pembelajaran. Setiap siklus terdiri dari empat tahap, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Berdasarkan hasil penelitian, menunjukkan bahwa sebelum tindakan diambil, persentase aktivitas belajar peserta didik hanya mencapai 49,38% dalam kategori rendah. Setelah pelaksanaan Tindakan pada siklus I, tingkat keaktifan mencapai 68,06% dalam kategori sedang. Pada siklus II, tingkat keberhasilan keaktifan belajar peserta didik mengalami peningkatan yang signifikan, mencapai 85,96% dalam kategori tinggi. Temuan penelitian menunjukkan bahwa penerapan model pembelajaran PBL yang dikombinasikan dengan pendekatan diferensiasi meningkatkan keaktifan belajar peserta didik.
PENINGKATAN MINAT BELAJAR PESERTA DIDIK MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) PADA MATERI AJAR PEMISAHAN CAMPURAN DI KELAS VIII SMP NEGERI 2 WERU KABUPATEN CIREBON Safitri, Yesi Andri; Sati, Sati; Andayana, Iwan
SOSCIED Vol 8 No 1 (2025): SOSCIED - Juli 2025
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v8i1.939

Abstract

This study was driven by the observation that students exhibited low interest in learning science, perceiving it as a challenging and monotonous subject. The research aimed to enhance students' interest in learning about the topic of mixture separation by utilizing the Problem-Based Learning (PBL) model, integrated with a differentiation approach and Experiential Learning in class VIII of SMP Negeri 2 Weru. This research employed a Classroom Action Research (CAR) design, implemented in two cycles, with each cycle comprising four stages: planning, implementation, observation, and reflection. The findings revealed that prior to the intervention, students' learning interest achieved only 42%, which was categorized as low. Following the intervention, students' learning interest improved to 65% in the first cycle, categorized as moderate. In the second cycle, a significant increase was recorded, with students' learning interest reaching 89%, categorized as very good. In conclusion, the application of the PBL model, supported by a differentiation approach and Experiential Learning, was effective in enhancing students' interest in learning.
PENINGKATAN MOTIVASI BELAJAR PESERTA DIDIK MELALUI MODEL PBL DI KELAS VIII SMP NEGERI 2 WERU Munawarotun, Tri Rif'atun; Sati, Sati; Andayana, Iwan
SOSCIED Vol 8 No 1 (2025): SOSCIED - Juli 2025
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v8i1.940

Abstract

This study aims to increase student learning motivation through the application of Problem Based Learning (PBL) model integrated with Teaching at The Right Level (TaRL).learning. The research was conducted in class VIII-H SMP Negeri 2 Weru, Cirebon Regency using the Classroom Action Research (PTK) method for two cycles. Data were obtained through observation of student learning activities based on five indikators of learning motivation, namely perseverance, resilience to challenges, interest, success, and independence in learning. The results showed an increase in student learning motivation from the low category in the pre-cycle (31.9%) to moderate in cycle I (68.2%) and high in cycle II (81.6%). The integration of TaRL in the PBL model is proven to strengthen the active role of students in the learning process through meaningful use of technology, while the differentiation approach accommodates diverse learning needs. Thus, the application of the TaRL -integrated PBL model can effectively increase student learning motivation while supporting 21st century learning that emphasizes active, collaborative, and technology-based engagement
Membangun Kesadaran: Mengenali, Mencegah, dan Menangani Pelecehan dan Kekerasan Seksual di Lingkungan Sekolah Sati, Sati; Lissa’adah, Tri Rif’atun Munawwarotu; Julika, Wahyu Indah; Dari, Wulan; Safitri, Yesi Andri; Ningsih, Yunia; Andayana, Iwan
Jurnal SOLMA Vol. 14 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i2.18876

Abstract

Background: Pelecehan dan kekerasan seksual setiap tahunnya meningkat. Terutama pada dunia pendidikan sering terjadinya kasus pelecehan dan kekerasan seksual. Terjadi di perguruan tinggi, sekolah, madrasah hingga pesantren. Dampak pelecehan kekerasan seksual ini berefek samping pada psikologis, fisik anak dan lingkungan pendidikan. Tujuan dari kegiatan pengabdian ini adalah untuk memberikan pemahaman pengetahuan kepada siswa SMP Negeri 2 Weru Cirebon Jawa Barat tentang pelecehan dan kekerasan seksual. Metode: Terdiri dari 3 tahap yaitu persiapan, pelaksanaan dan evaluasi dan melalui 3 pendekatan yaitu tes awal (pretest), diskusi pemberian materi dan tes akhir (posttest). Hasil: Hasil nilai rata-rata pretest 40,12 kemudian meningkat dengan hasil nilai rata-rata posttest 66,25 dengan n-gain 0,43 pada kategori sedang. Kesimpulan: Dapat disimpulkan bahwa setelah kegiatan ini berdasarkan nilai pretest dan posttest siswa mengalami peningkatan pemahaman pengetahuan tentang pelecehan dan kekerasan seksual pada kategori sedang.
Effects of Project-Based Learning on Critical Thinking Skills of Fourth-Grade Students Hadistia, Pipih; Darmini, Mimin; Sati, Sati
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2338

Abstract

Critical thinking skills represent essential competencies for 21st-century education, yet Indonesian elementary students consistently demonstrate limited analytical capabilities. Project-Based Learning (PBL) offers a constructivist approach that potentially addresses these deficiencies through authentic, collaborative problem-solving experiences. This study investigated PBL's effectiveness in enhancing fourth-grade students' critical thinking skills within integrated science education. A pre-experimental One Group Pretest-Posttest Design was employed with 25 fourth-grade students at SD Negeri 1 Watubelah, Cirebon Regency. The intervention implemented six PBL steps over three weeks focusing on magnetism concepts. Critical thinking skills were assessed using a validated 20-item test based on Archer's indicators (validity coefficients 0.65-0.82, reliability α = 0.87). Data analysis included paired t-tests and normalized gain calculations, complemented by qualitative observations of student engagement. Significant improvements were observed from pretest (M = 27.8, SD = 9.2) to posttest (M = 91.2, SD = 6.4) with t = 21.18 (p < 0.001). The normalized gain of 0.87 indicated high practical significance according to Hake's criteria. Qualitative observations revealed enhanced student participation, collaborative skills, autonomous learning behaviors, and communication abilities. Students transitioned from passive recipients to active problem-solvers demonstrating analytical thinking and creative solution development. Project-Based Learning significantly enhances critical thinking skills among fourth-grade students in science education contexts. The substantial effect size validates PBL as an effective alternative to traditional teacher-centered instruction in Indonesian elementary schools. These findings support constructivist learning theories and provide empirical evidence for PBL implementation within the Independent Curriculum framework. Future research should employ larger samples and controlled designs to strengthen generalizability across diverse educational contexts.
Co-Authors Aghisni, Aghisni Amelia, Andini Nur Andayan, Iwan Andayana, Iwan Darmini, Mimin Gunawan, Wahyu Arif Hadistia, Pipih Iwan, Andayana Julika, Wahyu Indah Lissa’adah, Tri Rif’atun Munawwarotu Maharani, Faniar Sesara Munawarotun, Tri Rif'atun Mutmainnah, Iin Ningsih, Yunia Nugraha, Fery Ichsan Rustika, Putik Safitri, Yesi Andri Setiana, Diana Setiawati, Dian Wulan Dari, Wulan