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Trisnani, Novy
IKIP PGRI Wates Yogyakarta
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Pengaruh Perhatian Orang Tua dan Pemberian Penguatan Guru terhadap Kepercayaan Diri Peserta Didik Kelas V Wiwit Sri Intan; Yulia Palupi; Novy Trisnani
LEARNTECH: Jurnal Teknologi Pendidikan Vol. 1 No. 02 (2025): ISSUE JULI
Publisher : PT. Mifandi Mandiri Digital

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kepercayaan diri peserta didik kelas V SDN Serang. Tujuan penelitian ini adalah untuk mengetahui pengaruh perhatian orang tua dan pemberian penguatan guru terhadap kepercayaan diri peserta didik, baik secara parsial maupun simultan. Metode penelitian menggunakan pendekatan kuantitatif dengan jenis ex-post facto. Populasi penelitian berjumlah 25 peserta didik kelas V yang juga menjadi sampel. Instrumen berupa kuesioner skala Likert yang telah diuji validitas dan reliabilitasnya. Analisis data menggunakan analisis regresi linear berganda dengan uji t, uji F, serta koefisien determinasi. Hasil penelitian menunjukkan bahwa perhatian orang tua dan pemberian penguatan guru berpengaruh positif dan signifikan terhadap kepercayaan diri peserta didik, baik secara parsial maupun simultan, dengan kontribusi sebesar 70%. Temuan ini menegaskan pentingnya peran orang tua dan guru dalam membangun karakter percaya diri anak sekolah dasar.
Pemanfaatan Teknologi Web dalam Edukasi Pencegahan Kekerasan Seksual Anak di Panti Asuhan Utami, Wulan Tri Puji; Setiani, Ismarini Bekti; Musthofa, Zaenal; Prehadini, Tampi; Trisnani, Novy; Ar-Raafi’, Fahrozi; Buaga, Garib Firman; Farkhan, Muhammad; Muthi’ah, Hana
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 4 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i4.25448

Abstract

Kekerasan seksual terhadap anak masih menjadi permasalahan serius di lingkungan lembaga pengasuhan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan keterampilan warga Panti Asuhan Ash-Shidiqqiyah, Kokap, Kulon Progo, dalam pencegahan kekerasan seksual anak melalui pemanfaatan teknologi web. Metode yang digunakan adalah Participatory Action Research (PAR) yang melibatkan 31 anak asuh dan 6 pengasuh sebagai peserta. Kegiatan dilaksanakan melalui empat tahap, yaitu sosialisasi, pelatihan, implementasi, dan refleksi partisipatif. Hasil pretest-posttest menunjukkan peningkatan pengetahuan rata-rata sebesar 50% (dari 42% menjadi 92%), dengan peningkatan tertinggi pada kemampuan mengenali bentuk kekerasan seksual sebesar 57 poin persentase. Keterampilan digital pengasuh meningkat dari 25% menjadi 93%, dan tingkat kepuasan terhadap sistem aduan berbasis web mencapai 92%. Program ini juga menghasilkan e-book dan video edukatif tentang perlindungan anak serta pembentukan Satgas Anti Kekerasan Seksual sebagai tindak lanjut keberlanjutan program. Hasil kegiatan membuktikan bahwa pendekatan partisipatif berbasis teknologi web efektif dalam meningkatkan literasi perlindungan anak dan kesadaran digital di lingkungan panti asuhan.
Tipe Take and Give dan Hasil Belajar Ilmu Pengetahuan Alam dan Sosial di Sekolah Dasar Ilfa Linda Apriliana; Atika Dwi Evitasari; Novy Trisnani
EDUKATIF: Jurnal Penelitian dan Pembelajaran Vol. 1 No. 04 (2026): ISSUE JANUARI
Publisher : PT. Mifandi Mandiri Digital

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Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik dengan menerapkan model cooperative learning tipe take and give pada pembelajaran IPAS di kelas IV SD Negeri Kokap. Penelitian ini menggunakan jenis penelitian tindakan kelas (PTK) yang dilaksanakan dalam 2 siklus dengan 3 tahapan, yaitu perencanaan, pelaksanaan tindakan dan observasi, serta refleksi. Subjek penelitian adalah peserta didik kelas IV yang berjumlah 14 peserta didik. Teknik pengumpulan data menggunakan tes hasil belajar serta lembar observasi aktivitas guru dan peserta didik. Analisis data dilakukan dengan analisis kuantitatif dan kualitatif. Indikator keberhasilan ditentukan apabila minimal 75% peserta didik mencapai KKTP yang ditentukan yaitu ≥76. Hasil penelitian menunjukkan adanya peningkatan hasil belajar dari pra siklus hingga siklus II. Pada pra siklus, hanya 14,3% peserta didik yang tuntas. Setelah tindakan, pada siklus I meningkat menjadi 57,1% dengan nilai rata-rata 75,7. Pada siklus II, meningkat kembali mencapai 85,7% dengan nilai rata-rata 86,8, sehingga indikator keberhasilan telah tercapai pada siklus II. Hasil observasi aktivitas mengajar guru dan aktivitas belajar peserta didik sejak siklus I berada pada kategori “Baik” dan semakin konsisten pada siklus II. Guru lebih terampil dalam menyampaikan materi, memberikan instruksi dengan jelas, dan mengelola waktu dengan efektif. Sementara peserta didik lebih aktif dalam pertukaran informasi, percaya diri, serta berani menyampaikan pendapat dengan bahasa sendiri. Hasil tersebut menunjukkan bahwa model cooperative learning tipe take and give terbukti efektif dalam meningkatkan hasil belajar peserta didik pada pembelajaran IPAS.
A PERMA-Based Measure of Student Well-Being in Science Learning: Development and CFA Validation Asih Utami; Mohammad Ghufroni Farid; Kristiani Natalina; Novy Trisnani; Norma Yunaini; Siska Adelia; Zain Nur Ilham
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.30294

Abstract

Student well-being is essential for effective and sustainable science learning. However, no instrument has specifically assessed it based on this context’s PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) model. This study aims to develop and validate a PERMA-based well-being instrument for secondary school students. The instrument was developed through three phases: item generation and expert validation, pilot testing, and scale evaluation using Confirmatory Factor Analysis (CFA). Data were collected from secondary school students and analysed using the Maximum Likelihood Robust (MLR) estimator. The five-factor model demonstrated good fit (χ²/df = 2.01; RMSEA = 0.055; CFI = 0.964; TLI = 0.957) and met convergent validity, discriminant validity, and construct reliability criteria. The instrument is valid, reliable, and sensitive to the science learning context, supporting and integrating social-emotional learning in STEM education to enhance student well-being.
Dampak Kecerdasan Buatan dalam Pembelajaran Matematika dan IPA: Pengembangan Kurikulum yang Responsip terhadap Era Digital Nurmaliati; Rendi Hadian A. Tamagola; Al Ikhlas; Efriana Jon; Novy Trisnani; Ira Wulan Sari
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3374

Abstract

The rapid development of Artificial Intelligence (AI) has significantly influenced various sectors, including education, particularly in Mathematics and Science learning. The integration of AI into instructional processes presents both opportunities and challenges, especially regarding curriculum readiness in responding to the demands of the digital era. The main problem addressed in this study is how AI impacts the learning of Mathematics and Science and how a responsive curriculum can be developed to accommodate these technological advancements. This study aims to analyze the role of AI in enhancing the effectiveness of Mathematics and Science learning, identify emerging competencies required by students, and formulate principles for curriculum development that align with AI integration. The research employs a systematic literature review method by examining scholarly articles, research reports, and educational policy documents relevant to AI and curriculum development. The results indicate that AI contributes positively to personalized learning, improved understanding of abstract concepts, enhanced problem-solving skills, and increased digital literacy among students. Furthermore, AI encourages a shift in the teacher’s role from information transmitter to learning facilitator and mentor. However, effective implementation requires curriculum adjustments that emphasize critical thinking, digital ethics, and human–technology collaboration. In conclusion, developing a curriculum that is responsive to the digital era necessitates the pedagogical, sustainable, and ethical integration of artificial intelligence, with a strong focus on fostering 21st-century competencies.
Kolaborasi Kampus dan Sekolah dalam Pengembangan Media Pembelajaran Inovatif untuk Siswa Sekolah Dasar Siwi Utaminingtyas; Atika Dwi Evitasari; Novy Trisnani; Ratri Shinta Wardhani
INTAN CENDEKIA: Jurnal Pengabdian Masyarakat Vol 7 No 1 (2026): INTAN CENDEKIA: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Intan Cendekia

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Abstract

Pengembangan media pembelajaran inovatif merupakan salah satu upaya untuk meningkatkan kualitas pembelajaran di sekolah dasar. Namun, berdasarkan hasil observasi dan identifikasi kebutuhan selama kegiatan Magang 1 dan Magang 2 di sekolah mitra, guru masih menghadapi kendala dalam mengembangkan media pembelajaran secara mandiri, seperti keterbatasan pengalaman, kreativitas, serta kesempatan mengikuti pelatihan dan pendampingan. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru sekolah dasar dalam mengembangkan media pembelajaran inovatif melalui kolaborasi antara perguruan tinggi dan sekolah. Kegiatan dilaksanakan pada Januari–Februari 2026 di 8 SD di Kabupaten Kulon Progo dengan melibatkan dosen, mahasiswa, dan guru sebagai mitra.  Metode yang digunakan adalah pendekatan partisipatif melalui empat tahapan, yaitu identifikasi kebutuhan, perancangan media, pembuatan media, dan demonstrasi penggunaan media pembelajaran. Hasil kegiatan menunjukkan bahwa kolaborasi yang dilakukan mampu menghasilkan berbagai media pembelajaran inovatif, yaitu Smart Box, Big Book, Smart TV, Diorama, dan Culture Adventure Box yang disesuaikan dengan karakteristik materi dan kebutuhan peserta didik. Selain menghasilkan media pembelajaran yang siap digunakan, kegiatan ini juga meningkatkan pengetahuan, keterampilan, kreativitas, serta kepercayaan diri guru dalam merancang, membuat, dan mengimplementasikan media pembelajaran secara mandiri. Dengan demikian, kolaborasi antara perguruan tinggi dan sekolah menjadi strategi yang efektif dalam mendukung pengembangan media pembelajaran inovatif sekaligus memperkuat kemitraan yang berkelanjutan untuk meningkatkan kualitas pembelajaran di sekolah dasar.
Teachers' Strategies for Addressing Reading Delays through Multisensory Learning: : A Case Study at Bendo Elementary School Youlandi Rahayu Sulistiyawati, Dhesta; Tri Puji Utami, Wulan; Trisnani, Novy; Shinta Wardhani, Ratri
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.58541

Abstract

Reading is a foundational skill that determines students' academic success, yet many elementary school students in Indonesia still experience reading delays. It aims to explore teachers' strategies in overcoming reading delays through multisensory learning at SD Negeri Bendo. A qualitative case study approach was employed, with data collected through in-depth interviews, participant observation, and documentation. The subjects were three lower-grade teachers and the school principal, selected purposively. Data were analyzed using Miles, Huberman, and Saldaña's interactive analysis model, with data validity ensured through source and technique triangulation. The findings reveal six key aspects of teachers' strategies: (1) planning through VAKT-based teaching modules tailored to students' characteristics; (2) implementation integrating visual, auditory, kinesthetic, and tactile activities in a sequential learning cycle; (3) supporting factors including school policy support, learning facilities, parental collaboration, and teacher professional commitment; (4) inhibiting factors dominated by students' heterogeneous reading abilities, time constraints, lack of structured implementation guidelines, and limited training; (5) teacher efforts through individual tutoring, varied media, regular evaluation, and parental collaboration; and (6) positive changes in students' letter recognition, syllable reading, simple word arrangement, as well as increased motivation and self-confidence associated with multisensory learning. The novelty of this research lies in its holistic examination of multisensory learning implementation in a specific elementary school context, revealing that the integration of teacher competence, school support, and parental involvement is key to success. The findings imply the need for structured implementation guidelines, teacher training, and strengthened school-parent collaboration to support more effective and inclusive literacy learning.
Pedagogical Content Knowledge as a Moderator of Teaching Readiness: The Role of Content Mastery, Technological Competence, and Professional Attitude Novy Trisnani; Dhesta Youlandi Rahayu Sulistiyawati; Siwi Utaminingtyas; Faridl Musyadad
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.111520

Abstract

The problem in this research lies in the suboptimal teaching readiness of prospective elementary school teachers in the digital era. This condition results from a lack of integration among material mastery, educational technology competency, and professional attitudes in pedagogical practice. This research aims to analyze, evaluate, and test. The influence of material mastery, educational technology competency, and professional attitude on teaching readiness and the moderating role of Pedagogical Content Knowledge (PCK). This study is quantitative and employs a causal-correlational design. The subjects were 355 elementary school student teachers, who also served as trial subjects through saturated sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis used multiple linear regression and Moderated Regression Analysis (MRA). The results showed that all three variables simultaneously had a significant effect on teaching readiness, while they partially varied in their influence. PCK was shown to significantly moderate and strengthen the relationships among variables and to increase the model's predictive power. The conclusion of this study confirms that teaching readiness is not only determined by competency mastery, but by the integration of competencies through PCK. The implications of this study emphasize the importance of strengthening PCK in the education of prospective teachers.
Co-Authors Al Ikhlas Anita Dewi Astuti Anita Dewi Astuti Anita Dewi Astuti Ar-Raafi’, Fahrozi Asih UTAMI Astuti, Anita Dewi Atika Dwi Evitasari Atika Dwi Evitasari Buaga, Garib Firman Dhesta Youlandi Rahayu Sulistiyawati Efriana Jon, Efriana Endah Rahmawati Endah Rahmawati Evitasari, Atika Dwi Farid, Mohammad Ghufroni Farkhan, Muhammad Geyol Sugiyanta Heri Retnawati Hermansyah, Agus Kichi Ilfa Linda Apriliana Ira Wulan Sari Ismarini Bekti Setiani Kristiani Natalina Lestari, Shindy Mohammad Ghufroni Farid Musthofa, Zaenal Musyadad, Faridl Muthi’ah, Hana Norma Yunaini Nur Sya'ban Ratri Dwi Mulyani Nurmaliati Nursiwi Nugraheni Prehadini, Tampi Ratri Shinta Wardani Ratri Shinta Wardhani Rendi Hadian A. Tamagola Santika, Yessy Sari, Elok Fariha Shinta Wardhani, Ratri Siska Adelia Siwi Utaminingtyas Sugiyanta, Geyol Suheni Damastuti Syauqie Muhammad Marier Utami, Asih Utaminingtyas, Siwi Wardhani, Ratri Shinta Wiwit Sri Intan Wulan Tri Puji Utami Wuri Wuryandani Yessy Santika Youlandi Rahayu Sulistiyawati, Dhesta Yulia Palupi Yunaini, Norma Zain Nur Ilham