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MENGATASI GANGGUAN PERKEMBANGAN BAHASA (DELAY ON READING) PADA ANAK SD KELAS RENDAH MELALUI PENDEKATAN PENGALAMAN BAHASA DAN METODE FONIK Dwi Puspita, Ryan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 1 No. 1 (2015): Vol. 1, No. 1, Desember 2015
Publisher : STKIP Subang

Problems faced by children are usually associated with a disruption in the child's development. If not addressed, it will continue in the disruption next development phase is the development phase of school children. (Sri Maryati Deliana, et al, p. 1). One of them is a developmental disorder of language. Language serves as a communication tool and an important tool in the child's life. Through language, the child can interact, share experiences, and can improve the intellectual, namely in order to develop the knowledge and language skills. For children it is a period of development that must be nurtured and developed so that they can take advantage of language skills to the fullest. Without the guidance and direction feared their language development is not as expected by the parents at home and by teachers at school. (Dr. Enny Zubaidah, M. Pd., P. 1). Language delays are common disorders in early childhood or in the lower grade elementary school children. Language disorders such as this will hinder the social development of children. In this paper the child language disorders focused on the problem of type receptive language disorder. Examples of receptive language disorders in this case is the delay reading, children recognize letters but when united in one word the child can not memaknainya.Seperti other examples. As another example, a child who just saw the house, can not say that it is a home for disturbed memory warehouse. Also the ability to deliver the order (the ability to recognize or reproduce symbols in a sequence as presented) disturbed. For example, after introduced the symbol numbers 1 to 10 in a row, the child can not be mentioned in the order.

ANALISIS MODEL PEMBELAJARAN PROJEK BASED LERANING (PjBL)TERHADAP KONSENTRASI BELAJAR PESERTA DIDIK DI SEKOLAH DASAR Robi’ah Al-Adawiyah, Isyfa; Sandi, Neneng Kurnia; Rahmawati Permana, Rima; Nurmaya, Sulastri; Dwi Puspita, Ryan
Jurnal Profesi Pendidikan Vol. 3 No. 1 (2024): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v3i1.22941

Penelitian ini dilatarbelakangi oleh pentingnya konsentrasi dalam proses pembelajaran, khususnya pada pembelajaran matematika. Jenis penelitian yang dilakukan adalah penelitian kualitatif. Subjek dalam penelitian ini berjumlah 27 orang, dimana pengambilan subjek penelitian menggunakan teknik purposive, melihat dengan hasil belajar siswa, kemudian mengklasifikasikannya ke dalam kriteria hasil belajar tinggi, sedang, dan rendah. Teknik pengumpulan data dilakukan dengan menggunakan observasi dan hasil belajar siswa. Teknik analisis data menggunakan Model Project Based Learning dengan empat aktivitas yang dilakukan yaitu: pengumpulan data, reduksi data, display data, dan verifikasi/penarikan kesimpulan. Hasil penelitian menunjukkan bahwa 27 subjek penelitian memiliki tingkat konsentrasi belajar yang berbeda. Subjek 1-9 dengan hasil belajar tinggi memenuhi 6 indikator konsentrasi belajar dan tidak memenuhi 3 indikator konsentrasi belajar. Subjek 1-9 mendapatkan skor 58,82 dan tergolong memiliki tingkat konsentrasi sedang. Subjek 10-18 dengan hasil belajar sedang memenuhi 7 indikator konsentrasi belajar dan tidak memenuhi 2 indikator konsentrasi belajar. Subjek 10-18 mendapatkan skor 70,58 dan tergolong memiliki tingkat konsentrasi sedang. Sedangkan subjek 19-27 dengan hasil belajar tinggi memenuhi tujuh indikator konsentrasi belajar dan tidak memenuhi 2 indikator konsentrasi belajar. Subjek C mendapatkan skor 82,35 dan tergolong memiliki tingkat konsentrasi tinggi. Kesimpulannya, dengan pemahaman yang baik tentang faktor-faktor yang mempengaruhi konsentrasi dan penerapan strategi yang tepat, seseorang dapat meningkatkan konsentrasinya dan mencapai hasil yang lebih baik dalam berbagai aktivitas.

Modul projek, terdiferensiasi, platform propepa: pendampingan untuk personalisasi pembelajaran P5 di Sekolah Dasar Dwi Puspita, Ryan; Herdiana Althaftazani, Deden; Firmansyah, Dida; Susanti, Dini
Abdimas Siliwangi Vol. 7 No. 3 (2024): Oktober 2024
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v7i3.24562

Tujuan pengabdian kepada masyarakat (PKM) ini adalah melakukan pendampingan untuk personalisasi pembelajaran P5 di sekolah dasar (SD) melalui penyusunan modul projek berorientasi terdiferensiasi berbantuan Platform ProPePa. PKM ini dilakukan melalui tiga tahapan yaitu perencanaan, pelaksanaan dan evaluasi. Tahap perencanaan dilakukan melalui kegiatan wawancara untuk mengetahui kebutuan mitra dan dilakukan juga persiapan materi serta kelengkapan sarana dan prasarana yang dibutuhkan. Tahap pelaksanaan dilakukan dengan workshop dan tahapan evaluasi dilakukan dengan pengumpulan produk berupa modul P5. Hasil PKM menunjukkan 90% perserta antusias dalam praktik penyusunan modul P5. Peserta ditugaskan untuk menggunggah modul P5 yang telah disusun ke Platform ProPePa dan dilakukan pemeriksaan kelayakan modul P5 untuk dimuat di Platform ProPePa. PKM ini berimplikasi pada kemudahan guru dalam menggunakan sumber belajar yang tepat khususnya dalam menyusun modul P5 di SD. Modul P5 yang dihasilkan guru ini dapat menjadi inspirasi untuk rekan lainnya dalam menyelenggarakan pembelajaran P5 yang sesuai konteks dan menciptakan personalisasi pembelajaran yang difasilitasi dengan pembelajaran terdiferensiasi di SD.

Deep learning for deep learners: Integrasi dalam perangkat ajar Sutinah, Cucun; Dwi Puspita, Ryan; Fitria, Amie
Abdimas Siliwangi Vol. 8 No. 2 (2025): Juni 2025
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v8i2.27148

Penerapan pendekatan deep learning dalam pembelajaran di sekolah dasar menjadi tantangan besar, terutama dalam hal penyusunan perangkat ajar yang mendukung prinsip-prinsip deep learning: berkesadaran, bermakna, dan menggembirakan. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman dan kompetensi guru dalam menyusun perangkat ajar yang mengintegrasikan deep learning. Metode yang digunakan adalah workshop berbasis pelatihan langsung, yang melibatkan 20 guru dari beberapa sekolah dasar di Kota Cimahi. Pelaksanaan workshop dilakukan melalui pemaparan teori, diskusi kelompok, dan praktik penyusunan perangkat ajar yang sesuai dengan prinsip deep learning. Hasil pengabdian menunjukkan peningkatan signifikan dalam pemahaman konsep deep learning, yang tercermin dari perbedaan skor tes pre dan post workshop. Selain itu, kompetensi guru dalam menyusun perangkat ajar yang mengintegrasikan deep learning juga meningkat, berdasarkan analisis rubrik penilaian perangkat ajar yang disusun. Kesimpulan dari kegiatan ini adalah pelatihan berbasis praktik efektif dalam meningkatkan pemahaman dan keterampilan guru dalam merancang pembelajaran yang sesuai dengan prinsip deep learning, sehingga dapat meningkatkan kualitas pendidikan di sekolah dasar. The implementation of the deep learning approach in elementary school learning is a major challenge, especially in terms of compiling teaching materials that support the principles of deep learning: conscious, meaningful, and joyful. This community service activity aims to improve teachers' understanding and competence in compiling teaching materials that integrate deep learning. The method used is a workshop based on direct training, involving 20 teachers from several elementary schools in Cimahi City. The workshop was carried out through theoretical presentations, group discussions, and practices in compiling teaching materials in accordance with the principles of deep learning. The results of the community service showed a significant increase in understanding the concept of deep learning, as reflected in the difference in pre- and post-workshop test scores. In addition, teachers' competence in compiling teaching materials that integrate deep learning also increased, based on the analysis of the assessment rubric for the teaching materials that were prepared. The conclusion of this activity is that practice-based training is effective in improving teachers' understanding and skills in designing learning that is in accordance with the principles of deep learning, so that it can improve the quality of education in elementary schools.

PEMBELAJARAN BERBASIS MASALAH DALAM MENGEMBANGKAN BERPIKIR KRITIS DAN KREATIF SISWA UNTUK MEWUJUDKAN PROFIL PELAJAR PANCASILA Riska; Riska, Riska; Dwi Puspita, Ryan
Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/perseda.v8i1.3091

This study aims to improve the critical and creative thinking skills of elementary school students through the application of the Problem-Based Learning (PBL) model. The background of this research is the low level of students' higher-order thinking skills, due to the dominance of conventional teaching methods that fail to actively involve students in the learning process. The research employed a Classroom Action Research (CAR) design, implemented in two cycles, with each cycle consisting of four stages: planning, action, observation, and reflection. The population in this study was fifth-grade students of an elementary school in Indonesia. The sample was selected using a purposive sampling technique, involving one class of 28 students. The research was conducted over two months, from February to March 2025, at SD Negeri Kutai, Indonesia. Data collection techniques included tests of critical thinking, student activity observation sheets, and creativity questionnaires. The research instruments consisted of a critical thinking test, a student activity observation sheet, and a creativity questionnaire. The data were analyzed using descriptive and comparative techniques between cycles to measure improvements in students’ thinking skills and learning activities. The results showed that the application of PBL significantly improved students’ critical and creative thinking abilities, as indicated by increased test scores, more active participation in learning activities, and higher creativity scores in each cycle. In addition, this model also supported the strengthening of Pancasila Student Profile values, such as collaboration, responsibility, and environmental awareness. Based on these findings, it can be concluded that Problem-Based Learning is an effective instructional method to foster students’ character development and 21st-century skills in elementary education

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS VI MI HIFDZUL QUR’AN Salsabila Annisa Fitri; Annisa Fitri, Salsabila; Dwi Puspita, Ryan
Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/perseda.v8i1.3109

This research is motivated by the low learning outcomes of grade VI students of MI Hifdzul Qur’an. The problem formulation in this study is how the application of the make a match type cooperative learning model can improve student’s learning outcomes. The purpose of this study was to analyze the application of the make a match type cooperative learning model in improving the learning outcomes of grade VI students of MI Hifdzul Qur’an. This research uses descriptive qualitative research. The subjects in this study were a teacher and 6th grade students of MI Hifdzul Qur’an totaling 26 students. The data collection techniques used were observation, interview, and documentation. The data analysis techniques used were data condensation, data presentation, and conclusion drawing. The results showed that the application of the make a match type cooperative learning model was carried out with steps including a) the teacher prepares question cards and answer cards; b) students get one question card and one answer card; c) students are given the opportunity to find answer; d) students look for the appropriate card pair; e) finally conclude together the fraction and decimal material. The evaluation stage that the make a match type cooperative learning model is effective to be implemented in mathematics subjects of grade VI MI Hifdzul Qur’an. Based on the hypothesis that has been formulated, it has been proven that in the overall learning activities conducted by the researcher in terms of planning, implementation, and evaluation, the application of the make a match type cooperative learning model can effectively improve the learning outcomes of sixth-grade students at MI Hifdzul Qur’an.

Application of Humanistic Theory Assisted by Deep Learning in Science Learning Grade 4 SDN 108/1 Sungai Rumbai Mira Astria; Dwi Puspita, Ryan
Jurnal Profesi Pendidikan Vol. 4 No. 1 (2025): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i1.27433

This study investigates the integration of humanistic learning theory with a deep learning approach in science education for fourth-grade students at SDN 108/1 Sungai Rumbai. We used a descriptive qualitative method and purposive sampling to select 14 students who actively participated in science learning. The research utilized validated instruments, including observation sheets, questionnaires, and student reflection notes, with a validity score ≥ 0.80 and reliability (Cronbach’s Alpha) of 0.85. Data were analyzed thematically for qualitative aspects and using descriptive statistics and the Wilcoxon test for quantitative learning outcomes. Findings indicate significant improvements in student engagement, understanding of concepts, and emotional expression. Learning activities, supported by Canva and Wordwall, fostered interactive and joyful learning environments. Students demonstrated increased focus, confidence, and the ability to relate science material to personal experiences. Before the intervention, only 68% of students met learning targets, whereas after the implementation, 91.7% achieved satisfactory outcomes. Despite limitations in sample size and duration, the study emphasizes the promise of combining psychological theory and digital tools to improve science learning outcomes. This integration offers a promising model for 21st-century learning that is mindful, meaningful, and emotionally engaging.

Implementation of Constructivism-Based Game-Based Learning Model in Science Learning for Grade IV Prayogi, Oky; Dwi Puspita, Ryan
Jurnal Profesi Pendidikan Vol. 4 No. 1 (2025): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i1.27441

This study aims to describe the implementation of a Game-Based Learning model grounded in constructivist theory in the teaching of Science and Social Studies (IPAS) in fourth-grade elementary school classrooms. This descriptive research explores the learning process that incorporates educational games to foster students’ active engagement in constructing conceptual understanding. The participants of this study were fourth-grade teachers and students at SDN 6 Metro Pusat. Data collection techniques included observation and interviews. The findings indicate that the use of Game-Based Learning enhances student participation in learning activities, promotes collaboration, and strengthens conceptual understanding through real-life learning experiences. Data presentation shows that 83% of students expressed agreement with the constructivism-based Game-Based Learning approach, categorized as forceful. In addition, teacher interviews revealed a score of 79%, categorized as strong. Thus, the constructivist-based Game-Based Learning approach has been proven to create an enjoyable learning environment and stimulate students' intrinsic motivation. These findings suggest that the implementation of educational games integrated with a constructivist approach has the potential to be an effective learning strategy to improve the quality of IPAS education in elementary schools

Penerapan pendekatan pembelajaran deep learning berbasis media IT Herdiana Altaftazani, Deden; Setiyadi, Ruli; Nur Mahardika, Sofyan; Susilawati, Susilawati; Dwi Puspita, Ryan
Abdimas Siliwangi Vol. 8 No. 3 (2025): Oktober 2025
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v8i3.28786

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru sekolah dasar dalam menerapkan pendekatan pembelajaran deep learning yang terintegrasi dengan media teknologi informasi (TI). Melalui pelatihan dalam bentuk workshop yang diikuti oleh 30 guru SD di Kota Bandung, kegiatan ini memfokuskan pada penguatan kapasitas pedagogis guru dalam merancang pembelajaran yang mendorong pemikiran kritis, reflektif, dan kolaboratif peserta didik. Materi workshop mencakup konsep dasar deep learning, strategi implementasi dalam konteks pembelajaran abad 21, serta penggunaan berbagai media TI interaktif yang mendukung proses pembelajaran bermakna. Hasil evaluasi kegiatan menunjukkan peningkatan signifikan dalam pemahaman dan antusiasme peserta terhadap penerapan pembelajaran deep learning berbasis IT di kelas. Kegiatan ini diharapkan dapat menjadi kontribusi nyata dalam mendukung transformasi pendidikan dasar menuju pembelajaran yang lebih mendalam dan adaptif terhadap perkembangan teknologi.

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