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Sari, Nurratri Kurnia
Universitas Veteran Bangun Nusantara
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Artificial Intelligence-Based Project-Based Learning on Critical Thinking Skills: A Quasi-Experimental Study in Elementary School Ramadhani, Nida Khairiyah Nur; Sari, Nurratri Kurnia
International Journal of Science and Society Vol 8 No 1 (2026): International Journal of Science and Society (IJSOC)
Publisher : GoAcademica Research & Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/ijsoc.v8i1.1636

Abstract

This study aims to determine the influence of the Artificial Intelligence (AI)-based Project-Based Learning (PjBL) model on grade IV students' critical thinking abilities in science subjects at SDN Gentan. This study uses a post-test only control group design. The subjects of this study consisted of two groups: an experimental class that received an AI-based PjBL learning model and a control class that received a non-AI-based PjBL learning model. The instruments used in the study included multiple-choice tests to measure critical thinking skills and validated, reliable questionnaires. Data were analyzed using an independent-samples t-test after meeting the prerequisite test. The results showed a significant difference between the experimental and control classes, with a p-value of 0.003 (< 0,05), indicating that AI-based PjBL significantly improved students' critical thinking skills.
MODEL TEAM GAMES TOURNAMENT (TGT) BERBANTU WORDWALL TERHADAP LITERASI NUMERIK SISWA KELAS IV Desyana Nur Khasanah; Nurratri Kurnia Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Team Games Tournament (TGT) berbantu Wordwall terhadap kemampuan literasi numerik siswa kelas IV sekolah dasar pada materi satuan luas. Penelitian ini menggunakan metode eksperimen dengan desain quasi experimental tipe Nonequivalent Posttest-Only Kontrol Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas IV.A sebagai kelas kontrol dan kelas IV.B sebagai kelas eksperimen, masing-masing berjumlah 22 siswa. Teknik pengumpulan data menggunakan tes pilihan ganda yang telah diuji validitas dan reliabilitasnya. Data dianalisis melalui uji statistik deskriptif, uji normalitas Shapiro-Wilk, uji homogenitas Levene, serta uji hipotesis menggunakan Independent sample t-test. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen (82,73) lebih tinggi dibandingkan kelas kontrol (65,91). Hasil uji hipotesis menunjukkan nilai signifikansi < 0,001 (< 0,05), sehingga terdapat perbedaan yang signifikan antara kedua kelompok. Dengan demikian, dapat disimpulkan bahwa model pembelajaran Team Games Tournament (TGT) berbantu Wordwall berpengaruh positif dan signifikan terhadap peningkatan kemampuan literasi numerik siswa. Model ini terbukti mampu menciptakan pembelajaran yang lebih interaktif, kolaboratif, dan menyenangkan, sehingga dapat menjadi alternatif strategi pembelajaran yang efektif di sekolah dasar.
PELATIHAN PENGGUNAAN MEDIA TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DI SEKOLAH DASAR Mulyani, Sri; Sari, Nurratri Kurnia; Mulyati, Sri; Sugiarto, Y
MAJU : Indonesian Journal of Community Empowerment Vol. 3 No. 2 (2026): MAJU : Indonesian Journal of Community Empowerment, Maret 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/maju.v3i2.2468

Abstract

Training in the use of Media Technological Pedagogical Content Knowledge (TPACK) in SD Negeri 1 Wonoboyo, a significant change in the understanding and practice of using technology in learning is seen. Before the training, the majority of teachers relied on PowerPoint as the main tool in learning, but after participating in the PPG program, some teachers began to adopt TPACK media such as Lifeworksheet, Kahoot. The process of designing learning media based on TPACK is also not optimal, especially in ensuring the effectiveness of learning during the pandemic. During the training, teachers were given an in-depth understanding of the TPACK concept, including the role of each component in the learning context. They were also given direct demonstrations on how to use various media in learning as well as being involved in practicum and training. Group discussions and constructive feedback also help them improve their skills in integrating technology learning. In addition, teachers are also given the task of planning the use of technology in daily learning in the classroom. The evaluation results show an increase in the creativity of teachers in presenting TPACK learning materials.
Role Playing Reveals Student Communication and Collaborative Interaction in IPAS: Role Playing Mengungkap Komunikasi dan Interaksi Kolaboratif Siswa dalam IPAS Suciati, Enggar; Sari, Nurratri Kurnia
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2219

Abstract

General Background: Communication skills are a core component of 21st-century learning, particularly in integrated Natural and Social Sciences (IPAS), where students are required to actively express ideas and engage in social interaction. Specific Background: Role-playing is applied as an active learning strategy to facilitate communication practice among grade IV students in IPAS learning contexts. Knowledge Gap: Previous studies primarily emphasize general communication outcomes using quantitative approaches, while detailed qualitative exploration of communication processes and indicators remains limited. Aims: This study aims to explore students’ communication skills through role-playing activities in IPAS learning. Results: Using a descriptive qualitative design involving 22 students, findings indicate that most students demonstrate clear pronunciation (90.91%) and fluency (86.36%), alongside increased confidence, appropriate gestures, and improved mastery of subject content. Students also begin to utilize facial expressions, eye contact, and collaborative interaction during group activities. Novelty: The study identifies the emergence of collaborative communication through group discussion, role distribution, and peer feedback, extending beyond traditional communication indicators. Implications: These findings suggest that role-playing supports holistic communication development, integrating verbal, nonverbal, affective, and social dimensions, and provides a practical strategy for fostering interactive and meaningful IPAS learning. Highlights• High clarity and fluency observed in student dialogue performance• Group interaction fosters peer feedback and shared understanding• Learning activities integrate conceptual mastery with expressive behavior KeywordsStudent Communication; Role Playing Method; IPAS Learning; Collaborative Communication; Elementary Education
HUBUNGAN ANTARA LITERASI SAINS DENGAN SIKAP ILMIAH SISWA SEKOLAH DASAR KELAS V DI GUGUS KALASAN Azahro, Putri Nur; Sari, Nurratri Kurnia
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.10299

Abstract

This study aims to determine the relationship between science literacy and scientific attitudes among fifth-grade elementary school students in the Kalasan Cluster, Bendosari Subdistrict, Sukoharjo Regency. The low level of students’ science literacy, as indicated by the results of preliminary observations, served as the rationale for conducting this study. A quantitative correlational approach was used, employing a cluster random sampling technique. The research sample consisted of 24 students from two schools. Data were collected through multiple-choice tests and Likert-scale questionnaires. The instruments were tested for validity and reliability, yielding a Cronbach’s Alpha value of 0.898. A normality test using the Shapiro-Wilk test indicated that both variables were normally distributed. Hypothesis testing was conducted using the Pearson Product-Moment correlation technique with the assistance of IBM SPSS Statistics 25. The results showed a correlation coefficient of 0.940 with a significance level of 0.000 (p < 0.05), indicating a positive and very strong relationship between students’ science literacy and scientific attitudes. The higher the students’ level of science literacy, the better their scientific attitudes; this finding confirms that science literacy and scientific attitudes need to be developed simultaneously through active, contextual, and student-centered learning. ABSTRAK Penelitian ini bertujuan untuk mengetahui hubungan antara literasi sains dengan sikap ilmiah siswa kelas V SD di Gugus Kalasan, Kecamatan Bendosari, Kabupaten Sukoharjo. Rendahnya kemampuan literasi sains siswa yang ditunjukkan melalui hasil observasi awal menjadi latar belakang dilaksanakannya penelitian ini. Pendekatan yang digunakan adalah kuantitatif korelasional dengan teknik cluster random sampling. Sampel penelitian berjumlah 24 siswa yang berasal dari dua sekolah. Data dikumpulkan melalui tes pilihan ganda dan angket skala Likert. Instrumen telah diuji validitas dan reliabilitasnya dengan nilai Cronbach's Alpha sebesar 0,898. Uji normalitas menggunakan Shapiro-Wilk menunjukkan kedua variabel berdistribusi normal. Pengujian hipotesis dilakukan menggunakan teknik korelasi Pearson Product-Moment dengan bantuan IBM SPSS Statistics 25. Hasil penelitian menunjukkan koefisien korelasi sebesar 0,940 dengan nilai signifikansi 0,000 (p < 0,05), yang berarti terdapat hubungan positif dan sangat kuat antara literasi sains dan sikap ilmiah siswa. Semakin tinggi tingkat literasi sains siswa, semakin baik pula sikap ilmiahnya, temuan ini menegaskan bahwa literasi sains dan sikap ilmiah perlu dikembangkan secara bersamaan melalui pembelajaran yang aktif, kontekstual, dan berpusat pada siswa.
EFEKTIVITAS MODEL PROBLEM BASED LEARNING (PBL) BERBASIS AL-QUR’AN TERHADAP HASIL BELAJAR KOGNITIF SISWA Nurul Wulan Rahmawati; Nurratri Kurnia Sari
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11868

Abstract

Environmental degradation occurring today indicates the need for educational approaches that integrate scientific understanding with religious values. In tahfidz-based Islamic schools, students are accustomed to memorizing Qur’anic verses but are not always able to relate them to learning materials. This study aimed to analyze the effectiveness of an Al-Qur’an-based Problem Based Learning (PBL) model on students’ cognitive learning outcomes regarding the impact of human behavior on the environment among third-grade students of the Tahfidz Program at MIN 3 Sukoharjo. This research employed a quantitative approach using a one group pretest-posttest experimental design. The population consisted of 90 students, while the sample included 15 third-grade students selected through purposive sampling. Data were collected using a 10-item multiple-choice cognitive test at C3–C4 levels integrated with Qur’anic verses. Data analysis involved the Shapiro-Wilk normality test and the N-Gain test. The results revealed an increase in the mean score from 88.80 in the pre-test to 98.67 in the post-test. The average N-Gain score was 0.90, categorized as high. These findings indicate that the Al-Qur’an-based Problem Based Learning model effectively improves students’ cognitive learning outcomes. The integration of QS. Al-Baqarah verse 30 and QS. Ar-Rum verse 41 provided meaningful learning experiences by linking environmental concepts with humans’ responsibility as khalifah on earth. Therefore, the Al-Qur’an-based PBL model can serve as an alternative learning approach that integrates science and Islamic values in tahfidz-based Islamic schools. ABSTRAK Krisis lingkungan yang terjadi saat ini menunjukkan perlunya pendidikan yang mampu mengintegrasikan pemahaman sains dengan nilai-nilai keagamaan. Pada madrasah berbasis tahfidz, peserta didik telah terbiasa menghafal ayat-ayat Al-Qur’an, namun belum sepenuhnya mampu menghubungkannya dengan materi pembelajaran. Penelitian ini bertujuan untuk menganalisis efektivitas model Problem Based Learning (PBL) berbasis Al-Qur’an terhadap hasil belajar kognitif siswa pada materi dampak perilaku manusia terhadap lingkungan di kelas III Program Khusus Tahfidzul Qur’an (PKTQ) MIN 3 Sukoharjo. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain one group pretest-posttest. Populasi penelitian berjumlah 90 siswa PKTQ MIN 3 Sukoharjo, sedangkan sampel terdiri atas 15 siswa kelas III yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui tes pilihan ganda sebanyak 10 soal pada level kognitif C3–C4 yang terintegrasi dengan ayat-ayat Al-Qur’an. Analisis data menggunakan uji normalitas Shapiro-Wilk dan uji N-Gain. Hasil penelitian menunjukkan bahwa nilai rata-rata siswa meningkat dari 88,80 pada pre-test menjadi 98,67 pada post-test. Skor rata-rata N-Gain sebesar 0,90 termasuk dalam kategori tinggi. Temuan ini menunjukkan bahwa model Problem Based Learning berbasis Al-Qur’an efektif dalam meningkatkan hasil belajar kognitif siswa. Integrasi QS. Al-Baqarah ayat 30 dan QS. Ar-Rum ayat 41 memberikan pengalaman belajar yang lebih bermakna karena menghubungkan konsep lingkungan dengan tanggung jawab manusia sebagai khalifah di bumi. Dengan demikian, model PBL berbasis Al-Qur’an dapat menjadi alternatif pembelajaran yang mampu mengintegrasikan sains dan nilai-nilai Islam pada madrasah berbasis tahfidz.
ANALISIS KESULITAN DALAM LITERASI SAINS SISWA KELAS IV SD NEGERI SUGIHAN Lathifa Anastasya; Nurratri Kurnia Sari
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.11395

Abstract

ABSTRACT Scientific literacy is an essential competency in Science and Social Studies (IPAS) learning, as it enables students to understand and apply scientific knowledge in everyday contexts. However, various challenges in elementary school learning environments continue to hinder the optimal development of this competency. This study was conducted to explore the forms of scientific literacy difficulties experienced by fourth-grade students at SD Negeri 3 Sugihan in the 2025/2026 academic year. A qualitative approach with a case study design was employed, involving one classroom teacher and four fourth-grade students selected through purposive sampling to represent different learning ability characteristics. Data were collected through observation, in-depth interviews, and documentation, and subsequently analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The findings revealed that students encountered difficulties in explaining scientific phenomena, conducting simple scientific investigations, and interpreting evidence-based data. These challenges were reflected in students’ limited ability to relate scientific concepts to everyday situations, independently design investigation procedures, and interpret information presented in tables or graphs to formulate appropriate conclusions. The study also indicates that these three aspects are interconnected and collectively influence the development of students’ scientific reasoning skills. Therefore, strengthening scientific literacy requires learning experiences that are more contextual, participatory, and grounded in direct scientific activities, enabling students to apply scientific knowledge more meaningfully in real-life situations. ABSTRAK Kemampuan literasi sains menjadi salah satu kompetensi penting dalam pembelajaran IPAS karena menentukan kemampuan siswa memahami dan menggunakan pengetahuan ilmiah dalam kehidupan sehari-hari. Namun, proses pembelajaran di sekolah dasar masih memperlihatkan berbagai kendala yang menyebabkan siswa belum mampu mengembangkan kompetensi tersebut secara optimal. Penelitian ini difokuskan untuk mengungkap bentuk kesulitan literasi sains yang dialami siswa kelas IV SD Negeri 3 Sugihan Tahun Ajaran 2025/2026. Kajian dilakukan melalui pendekatan kualitatif dengan desain studi kasus yang melibatkan satu guru kelas dan empat siswa yang dipilih secara purposive untuk merepresentasikan karakteristik kemampuan belajar yang berbeda. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian memperlihatkan bahwa hambatan literasi sains muncul pada kemampuan menjelaskan fenomena ilmiah, melakukan penyelidikan sederhana, dan menafsirkan data berbasis bukti. Kesulitan tersebut tampak ketika siswa menghubungkan konsep dengan fenomena sehari-hari, menyusun langkah penyelidikan secara mandiri, serta memahami informasi yang disajikan dalam tabel atau grafik untuk menghasilkan kesimpulan yang tepat. Hasil penelitian juga menunjukkan bahwa ketiga aspek tersebut tidak berdiri sendiri, melainkan saling berkaitan dalam membentuk kemampuan berpikir ilmiah siswa. Oleh karena itu, penguatan literasi sains memerlukan pembelajaran yang lebih kontekstual, partisipatif, dan berorientasi pada pengalaman ilmiah agar siswa mampu menggunakan pengetahuan sains secara lebih bermakna dalam berbagai situasi nyata.
Elementary School Teacher’s Reflection Activities and Feedback in the Context of Lesson Study Sari, Nurratri Kurnia; Marmoah, Sri; Nurhasanah, Farida; Wicaksana, Muhlis Fajar; Hassaouna, Anissa Taouil
Teknodika Vol 21, No 2 (2023): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v21i2.77989

Abstract

This study aims to explore and analyse reflections in the context of Lesson Study, focusing on teacher teaching practices in primary schools. This research uses a qualitative approach with a case study method. Learning activities are still in the form of an assignment system and are not centered on students. Thus, students have not been able to be active in the learning process. In addition, there are still many students who are not disciplined in doing assignments. This study aims to provide insight into effective and efficient reflection and feedback activities on good and correct Lesson Study activities. Therefore, this research is important to be carried out because it can improve learning practices by adjusting appropriate learning strategies for learning activities that need to be improved, improving student learning outcomes by developing teaching strategies and adjusting to students, Lesson Study can help improve the quality of learning better, and can increase student participation in learning through more interactive, innovative, and student-centered learning. The team of teachers can find the best solution by drawing on the experiences experienced by fellow teachers. The teacher team analyzed the problems of grade 4 students, to find the right solution for learning. The collaboration of the teacher team in lesson study can observe and analyze each other's teaching practices. This allows them to give each other constructive feedback and suggestions to improve each other's teaching skills. Reflection in lesson study plays an important role in improving teaching practices and student learning achievement. By doing deep reflection, teachers can identify problems, evaluate their practices, and find appropriate solutions. Reflection also involves critical, logical, and analytical thinking to produce structured and weighty thinking
Co-Authors Adellestia, Geby Adriyanto Adriyanto, Adriyanto AGUS PURWANTO Agus Purwanto Amelia Putri Undari Andriyanto Anggun Wahyuni Azahro, Putri Nur Bathari Kemuning Larasati Cahyani, Fitri Dwi Cahyani, Yulia pradita Cahyaningrum, Margareta Pramita Cipwati, Anggi Cotimah, Nuri Dana Elita, Mutiara Desyana Nur Khasanah Dewi Kusumaningsih Dwi Setyani Farida Nurhasanah Harnanik Setyorini Hassaouna, Anissa Taouil HerryAgusSusanto Susanto Joko Susilo Koko Prasetya Koko Prasetyo Koko Prasetyo, Koko Lathifa Anastasya Lathifah, Kurnia Linda Dian Puspita M. Sukarno Mafela Randy Puspitasari Mafiroh Indrasari, Cindhi Md. Anisur Rahman, Md. Anisur Meida Suswandari Meidawati Suswandari, Meidawati Moefty Mahendra, Moefty Muhlis Fajar Wicaksana Nardjosoeripto, Pranowo Nurul Wulan Rahmawati Pagita Dwiningsih Para Mitta Purbosari Para Mitta Purbosari Para Mitta Purbosari Paradika Angganing Pardyatmoko Pardyatmoko, Pardyatmoko Pramudita, Sekar Arum Pranowo Nardjosoeripto Pujiyana Pujiyana Pujiyana Puspita, Linda Dian Ramadhan Indra Setyawan Ramadhani, Nida Khairiyah Nur Rejeki, Endah Sri Setyani, Dwi Setyawan, Ramadhan Indra Siwi, Dwi Anggraeni Sri Marmoah Sri Mulyani Sri Mulyati Sri Mulyati Sri Mulyati Suciati, Enggar Sugiarto, Y Sugiyanto, Y Sukarno Surya, Firnie Zonna Aneka Titik Sudiatmi Tri Sutrisno Tri Sutrisno TRI SUTRISNO Ulya Wajihan Undari, Amelia Putri Wicaksana, Muhlis