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All Journal Bada'a: Jurnal Ilmiah Pendidikan Dasar NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Literasi: Jurnal Pendidikan Guru Indonesia DEVOTE: Jurnal Pengabdian Masyarakat Global Innovative: Journal Of Social Science Research INSANTA: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Asimilasi Pendidikan Interdiciplinary Journal of Education Journal of Educational Studies Al-Tafani: Jurnal Inovasi dan Pengabdian Kepada Masyarakat
Pransisca, Made Ayu
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Arts Humanities Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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TEORI BELAJAR KOGNITIVISTIK DAN IMPLIKASINYA DALAM PROSES PEMBELAJARAN DI SEKOLAH DASAR Pahru, Syaipul; Gazali, Munawir; Pransisca, Made Ayu; Marzuki, Ahmad Dedi; Nurpitasari, Nopi
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 4 No. 4 (2023): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, November 2023
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v4i4.1745

Abstract

Learning theory will make it easier for educators to carry out the form of learning that will be carried out. This article will review the theory of cognitive learning and will provide a complete understanding and explanation so that it can be applied in learning activities. This research is a literature study research, where in this research the writer tries to collect data related to the theory put forward by Ausubel and Gagne and then analyzes how the theory of the two figures is applied in learning in elementary schools. The results of this study are the first cognitive theory developed by Ausubel in his theory which states that cognitive processes are advanced organizers (initial arrangements), progressive differentiation, reconciliation reconciliation (integrative reconciliation), consolidation. Meanwhile, Gagne said that cognitive processes are through receptors, sensory registers, short-term memory, long-term memory, and response generators. In the learning process in elementary schools, cognitive theory is more directed and adapted to the age of students.
Pengaruh Menyimak Dongeng Terhadap Pembentukan Karakter Pada Siswa Kelas II di SD IT AN-NUR NW Padamara Pransisca, Made Ayu; Gazali, Munawir; Pahru, Syaipul
Innovative: Journal Of Social Science Research Vol. 4 No. 6 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i6.16284

Abstract

Penelitian ini bertujuan untuk mengeksplorasi pengaruh menyimak dongeng terhadap pembentukan karakter siswa kelas 2 sekolah dasar. Dongeng merupakan salah satu sarana efektif untuk menanamkan nilai-nilai moral dan etika kepada anak-anak melalui cerita yang menarik dan mudah dipahami. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, di mana data dikumpulkan melalui wawancara mendalam, observasi, serta analisis dokumen. Subjek penelitian adalah siswa kelas 2 di salah satu sekolah dasar. Hasil penelitian menunjukkan bahwa menyimak dongeng memiliki kontribusi yang signifikan dalam pembentukan karakter siswa, khususnya dalam hal nilai-nilai seperti kejujuran, tanggung jawab, dan empati. Siswa yang terpapar dongeng secara teratur cenderung menunjukkan perilaku yang lebih baik dalam interaksi sosial dan memiliki pemahaman yang lebih baik tentang konsekuensi moral dari tindakan mereka. Penelitian ini menyimpulkan bahwa menyimak dongeng dapat dijadikan sebagai salah satu pendekatan alternatif dalam pembelajaran yang berfokus pada pendidikan karakter siswa di sekolah dasar.
Penguatan Kompetensi Guru Melalui Pelatihan Perangkat Pembelajaran Tematik Integratif Berbasis Nilai-Nilai Budaya Sasak di SMP Negeri 1 Masbagik Al Pansori, Muh. Jaelani; Rismawati, Lia; Pransisca, Made Ayu; Alim, Abdul; Marzuki, Ahmad Dedi; Sahabudin, Sahabudin
Al-Tafani: Jurnal Inovasi dan Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2025): July
Publisher : Lembaga Einstein College

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63987/al-tafani.v3i2.240

Abstract

This community service program aimed to enhance the competence of teachers at SMP Negeri 1 Masbagik in developing integrative thematic learning tools based on Sasak cultural values. The background of the activity stems from the limited use of local wisdom in classroom instruction, which leads to a disconnect between the teaching materials and the students’ cultural context. The program was conducted using a Participatory Action Research (PAR) approach over three days, involving stages of needs assessment, training, mentoring, classroom trials, and reflection. A total of 25 teachers participated and showed significant improvement in their pedagogical understanding and skills, as reflected in the increase of their average scores from 61.4 (pretest) to 83.6 (posttest). Participants successfully produced lesson plans, teaching modules, and student worksheets incorporating Sasak cultural values such as the spirit of cooperation (begibung), environmental preservation (ngayu-ayu), and politeness in daily language use. A limited classroom implementation showed that students responded positively and were more engaged in lessons linked to their local culture. This program demonstrates that integrating local cultural content into instructional design can improve the quality and contextual relevance of learning while strengthening students’ cultural identity. It is recommended that similar training be conducted on a regular basis, accompanied by the systematic development of local-based teaching materials.
The Implementation of STEM- and AI-Based Project-Based Learning in Enhancing Problem-Solving Skills and Self-Regulated Learning of Elementary School Students Pransisca, Made Ayu; Hadi, Samsul; Winda, Tika
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2865

Abstract

This study aims to examine the effectiveness of implementing Project-Based Learning (PjBL) integrated with Science, Technology, Engineering, and Mathematics (STEM) and Artificial Intelligence (AI) in enhancing problem-solving skills and self-regulated learning (SRL) among elementary school students. The study was motivated by the low level of students' problem-solving skills and SRL, which has largely been attributed to the persistence of teacher-centered instruction. A mixed-methods approach was employed using a quasi-experimental design with a non-equivalent control group. The participants were fifth-grade elementary school students assigned to an experimental group and a control group. Data were collected through tests, questionnaires, observations, and interviews, and were analyzed using normality tests, homogeneity tests, independent samples t-tests, and thematic analysis. The findings indicate that STEM- and AI-based PjBL significantly enhances students' problem-solving skills and SRL.
Co-Authors Abdul Alim Alpi Zaidah, Alpi Baehaqi Gazali, Munawir Habibi, Muhamad Ridwan Habibi, Muhammad Ridwan Hikmah, Baiq Fitri Raudatul Irzan, Muhamad Marzuki, Ahmad Dedi Mastum, Mastum Mohzana Muh. Jaelani Al Pansori Nurpitasari, Nopi Pahru, Syaipul Pandini, Baiq Indah rahmatin, laili alfi Rismawati, Lia Sahabudin Sahabudin, Sahabudin Samsul Hadi Winda, Tika Yuliani, Meri