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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Scientiae Educatia: Jurnal Pendidikan Sains Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Sekolah Dasar Journal of Humanities and Social Studies Pedagonal : Jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal PkM (Pengabdian kepada Masyarakat) Pedagogia: Jurnal Ilmiah Pendidikan IJIS Edu : Indonesian Journal of Integrated Science Education Pedagogia : Jurnal Ilmiah Pendidikan
Nurramadhani, Annisa
Universitas Pakuan
Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Collaborative Classrooms: Promoting Science Students' Collaboration Through STEM Learning Integration in the Era of Educational Resilience Nurramadhani, Annisa; Riandi, Riandi; Permanasari, Anna; Suwarma, Irma Rahma
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v9i2.20846

Abstract

STEM learning has increasingly been implemented in higher education, particularly in science education programs. In the aftermath of the global health crisis, the learning process has transitioned to a new normal, significantly different from pre-crisis practices. Numerous changes and challenges have emerged in science learning, particularly in fostering collaboration among prospective teachers in higher education. This research explores the nature of collaboration among prospective science teachers through the integration of STEM learning, employing a qualitative research method with in-depth observation as the primary data collection technique. Observations were conducted directly and supported by video recordings to ensure comprehensive data collection, with collaborative practices assessed using collaborative learning rubrics. The findings reveal that science education students have improved their collaboration skills through STEM learning integration, showing greater comfort in direct discussions and hands-on investigative learning activities, although some topics still require online discussions facilitated by e-learning platforms. Consequently, a blended learning approach is identified as the most effective method for integrating STEM learning in the current era to enhance collaboration in science education. Future research could further investigate the integration of STEM learning using hybrid learning models to promote collaboration among students.
STEM Learning: The Way to Construct Undergraduate Students’ Oral Communications Skills in Science Learning Nurramadhani, Annisa; Riandi, Riandi; Permanasari, Anna; Suwarma, Irma Rahma
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 5, No 2 (2023): July 2023
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v5i2.3272

Abstract

Communication skills are one of the skills that a person must have when entering the world of work. Theworkforce in a company that lacks mastering 21st century skills will be at a disadvantage to compete globally,and will have difficulty in dealing with challenges that arise along with the with the development of scienceand technology. So, in higher education such as university, the curriculum, course, and learning shouldprovide the activities that could improve and construct students’ communications skills. STEM is one ofthe learning approaches that could help to construct students’ communication skills. Research objective isto investigate how is the development of oral science communications skills of undergraduate students inEnvironmental learning by using STEM learning approaches. The method of this research is qualitativeresearch by the data taken from observation and teaching learning video recording transcriptions. Thetranscription is coded by the assessment of science communication rubrics adapted from BaltimoreUniversity for oral science communication. The data are taken from students’ presentation activities inenvironmental courses. This research result shows that responsiveness indicators is 88,3%, multimediasupported as technology skills is 83,3%, and conclusions indicators is 50,0%. It could be concluded thatSTEM learning approaches could be constructed students’ oral communications skills. Responsiveness andmultimedia support of oral communications skills indicators are outperformed than conclusion as the leastperformed of oral communications skills.
Digital Vs. Manual : Perbandingan Pengaruh Heyzine dan Pop Up Book dalam pembelajaran IPAS di Sekolah Dasar. Auliya Mahpilinda; Wawan Syahiril Anwar; Annisa Nurramadhani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31297

Abstract

Media pembelajaran merupakan aspek penting untuk meningkatkan hasil belajar. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa antara penggunaan media proyeksi Heyzine dan non proyeksi Pop Up Book pada mata pelajaran IPAS. Metode yang digunakan adalah eksperimen komparatif dengan melibatkan 57 siswa kelas V di salah satu SD Negeri di Kabupaten Bogor tahun ajaran 2024/2025. Data dikumpulkan melalui pretest, posttest (30 soal), dan observasi selama pembelajaran. Analisis data menggunakan uji N-Gain. Hasil menunjukkan rata-rata N-Gain kedua kelas sebesar 77. Uji hipotesis menyatakan Ho diterima karena thitung (0) < ttabel (2,004), sehingga tidak terdapat perbedaan signifikan antara kedua media. Namun, nilai N-Gain terendah pada kelas Pop Up Book lebih tinggi dibandingkan kelas Heyzine. Media Pembelajaran, Hasil Belajar, Pop Up Book, Heyzine.
INOVASI ASESMEN DIGITAL: PENGEMBANGAN INSTRUMEN HOTS BERBANTUAN QUIZIZZ UNTUK PESERTA DIDIK SEKOLAH DASAR Fauzi, Ridwan; Safitri, Nurlinda; Nurramadhani, Annisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31768

Abstract

Kualitas pembelajaran di sekolah dasar sangat bergantung pada kemampuan berpikir tingkat tinggi (HOTS) peserta didik. Observasi menunjukkan rendahnya keterampilan HOTS dan keterbatasan instrumen asesmen digital inovatif, khususnya bagi peserta didik kelas empat. Penelitian pengembangan ini bertujuan mengukur kelayakan instrumen HOTS berbantuan QUIZIZZ untuk siswa sekolah dasar. Studi ini menggunakan model ADDIE yang disederhanakan. Data dikumpulkan melalui validasi ahli (materi, media, bahasa) dan kuesioner uji kepraktisan. Analisis meliputi validitas isi, kepraktisan, validitas butir empiris, reliabilitas, tingkat kesukaran, dan daya pembeda. Hasil menunjukkan instrumen ini sangat layak, dengan validasi ahli rata-rata >95% dan uji kepraktisan 92%. Dari 30 butir, 16 terbukti valid dengan reliabilitas tinggi. Meskipun tingkat kesukaran rata-rata mudah, daya pembeda butir soal menunjukkan kategori baik. Disimpulkan, instrumen HOTS berbantuan QUIZIZZ layak dan praktis untuk mengembangkan serta mengukur HOTS peserta didik. Rekomendasi penelitian selanjutnya adalah mengeksplorasi efektivitasnya dalam pembelajaran nyata.
Empowering Teachers' Digital Literacy: Training on Creating Digital Learning Media at Rural Elementary School Lilis Supratman; Aip Muhamad Irfan; Annisa Nurramadhani; Radita Dwi Ningsih; Krizza Mae Raposas Pomares
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.45

Abstract

Digital learning media play a crucial role in facilitating the transfer of knowledge, particularly in helping students understand abstract concepts. In response to the growing need for technological integration in education, a community service program aims to train teachers in the effective use of digital tool for developing instructional media. This program involved eight teachers at rural elementary school and aimed to enhance their competence, motivation, and consistency in producing digital learning resources. The initiative aligns with the goals of sustainable development goal 4, focuses on improving the quality of education. The activity employed a participatory training and mentoring approach, comprising two key phases: the initial training sessions and subsequent mentoring. The program began with a needs assessment survey administered to participating teachers to understand their prior knowledge and skills. Following this, structured training sessions were conducted, and teachers were guided in the creation of digital learning products. These products were then evaluated and refined through mentoring to ensure their pedagogical quality and relevance. The effectiveness of the program was measured quantitatively using a questionnaire, focusing on four key indicators: basic digital skills, operational competence, motivation to create digital materials, and consistency in their development. The results showed an improvemen across all indicators, demonstrating a strong shift toward digital adoption. Sustained progress requires comprehensive support through institutional policies. It can be concluded that empowering teacher digital literacy could enhance their digital skills.
Culturally Responsive Teaching: An Approach to Cultivate Students' Global Diversity Character Annisa Nurramadhani; Yuyun Elizabeth Patras; Resyi Abdul Ghani; Yoshikazu Tatemoto; Rista Chamelia Anggraeni; Arin Fajar Sisworo
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.50

Abstract

This research aims to investigate students’ global diveristy character in elementary school with culturally responsive teaching (CRT) appraoch. This research method used in this study is descriptive quallitative with 26 students who in fifith grader of elementary schools. They are coming from different ethnic groups (Sundaness, Javaness, Minangkabau, Sunda-Java, Sunda-Batak). CRT is implemented in mathematical learning with Problem based learning model. Mathematical subject is integrated with cultural and local wisdom. Global diversity character is taken by global diversity character questionnaire with 20 statements. The results shows that the communication and interaction between culture aspect gain the highest results, while the lowest is recognising and appreciating culture. And there is the influence of students’ ethnic background to the global diversity character in the learning. It could be concluded that CRT approach could cultivate students’ global diversity character skills in mathematics learning.
PERBEDAAN HASIL BELAJAR SISWA PADA MATERI KEKAYAAN BUDAYA INDONESIA MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING Annisa Delia Futri; Yuli Mulyawati; Annisa Nurramadhani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11595

Abstract

This study aims to determine the differences in student learning outcomes on the topic of Indonesia's cultural heritage through the implementation of the problem- based learning (PBL) model in Grade IV at SDN Gadog 01, Tamansari Subdistrict, Bogor Regency. This research uses a quantitative method with a quasi- experimental design involving two groups selected through simple random sampling. The analysis techniques used include prerequisite tests such as the normality test, variance homogeneity test, and hypothesis testing using the t-test. The results showed that the average N-Gain score in the experimental class using the Problem-Based Learning model fell into the high category, while the control class using the Discovery Learning model had a moderate average N-Gain score. Based on the research findings, it can be concluded that there are significant differences instudent learning outcomes on the topic of Indonesia'scultural heritage through the implementation of the problem-based learning model in Grade IV at SDN Gadog 01, Tamansari Subdistrict, Bogor Regency.
Co-Authors Aip Muhamad Irfan Aip Muhamad Irpan Anna Permanasari Annisa Delia Futri Arin Fajar Sisworo Arin Fajar Sisworo Auliya Mahpilinda Ghani, Resyi Abdul Haritsa, Angel Aulia Irvan Permana Krizza Mae Raposas Pomares Lathifah, Suci Siti Latifah, Suci Siti Lilis Supratman Meyradhia, Azzura Gryniprillady Najla Nurul Amalia Radita Dwi Ningsih Resyi Abdul Ghani Riandi Riandi ridwan fauzi Rista Chamelia Anggraeni Rista Chamelia Anggraeni Safitri, Nurlinda Saputri, Dina Diyah Siti Aqilah Supratman, Lilis Wawan Syahiril Anwar Yoshikazu Tatemoto Yuli Mulyawati YUYUN ELIZABETH PATRAS, YUYUN ELIZABETH