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All Journal JPsd ( Jurnal Pendidikan Sekolah Dasar ) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) Jurnal Pendidikan Dasar Perkhasa Nusantara: Jurnal Pendidikan Indonesia IJORER : International Journal of Recent Educational Research World Psychology Journal of General Education and Humanities Jurnal Pengabdian Masyarakat Nian Tana Journal of Management Education Social Sciences Information and Religion PAEDAGOGIE
Suprapmanto, Joko
Universitas Nusa Putra
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PERAN MEDIA CERITA BERGAMBAR DALAM MENINGKATKAN KEMAMPUAN KOGNITIF ANAK PADA PROGRAM MOVING CLASS DI BBPMP PROVINSI JAWA BARAT Nuranida, Siti; Suprapmanto, Joko
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40995

Abstract

This study aims to explore the use of illustrated storytelling media in improving the cognitive abilities of children aged 5-7 years through the Moving Class program at the BBPMP West Java Province. Early childhood is a crucial period for development, where children tend to be more open to visual-based learning. The method used is a qualitative descriptive approach involving 32 children and 8 teachers from four PAUD institutions as research subjects. Data collection techniques were carried out through observation, interviews, and questionnaires. The results of this study indicate that illustrated storytelling media plays a role in improving children's concentration, symbolic thinking skills, and understanding of the storyline. Children also demonstrated the ability to argue the content of the story with their daily experiences. The Moving Class program provides a flexible and fun learning environment, which supports the effectiveness of the media's use. Overall, it can be concluded that illustrated storytelling media is an educational tool that can improve children's thinking skills and early literacy skills in a comprehensive and meaningful way.
Augmented Reality in the TPACK Framework: A Qualitative Analysis of Environmental Science Learning in Elementary Schools Fitria Nurulaeni; Joko Suprapmanto
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1372

Abstract

This study examines the implementation of Augmented Reality (AR) in elementary environmental science learning through the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Using qualitative data from interviews and classroom observations, the research identifies how teachers progressively integrate AR, moving from a technological orientation toward comprehensive pedagogical and conceptual alignment. Findings indicate that AR enhances students’ engagement, conceptual understanding, and ability to connect digital simulations with real environmental phenomena. Teachers demonstrate reflective adaptation by refining instructional strategies, guiding analytical discussions, and integrating ecological values into science instruction. The study further reveals a sustainable integration model characterized by three stages: technological familiarization, conceptual reinforcement, and reflective contextualization. Successful implementation depends not only on technological accessibility but also on teachers’ evaluative competence and institutional support. AR functions as an epistemic tool that facilitates experiential learning rather than merely providing visual enhancement. The TPACK framework is effective for conceptualizing the dynamic interplay among technology, pedagogy, and scientific content in environmental education. The research highlights the strategic importance of professional development and policy support to ensure the long-term sustainability of AR-based science learning innovations.
Pengaruh Model Pembelajaran Jigsaw Berbasis Budaya Lokal terhadap Motivasi Belajar IPAS Siswa Agustin, Salsabila; Suprapmanto, Joko
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17126

Abstract

This study intended to assess the influence of the JIGSAW learning model based on indigenous culture on students' motivation to study IPAS in Sukabumi Regency's SDN Babakan Cibatu. The low level of motivation among students, as shown by their minimal involvement in classroom activities and the continued application of traditional teaching methods that have not incorporated local culture as a learning tool, served as the impetus for the research. In turn, the learning process often becomes less contextual and less effective in assisting students in linking what they learn to their everyday lives. A quasi-experimental approach was used in this quantitative study, which had a Nonequivalent Control Group Design. Fifth-grade pupils from SDN Bojongkawung (control group) and SDN Babakan Cibatu (experimental group) were chosen via purposive sampling for the sample. A validated and reliable learning motivation questionnaire was utilized to gather data. Descriptive statistics, a normality test, and the Mann-Whitney U test were used to analyze the data. The findings showed an increase in the mean score of students' learning motivation in the experimental group, from 59.63 to 72.94, with a Sig. (2-tailed) value of 0.000 (< 0.05). These findings suggest that the IPAS learning model developed by JIGSAW based on local culture has a beneficial and significant impact on pupils' willingness to learn.
Studi Korelasi Kecerdasan Emosional dengan Keaktifan Belajar IPAS Siswa Kelas V Sekolah Dasar Suprapmanto, Joko; Mulamah, Siti
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17129

Abstract

  This study aims to find out the relationship between emotional intelligence and science learning activity among fifth-grade elementary school students, specifically at SDN 1 Jampangkulon. The study uses a correlational method with a quantitative approach, involving 219 fifth-grade students in cluster 1 Jampangkulon, and 69 of them were selected as the main sample, namely in the fifth grade at SDN 1 Jampangkulon, chosen using a simple random sampling technique with the Slovin formula. Data were collected through emotional intelligence questionnaires and science learning activity questionnaires. Data analysis was done using statistics, including prerequisite tests like normality test, linearity test, and heteroscedasticity test, as well as hypothesis testing using the Pearson Product Moment correlation test. The results showed that students' emotional intelligence falls into the moderate category, with 68.1%, while their science learning activity is in the moderate category with 72.5%. The correlation test results showed a correlation coefficient of 0.766 with a significance value of 0.000 < 0.05. These findings indicate a positive and significant relationship between emotional intelligence and active learning in science. Emotional intelligence contributes 58.7% to science learning activities, while other factors outside the study influence it by 41.3%. The conclusion of this study shows that students are more engaged in their learning when their emotional intelligence is better during science learning, as shown throughout the learning process.
Pengaruh Model Cooperative Learning Tipe STAD Berbasis Pembelajaran Kontekstual Terhadap Kemampuan Berpikir Kritis Siswa di Kelas IV SD Apriyanti, Rizki; Rizki; Suprapmanto, Joko
Paedagogie Vol 21 No 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.213.17130

Abstract

Critical reasoning ability is an essential dimension of Pancasila Student Profile that must be stimulated since elementary school, especially in IPAS learning. However, facts in the field show that the dominance of conventional methods causes students to be passive and have difficulty in answering continuous reasoning questions on energy matter and its changes. This research aims to find out the influence of the cooperative learning model of the Student Teams Achievement Division (STAD) type based on contextual learning on the critical thinking ability of students in grade IV of elementary school. This research is a quantitative study with a quasi-experimental design using the Nonequivalent Control Group Design. Subjects consisted of an experimental group (31 Gudang Elementary School students) and a control group (54 students of 1 Nagrak Elementary School) in Group I Nagrak District, Sukabumi. Data collection technique using critical thinking ability description test. Since all data distribution met the prerequisite assumptions of normality (p=0.200) and homogeneity (p=0.400), the final hypothesis testing used parametric statistics through the Independent Sample T-Test. The results of the analysis show a significant difference in critical thinking ability between the two groups (t=-2.056;df=83;p=0.043<0.05), with the experimental group's mean score (83.71) outperforming the control group (77.98). The integration of heterogeneous group work and the relevance of real problems can shift the role of students into analytical problem solvers. 
DAMPAK MEDIA PEMBELAJARAN BERBANTUAN INTERACTIVE FLAT PANEL (IFP) TERHADAP MINAT BELAJAR PADA PEMBELAJARAN IPAS DI SEKOLAH DASAR Nadira Nur Anisa; Joko Suprapmanto
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 2 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i2.7059

Abstract

This study aimed to analyze the effect of using Interactive Flat Panel (IFP)-assisted learning media on students’ learning interest in Science and Social Studies (IPAS) learning at the elementary school level. The study employed a Systematic Literature Review (SLR) by reviewing 19 national and international scientific articles published between 2020 and 2026. The data sources consisted of articles discussing the use of Interactive Flat Panels, interactive learning media, and students’ learning interest. Literature was collected through the stages of identification, screening, evaluation, and review of studies relevant to the research focus. The data were analyzed using content analysis to identify patterns, trends, and relationships among research findings. The results showed that the use of Interactive Flat Panels contributed positively to students’ learning interest, as indicated by increased attention, motivation, engagement, and active participation during the learning process. In addition, multimedia features such as videos, animations, audio, images, and interactive touchscreens provided more engaging and meaningful learning experiences. The findings also indicated that Interactive Flat Panels support student-centered learning and help present abstract IPAS concepts in a more concrete and understandable manner. Therefore, Interactive Flat Panels can serve as an effective alternative learning medium for enhancing students’ learning interest and the quality of IPAS learning in elementary schools.
Pengaruh Model PjBL dengan Pendekatan Pembelajaran Mendalam terhadap Minat Belajar Siswa Kelas IV SD pada Mata Pelajaran IPAS Rahayu, Agista; Suprapmanto, Joko
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 3 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i3-19

Abstract

Purpose – This study aims to determine the effect of implementing the Deep Learning-based PjBL model on students' learning interest in the fourth-grade science subject in elementary schools.Methods – This study employed a quantitative approach using a quasi-experimental method and a pretest-posttest control group design. The research sample consisted of 81 fourth-grade students from SDN Sunggapan and SDN Pasirgabig, comprising 33 students from Class 4A at SDN Sunggapan as the experimental group and 28 students from Class 4B at SDN Sunggapan along with 20 students from Class 4 at SDN Pasirgabig as the control group. The experimental class was taught using a Deep Learning-based PjBL model, while the control class used conventional teaching methods. Data were collected using a learning interest questionnaire and analyzed using normality tests, homogeneity tests, paired-sample t-tests, and independent-sample t-tests.Findings – The results of the study indicate that the implementation of a Deep Learning-based PjBL model has a significant effect on students’ interest in learning. The results of the Paired Sample T-Test for the experimental class showed a significance value of 0.004 < 0.05, while the Paired Sample T-Test for the control class showed a significance value of 0.045 < 0.05, while the results of the independent-samples T-Test also showed a significance value of 0.001 < 0.05, indicating a significant difference in learning interest between the experimental and control classes following the intervention.Research Implications – The findings indicate that integrating PjBL with a deep learning approach can be considered an alternative strategy for promoting students’ interest in learning IPAS. However, the study was limited by the non-random assignment of participants, unequal group sizes, and the involvement of students from different school contexts. Therefore, the findings should be interpreted within the context of participating in schools.
INTERACTIVE DIGITAL INSTRUCTION IN ELEMENTARY IPAS LEARNING: EFFECTS OF POWERPOINT AND INTERACTIVE FLAT PANEL INTEGRATION ON SAINTIFIC UNDERSTANDING Putri Alva Rizky; Joko Suprapmanto
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42407

Abstract

Students’ scientific conceptual understanding in elementary school IPAS learning is often suboptimal due to the predominance of conventional teaching methods and the limited use of interactive media to visualize abstract concepts. This study aimed to examine the effectiveness of interactive PowerPoint media assisted by an Interactive Flat Panel (IFP) in improving the scientific conceptual understanding of fifth-grade elementary school students. A quasi-experimental approach was employed using a non-equivalent control group design. A total of 78 students participated in the study, comprising 22 fifth-grade students from SD Negeri Gudang as the experimental group and 55 fifth-grade students from SD Negeri 1 Nagrak as the control group. Data were collected through multiple-choice written tests administered as pretests and posttests to assess conceptual understanding at Bloom’s C2 cognitive level, complemented by observation and documentation. As the data were not normally distributed, hypothesis testing was conducted using the Mann–Whitney U test, while learning gains were analyzed using the N-Gain analysis with the assistance of SPSS. The Mann–Whitney U test revealed a statistically significant difference between the two groups, as indicated by an Asymp. Sig. (2-tailed) value of 0.001 (p < 0.05). Meanwhile, the control group obtained a mean N-Gain score of 51%, categorized as less effective, whereas the experimental group achieved a mean N-Gain score of 68%, categorized as effective. The integration of interactive PowerPoint visualization with the touch-based, kinesthetic features of the IFP effectively transformed science learning into a more concrete, multisensory, and student-centered learning experience, thereby strengthening students’ cognitive retention. These findings underscore the importance of optimizing IFP technology as an interactive exploratory medium to support the implementation of deep learning in elementary school science education.
The Effect of Differentiated Instruction on Students’ Learning Activeness in Regions and Natural Resources Suprapmanto, Joko; Kamalia, Nasywaa; Minasyan, Sona
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i5.1461

Abstract

Objective: This study aims to examine the effect of the differentiated instruction approach in elementary schools on the level of learning activeness of fourth-grade students in the topic of Regions and Natural Resources in Natural Science and Social. Method: This study employed a quantitative, quasi-experimental design, with an experimental class implementing differentiated instruction and a control class using conventional teaching methods. Data were collected through observation, documentation, and a learning activeness questionnaire that had been tested for validity and reliability, with a Cronbach’s alpha value of 0.760. Results: The results of the independent samples t-test showed a significance value of < 0.001, indicating a significant effect of implementing differentiated instruction on students’ learning activeness. The findings demonstrate that this approach improves students’ participation, concentration, and cooperation during the learning process. Novelty: This study focuses on the implementation of differentiated instruction in a fourth-grade primary school classroom, specifically addressing the topic of "Regions and Natural Resources"—a subject that has received limited attention in previous research. The study’s novelty lies in its examination of whether the government-promoted differentiated approach actually proves effective, particularly regarding the specific focus area in question.
Co-Authors Agustin, Salsabila Ananta Maulida Annisa Cikal Destiani Apriyanti, Rizki Clara Ananda G Denis Ramadia Dhea Adela Enur Hidayah Fathiya Kamilatunnuha Fathiya Kamilatunnuha Fitria Nurulaeni Fitriah Handayani indriyani, santi Kamalia, Nasywaa Kurnia, Vina M Sulton Abdurrachim Minasyan, Sona Muhamad Renaldy Muhamad Rizki Ardiansyah Mulamah, Siti Nadira Nur Anisa Nuranida, Siti Putri Alva Rizky Rahayu, Agista Rahma Audila Rizki Rohmah Salwa Salwa Sari, Nena Puspita Sehab, Nurhayati Utomo yathroh, Isry Laila