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All Journal Literasi : Jurnal Ilmu Pendidikan Jurnal Paedagogy Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an
Arini, Ririn
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Peranan Permainan Engklek Terhadap Kecerdasan Logika Matematika Siswa Sekolah Dasar Cahya Ningrum, Rafika; Arini, Ririn; Nurwati, Agie; Mukti Leksono, Suroso
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 11 No. 1 (2024): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v11i1.4247

Abstract

This research aims to explore and analyze the role of the engklek game on the mathematical logic intelligence of elementary school students. Mathematics education at the elementary school level plays a crucial role in forming the basis for understanding mathematical concepts. Even though many students experience low interest in mathematics, the crank game is identified as an interesting alternative to improve mathematical logic intelligence. The research method used was qualitative with a case study approach at SD Negeri Tunjung Teja 1. Data was collected through observation, interviews and literature study. The research results show that the engklek game not only acts as entertainment but also as a fun learning strategy. From a neuroscience perspective, the activities in this game stimulate the areas of the brain involved in logical and analytical thinking, thereby increasing students' mathematical logic intelligence. This research has positive implications for mathematics learning in elementary schools, creating a fun and interactive learning environment, increasing student motivation and stimulating student cognitive development. Thus, the engklek game is considered an effective tool for improving the quality of mathematics learning in elementary schools.
Development of Culturally Responsive Teaching-Based Interactive Media to Improve Social-Emotional Skills and Learning Motivation in Primary School Students Arini, Ririn; Rosmilawati, Ila; Hendrayana, Aan
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15425

Abstract

This study aims to develop an interactive media based on Culturally Responsive Teaching (CRT) to enhance the socio-emotional skills and learning motivation of elementary school students. The research follows the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and involves 42 students, divided into an experimental group and a control group. The instruments utilized include questionnaires, interviews, and tests. The data analysis technique in this study applies validity analysis and effectiveness analysis, measured using the N-Gain Score. The findings indicate that interactive media based on Culturally Responsive Teaching (CRT) has proven to be effective in improving elementary students’ socio-emotional skills and learning motivation, as evidenced by comprehensive N-Gain Score data. The experimental class achieved an average N-Gain Score of 0.74, whereas the control class recorded 0.29, demonstrating a high level of success in the implementation of this media. The CRT-based interactive media successfully transformed the concept of regional diversity from an abstract idea into a concrete and meaningful learning experience for students, thereby increasing their active engagement in the learning process.
Development of Culturally Responsive Teaching-Based Interactive Media to Improve Social-Emotional Skills and Learning Motivation in Primary School Students Arini, Ririn; Rosmilawati, Ila; Hendrayana, Aan
Jurnal Paedagogy Vol. 12 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.15425

Abstract

This study aims to develop an interactive media based on Culturally Responsive Teaching (CRT) to enhance the socio-emotional skills and learning motivation of elementary school students. The research follows the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and involves 42 students, divided into an experimental group and a control group. The instruments utilized include questionnaires, interviews, and tests. The data analysis technique in this study applies validity analysis and effectiveness analysis, measured using the N-Gain Score. The findings indicate that interactive media based on Culturally Responsive Teaching (CRT) has proven to be effective in improving elementary students’ socio-emotional skills and learning motivation, as evidenced by comprehensive N-Gain Score data. The experimental class achieved an average N-Gain Score of 0.74, whereas the control class recorded 0.29, demonstrating a high level of success in the implementation of this media. The CRT-based interactive media successfully transformed the concept of regional diversity from an abstract idea into a concrete and meaningful learning experience for students, thereby increasing their active engagement in the learning process.
Kurikulum Merdeka Dalam Perspektof Filsafat Pendidikan Pragmatisme Ningrum, Rafika Cahya; Arini, Ririn; Hidayat, Sholeh
Literasi: Jurnal Ilmu Pendidikan Vol. 15 No. 1 (2024)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2024.15(1).14-26

Abstract

Penelitian ini bertujuan untuk mengkaji peran filsafat Pragmatisme sebagai fondasi nilai-nilai kritis, rasional, dan religius dalam kehidupan manusia kaitannya dengan pendidikan. Pendidikan merupakan elemen krusial dalam membentuk karakter dan mengembangkan potensi manusia, terutama dalam menghadapi perubahan cepat. Konsep kurikulum merdeka sebagai inovasi pendidikan yang adaptif, menekankan isi pokok, penguatan karakter, dan kompetensi peserta didik. Konsep ini memberikan kebebasan kepada sekolah, guru, dan siswa untuk berinovasi, belajar mandiri, dan mengembangkan kreativitas. Kurikulum merdeka, dalam perjalanannya, terkait erat dengan filsafat pragmatisme dalam pendidikan. Filsafat pragmatisme menekankan berpikir radikal, sistematis, bebas, koheren, dan konsisten. Proses berpikir filsafat, seperti sintesis, merenung, menentukan, dan menganalisis, membentuk dasar filsafat pendidikan. Filsafat pendidikan diartikan sebagai aktivitas pikiran yang mengatur, menyelaraskan, dan memadukan proses pendidikan. Filsafat pendidikan pragmatisme, sebagai salah satu aliran filsafat, menitikberatkan pada relevansi dan kegunaan praktis pengetahuan.metode penelitian yang digunakan adalah studi literatur. Dalam pembahasan, kurikulum merdeka dijelaskan sebagai landasan utama yang menjelaskan sasaran, konten pembelajaran, metode pembelajaran, dan tahapan evaluasi dalam sistem pendidikan. Pendidikan pragmatisme menekankan keterlibatan aktif siswa, pembelajaran melalui pengalaman langsung, dan relevansi praktis pengetahuan.Dalam konsep kurikulum merdeka, filsafat pragmatisme menonjolkan pentingnya pengalaman, eksplorasi, kreativitas, proses pembelajaran, relevansi praktis, dan kolaborasi. Ini menciptakan lingkungan belajar yang dinamis dan mendukung perkembangan peserta didik secara menyeluruh. 
Co-Authors Aan Hendrayana Cahya Ningrum, Rafika Hidayat, Sholeh Ila Rosmilawati Ningrum, Rafika Cahya Nurwati, Agie Suroso Mukti Leksono