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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) World Psychology Journal of General Education and Humanities Jurnal Pengabdian Masyarakat Nian Tana Journal of Management Education Social Sciences Information and Religion
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 Nurulaeni, Fitria; Suprapmanto, Joko
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.
Co-Authors Ananta Maulida Annisa Cikal Destiani 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 Muhamad Renaldy Muhamad Rizki Ardiansyah Nuranida, Siti Rahma Audila Rohmah Salwa Salwa Sari, Nena Puspita Sehab, Nurhayati Utomo yathroh, Isry Laila