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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Pendidikan Informatika dan Sains Jurnal Pendidikan UNIGA SCHOLASTICA JOURNAL : JURNAL PENDIDIKAN SEKOLAH DASAR DAN PENDIDIKAN DASAR EDUKATIF : JURNAL ILMU PENDIDIKAN Tuah Talino Didaktik : Jurnal Ilmiah PGSD STKIP Subang Seminar Nasional Peningkatan Mutu Pendidikan Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Dunia Pendidikan Edunity: Kajian Ilmu Sosial dan Pendidikan Jurnal Inovasi Pendidikan Jurnal Edukasi AKSIOMA : Jurnal Sains Ekonomi dan Edukasi International Journal of Teaching Jurnal Intelek Insan Cendikia Jurnal Pendidikan Indonesia Jurnal Riset Pendidikan dan Karakter Ulil Albab Dinamis: Jurnal Inovasi dan Transformasi Pendidikan Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Yunika Afryaningsih
Universitas Nahdlatul Ulama Kalimantan Barat
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Virtual Mathematics Kits: Interactive Gamification for Numeracy Learning in Elementary Education Suriyana Suriyana; Yunika Afryaningsih; Aditya Pratama
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 2 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i2.50

Abstract

This study aimed to develop an interactive Virtual Mathematics Kit (VMK) integrated with a gamification approach and to examine its feasibility, practicality, and effectiveness in improving elementary school students’ numeracy skills. The study was motivated by persistent low numeracy achievement and disparities in students’ mathematical competencies, particularly in rural elementary schools. A Research and Development (R&D) approach was employed using the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 26 fourth-grade elementary school students. The developed interactive VMK was validated by four expert validators in terms of content and media quality. Data were collected through observations, questionnaires, and pretest–posttest assessments and analyzed using descriptive statistics and normalized gain (N-gain) analysis. The validation results indicated that the VMK achieved a feasible category based on evaluations by both material and media experts. Practicality testing showed mean student response scores of 4.2 in individual trials and 3.6 in small-group trials, both categorized as practical. The effectiveness evaluation produced an average N-gain score of 0.58, indicating a moderate improvement in students’ numeracy skills. These findings demonstrate that the gamification-integrated VMK is feasible, practical, and effective for supporting mathematics learning and reducing numeracy gaps among elementary school students. The study contributes to the development of technology-enhanced, gamified learning media to strengthen numeracy education, particularly in rural elementary school contexts.
DESKRIPSI MEDIA PEMBELAJARAN DITINJAU DARI PERENCANAAN PEMBELAJARAN MATEMATIKA KELAS IV DI SDN 16 SUNGAI PINYUH Nur Aisyah; Yunika Afryaningsih; Riyanti Nurdiana
Jurnal Pendidikan Indonesia Vol. 4 No. 3 (2026): September : Jurnal Pendidikan Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/joupi.v4i3.976

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penggunaan dan kesesuaian media pembelajaran matematika dengan perencanaan pembelajaran (RPP/Modul Ajar) yang disusun oleh guru kelas IV SDN 16 Sungai Pinyuh. Media pembelajaran berperan krusial dalam menjembatani sifat matematika yang abstrak dengan tahap perkembangan kognitif operasional konkret siswa sekolah dasar. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupa analisis dokumen modul ajar dan wawancara bersama guru kelas IV. Analisis difokuskan pada kesesuaian tujuan, karakteristik siswa, keakuratan materi, kejelasan tampilan, kualitas desain, keterpaduan penyajian, kemudahan penggunaan, serta ketersediaan teknis. Hasil penelitian menunjukkan bahwa perencanaan media pembelajaran matematika secara umum telah mendukung pencapaian tujuan pembelajaran dan kemudahan penggunaan. Namun, masih terdapat kekurangan pada variasi media berbasis teknologi, keterpaduan penyajian alur, serta konsistensi desain visual.
Upaya Guru dalam Meningkatkan Minat Membaca Peserta Didik Kelas V Sekolah Dasar: Studi Deskriptif Kualitatif di SD Negeri 38 Sungai Ambawang Khosimah Khosimah; Yunika Afryaningsih; Dessy Setyowati
Jurnal Intelek Insan Cendikia Vol. 3 No. 9 (2026): SEPTEMBER 2026
Publisher : PT. Intelek Cendikiawan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Minat membaca merupakan fondasi keberhasilan belajar di sekolah dasar, namun pada kelas tinggi minat tersebut sering belum tumbuh sebagaimana diharapkan. Penelitian ini bertujuan mendeskripsikan upaya guru dalam meningkatkan minat membaca peserta didik kelas V di SD Negeri 38 Sungai Ambawang, Kabupaten Kubu Raya, melalui empat program menurut Farida Rahim, yaitu program membaca tahunan, bulanan, mingguan, dan harian. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi non-partisipatif, wawancara semi-terstruktur dengan guru kelas V, dan dokumentasi pada 31 Juli–13 Agustus 2025, kemudian dianalisis dengan model Miles, Huberman, dan Saldaña (reduksi data, penyajian data, penarikan kesimpulan). Hasil penelitian menunjukkan bahwa (1) program harian berjalan cukup baik melalui read aloud yang interaktif, membaca di depan kelas, pojok baca, dan diskusi buku, tetapi sebagian siswa masih pasif dan kurang percaya diri; (2) program tahunan, yakni program literasi sekolah berskala besar dan klub buku, belum terlaksana akibat keterbatasan anggaran, pelatihan guru, dan partisipasi orang tua; (3) program bulanan, yakni kunjungan perpustakaan dan lomba ringkas buku, terhambat kondisi fisik perpustakaan, koleksi buku yang usang, serta minimnya dana dan waktu; dan (4) program mingguan berupa membaca 15 menit terbimbing berjalan konsisten setiap Senin dan Kamis dengan guru sebagai teladan. Keteladanan dan konsistensi guru menjadi kekuatan utama, sedangkan fasilitas, pendanaan, dan administrasi literasi menjadi tantangan utama.
UPAYA GURU DALAM MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK KELAS III DI SDN 38 SUNGAI AMBAWANG Alifa Nabila Aqilia; Yunika Afryaningsih; Yuni Listiarini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.19019

Abstract

This study was motivated by the low learning motivation of third-grade students at SDN 38 Sungai Ambawang, as indicated by their lack of enthusiasm, concentration, participation, and persistence in learning activities. This condition requires teacher efforts that are adapted to students’ characteristics and learning needs. This study aimed to describe the efforts made by teachers to improve the learning motivation of third-grade students at SDN 38 Sungai Ambawang. The study employed a qualitative approach with a descriptive research design. The primary data were obtained from interviews with the third-grade teacher, while supporting data were obtained through the analysis of teaching modules used in the learning process. Data were analyzed through data reduction, data display, and conclusion drawing and verification. The findings showed that teachers made various efforts to improve students’ learning motivation through differentiated learning, additional guidance for students who experienced difficulties, challenging tasks for students who had mastered the material, learning activities through games, varied learning methods, the use of interesting learning media, contextual learning, positive reinforcement, and individual guidance. The results showed that these efforts supported students’ participation, enthusiasm, and engagement in the learning process. The implementation of these efforts was also influenced by several obstacles, particularly student distractions and limited learning support from parents. Teachers addressed these obstacles by adapting learning activities to students’ abilities, providing additional guidance, using learning activities that were enjoyable and varied, and providing continuous motivation and positive reinforcement. The implication of this study is that teachers’ pedagogical efforts need to be adapted to students’ characteristics, learning conditions, and individual needs to support the development of learning motivation in elementary school students.
Persepsi Guru Kelas Rendah Terhadap Penerapan Pembelajaran Mendalam di Sekolah Dasar Fitriani; Yunika Afryaningsih; Salman Alfarisi
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 3 (2026): International Journal of Teaching
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i3.1259

Abstract

Latar Belakang: Penerapan pembelajaran mendalam di sekolah dasar belum merata, terutama pada kelas rendah, karena praktik pedagogis, kemitraan pembelajaran, lingkungan belajar, dan pemanfaatan teknologi digital guru sangat menentukan kebermaknaan proses belajar peserta didik. Penelitian ini mendeskripsikan persepsi guru kelas rendah dalam menerapkan pembelajaran mendalam di SDN 51 Sungai Raya, Kalimantan Barat. Metode: Penelitian menggunakan pendekatan kualitatif deskriptif dengan enam guru kelas rendah sebagai informan. Data dikumpulkan melalui wawancara mendalam dan dianalisis secara induktif melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan data diuji melalui triangulasi sumber. Hasil: Seluruh guru menunjukkan persepsi positif terhadap pembelajaran mendalam. Guru mengaitkan materi dengan pengalaman nyata peserta didik, membangun suasana yang mendorong keberanian berpendapat, serta memanfaatkan video dan gambar sebagai media utama. Namun, dimensi virtual belum optimal akibat keterbatasan akses internet, dan sebagian guru masih terbatas dalam penguasaan teknologi. Implikasi: Persepsi positif guru saja belum cukup menjamin pemerataan implementasi; diperlukan pelatihan berkelanjutan, pendampingan profesional, dan perbaikan infrastruktur agar pembelajaran yang berkesadaran, bermakna, dan menggembirakan dapat terwujud bagi peserta didik kelas rendah.
Profil Kesulitan Membaca Permulaan Siswa Kelas II Sekolah Dasar Timarwah; Yunika Afryaningsih; Iir Nikmatul Fathonah
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 3 (2026): International Journal of Teaching
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i3.1274

Abstract

Latar Belakang: Kesulitan membaca merupakan persoalan umum pada siswa sekolah dasar yang sering kurang mendapat perhatian, khususnya pada kemampuan membaca permulaan; di salah satu sekolah dasar, tujuh dari dua puluh dua siswa kelas II teridentifikasi masih mengalami kesulitan membaca permulaan. Metode: Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, tes membaca, dan wawancara dengan guru kelas, kemudian dianalisis menggunakan model Miles dan Huberman (reduksi data, penyajian data, dan penarikan kesimpulan), dengan keabsahan data diperoleh melalui triangulasi sumber dan triangulasi teknik. Hasil: Temuan menunjukkan bahwa kesulitan membaca siswa terbagi ke dalam empat profil, yaitu ketidaklancaran membaca yang ditandai dengan mengeja dan pengulangan; banyak kesalahan membaca seperti penghilangan, penambahan, penggantian, atau pembalikan huruf maupun suku kata; kesulitan membedakan huruf yang bentuknya hampir mirip (misalnya b–d, p–q, m–n); serta kesalahan pelafalan kata atau simbol bunyi. Kesulitan tersebut dipengaruhi oleh faktor internal (rendahnya minat dan motivasi membaca) serta faktor eksternal (kurangnya pendampingan orang tua dan latihan membaca di rumah). Implikasi: Temuan ini menjadi dasar bagi guru dan orang tua dalam merancang strategi pembelajaran remedial serta memperkuat pendampingan membaca di rumah untuk meningkatkan kemampuan membaca permulaan siswa.
Kajian Metode Pembelajaran Membaca Permulaan yang Digunakan Oleh Guru di SDN 58 Sungai Raya Sheren Ayu Saputri; Yunika Afryaningsih; Risdiana Andika Fatmawati
AKSIOMA : Jurnal Sains Ekonomi dan Edukasi Vol. 3 No. 9 (2026): AKSIOMA : Jurnal Sains, Ekonomi dan Edukasi
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/aksioma.v3i9.2997

Abstract

This study aims to describe the early reading instruction methods used by teachers at SDN 58 Sungai Raya. This study employed a qualitative approach with a descriptive approach. Data collection was conducted through documentation, using a checklist for analyzing teaching modules as an instrument. The results showed that first and second grade teachers used various early reading methods, including the alphabet method, spelling method, syllable method, institutional word method, and global method. The choice of methods was tailored to the needs and abilities of the students. The application of these varied methods aims to improve students' early literacy skills comprehensively. This study concludes that the diversity of methods employed by teachers is crucial in supporting the effectiveness of early reading instruction in lower grades.
PROFIL GAYA BELAJAR SISWA KELAS V SD NEGERI 26 SUNGAI PINYUH Samsul Arifin; Yunika Afryaningsih; Elvani Hertati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 04 (2026): Volume 12 No. 4, Desember 2026 Now Available
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i04.19886

Abstract

This study aims to describe the learning style profiles—specifically visual, auditory, and kinesthetic—of fifth-grade students at SD Negeri 26 Sungai Pinyuh. A qualitative descriptive method was employed, utilizing primary data obtained through observation and questionnaires. The data were analyzed qualitatively, and the findings were described based on the students' learning style tendencies. Data validity was established through the use of a validated questionnaire for initial data collection, further corroborated by students' test score records. The results indicate that among the fifthgrade students at SD Negeri 26 Sungai Pinyuh, 19 students exhibited a visual learning style tendency, 10 students tended toward an auditory learning style, and 7 students showed a kinesthetic learning style tendency
Co-Authors Aditya Pratama Alifa Nabila Aqilia Asma Nadia Dessy Destyowati Dewi Ismu Purwaningsih Elvani Hertati Emi Lestariani Emi Lestariani Fattiha Fattiha Fitriani I'in Mur Arizah Iir Nikhmatul Fathonah Iir Nikmatul Fathonah Indah Suci Oktaviani Ismah Ismah Jasmin Haris Juniyanti Khairunisa Khalifah Mulyana Khosimah Khosimah Laraswati Semi Lestari Lutvia Mazayatul Mufrihah B11212091 Mia Anggraini Muhammad Aqmal Nurcahyo Muntaha Mutimmatus Sa’adeh Nadhira Fananti Naila Rabiatul Awaliyah Nur Aisyah Nurhaidah, Nurhaidah Nursyamsiar T Nurul Hidayatul Jannah Pitria Nengsih Puiha Puji Mayada Rahma Fazira Rianti Nurdiana Risdiana Andika Fatmawati Riyanti Nurdiana Riyanti Nurdiana Salman Al-farisi Salman Alfarisi Samsul Arifin Selly Oktaviani Setyowati, Dessy Sheren Ayu Saputri Sinwani Sinwani Siti Halidjah Siti Robi Atul Muawenah Sulipah Sulipah Suriyana Suriyana Timarwah Widya Yuni Listiarini