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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar KEMBARA JPGSDI Pedagogia: Jurnal Pendidikan Jurnal Terapan Abdimas NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Pendas : Jurnah Ilmiah Pendidikan Dasar Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Jurnal Gentala Pendidikan Dasar Jurnal Review Pendidikan dan Pengajaran (JRPP) Child Education Journal Jurnal Ilmiah Profesi Pendidikan Edudikara: Jurnal Pendidikan dan Pembelajaran jurnal dikdas bantara Tunas Nusantara Jurnal Riset Pendidikan Dasar (JRPD) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan SOCIAL : Jurnal Inovasi Pendidikan IPS EduStream: Jurnal Pendidikan Dasar Pendikdas: Jurnal Pendidikan Dasar Educate: Journal of Community Service in Education Jurnal Pengabdian Masyarakat Bestari (JPMB) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) SWARNA Mamangan Social Science Journal EJOIN : Jurnal Pengabdian Masyarakat Educativo: Jurnal Pendidikan Kapuas International Journal of Integrated Science and Technology Indonesian Journal of Community Empowerment Prosiding Konferensi Ilmiah Dasar EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Nurratri Kurnia Sari
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 Mathematics Public Health Social Sciences Other

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PELATIHAN PENGGUNAAN MEDIA TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DI SEKOLAH DASAR Sri Mulyani; Nurratri Kurnia Sari; Sri Mulyati; Y Sugiarto
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.
AR MENDORONG TRANSFORMASI DIGITALISASI DEEP LEARNING Para Mitta Para Purbosari; Nurratri Kurnia Sari; Annisa Rohimatul Nur Hasanah
Prosiding Konferensi Ilmiah Dasar Vol 7 (2026): Pendekatan Deep Learning dan Pemanfaatan Artificial Intelligence dalam Pendidikan Dasa
Publisher : Universitas PGRI Madiun

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Abstract

Advances in digital technology have driven the use of Augmented Reality  and Deep Learning as innovations that support the transformation of learning in the modern educational era. This study aims to analyze the role of integrating AR and Deep Learning in improving the quality of learning, particularly in elementary education. The method used is a Systematic Literature Review (SLR), which involves identifying, selecting, evaluating, and synthesizing relevant scientific articles from various reputable databases. The results of the study indicate that AR can enhance the visualization of learning materials, learning motivation, student engagement, and conceptual understanding through interactive learning experiences. Deep Learning plays a role in supporting adaptive learning by analyzing student data so that instruction can be tailored to individual needs. The integration of these two technologies creates a more effective, personalized, and meaningful learning experience, while also supporting the development of 21st century competencies. However, their implementation still faces challenges related to infrastructure readiness, educator competencies, and resource availability. Therefore, collaboration among various stakeholders is needed to optimize the application of AR and Deep Learning in education.
Transformasi Pendidikan Digital Melalui Gamifikasi Dan Deep Learning: Kajian Literatur Menuju Pembelajaran Berkelanjutan Dwi Anggraeni Siwi; Nurratri Kurnia Sari; Jullya Dwi Fridyarini
Prosiding Konferensi Ilmiah Dasar Vol 7 (2026): Pendekatan Deep Learning dan Pemanfaatan Artificial Intelligence dalam Pendidikan Dasa
Publisher : Universitas PGRI Madiun

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Abstract

Digital education transformation encourages the implementation of innovative learning strategies that are able to improve the quality of learning in primary education. One approach that is growing is the integration of gamification with deep learning to create meaningful, conscious, and fun learning. This article aims to analyze the implementation of gamification in basic education learning and examine its relationship with the deep learning approach as an effort to support continuous learning. The study used the Systematic Literature Review (SLR) method by analyzing eight articles obtained through Google Scholar and Publish or Perish based on the criteria of relevance to the research topic. Data is analyzed through the process of identification, selection, synthesis, and interpretation of research findings. The results of the study show that gamification is implemented through various media and learning models, such as Wordwall, Zep Quiz, Duolingo, Discovery Learning-based multimedia, Problem Based Learning, contextual learning, and e-learning gamification-based. The implementation consistently improves learning motivation, student involvement, concept understanding, learning outcomes, and critical thinking skills. In addition, gamification elements in the form of challenges, points, levels, rewards, and continuous feedback are in line with the principles of deep learning that emphasizes meaningful, reflective, and studentcentered learning. However, the results of the study show that the integration of gamification with deep learning is still limited and has not been comprehensively designed. Therefore, it is necessary to develop a learning model that integrates gamification, deep learning, and the use of artificial intelligence to support continuous learning in primary education
HUBUNGAN ANTARA LITERASI SAINS DENGAN SIKAP ILMIAH SISWA SEKOLAH DASAR KELAS V DI GUGUS KALASAN Putri Nur Azahro; 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.v6i2.10299

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.
Pengaruh Media Roda Putar Bangun Datar terhadap Literasi Numerik Peserta Didik kelas IV di Sekolah Dasar Negeri Jombor 01 Yulia pradita Cahyani; Nurratri Kurnia Sari; Meidawati Suswandari
Pendikdas: Pendidikan Dasar Vol 5, No 2 (2024): November 2024
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v5i2.320

Abstract

Tujuan dilakukannya  penelitian ini yaitu untuk mengetahui ada pengaruh penggunaan media roda putar terhadap literasi numerik pada materi bangun datar kelas IV di Sekolah Dasar Negeri Jombor 01 Tahun Ajaran 2023/2024 berjumlah 20 peserta didik yang dibagi menjadi 2 kelompok terdiri dari kelompok eksperimen dan kelompok kontrol. Teknik pengumpulan data menggunakan dokumentasi dan observasi. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuantitatif dimana penelitian ini bersifat teratur, terorganisir, serta hasil dari penelitian diungkapkan dalam bentuk angka-angka. Serta penelitian ini menggunnakan teknik pengambilan data berupa uji validitas dan uji reabilitas serta uji prasyarat data berupa (uji keseimbangan, uji normalitas dan uji homogenitas) Serta uji t-test untuk pengambilan keputusan atau hipotesis. Hasil penelitian ini membuktikan bahwa pembelajaran yang dilakukan dengan memanfaatkan media roda putar bangun datar secara signifikan menghasilkan penilian literasi numerik yang lebih tinggi. Hasil perhitungan didapatkan nilai df 38 pada taraf signifikan 5% dengan nilai ttabel 2,024 dan thitung sebesar 7,862 maka lebih besar daripada ttabel, dari perhitungan tersebut diperoleh t hitung   ttabel  maka, hipotesis alternative diterima dan hipotesis nol ditolak. Artinya ada perbedaan antara kelas eksperimen dengan menggunakan media roda putar dan kelas control dengan menggunakan media lama.
HUBUNGAN INTERAKSI TEMAN SEBAYA DENGAN MOTIVASI BELAJAR SISWA DI SEKOLAH DASAR Fitri Dwi Cahyani; Nurratri Kurnia Sari; Pujiyana Pujiyana
Pendikdas: Pendidikan Dasar Vol 5, No 2 (2024): November 2024
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v5i2.314

Abstract

Motivasi belajar sangat dibutuhkan dalam proses pendidikan di sekolah. Akan tetapi, masih banyak dijumpai motivasi belajar siswa yang rendah. Hal tersebut menjadi salah satu penyebab terjadinya . Tujuan penelitian untuk mengetahui ada hubungan Interaksi Teman Sebaya dengan Motivasi Belajar Siswa Kelas IV di Sekolah Dasar Negeri Pasarkliwon Tahun Ajaran 2023/2024. Penelitian ini merupakan penelitian kuantitatif dengan metode korelasional yang bertujuan untuk membuktikan ada tidaknya hubungan antara variabel interaksi teman sebaya dengan variabel motivasi belajar. Teknik pengumpulan data berupa dokumentasi dan penyebaran angket. Hasil Penelitian yaitu penelitian yang dihitung dengan rumus korelasi produk moment dengan menggunakan aplikasi SSPS 25. Hasilnya Rhitung Rtabel atau 0,652 0,468 dengan taraf signifikansi 5% maka Ho tidak diterima atau Ha diterima. Maka dapat ditarik kesimpulan bahwa ada hubungan antara variabel interaksi teman sebaya dengan motivasi belajar siswa kelas IV Sekolah Dasar Negeri Pasarkliwon Surakarta Tahun Ajaran 2023/2024.
Tren Penelitian Deep Learning pada Platform Media Sosial: Systematic Literature Review Tahun 2021–2026 Ferrinda Prafitasari; Meidawati Suswandari; Ratna Anggita Sari; Lunggani Kartika Dewi; Nurratri Kurnia Sari
Prosiding Konferensi Ilmiah Dasar Vol 7 (2026): Pendekatan Deep Learning dan Pemanfaatan Artificial Intelligence dalam Pendidikan Dasa
Publisher : Universitas PGRI Madiun

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Abstract

The rapid growth of social media has generated massive and complex amounts of data, creating the need for more effective analytical methods. Deep learning has emerged as one of the approaches capable of automatically identifying patterns within such data; however, systematic studies that comprehensively map its development across social media platforms remain limited. This study aims to analyze research trends in deep learning on social media platforms during the period of 2021–2026 using the Systematic Literature Review (SLR) approach. The analysis focuses on annual publication trends, the most frequently studied social media platforms, the deep learning models employed, dominant research topics, and future research opportunities. Data were collected through a literature search of scientific articles in the Google Scholar and Garuda databases based on predefined inclusion and exclusion criteria, resulting in nine eligible articles for analysis. The findings indicate that research on the application of deep learning in social media has shown significant advancements in model architectures, ranging from single models such as Convolutional Neural Network (CNN), Long Short-Term Memory (LSTM), and Gated Recurrent Unit (GRU) to hybrid models and Transformer-based architectures, including BERT-LSTM and IndoBERT. These approaches have been predominantly applied to sentimen analysis, fake news detection, and hate speech detection. The findings further reveal that CNN remained the most widely used model during the 2021–2026 period, although a gradual shift toward Transformer-based models such as BERT and IndoBERT has begun to emerge. This trend highlights the potential of Transformer-based architectures to improve semantic context understanding and multimedia data processing in future research.
Inovasi Alat Peraga Sebagai Pendukung Deep Learning Berbasis SDGS: Sebuah Systematic Literature Review Geby Adellista; Nurratri Kurnia Sari; Salsabilla Nur Indah Rahmadani; Anindita Dyah Puspitasari
Prosiding Konferensi Ilmiah Dasar Vol 7 (2026): Pendekatan Deep Learning dan Pemanfaatan Artificial Intelligence dalam Pendidikan Dasa
Publisher : Universitas PGRI Madiun

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Abstract

Inovasi alat peraga merupakan salah satu strategi penting dalam mendukung implementasi Deep Learning sekaligus mewujudkan pembelajaran yang berorientasi pada Sustainable Development Goals (SDGs). Penelitian ini bertujuan untuk menganalisis tren, kontribusi, dan kesenjangan penelitian mengenai inovasi alat peraga sebagai pendukung Deep Learning berbasis SDGs melalui pendekatan Systematic Literature Review(SLR). Penelitian dilaksanakan mengacu pada pedoman PRISMA 2020 dengan menelusuri artikel ilmiah yang dipublikasikan pada periode 2020–2025 melalui basis data Google Scholar, Scopus, ERIC, dan Garuda. Artikel diseleksi berdasarkan kriteria inklusi dan eksklusi, kemudian dianalisis menggunakan teknik content analysis. Hasil kajian menunjukkan bahwa inovasi alat peraga telah berkembang dari sekadar media pendukung pembelajaran menjadi sarana yang mampu mengimplementasikan prinsip mindful learning, meaningful learning, dan joyful learning. Berbagai bentuk alat peraga, seperti media konkret, alat peraga edukatif interaktif, loose part, serta alat peraga berbasis budaya lokal terbukti meningkatkan motivasi, pemahaman konseptual, berpikir kritis, kreativitas, kolaborasi, dan keterlibatan aktif peserta didik. Selain itu, pemanfaatan bahan ramah lingkungan dan kontekstual memberikan kontribusi terhadap pencapaian tujuan SDGs, khususnya pendidikan berkualitas dan pembangunan berkelanjutan. Meskipun demikian, integrasi antara inovasi alat peraga, Deep Learning, dan SDGs masih memerlukan pengembangan model implementasi yang lebih komprehensif. Oleh karena itu, inovasi alat peraga berpotensi menjadi strategi efektif dalam menciptakan pembelajaran abad ke-21 yang bermakna, adaptif, dan berkelanjutan.
Transforming Indonesian language learning evaluation through OBE: A multisite mixed-methods study of speaking assessment in higher education Muhlis Fajar Wicaksana; Nurratri Kurnia Sari; Dewi Kusumaningsih; Nanci Risky Rimadani; Ly Aminas
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.45482

Abstract

Evaluation of Indonesian language learning in an Outcome-Based Education (OBE) context requires more than grading or collecting digital assignments; it requires traceable alignment among learning outcomes, tasks, criteria, evidence, feedback, and improvement. This convergent multisite mixed-methods needs-assessment study investigated the transformation of speaking evaluation across seven higher-education institutions in Central Java. Participants comprised 10 lecturers of Speaking Skills courses in Indonesian Language and Literature Education programs, and 132 students, from whom 140 questionnaires were distributed; eight incomplete responses were excluded. Data were collected through semi-structured interviews, reviews of course plans, rubrics, speaking tasks, and digital evidence, and a ten-item Likert questionnaire. The questionnaire was content-validated by three experts and piloted with 30 students. Quantitative data were summarized using frequencies, means, standard deviations, and positive-response percentages, while qualitative evidence was examined through cross-site thematic comparison and integrated in a joint display. The overall questionnaire mean was 3.93/5. Rubric clarity received the highest mean (M = 4.10), and the importance of OBE-aligned technology-based evaluation received the strongest positive response (77.27%; M = 4.09). Experience using digital platforms for speaking-task submission was lowest (61.36%; M = 3.75). Lecturer and document evidence showed that authentic tasks, linguistic and nonlinguistic criteria, and OBE terminology were present, but digital tools remained concentrated on communication, submission, publication, and storage. Outcome mapping, rater calibration, timely feedback, longitudinal evidence, analytics, and ethical governance were not yet systematic. The study formulates a six-stage framework for transforming Indonesian language speaking evaluation through OBE: outcome alignment, authentic tasks, analytic rubrics, digital evidence, feedback and reflection, and outcome analytics for continuous improvement. The framework is a design proposition requiring validation and field testing.
Implementasi deep learning pada mata pelajaran PKn untuk menumbuhkan nilai karakter di sekolah dasar Mutiara Dana Elita; Nurratri Kurnia Sari; Ersandya Vinne; Eka Putri Angraeni
Prosiding Konferensi Ilmiah Dasar Vol 7 (2026): Pendekatan Deep Learning dan Pemanfaatan Artificial Intelligence dalam Pendidikan Dasa
Publisher : Universitas PGRI Madiun

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Abstract

Character education has become an urgent need in elementary schools amid declining moral values among some students, while Civic Education (PKn) plays a strategic role in instilling such values. The Ministry of Primary and Secondary Education's Regulation No. 13 of 2025 integrates a deep learning approach into the curriculum, yet studies specifically linking its implementation to PKn in elementary schools for character development remain limited. This study aims to describe the implementation of the deep learning approach in PKn learning at the elementary level and analyze its contribution to fostering students' character values. This study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines, searching articles published in 2021–2026 indexed in SINTA 1–3 and Scopus via Google Scholar. The synthesis results show that deep learning implementation in PKn is generally student-centered, employing group discussions, problem solving, project-based learning, contextual learning, and reflection, with teachers acting as facilitators. This approach positively contributes to strengthening discipline, responsibility, cooperation, honesty, tolerance, mutual cooperation, nationalism, and democratic attitudes, while also improving conceptual understanding and active student engagement. This study recommends more diverse research designs and broader regional coverage for future studies.
Co-Authors Adellestia, Geby Adriyanto Adriyanto, Adriyanto AGUS PURWANTO Agus Purwanto Al Rosid, Ridwan Amalia Enjang Syahryan Amelia Putri Undari Andriyanto Anggun Wahyuni Anindita Dyah Puspitasari Annisa Rohimatul Nur Hasanah Ardian Virgina Ariani Bathari Kemuning Larasati Bima Surya Patria Cahyaningrum, Margareta Pramita Cipwati, Anggi Cotimah, Nuri Dana Elita, Mutiara Desyana Nur Khasanah Dewi Kusumaningsih Dwi Setyani Eka Putri Angraeni Ersandya Vinne Farida Nurhasanah Ferrinda Prafitasari Fikri Rafi Syafaat Fitri Dwi Cahyani Geby Adellista Harnanik Setyorini Hassaouna, Anissa Taouil HerryAgusSusanto Susanto Ipung Maulana Joko Susilo Jullya Dwi Fridyarini Koko Prasetya Koko Prasetyo Koko Prasetyo, Koko Lathifa Anastasya Lathifah, Kurnia Linda Dian Puspita Lunggani Kartika Dewi Ly Aminas M. Sukarno Mafela Randy Puspitasari Mafiroh Indrasari, Cindhi maulid bima Md. Anisur Rahman Meida Suswandari Meidawati Suswandari, Meidawati Moefty Mahendra, Moefty Muhlis Fajar Wicaksana Muhlis Fajar Wicaksana Mutiara Dana Elita Muzayanha Mustika, Arvya Nafsiyani Nanci Risky Rimadani Nardjosoeripto, Pranowo Nurul Wulan Rahmawati Pagita Dwiningsih Para Mitta Para Purbosari Para Mitta Purbosari Para Mitta Purbosari Para Mitta Purbosari Paradika Angganing Pardyatmoko Pardyatmoko, Pardyatmoko Pramudita, Sekar Arum Pranowo Nardjosoeripto Pujiyana Pujiyana Pujiyana Pujiyana Pujiyana Puspita, Linda Dian Putri Nur Azahro Putri Sahidah Putri, Megayanti Hendiana Ramadhan Indra Setyawan Ratna Anggita Sari Rejeki, Endah Sri Ridwan Al Rosid Salsabilla Nur Indah Rahmadani Setyani, Dwi Setyawan, Ramadhan Indra Singgih Subiyantoro Siwi, Dwi Anggraeni Sri Marmoah Sri Mulyani Sri Mulyati Sri Mulyati Sri Mulyati Suciati, Enggar Sugiyanto, Y Sukarno Sukarno Surya, Firnie Zonna Aneka Tiara Alfiani Titik Sudiatmi TRI SUTRISNO Tri Sutrisno Tri Sutrisno Ulya Wajihan Undari, Amelia Putri Wicaksana, Muhlis Y Sugiarto Yulia pradita Cahyani