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Apriliya, Seni
Univerasitas Pendidikan Indonesia Kampus Tasikmalaya
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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LITERASI EMOSI ASPEK BEREMPATI: STUDI ETNOGRAFI TERHADAP PESERTA DIDIK KELAS V SEKOLAH DASAR Sipa, Padilatul; Apriliya, Seni; Nuryadin, Asep
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25576

Abstract

Penelitian ini dilatarbelakangi oleh terbatasnya hasil riset yang secara spesifik menggambarkan literasi emosi peserta didik, khususnya pada aspek empati. Oleh karena itu, tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana literasi emosi peserta didik sekolah dasar, terutama dalam aspek berempati dengan tulus. Pada kegiatan pembelajaran di kelas. Penelitian ini menggunakan pendekatan kualitatif dengan metode classroom ethnography. Partisipan dalam penelitian ini adalah peserta didik dan guru di salah satu sekolah dasar di Kota Tasikmalaya. Teknik pengumpulan data dilakukan melalui observasi dan wawancara. Instrumen pengumpulan data berikut analisis data penelitian ini didasarkan pada teori literasi emosi yang dikemukakan oleh Steiner, terdapat tiga tahapan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa literasi emosi peserta didik pada aspek berempati dengan tulus masih tergolong belum memadai. Kondisi ini disebabkan belum dikenalnya konsep literasi emosi secara utuh serta kurangnya pembiasaan dalam kehidupan sehari-hari. Namun demikian, secara umum peserta didik mulai mampu mengenali dan merespons perasaan orang lain di sekitarnya. Oleh karena itu, edukasi mengenai literasi emosi khususnya aspek berempati dengan tulus penting untuk mulai diterapkan kepada peserta didik melalui lembaga pendidikan formal, khususnya dalam proses pembelajaran di sekolah dasar.
LITERASI EMOSI ASPEK MAMPU MENGETAHUI PERASAAN DIRI: STUDI ETNOGRAFI KELAS V SEKOLAH DASAR Hilda Luthfiyah; Seni Apriliya; Muhammad Rijal Wahid Muharram
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.26090

Abstract

This study aims to show the urgency of the importance of emotional literacy education through the results of emotional literacy analysis research on elementary school students. Therefore, The purpose of this study is to describe the results of the analysis of emotional literacy in the aspect of knowing one's own feelings of male students at an elementary school in Tasikmalaya City. The approach in this study is qualitative with a class ethnography method with a random participant selection technique, namely grade V students and elementary school teachers. The data collection technique is through observation and interviews. The data analysis of this study is based on Steiner's emotional literacy theory, with three stages including data reduction, data presentation, and drawing conclusions. The results of this study are that elementary school students experience various emotions; only knowing their feelings without knowing how to express them properly; lack of emotional management; some students express emotions by behaving negatively both verbally and physically. It can be concluded that the emotional literacy of these male students, especially in the aspect of knowing their own feelings, is still relatively low. The implication is that education about emotional literacy is needed for elementary school students to develop skills in managing emotions.
Pengembangan Kompetensi Menulis Buku Cerita Anak Bagi Calon Guru Sekolah Dasar Alia, Dwi; Yulianeta, Yulianeta; Mulyati, Yeti; Apriliya, Seni; Damaianti, Vismaia S.; Anshori, Dadang S.; Nuthihar, Rahmad
SAWERIGADING Vol 31, No 2 (2025): Sawerigading, Edisi Desember 2025
Publisher : Balai Bahasa Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/sawer.v31i2.1613

Abstract

This study aims to identify the challenges, learning needs, and weaknesses in the intrinsic elements of children’s storybooks written by prospective elementary school teachers. The research employed a mixed methods approach with data collected through questionnaires, interviews, and content analysis. Questionnaires were distributed to 122 students from the Primary School Teacher Education (PGSD) and Islamic Primary School Teacher Education (PGMI) programs to identify challenges and learning needs in writing children’s stories. Interviews were conducted with two lecturers teaching children’s literature to explore their perspectives on students’ difficulties. In addition, a content analysis was carried out on 13 student works, consisting of nine children’s storybooks and four educational books, to examine weaknesses in intrinsic elements. Data were analyzed descriptively through triangulation of survey, interview, and content analysis results. The findings reveal that the main challenges lie in narrative perspective (49.18%), plot development (39.35%), and characterisation (36.89%). In terms of learning needs, students require more training in language use (34.43%) and the development of creative originality (31.15%). The content analysis supports these findings, showing narrative weaknesses such as abrupt resolutions, static characters, and the use of unimaginative and non-contextual language. These results highlight the need for a more contextual, practical, and child-literacy-oriented model of story-writing instruction. AbstrakPenelitian ini bertujuan mengungkap kendala, kebutuhan pembelajaran, dan kelemahan unsur intrinsik dalam karya cerita anak yang ditulis oleh mahasiswa calon guru sekolah dasar. Metode yang digunakan adalah pendekatan campuran (mixed methods) dengan teknik pengumpulan data berupa kuesioner terhadap 122 mahasiswa Program Studi PGSD dan PGMI, wawancara dengan dua dosen pengampu mata kuliah sastra anak, serta analisis isi terhadap 13 karya mahasiswa (9 buku cerita anak dan 4 buku pendidikan). Data dianalisis secara deskriptif melalui triangulasi hasil survei, wawancara, dan analisis karya. Hasil penelitian menunjukkan bahwa kendala utama mahasiswa terletak pada aspek sudut pandang (49,18%), alur cerita (39,35%), dan pengembangan tokoh (36,89%). Dalam hal kebutuhan pembelajaran, mahasiswa memerlukan pelatihan dalam penggunaan bahasa (34,43%) dan pengembangan orisinalitas karya (31,15%). Analisis karya memperkuat temuan survei dengan ditemukannya kelemahan naratif berupa resolusi instan, karakter statis, serta penggunaan bahasa yang kurang imajinatif dan tidak kontekstual. Temuan ini menegaskan perlunya model pembelajaran menulis cerita anak yang lebih kontekstual, praktis, dan berorientasi pada literasi anak.
PEMANFAATAN MEDIA INTERAKTIF EDUCAPLAY DALAM MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS V SD Syifa, Shabrina Fadila; Apriliya, Seni; Alia, Dwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 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.v10i4.39239

Abstract

The rapid development of digital technology has encouraged the integration of interactive learning media to improve the quality of learning in elementary education. However, Indonesian language instruction, particularly poetry (pantun) learning, is still dominated by conventional media that provide limited student engagement, resulting in suboptimal learning outcomes. This study aimed to examine the effectiveness of Educaplay as an interactive learning medium in improving fifth-grade students’ learning outcomes on pantun material compared to PowerPoint. The research employed a quantitative approach using a quasi-experimental design with random sampling. The sample consisted of two fifth-grade classes at SDN 152 Cigagak, involving a total of 50 students assigned to an experimental group and a control group. Learning outcome data were collected through a validated achievement test and analyzed using N-Gain analysis and the Mann-Whitney U test. The results indicated a significant difference in learning outcomes between the experimental and control groups (p = 0.007). The experimental group achieved a higher post-test mean score than the control group, with a moderate N-Gain improvement, while the control group showed a low N-Gain category. These findings confirm that Educaplay, as a game-based and interactive learning medium, is effective in enhancing students’ learning outcomes in pantun learning. The results also imply the need for future studies to focus on strengthening higher-order thinking skills, particularly the C4 (analyzing) indicator.
Augmented Reality (AR) media-aided literature learning tool for elementary school students Apriliya, Seni; Nuraeni, Weni; Nurjanah, Yeyen; Feri, Muhammad
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 1
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning devices need to be designed according to the characteristics of the material and be innovative. The results of the field study show that learning the subject of Indonesian fairy tale messages in elementary schools has not been fully implemented using such media, teaching materials, and assessment tools. Referring to this, this study aims to develop a literary learning device assisted by Augmented Reality (AR) media. This development research refers to the design-based research (DBR) development model from Amiel and Reeves (2008). The subjects of this development research trial were twenty students and a third-grade elementary school teacher. Data collection techniques used are semi-structured interviews, observation, and documentation. Data analysis is done by reducing, and presenting, until finding the interpretation of the data. The results of the study in the form of learning device products consisting of learning media, teaching materials, and assessment instruments showed that the Augmented Reality media-assisted literary learning device was validated as very feasible (85percent) with a high level of practicality category (93percent). The implication is that this product can be used in learning literature in elementary schools as an innovative alternative learning tool.
ANALISIS KEBUTUHAN PENGEMBANGAN BAHAN AJAR TEKS DESKRIPSI BERMUATAN LITERASI EMOSI DI SEKOLAH DASAR Akmal Rizki Wiguna; Seni Apriliya
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11942

Abstract

ABSTRACT This study aims to analyze the need for developing descriptive text teaching materials integrated with emotional literacy in elementary schools. The research was motivated by the gap between the ideal learning process that integrates cognitive and affective aspects and the actual classroom practice, which still focuses primarily on conceptual understanding. This study employed a qualitative descriptive approach conducted at SDN 2 Gununglipung, involving one fifth-grade teacher and two students as research subjects. Data were collected through observation, interviews, and document analysis, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the existing descriptive text teaching materials are still print based and emphasize structural and conceptual elements without explicitly integrating emotional literacy components. Furthermore, students’ emotional literacy skills such as recognizing, naming, managing, and repairing emotions have not developed optimally. Both teacher and student perspectives reveal the need for more integrative, visually engaging, and digitally supported teaching materials. Therefore, the development of descriptive text teaching materials integrated with emotional literacy is considered necessary to support holistic learning that balances cognitive and affective development in elementary education.
RERPRESENTASI EMPATI DAN INTERAKSI SOSIAL PESERTA DIDIK KELAS V SD DALAM PEMBELAJARAN: STUDI ANALISIS KEBUTUHAN Amelia Fitri; Seni Apriliya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46092

Abstract

This study aims to describe the representation of empathy and social interaction among fifth-grade elementary school students in learning as part of a needs analysis for emotional literacy. This research employed a descriptive qualitative approach. Data were collected through classroom observations involving 58 fifth-grade students and interviews with one teacher and two students selected purposively. The research instruments consisted of observation and interview guidelines developed based on two dimensions of emotional literacy, namely empathy and social interaction. The data were analyzed through data reduction, coding, theme grouping, and meaning interpretation based on the research focus. The findings show that students’ empathy has begun to appear in learning activities, but it has not developed evenly. Students’ caring attitudes tended to be selective and were mostly shown toward peers with whom they had close social relationships. Social interaction in learning was also not yet optimal, as indicated by unequal participation in group discussions, domination by several students, and the tendency of some students to remain passive or interact only with certain peers. These findings indicate the need to strengthen emotional literacy in learning, particularly in the dimensions of empathy and social interaction. Therefore, elementary school learning needs to be designed more intentionally by integrating social-emotional aspects so that students can build more inclusive, active, and collaborative social relationships.
Membaca Sejak Dini: Kebiasaan Membaca di Kalangan Siswa Sekolah Dasar Iklima Lutfiah Hanum; Seni Apriliya; Resa Respati
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 3 (2025): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i3.3605

Abstract

Kebiasaan membaca merupakan perilaku literasi yang terbentuk melalui prroses bertahap dan tidak terjadi secara instan. Untuk menumbuhkan kebiasaan tersebut, sekolah melaksanakan berbagai strategi, salah satunya melalui program Duta Baca. Penelitian ini bertujuan untuk mengetahui hasil pelaksanaan program Duta Baca dalam membentuk kebiasaan membaca siswa, yang ditinjau dari aspek frekuensi dan durasi membaca, ragam bacaan, strategi memperoleh bacaan, serta daya serap terhadap bacaan. Pendekatan yang digunakan dalam penelitian ini yaitu mixed methods dengan desain explanatory sequential. Teknik pengumpulan data dilakukan melalui angket, yang dilengkapi dengan observasi dan wawancara sebagai data pendukung. Subjek penelitian terdiri dari 38 siswa yang hadir pada saat pengambilan data dilakukan. Analasis data kuantitatif menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis dengan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa kebiasaan membaca siswa secara umum berada pada kategori sedang, dengan rincian: 33 siswa kategori sedang, 4 siswa kategori rendah, dan 1 orang siswa kategori tinggi. Setiap aspek kebiasaan membaca juga berada pada kategori sedang. Kesimpulannya, program Duta Baca cukup efektif dalam membentuk kebiasaan membaca siswa, meskipun sebagian siswa masih berada pada kategori sedang. Oleh karena itu, disarankan agar sekolah memberikan penguatan program melalui pelatihan, dukungan, dan variasi literasi yang lebih menarik.
A QUALITATIVE NEEDS ANALYSIS OF SQ3R-BASED DIGITAL LEARNING WORKSHEETS IN PRIMARY SCHOOL READING ACTIVITIES Agustin Vera Dewi; Seni Apriliya; Lutfi Nur
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13448

Abstract

Learner Worksheets (LKPD) have an important role in learning to read in elementary schools, but the application of LKPD in the field still faces obstacles, such as unattractive appearance, limited content, and practicality. The printed LKPD used is not fully interactive, thus affecting students' interest and reading comprehension. The lack of variety in the presentation of material also reduces the effectiveness of learning. Therefore, innovation in the form of digital LKPD based on the SQ3R strategy is needed to improve reading learning. This study aims to analyze the need for the development of SQ3R-based digital LKPD. Using descriptive qualitative research method, data were collected through document analysis of LKPD and interviews with four grade VI teachers in Gugus 1 Karangnunggal District. The results showed that the current LKPDs were less interesting and did not support comprehensive text comprehension. The SQ3R strategy (Survey, Question, Read, Recite, Review) has the potential to be a solution because it can increase students' involvement in understanding the text in a more structured manner. In addition, digital LKPD allows the integration of multimedia elements that enrich the learning experience. As a reference, the PISA study shows the importance of a systematic reading approach to improve student comprehension. Thus, the development of SQ3R-based digital LKPD is an urgent need to improve the quality of reading learning in elementary schools.
LEARNERS’ NEEDS FOR DIGITAL SELF-ASSESSMENT IN PANCASILA STUDENT PROFILE PROJECTS (P5) IN ELEMENTARY SCHOOL Liska Auliyani Daswati; Seni Apriliya; Lutfi Nur
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13465

Abstract

The development of digital technology encourages innovation in learning assessment, including self-assessment which is important for shaping students' learning independence from an early age. However, in elementary schools, the application of digital-based self-assessment is still not optimal, especially in the context of the Pancasila Learner Profile Strengthening Project (P5) which emphasizes the value of reflection and active participation. This study aims to describe learners' needs for digital-based self-assessment, identify challenges faced, and design the concept of its development in the context of P5 in elementary schools. The research used a descriptive qualitative approach and was conducted at SDN Cimuncang with participants as many as 6 teachers and 10 learners involved in the implementation of P5. A purposive sampling technique was used to select the participants. Data were obtained through semi-structured interviews, observation of digital assessment practices in the classroom, and document analysis in the form of reflective journals and school assessment policies. Data analysis refers to the Miles and Huberman model, with the stages of data reduction, data presentation, and conclusion drawing. Triangulation of methods and member-checking were conducted to increase validity. The results showed that the self-assessment implemented did not fully support in-depth reflection, was less interesting, and did not optimally utilize technology. Learners expect more interactive and appreciative assessments. Teachers understand the importance of self-assessment, but its implementation is still limited. The development of digital self-assessment that is adaptive and aligned with P5 principles is needed to improve reflection, motivation, and learning independence.
Co-Authors Aan Kusdiana Afiqa Aulia Aminah Agnestasia Ramadhani Putri Agustin Vera Dewi Ahmad Mulyadiprana Ahmad Mulyadiprana Ahmad Yuniar Aji Mustajin Akhmad Nugraha Akmal Rizki Wiguna Alwini, Selin Nadia Alya Fanani Amelia Fitri Amelia, Nisa Aminah, Afiqa Aulia Ana Anggi Anggraini Andini Amalia Putri Nasrulloh Anggie Lestari Anggit Merliana Ani Agustini Ani Hanipah Ani Robiatul Alawiyah Anindya, Arini Anis Nurjannah Annisa Srimaryanti Asep Nuryadin Atie Mujiarti Ayi Badruzaman Ayu Syarifatunnisa Azzahra, Syifa Babu M, Shameer Berare Zekina Lestari Berliana Frysca Amelia Bhekti Wahyuningsih Cahyana, Cahyana Cyntia C Cyntia Cyntia Dadang S Anshori Darisman, Tendi Dea Sukmawati Dede Iskandar, Dede Denovi Luthfiyani Dewi Febrianita Br Ginting Dewi, Annisa Anita Dian Indihadi Dina Dinaryanti Dina Dinaryanti Dina Dinaryanti Dinaryanti, Dina Dindin Abdul Muiz Lidinillah Dini Nur'andini Diniar Martiana Diniar Diyan Suprapti Dwi Alia Dwi Alia Dwi Alia DWI ALIA, DWI E Kosasih E Kosasih Eis Masfiroh Eka Nurjamilah Elan Elan Elfa Rahmawati Elin Marlina Elis Mulyati Elis Suryati Ema Astri Muliasari Engken Nurhalimah Enung Siti Nurjanah Epon Nur'aeni Epon Nur’aeni Erwin Saputra Eva Andriyani Eva Purnamawati Eva Purnamawati Eva Purnamawati Faisal Muhammad Fauzi Gusman Fitri Nur Yanti Ghullam Hamdu Gustini, Wantu Hani Hanifah Hanum, Iklima Lutfiah Hartini, Yanti Hestika Asri Rahmi Hestika Asri Rahmi Hidayat, Syarip Hilda Luthfiyah Hodidjah Hodidjah Hodidjah Hodidjah Hodidjah Hodidjah Hodidjah, Hodidjah Iklima Lutfiah Hanum Ilmi Azhar Purnama Indah Mafazatin Nailiah Indah Mafazatin Nailiah Inna Meilinda Intan Famela Intan Ristanti Jihan Sarah Irianti Juita Maulida Karinta Utami Karlimah Karlimah Karmila Rafiqah Binti Mohd Rafiq Anbarasan Khairunnisa, Pathin Haifa Kholifah, Umul kulsum sumiarsih Latifa, Tiar Rizqi Lela Santikasari Liska Auliyani Daswati Luky Adrianto Lutfi Nur Manalu, Masrina Adelia Masrina Adelia Manalu Ma’arif, Robi Syamsul Mia Uswa Nugraha Mia Uswa Nugraha Mia Uswa Nugraha Mimin Rasmiati Muhammad Farhan Giadisa Muhammad Feri Muhammad Rijal Wahid Muharram Mulkan Azijul Haq Mulyana, Edi Hendri Muslihin, Heri Yusuf Nadia Mulya Tri Agustina Nana Ganda Nani Susilawati Niken Puji Astuti Nova Yunita Nugraha, Mia Uswa Nur'aini Nur'aini Nur, Lutfi Nuraeni, Weni Nurjanah, Yeyen nurmala, Mela Nursofa, Risma Nurul Fajriyah, Herviani Nurussaadah, Thiani Nurzaman, Istikhoroh Oyon Haki Pranata Permana, Ai Triyaningsih Lina Pidi Mohamad Setiadi Purnamawati, Eva Qikha Maulidhia Rachmawati Saeful Raden Mohamad Herdian Bhakti Radliya, Nizar Rabbi Rahmad Nuthihar Rahmi, Hestika Asri Rani Nuraeni Rani Nuraeni Reina Yustikadewi Respati, Resa Resti Amelia Restu Nana Irawan Rezaningrum Rezaningrum Ricca Pandu Kusuma Dewi Rifki Maulana Rina Suprihatin Risma Nursofa Risma Nursofa Rizki Siddiq Nugraha Rizky Pramudyas Ratri K Rizqi Abdul Majid Rizqi Latifa, Tiar Robi Kuswara Rosa Rahmawati Rosmawati , Erma Saadah, Endah Sadjaruddin Nurdin Salma Fitriati Santo Santoso Saputra, Erwin Rahayu Sarah Fauziah Septarina, Osanita Sima Mulyadi, Sima Sipa, Padilatul Sisi Rahmatilah Siti Putri Indriani Siti Yuhanida Kurnia Sofi Mutiara Insani Sri Dewi Rahayu Sri Noviyanti Lestari Srimaryanti, Annisa Suryati, Elis Susy Febriya Syarif Hidayat Syarip Hidayat Syarip Hidayat Syifa, Shabrina Fadila Temmy Renaldi Setia Bakti Tesa Esti Rahayu Tita Kusmaya Vanisha Putri Dwiyanti vanisha Vera Dewi, Agustin Veronicha, Riza Kharisma Vismania S. Damaianti, Vismania S. Weni Nuraeni Wili Karlina Ruhyati Wina Mulyanti Wita Siti Mahmudah Yajid Nur Salim Yanti Nurfatmawati Yesi Azzahra Yeyen Nurjanah Yulia, Raida Yuliandini, Tisya Annisa Yulianeta Yusuf Muslihin, Heri Yusuf Suryana Zahara Fajriati Nizar Zahra, Fia Shofia Zakiyyah, Tria Ramdhaniyah