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All Journal AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI el-Ibtidaiy: Journal of Primary Education JURNAL PENDIDIKAN DASAR FLOBAMORATA JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan BERBAKTI: Jurnal Pengabdian Kepada Masyarakat
Amri, Nurzil
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Religion Humanities Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Edukasi Tentang Zat Aditif Dan Zat Adiktif Serta Efek Samping Yang Ditimbulkan Melalui Video Animasi Ridzal, Dewi Asriani; Rosnawati, Veni; Haswan; Amri, Nurzil; Farnia
BERBAKTI : Jurnal Pengabdian Kepada Masyarakat Vol 1 No 3 (2024): BERBAKTI: Jurnal Pengabdian Kepada Masyarakat | January 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30822/berbakti.v1i3.2718

Abstract

The use of additives and addictive substances in various foods, drinks, and other consumer products is increasing along with the times. This PkM activity aims to provide students with an understanding of additives and addictive substances and the side effects they cause through educational activities assisted by animation media. This activity was held at SDN 2 Labalawa and attended by 28 class V students, consisting of 16 male students and 12 female students. The results of the PkM activities showed that 22 students (79%) had a good understanding of the material presented, 4 students (14%) were in the sufficient category, and 2 students (7%) were in the poor category. These results show that the majority of participants have a good understanding of additives and addictive substances and the side effects they cause. Education regarding additives and addictive substances is essential, given the increasing variety of products offered by companies, so that consumers can sort and choose well the goods they will consume. Overall, PkM activities were doing well in accordance with the stated objectives
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS IPA DI SEKOLAH DASAR Amri, Nurzil; Hartinawanti; Rosnawati, Veni
Jurnal Pendidikan Dasar Flobamorata Vol. 5 No. 1 (2024): Jurnal Pendidikan Dasar Flobamorata
Publisher : Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/jpdf.v5i1.1123

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Probem Based Learning terhadap kemampuan berpikir kritis IPA siswa kelas V SD Negeri Wangkanapi Kota Bau-Bau. Penelitian yang digunakan ex post facto. Sampel penelitian ini adalah kelas VA sebanyak 26 orang dengan 10 laki-laki dan 16 orang perempuan. Teknik pengumpulan data dilakukan dengan menggunakan instrumen angket model PBL dan tes soal IPA kemampuan berpikir kritis. Hasil penelitian ini menunjukkan penerapan model Problem Based Learning dapat berpengaruh terhadap kemampuan berpikir kritis siswa dengan > dimana 3,585 > 2,064 dengan ini ditolak dan diterima, dengan besaran pengaruh 34,9% dan indikator kemampuan berpikir kritis siswa yang paling dominan adalah Elementary Clarification (memberikan penjelasan sederhana) dengan besar pengaruh 16%.
The influence of pretend play on children's social communication skills Hajerah, Hajerah; Syamsuardi, Syamsuardi; Alim Amri, Nur; Amri, Nurzil; Maula, Inayatul
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 7 No. 1 (2024): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/00202472242000

Abstract

Background : Early childhood development, crucial between ages 0-6, encompasses cognitive, social-emotional, and communication skills. Language development theories emphasize communication as a vital aspect of early childhood growth. Children's ability to express themselves supports their learning process and social interactions. Pretend play, involving role-playing and imagination, is a key activity that stimulates language and social skills in children. In urban areas, low social education levels often lead to inappropriate communication styles, making effective early interventions essential.Aim : This study aims to investigate the influence of pretend play on the social communication skills of children in a kindergarten in Makassar City. It seeks to determine whether pretend play can effectively enhance these skills among young children.Method : A quantitative approach with a One Group Pretest-Posttest Design was employed. Data were collected from 20 children through direct observation and pre- and post-intervention evaluations. Validity and reliability tests ensured the research instruments' accuracy.Result : Children who participated in the pretend play program showed significant improvement in social communication skills. The average score increased from 29 (61.90% of the ideal score) before the intervention to 42 (93.65%) after the intervention.Conclusion : Pretend play significantly enhances children's social communication skills, making it a valuable method in early childhood education. Its application can positively impact language development, creativity, and character formation.
Pengembangan Instrumen Tes Literasi Sains di Sekolah Dasar Amri, Nurzil
el-Ibtidaiy:Journal of Primary Education Vol 6, No 1 (2023): el-ibtidaiy
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ejpe.v6i1.20215

Abstract

This study aims to produce valid and reliable scientific literacy test instruments on the topic of light. The test instrument development model uses the ADDIE (Analyze, Development, Design, Implementation and Evaluation) model. Scientific literacy test instruments were analyzed based on validity, reliability, level of difficulty and different power of questions using the help of Anaates V4 software. The results of this study indicate that out of a total of 30 multiple choice questions, there are 21 or 70% of the questions declared valid and 9 or 30% of the questions declared invalid and the reliability score was 0.87 with a very strong category. The index of difficulty level of scientific literacy questions is moderate 53.33%, easy 30% and difficult 16.66%. on the different power test, scientific literacy questions with very good categories 10%, good 43.33%, enough 30% and bad 16.66%. Thus the scientific literacy test instrument on the material properties of light is appropriate to be used as a tool for assessing student competence.
Transformasi Literasi: Membangun Generasi digital yang cerdas dan kreatif melalui platform digital di UPTD SDN Oetete 1 Kurniawan, Budi; Amri, Nurzil; Hafizin, Muhammad; Hasyda, Suryadin; Mau, Hana Noventari Dasi
Jurnal Pengabdian Masyarakat: Pemberdayaan, Inovasi dan Perubahan Vol 5, No 6 (2025): JPM: Pemberdayaan, Inovasi dan Perubahan
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpm.v5i6.2389

Abstract

This community engagement program aims to enhance the digital literacy of teachers and students through the implementation of digital platforms such as Wordwall, Educaplay, and Puzzle.org at UPTD SDN Oetete 1 Kota Kupang. The activities were carried out through training, mentoring, and hands-on practice using a deep learning approach that emphasizes concept analysis, problem-solving, and learning reflection. The methods used included initial observation, training implementation, and evaluation through participatory observation and analysis of student engagement. The results show a significant improvement in teachers’ ability to produce interactive digital media, with 80% of teachers able to create at least three types of digital learning games. Additionally, student activity and motivation increased, as indicated by the rise in learning engagement from 45% to 85%, and the completion rate of digital tasks from 40% to 82%. Classroom learning also transformed into a more interactive, creative, and student-centered environment. This program provides important pedagogical implications for integrating digital technology into primary education and contributes to reducing the digital gap by improving access to and competence in digital literacy within the school environment. Thus, this community engagement program successfully fosters the development of a smart and creative digital generation while supporting the continuous strengthening of digital literacy.ABSTRAKPenelitian ini bertujuan untuk meningkatkan literasi digital guru dan siswa melalui implementasi platform digital Wordwall, Educaplay, dan Puzzle.org di UPTD SDN Oetete 1 Kota Kupang. Kegiatan ini dilaksanakan melalui pelatihan, pendampingan, dan praktik langsung menggunakan pendekatan deep learning yang menekankan analisis konsep, pemecahan masalah, dan refleksi pembelajaran. Metode yang digunakan meliputi observasi awal, pelaksanaan pelatihan, dan evaluasi melalui observasi partisipatif serta analisis keterlibatan siswa. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada kemampuan guru dalam menghasilkan media interaktif, di mana 80% guru mampu membuat minimal tiga jenis permainan digital. Selain itu, aktivitas dan motivasi belajar siswa mengalami peningkatan, ditunjukkan oleh naiknya keterlibatan belajar dari 45% menjadi 85%, serta peningkatan penyelesaian tugas digital dari 40% menjadi 82%. Pembelajaran di kelas juga mengalami transformasi ke arah yang lebih interaktif, kreatif, dan berpusat pada peserta didik. Kegiatan ini memberikan implikasi pedagogis penting dalam penerapan teknologi digital di sekolah dasar, sekaligus berkontribusi terhadap pengurangan kesenjangan digital melalui peningkatan akses dan kompetensi digital di lingkungan sekolah. Dengan demikian, program ini berhasil mendorong terwujudnya generasi digital yang cerdas dan kreatif serta mendukung penguatan literasi digital berkelanjutan.
PEMANFAATAN PLATFORM DIGITAL UNTUK MENINGKATKAN AKTIVITAS BELAJAR PESERTA DIDIK Kurniawan, Budi; Letasado, Muhamad Rusadi; Nuriyah, Nuriyah; hasyda, Suryadin; Amri, Nurzil
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2719

Abstract

This study aims to analyze the improvement of students’ learning activity through the implementation of gamification-based digital platforms Blooket, Wordwall, and Puzzle.org in two elementary schools: UPTD SD Inpres RSS Oesapa (n = 22) and SD Muhammadiyah 1 Kota Kupang (n = 24). The research employed a quasi-experimental method with a one-group pretest–posttest design. Data were collected through activity observations, pretest–posttest assessments, and documentation of classroom learning processes. The effectiveness of the intervention was measured using the N-Gain Score, which evaluates cognitive improvement and learning activity enhancement. The findings indicate a significant increase in students’ learning activity in both schools. The average activity score increased by 48.18% at UPTD SD Inpres RSS Oesapa and 44.44% at SD Muhammadiyah 1. Cognitive improvement measured through the N-Gain analysis showed a moderate category, with 0.62 for UPTD SD Inpres RSS Oesapa and 0.66 for SD Muhammadiyah 1 Kota Kupang. These results confirm that gamification-based digital platforms positively impact student engagement and conceptual understanding. These findings align with Fauziyah et al. (2025), who reported that challenge-based gamification enhances enthusiasm and active participation among elementary students, as well as Amelia et al. (2025), who found that gamification significantly boosts learning motivation at the vocational school level. The mechanisms contributing to the improvements include: (1) motivational effects of gamification elements such as points, challenges, leaderboards, and instant feedback; (2) interactive visual features in Wordwall, Blooket, and Puzzle.org that support deeper conceptual understanding; and (3) the novelty effect observed in classrooms with limited prior exposure to digital learning tools. The study concludes that integrating gamification-based digital platforms is effective in enhancing learning activity, motivation, and academic performance among elementary school students. Practical implications highlight the need for teacher training, adequate digital infrastructure, and the development of continuous interactive learning designs to maximize the benefits of gamification.ABSTRAKPenelitian ini bertujuan untuk menganalisis peningkatan aktivitas belajar peserta didik melalui pemanfaatan platform digital berbasis gamifikasi, yaitu Blooket, Wordwall, dan Puzzle.org, pada dua sekolah dasar: UPTD SD Inpres RSS Oesapa (n = 22) dan SD Muhammadiyah 1 Kota Kupang (n = 24). Metode penelitian menggunakan pendekatan kuasi-eksperimental dengan desain one-group pretest–posttest. Data dikumpulkan melalui observasi aktivitas, tes awal–tes akhir, serta dokumentasi proses pembelajaran. Analisis efektivitas intervensi dilakukan menggunakan N-Gain Score untuk melihat peningkatan hasil belajar dan aktivitas. Hasil penelitian menunjukkan adanya peningkatan signifikan pada aktivitas belajar siswa di kedua sekolah. Rata-rata aktivitas siswa pada UPTD SD Inpres RSS Oesapa meningkat sebesar 48,18%, sedangkan pada SD Muhammadiyah 1 meningkat 44,44%. Analisis kognitif menggunakan N-Gain menunjukkan peningkatan kategori sedang: 0,62 untuk UPTD SD Inpres RSS Oesapa dan 0,66 untuk SD Muhammadiyah 1 Kota Kupang. Peningkatan ini menunjukkan bahwa gamifikasi digital memberikan dampak nyata terhadap keterlibatan dan pemahaman siswa. Temuan ini selaras dengan penelitian Fauziyah et al. (2025) yang membuktikan bahwa gamifikasi berbasis tantangan meningkatkan antusiasme dan partisipasi aktif siswa MI, serta studi Amelia et al. (2025) yang melaporkan bahwa gamifikasi meningkatkan motivasi belajar siswa SMK secara signifikan. Mekanisme peningkatan yang teridentifikasi mencakup: (1) efek motivasional dari elemen gamifikasi seperti poin, kompetisi, tantangan, dan umpan balik instan; (2) visual interaktif Wordwall, Blooket, dan Puzzle.org yang mempermudah pemahaman konsep; dan (3) efek kebaruan (novelty effect) pada sekolah dengan paparan teknologi rendah sebelumnya. Penelitian ini menyimpulkan bahwa integrasi platform digital berbasis gamifikasi efektif meningkatkan aktivitas, motivasi, dan hasil belajar siswa sekolah dasar. Implikasi praktis penelitian ini menekankan pentingnya pelatihan guru, penyediaan infrastruktur digital, serta pengembangan pembelajaran interaktif berkelanjutan untuk memastikan manfaat gamifikasi dapat dimaksimalkan.
Co-Authors Alim Amri, Nur Budi Kurniawan Farnia Hajerah Hartinawanti Haswan Hasyda, Suryadin LETASADO, MUHAMAD RUSADI Mau, Hana Noventari Dasi Maula, Inayatul Muhammad Hafizin Nuriyah, Nuriyah rosnawati, veni Syamsuardi Syamsuardi