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All Journal ETNOSIA : Jurnal Etnografi Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Cendekia : Jurnal Pendidikan Matematika JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Academia Open Jurnal Riset Pendidikan Dasar (JRPD) Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Pengabdian dan Edukasi Sekolah (Jubaedah) J-DEPACE (Journal of Dedication to Papua Community) Jurnal Pengabdian Masyarakat J-Abdimas Cenderawasih Jurnal Pendidikan Progresif
Ali, Aisyah
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Penyelesaian Soal Cerita pada Pembelajaran Matematika dengan Pendekatan Pemecahan Masalah di SDN Inpres Depapre Kabupaten Jayapura Wasito, Wasito; Ali, Aisyah; Ristiani, Ria
J-Abdimas Cenderawasih Vol. 1 No. 1 (2023)
Publisher : Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jac.v1i1.2882

Abstract

This research was conducted at SDN Inpres Depapre Jayapura Regency with the aim of assisting elementary school teachers in solving word problems in learning mathematics using a Problem Solving approach. The subjects in this study were 6 teachers from SDN Inpres Depapre and 3 teachers from SD YPK Amai Depapre. This activity was carried out using the lecture method and direct accompaniment using cooperative learning methods, interactive collaborative between facilitators and elementary school teachers through a comprehensive study of learning. Training activities include giving general explanations from the facilitator then followed by practice activities discussing story problems with Problem Solving, then given the opportunity for teachers to practice solving story problems accompanied by the facilitator. The next stage is reflection and evaluation of the results that have been done. After carrying out this training activity, the training participants (teachers of SDN Inpres Depapre, Jayapura Regency) were very motivated and enthusiastic in developing their ability to solve math problems by applying a Problem Solving approach.
Sosialisasi Penggunaan Media Interaktif di Sekolah Dasar s, chelsi yuliana; Ali, Aisyah
J-Abdimas Cenderawasih Vol. 1 No. 1 (2023)
Publisher : Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jabdimascenderawasih.v1i1.4634

Abstract

his Community Service (PKM) activity is motivated by the challenges and needs of teachers at SDN Inpres Skouw Mabo, Jayapura City, Papua Province, in integrating technology, particularly interactive media, into the learning process. The main objectives of this activity were to enhance teachers' understanding and skills in selecting, using, and integrating various types of interactive media to create more engaging and effective learning. The implementation methods included needs assessment, material development, interactive socialization and training, and evaluation. The results showed a significant increase in teachers' understanding of the concepts and benefits of interactive media, as well as improved skills in using popular interactive platforms. Teachers' enthusiasm in designing the implementation of interactive media in their lesson plans (RPP) also increased. This activity concludes that socialization and practical training are effective in empowering teachers to adopt interactive media, which has the potential to improve the quality of learning at SDN Inpres Skouw Mabo.
Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students Subrata, Heru; Judijanto, Loso; Aeni, Candra; Ali, Aisyah; Amir, Andi Subhan
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1415-1430

Abstract

Implementation of Multimedia-assisted Collaborative Game-Based Learning to Improve Competitive Spirit and Problem Solving Ability in Literacy Learning for Elementary Students. Objectives: This study aims to analyze the effectiveness of collaborative game-based learning assisted by multimedia in improving the competitive spirit and problem solving skills of literacy learning for elementary school students. Methods: A quantitative research approach was used, with an experimental research design. The specific design was a one-group pre-test post-test design. The research subjects consisted of 30 grade 4-6 students from an elementary school in Surabaya. Data were collected through pre- and post-test assessments to evaluate the impact of the intervention. Findings: The findings revealed that the implementation of multimedia-assisted collaborative game-based learning had a significant positive effect on students' competitive spirit and problem-solving abilities. By integrating game elements with team-based collaboration, this approach enhanced students' literacy skills while fostering critical, creative, and analytical thinking. The collaborative nature of the games allowed students to engage in healthy competition, which not only boosted their motivation but also improved their teamwork and communication skills. Additionally, students developed negotiation skills and learned how to work cooperatively to achieve common goals, which are vital social competencies. Conclusion: In conclusion, the implementation of multimedia-assisted collaborative game-based learning proved to be an effective strategy for enhancing students' competitive spirit, problem-solving skills, and literacy development. The approach, by combining game elements with collaborative efforts, effectively promoted critical thinking and enhanced social skills, making it a promising educational tool for elementary school students. This study suggests that game-based learning, supported by multimedia, can be an engaging and effective method to improve both cognitive and social outcomes in literacy education. Keywords: collaborative learning, game-based learning, literacy learning, competitive spirit, problem solving skills.
Strengthening Critical Thinking Skills of Prospective Teacher Students through Inquiry Learning in Science Learning: An Explanatory Mixed Methods Study Ali, Aisyah; Bektiarso, Singgih; Walukow, Auldry Fransje; Narulita, Erlia; Kadir, Akhmad
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11232

Abstract

This study aims to explore the effectiveness of Inquiry-Based Learning (IBL) integrated with the local culture of Hem Re Yegokhe in improving the critical thinking skills of elementary school teacher candidates in a multicultural area. Using an explanatory sequential mixed methods design, this study began with a quantitative pretest–posttest measurement using an instrument based on the five dimensions of the California Critical Thinking Skills Test (CCTST), and continued with qualitative exploration through interviews and observations. A total of 173 students were divided into experimental and control groups. The results showed that the integration of the IBL approach and local cultural practices significantly improved critical thinking skills, especially in the dimensions of interpretation, analysis, and inference. The dimensions of evaluation and explanation experienced a more moderate increase, which was associated with the limited time of the intervention. Thematic analysis supported the quantitative findings and emphasized the role of cultural context in encouraging deep reflection and contextual awareness. The findings also revealed a gap in achievement between students from 3T and non-3T areas, indicating the need for scaffolding strategies and strengthening intercultural competence and social empathy. This study provides an empirical contribution to the development of a locally relevant and socially inclusive cultural-based pedagogical model. Implications include strengthening teacher education curricula, lecturer training, and policies that support the integration of local knowledge as a learning resource. Further research is recommended to be conducted longitudinally, develop culturally based assessment instruments, and explore other cultural practices as learning contexts.
Validated Culturally Responsive Science Assessment Using Integrated Content and Construct Analysis Ali, Aisyah; Bektiarso, Singgih; Walukow, Auldry Fransje; Narulita, Erlia; Kadir, Akhmad
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12776

Abstract

(General Background) The alignment of science assessment with students’ socio-cultural contexts is essential to ensure fairness and meaningful measurement of learning outcomes. (Specific Background) However, most contextualized assessments in science education emphasize content validity without empirically confirming their construct structure, limiting their interpretive strength. (Knowledge Gap) There remains a lack of studies that integrate content, empirical, and construct validity evidence in culturally responsive instruments, particularly those designed in parallel pre–post forms. (Aims) This study aimed to develop and validate an ethnoscience-based pre–post instrument by linking Aiken’s Content Validity Ratio (CVR, 4-point scale) with Confirmatory Factor Analysis (CFA, CR/AVE). (Results) Findings from five expert reviews showed 22 of 40 items exceeded the conservative threshold (Aiken’s V ≥ 0.80; CVR = 1.00). Field trials (N = 50) demonstrated moderate difficulty and positive discrimination, while CFA confirmed a three-factor structure with good fit (χ² = 34.203, df = 24, p = 0.083; CFI = 0.94; TLI = 0.92; RMSEA = 0.065). Composite reliability ranged from 0.718–0.797, and AVE was adequate for two factors (0.506; 0.568) and marginal for one (0.459). (Novelty) The study presents a transparent “content–empirical–construct” decision trail rarely reported in ethnoscience assessment. (Implications) This integrative validation framework demonstrates that cultural responsiveness and psychometric rigor can coexist, guiding fair and contextual science learning evaluations. Highlights: Integrates Aiken–CVR and CFA for comprehensive validity evidence. Confirms three-factor model with strong reliability and moderate AVE. Demonstrates synergy between cultural relevance and measurement rigor. Keywords: Content Validity, Confirmatory Factor Analysis, Ethnoscience, Culturally Responsive Assessment, Psychometric Validation
Co-Authors Andi Subhan Amir, Andi Subhan Candra Aeni Chelsi Yuliana S Erlia Narulita Fredrik Sokoy HERU SUBRATA Hidayah, Hidayah Judijanto, Loso Kadir, Akhmad Kaigere, Daud Korwa, Lofsten Festus Marsuki Marsuki, Marsuki Pawennari Hijjang Poli, Agustina Ivonne Ristiani, Ria Rusli, Tiffany Shahnaz S, Chelsi Yuliana Singgih Bektiarso Sukmawati Sumawan, Sumawan Tey, Kristianti Usman Idris Walukow, Auldry Fransje Wasito Wasito Yuliana, Chelsi