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All Journal Vidya Karya IJIET (International Journal of Indonesian Education and Teaching) Jurnal Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains PENDIPA Journal of Science Education EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Ilmiah Profesi Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Arfannur: Journal of Islamic Education SITTAH: Journal of Primary Education Borobudur Educational Review Indonesian Journal of Education Research (IJoER) Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Setyaningrum, Vidya
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Religion Humanities Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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A Multimodal Thematic Teaching Material Application for Supporting Blended Learning In Elementary Education Mansur, Mansur; Setyaningrum, Saumi; Kartini, Kartini; Mahrani, Mahrani; Setyaningrum, Vidya
Arfannur Vol 5 No 3 (2024)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v5i3.3535

Abstract

This research is motivated by the conditions in the field where so far the teacher teaches still using printed teaching materials, and other separate learning resources that must be prepared in advance and are not yet available in the package books used so that the teaching materials are less practical and complete, related to this condition, the researcher aims to develop a Multi Modal Teaching Material Application Product with the object of developing Thematic Teaching Materials in grade 5 Elementary School / Madrasah Ibtidaiyah. The method used is the R&D model with 4D steps according to Tagarajan. Starting from the stages of defining, designing, developing, and distributing products. But in this study it is only limited to producing products only (Product Validation) the next stage is carried out in the next study. The techniques used include discussions with experts on product design, distributing Product Validation questionnaires. The data obtained were then analyzed using qualitative and quantitative approaches. The results showed that multimodal teaching materials were developed by involving 8 PGMI students. Products validated by experts, consisting of 8 media experts and learning material experts. The results showed data Validation of product feasibility of 3.94 or 98.2% with a very feasible category. Product feasibility validation data from the media aspect shows 3.97 or 99% with a very feasible category. Product feasibility validation data from the material content aspect shows a value of 3.94 or 98.5%, a value indicating that the material in this application is very feasible. So it can be concluded that the multimodal teaching materials developed have a level of feasibility as a product Multimodal teaching materials show very feasible results as Multimodal Thematic Teaching Material Applications and can be continued in the next research hold from the R & D ledge Test practicality and effectiveness in limited and widespread fields to then be distributed as Teaching Materials in the field
Pengaruh Model Pembelajaran Read, Answer, Discuss, Explan, Create terhadap Keterampilan Berpikir Tingkat Tinggi Mastina, Mastina; Setyaningrum, Vidya
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i1.6285

Abstract

Model pembelajaran Read, Answer, Discuss, Explan, dan Create sangat cocok dengan keadaan di Indonesia saat ini, terutama dengan keadaan guru dan peserta didik. Tujuan dari penelitian ini adalah untuk mengetahui seberapa efektif model pembelajaran RADEC untuk meningkatkan keterampilan berpikir tingkat tinggi pada peserta didik kelas 5 materi energi dan perubahannya di SDN 09 Pontianak Timur. Sebagai jenis penelitian kuantitatif, penelitian ini menggunakan metode quasi-experiment dan menggunakan desain kontrol pretest-posttest. Hasilnya menunjukkan bahwa peserta didik kelas 5 materi energi dan perubahannya di SDN 09 Pontianak Timur sebelum menggunakan model pembelajaran RADEC memiliki kemampuan awal yang hampir sama. Peserta didik kelas 5 materi energi dan perubahannya di SDN 09 Pontianak Timur mengalami peningkatan keterampilan berpikir tingkat tinggi setelah menggunakan model pembelajaran RADEC, tetapi peningkatan ini tidak signifikan. Ini menunjukkan bahwa tidak ada pengaruh yang signifikan dari model pembelajaran RADEC terhadap keterampilan berpikir tingkat tinggi peserta didik dibandingkan dengan sebelum menggunakannya. Hasil penelitian menunjukkan bahwa model pembelajaran RADEC memiliki pengaruh terhadap keterampilan berpikir tinggi, tetapi tidak signifikan
Pengaruh Penerapan Model Challenge Based Learning terhadap Keterampilan Komunikasi Peserta Didik pada Materi Bunyi dan Sifatnya Kelas V Sekolah Dasar Stefani, Puput; Setyaningrum, Vidya
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i1.6291

Abstract

Kemampuan berkomunikasi merupakan hal mendasar bagi manusia sebagai makhluk sosial, di mana keinginan untuk berinteraksi dengan orang lain dan mengetahui peristiwa yang terjadi dalam kehidupannya senantiasa ada. Penelitian' ini' bertujuan'' untuk'' mengetahui pengaruh'' model' challenge'' based'' learning' terhadap ketrampilan komunikasi peserta didik' dalam mata pelajaran IPA' dengan materi Bunyi dan sifatnya guna meningkatan keterampilan komunikasi peserta didik dalam mata pelajaran IPA. Penelitian' ini' menggunakan' kuasi eksperimen dengan pendekatan kuantitatif. Dengan populasi' berjumlah 72 peserta didik, yang terdiri dari 32 kelas V A sebagai kelas Kontrol dan 32 kelas' V B sebagai kelas' Eksperimen.' Hasil penelitian menunjukkan bahwa sebelum penerapan model Challenge Based Learning, ketrampilan komunikasi peserta didik terbatas dengan nilai rata-rata 60,44. Mereka memiliki kurangnya kepercayaan diri dalam berbicara di depan umum, kesulitan menyampaikan ide, dan respons yang kurang efektif terhadap pendapat orang lain. Namun, setelah diterapkannya model tersebut, ketrampilan komunikasi meningkat, ditandai dengan peningkatan kepercayaan diri dan kemampuan berkolaborasi dalam menyampaikan pendapat. Model Challenge Based Learning memiliki pengaruh yang besar terhadap ketrampilan komunikasi peserta didik dalam materi bunyi dan sifatnya. Hal in dipengaruhi oleh pemahaman mereka, kemampuan berkolaborasi antara' guru'' dan' peserta' didik, serta penggunaan'' media'' pembelajaran
The Effect of The Discovery Learning Model on Science Process Skills of Fifth Grade Students Anisa, Anisa; Kartini, Kartini; Setyaningrum, Vidya
Vidya Karya Vol 39, No 2 (2024)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v39i2.20748

Abstract

21st-century education emphasizes the importance of science process skills for students to be able to compete in the academic world and be ready to face challenges in the industrial era 5.0 This study aims to examine the effect of the discovery learning model on the science process skills (KPS) of grade V students. This study is included in the quantitative research with an experimental method using a true experimental design, a pretest-posttest control group design. The subjects of this study were grade V students, with samples selected using simple random sampling techniques. Several techniques and tools were used to collect data, namely tests (multiple-choice questions), unstructured interviews, observations (using observation guidelines), and documentation (using smartphones). The collected data were analyzed using descriptive and inferential statistical analysis. The analysis showed a negative effect of -73% of the discovery learning model on students' science process skills. Thus, the discovery learning model is less effective when applied to the material on human digestive organs in grade V A MIN 1 Filial Pontianak in the 2023/2024 academic year.
THE PROFILE OF FIFTH-GRADE STUDENTS’ SCIENCE PROCESS SKILLS AT MIN IN PONTIANAK CITY Setyaningrum, Vidya; Anisa, Anisa; Sapipah, Ani Satu; Agustin, Ayu Sarah; Sandy, Utin Putri
IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 2 (2024): July 2024
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v8i2.8744

Abstract

Science process skills are one of the important skills for elementary children because they can provide a solid foundation for scientific understanding, the development of critical thinking skills, and the development of useful abilities throughout life. This research aimed to outline the science process skills profile of fifth-grade students at all Madrasah Ibtidaiyah Negeri (MIN) in Pontianak City. The research used the descriptive method with a quantitative approach. The population of this research is all fifth-grade students of MIN in Pontianak City. The sampling technique used is Stratified Random Sampling, in which 2 classes are taken as samples randomly from each school. Data were collected using multiple choice test instruments, as well as interviews to collect data on the types of errors that cause low science process skills of students. The results of the study showed that the average student’s science process skills only reached 62.3% of each aspect tested. Thus the overall KPS of students at MIN Pontianak City is in the moderate category with an average of 7.2%. Based on the study's findings, it can be concluded that additional efforts are necessary to enhance the science process skills of elementary school students.
Pengaruh Metode Blended Learning Berbantuan Aplikasi Chatbot Kana terhadap Hasil Belajar Peserta Didik Kelas V Sumiati, Sumiati; Hermansyah, Hermansyah; Setyaningrum, Vidya
AS-SABIQUN Vol 7 No 2 (2025): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v7i2.5586

Abstract

Integrating technology into education is crucial for enhancing the learning system. However, in practice, teachers often fail to incorporate technology into their teaching methods to maximize students' active participation duriing the learning process. Many remain reliant on traditional lecture and question-and-answer formats. This study aims to examine the effects of applying a blended learning approach. supported by a chatbot application on students' learning outcomes. This study utilizes a quantitative approach with a quasi-experimental design, employing a pretest-posttest control group format. The study sample was made up of 108 students from three different classes, and the sample was randomly selected, comprising 73 students from classes A and B. The data collection methods included both test and non-test techniques, utilizing tools such as test questions, observation sheets, and documentation, all of which were validated and tested for reliability before the research began. The gathered data were analyzed using both descriptive statistics and inferential statistical methods. The findings of the study indicated that the control group had an average pretest score of 31.62, which increased to 54.05 in the posttest. Meanwhile, the experimental group had a pretest score of 45 and a posttest score of 76.94. Statistical testing indicated a significant effect of the blended learning method supported by the KANA chatbot application, with a value of 8.5230. In conclusion, the application of the blended learning approach with the support of the KANA chatbot application has a substantial positive influence on students' learning outcomes.
Pengaruh metode Project Based Learning (PJBL) melalui projek 3R terhadap sikap peduli lingkungan peserta didik kelas 5 di SD/MI Kurahman, Taufik; Setyaningrum, Vidya
Borobudur Educational Review Vol 5 No 1 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/bedr.12928

Abstract

Penelitian ini mengkaji pengaruh metode Project Based Learning (PjBL) melalui proyek 3R (Reduce, Reuse, Recycle) terhadap sikap peduli lingkungan peserta didik kelas 5 di SDN 03 Pontianak Timur. Menggunakan pendekatan kuantitatif dengan sampel 63 peserta didik yang terbagi dalam kelas kontrol dan eksperimen. Teknik pengumpulan data berupa angket dan Alat yang digunakan untuk mengumpulkan data adalah intrumen penilaian berupa angket penilaian dan dokumentasi. Hasil penelitian menunjukkan nilai rata-rata posttest kelas kontrol 89.4758 dan kelas eksperimen 87.8125. Uji T menghasilkan nilai signifikansi 0.868 yang menunjukkan tidak terdapat perbedaan signifikan antara kedua kelas. Hal ini mengindikasikan bahwa penerapan metode PjBL melalui proyek 3R tidak memberikan pengaruh yang signifikan terhadap sikap peduli lingkungan, karena peserta didik di kedua kelas telah memiliki kesadaran dan kepekaan yang tinggi dalam menjaga kebersihan lingkungan sekolah melalui kegiatan seperti membuang sampah pada tempatnya, melaksanakan piket kelas, dan saling mengingatkan.
Strategi STEAM (Science, Technology, Engineering, Art, And Mathematics) dan Dampaknya terhadap Literasi Sains Materi Ekosistem Peserta Didik Kelas V SDN 44 Pontianak Barat Qonita, Azka Millati; Mansur, Mansur; Setyaningrum, Vidya
PendIPA Journal of Science Education Vol 9 No 3 (2025): October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.9.3.614-619

Abstract

This study aimed to describe the effect of applying the Science, Technology, Engineering, Art, and Mathematics (STEAM) strategy on students’ science literacy in the ecosystem material of grade V at SDN 44 Pontianak Barat. The research employed a quantitative approach with a quasi-experimental design type pretest-posttest control group design. The sample consisted of 52 students selected using a random sampling technique. Data were collected through observation, tests, and documentation, and analyzed using instrument analysis, prerequisite tests, hypothesis testing, and effect size measurement. The results showed that the average science literacy score in the control class increased from 42.08 (low) to 57.09 (moderate), while in the experimental class it increased from 49.02 (low) to 83.23 (high). Hypothesis testing obtained a significance value of 0.001 < 0.05, indicating a significant difference between the use of STEAM and conventional strategies. The effect size of Cohen’s d was 1.055 > 0.8, which falls into the large effect category. Thus, the application of the STEAM strategy has a positive and significant effect on improving elementary school students’ science literacy.
Guided Inquiry Model to Enhance Science Literacy of Fifth Graders on the Circulatory System Komaria, Wafiq Indah; Mansur, Mansur; Setyaningrum, Vidya
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 4 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i4.2126

Abstract

Research Objective: This study aims to describe the science literacy offifth-grade students at Madrasah Ibtidaiyah Swasta Darussalam Pontianak and the application and influence of the guided inquiry model on improving science literacy in the subject of the human circulatory system, including its quantitative influence. Methodology: This study applied a quantitative approach with an experimental method using a nonequivalent control group design. Classes VA and VB were selected as samples through total sampling technique. The instruments included multiple-choice tests, observation sheets, and documentation. Data analysis was performed through descriptive statistical tests, prerequisite tests, and hypothesis testing to examine the effectiveness of the model. General Findings: The results showed that the application of the guided inquiry model had a positive impact on improving the science literacy of fifth-grade students at Madrasah Ibtidaiyah Swasta Darussalam Pontianak. This was indicated by an increase in posttest scores compared to pretest scores, as well as significant paired t-test results (0.000 < 0.05). Although the average N-Gain score was only 40.03% (less effective category), this model still contributed to helping students understand science concepts more actively and structurally. Novelty/Originality of this Research: This study is unique because it examines the effectiveness of the guided inquiry model specifically on science literacy at the madrasah ibtidaiyah level, which has rarely been studied. The focus on the human circulatory system and the application of a quantitative approach in a local context makes this research valuable as an empirical contribution to the development of relevant and contextual science learning models.
The Chatbot Effect in Supporting Blended Learning on Students' Academic Achievement Yulianti, Pika; Hermansyah, Hermansyah; Setyaningrum, Vidya
SITTAH: Journal of Primary Education Vol. 6 No. 2 (2025): SITTAH: Journal of Primary Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/sittah.v6i2.6804

Abstract

This study is motivated by the use of technology in education that is increasingly developing, and with chatbot applications, is one of the technologies that can be utilized to improve classroom learning quality. The research method used is quantitative. The type of research is quasi-experimental with a pretest-posttest control group design. The total population and sample consist of 63 students divided into two classes, 5A and 5B. Data collection techniques using test and non-test. The data collection instruments are question sheets, observation sheets, and documentation guidelines. The analysis technique used is descriptive analysis and hypothesis testing. Based on the data analysis obtained, 1) The Control class pretest learning outcomes are 47.74. while the posttest is 71.61. 2) The experimental class pretest learning outcomes are 53.44, and the posttest is 86.88. 3) The blended learning method assisted by the NAFA chatbot application has a significant effect. 4) The blended learning method assisted by the NAFA chatbot application has an effect size test of 4.2335. So, it can be concluded that the blended learning method assisted by the NAFA chatbot application greatly influences learning outcomes. These findings imply that chatbot-assisted blended learning holds strong potential for fostering interactive and student-centered classrooms in elementary education. Future studies are recommended to expand the scope across subjects, student populations, and school settings, and to explore their long-term impact on learners’ motivation, engagement, and critical thinking.
Co-Authors Agustin, Ayu Sarah Ajie, Rizky Julianto Anisa Anisa Ayuni, Juwanti Dewi Lestari Erlina Erlina Farizal, Muhammad Khoirul Fathurrahman, Adistra Firdaus Achmad Fitri, Hidayatul Hermansyah Hermansyah Hermansyah Kaisari, Dona Kartini Kartini Komaria, Wafiq Indah Mahrani, Mahrani Mansur Mansur Mastina, Mastina Qonita, Azka Millati Rody Putra Sartika SANDY, UTIN PUTRI Sapipah, Ani Satu Setyaningrum, Saumi Stefani, Puput Sumiati Sumiati Taufik Kurahman, Taufik Thongsan, Nuchsara Choksuansup Wahab Wahab Yulianti, Pika