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Optimizing the Implementation of Project-Based Learning 21st Century Learning Models for Elementary School Teachers Elinda Rizkasari; Ani Restuningsih
Jurma : Jurnal Program Mahasiswa Kreatif Vol 6 No 2 (2022): Desember 2022
Publisher : LPPM UIKA Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jurma.v6i2.1542

The purpose of this Community Service activity is to conduct training on the implementation of the 21st Century learning model, namely the Project Based Learning model. This service was carried out at the Wahidin Sudiro Husodo Group, Jumapolo District, Karanganyar, Central Java with 30 participants who were representatives of 8 Elementary School Teachers. The method of implementing this community service activity is the Participatory Action Research method. This Participatory Action Research method consists of the stages of planning (plan), action (action), observation (observe), and reflection (reflection). The results of this community service activity were in making Project Based Learning Implementation Plans (RPP) as many as 88% of participants stated that the training provided was beneficial and those who had not previously implemented the Project Based Learning learning model understood its implementation in learning.

Pengaruh Model Pembelajaran Teams Games Tournament Berbasis HOTS Terhadap hasil Belajar Peserta Didik Mata Pelajaran Matematika di Kelas V SD Negeri Madyotaman Surakarta Tahun Pelajaran 2023/2024 Nida' Mu'azaroh Khoiriyah; Sri Handayani; Elinda Rizkasari
Jurnal Riset Pendidikan Dasar (JRPD) JRPD Volume 5 Nomor 2, September 2024
Publisher : Jurnal Riset Pendidikan Dasar (JRPD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jrpd.v5i2.23238

Learning models can influence student learning outcomes. The aim of this research is to find out whether there is an influence of the HOTS-based Teams Gemes Tournament (TGT) learning model on student learning outcomes in Class V of SD Negeri Madyotaman Surakarta for the 2023/2024 academic year. This type of research is quantitative research using a pre-experimental method with one group pretest-posttest research. The results of data analysis using the Teams Games Tournament learning model based on HOTS show that the average pretest score for students is 47.96 and the posttest score is 67.19. After using the paired sample t-test, the results obtained are tcount with ttable using dk = (N -1) then (26-1) = 25 at the 5% significance level, it can be concluded that tcount>ttable or 20,670 > 2,060 which means Ha is accepted and Ho is rejected. So it can be concluded that this research shows the influence of the HOTS-based Teams Games Tournament (TGT) learning model on the learning outcomes of Mathematics subject students in class V of Ngeri Madyotaman Elementary School, Surakarta.

Analisis Pembelajaran IPAS Berbasis Problem Based Learning Pada Kemampuan Berpikir Kreatif Widya Kusumawardani; Hera Heru Sri Suryanti; Elinda Rizkasari
Jurnal Serambi Ilmu Vol. 25 No. 2 (2024): Jurnal Serambi Ilmu
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jsi.v25i2.2251

Tujuan dari penelitian ini adalah untuk menganalisis adalah kelebihan IPAS berbasis Problem Based Learning pada kemampuan berpikir kreatif dan kekurangan IPAS berbasis Problem Based Learning pada kemampuan berpikir kreatif. Metode pengumpulan data yang digunakan melalui wawancara, observasi, dan dokumentasi. Teknik keabsahan data yang digunakan adalah triangulasi sumber dan triangulasi teknik. Teknik analisis data yang digunakan adalah model analisis data dari Miles dan Huberman (1984). Hasil penelitian menunjukkan bahwa Kekurangan proses pembelajaran IPAS dengan model Problem Based Learning adalah 1) Terjadi kesalahpahaman antara guru dan peserta didik, 2) Kesulitan guru dalam membentuk kelompok, 3) Tidak semua peserta didik dapat dengan mudah belajar melalui model Problem Based Learning. Peserta didik cenderung kurang terlibat aktif dalam bertanya dan memiliki pengetahuan yang kurang. Kelebihan proses pembelajaran IPAS dengan model Problem Based Learning adalah 1) Meningkatkan kemampuan peserta didik dalam mengembangkan berpikir kritis dan beradaptasi dengan apa yang diketahuinya dalam kehidupan nyata, 2) Guru memberikan kesempatan kepada peserta didik untuk bertanya dan menyampaikan pendapat sehingga akan memudahkan mereka memahami proses pembelajaran dan lebih fokus.

EFEKTIVITAS PENGGUNAAN MEDIA ULAR TANGGA TERHADAP PEMAHAMAN PESERTA DIDIK MATERI OPERASI PECAHAN Kurnia Miftahul Faizah; Ema Butsi Prihastari; Elinda Rizkasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32974

The board game “Snakes and Ladders” has been explored as a learning tool to help fourth-grade students at SD Kestalan, Surakarta, better understand fraction operations during the 2024–2025 academic year. This study employed a quantitative approach with a pre-experimental One Group Pre-test and Post-test design, involving 25 students selected through saturated sampling. Data were collected using tests, observations, and documentation, then analyzed with the Shapiro-Wilk normality test, paired-sample t-test, and N-Gain calculation. The results revealed a significant improvement in students’ understanding, with the average score increasing from 58.00 in the pre-test to 79.20 in the post-test. The paired-sample t-test confirmed a significant difference between pre-test and post-test scores (significance = 0.000 < 0.05; t = -18.196). The effectiveness of the game was also supported by an N-Gain value of 0.612 (61.20%). These findings suggest that educational games like Snakes and Ladders can make learning more engaging and enjoyable while enhancing motivation and conceptual understanding. Such media offer a creative alternative for teachers to teach fractions, turning lessons into interactive and meaningful experiences.

PENGARUH PENGGUNAAN MEDIA DIORAMA KONTEKS BENCANA ALAM TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS V SD NEGERI KESTALAN SURAKARTA TAHUN AJARAN 2024/2025 Yemima Glory Nausea Christi; Anggit Grahito Wicaksono; Elinda Rizkasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33035

This research explores how the use of diorama media impacts the learning outcomes of fifth-grade students in the Natural and Social Sciences (IPAS) subject at SD Negeri Kestalan Surakarta, with a focus on the topic of Natural Disasters. The study applied a quantitative method using a nonequivalent control group posttest-only design. A total of 67 students were involved, divided into 37 students in the experimental group and 30 students in the control group. Data were gathered through observation, teacher interviews, documentation, and a test comprising 20 multiple-choice items. Prior to use, the test was analyzed for validity, reliability, difficulty level, and discrimination index, resulting in 22 valid questions being selected. The results showed noticeable progress in both groups after the learning sessions. The control group achieved an average pretest score of 55.50, while the experimental group scored 60.14. Following the intervention, the control group’s posttest mean increased to 65.83, whereas the experimental group reached a higher average of 75.27. An independent t-test analysis indicated a significance value of 0.000 (<0.05), confirming that diorama media positively influenced students’ learning outcomes. Overall, the findings suggest that dioramas not only help students better understand abstract concepts of Natural Disasters by presenting them more concretely but also enhance their motivation and active participation in the IPAS learning process.

Digital Health Literacy and Cognitive Learning Outcomes Among Pre-Service Primary School Teachers in Indonesia Elinda Rizkasari; Prima Trisna Aji; Arief Shofyan Baidhowy
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 14 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Objectives: This study aims to examine the relationship between digital health literacy and cognitive learning outcomes among pre-service primary school teachers in Indonesia. Methods: A quantitative approach with a correlational design was employed. The population consisted of all students enrolled in the Primary School Teacher Education (PGSD) Program at Universitas Slamet Riyadi, Surakarta. A proportionate stratified random sampling technique was used, and a total of 30 students participated as respondents and completed the research instruments. Digital health literacy was measured using the Digital Health Literacy Instrument (DHLI), while cognitive learning outcomes were obtained from official academic records of core courses. Findings: Descriptive analysis showed that the mean score of students’ digital health literacy was 95.27 (SD = 3.41) with a score range of 90-100. The mean score of cognitive learning outcomes was 94.83 (SD = 3.42) with a score range of 90-99. The results of the Pearson correlation test indicated that there was no significant relationship between digital health literacy and cognitive learning outcomes (r = -0.03; p = 0.893). Similarly, the Spearman rho test confirmed the absence of a significant association (ρ = -0.08; p = 0.686). These findings suggest that, statistically, there is insufficient evidence to conclude a relationship between the two variables within the context of this study. Conclusion: Although the statistical tests did not show a significant relationship between digital health literacy and cognitive learning outcomes, the high mean scores on both variables indicate that the students demonstrated good levels of digital health literacy as well as strong cognitive learning outcomes. Future studies involving larger samples and additional relevant variables are recommended to obtain a more comprehensive understanding of the factors influencing cognitive learning outcomes among pre-service primary school teachers.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEADS TOGETHER TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPAS SISWA KELAS III SEKOLAH DASAR Prastika, Suci; Elinda Rizkasari; Mukhlis Mustofa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62071

This study aims to determine the effect of the Number Heads Together (NHT) cooperative learning model on students’ critical thinking skills in Natural and Social Sciences (IPAS). The study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample consisted of 54 third-grade students of SD Negeri Joglo Surakarta, divided into an experimental class and a control class with 27 students each. Data were collected through essay tests, observation, and documentation. The data were analyzed using normality, homogeneity, independent sample t-test, and N-Gain tests. The results showed that the data were normally distributed and homogeneous. The average posttest score of the experimental class was higher than that of the control class. The t-test result showed a significance value of 0.000 < 0.05, indicating a significant effect of the NHT learning model on students’ critical thinking skills. The N-Gain score of the experimental class was 0.75 (75.69%) in the high category, while the control class obtained 0.33 (33.03%) in the low category. Therefore, the Number Heads Together learning model is effective in improving students’ critical thinking skills in IPAS learning.

EFEKTIFITAS PEMBELAJARAN BERBASIS GAMIFIKASI TERHADAP KETERAMPILAN MEMBACA SISWA KELAS II SD AL-AMANAH MOJOGEDANG TAHUN PELAJARAN 2025/2026 Muti'ah, Erlis; Elinda Rizkasari; Ani Restuningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63875

This quantitative study evaluated the comparative efficacy of gamified learning versus traditional instruction in enhancing primary school students' reading comprehension skills. Utilizing a quasi-experimental non-equivalent control group design, the research examined 50 second-grade students ( experimental group; control group). Data were collected using reading comprehension assessments administered prior to (pre-test) and following (post-test) the intervention. Analytical procedures encompassed descriptive statistics, parametric assumption checks, an independent sample t-test, and Normalized Gain (N-Gain) metrics. Descriptive results revealed post-intervention mean scores of for the experimental cohort and for the control cohort, with both groups exhibiting moderate learning gains (N-Gain = and , respectively). Inferential testing demonstrated no statistically significant difference in reading comprehension outcomes between the two instructional approaches (, Cohen's ). These findings indicate that gamification and traditional direct instruction yield comparable cognitive efficacy in early-grade reading literacy. Consequently, educators should carefully balance gamification elements with cognitive load considerations rather than assuming an inherent superiority of gamified instruction over traditional methods.

ANALISIS MEDIA PEMBELAJARAN FLASH CARD UNTUK MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK KELAS III SD NEGERI SENDEN TAHUN AJARAN 2025/2026 Danang Saputra; Elinda Rizkasari; Sarafuddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64177

This research is motivated by the low learning motivation of students, which is shown through a lack of attention, activeness, and interest in participating in mathematics lessons. This study uses a qualitative approach with a descriptive research type. The research subjects include the principal, third-grade teachers, and third-grade students at SD Negeri Senden. Data collection techniques were done through observation, interviews, and documentation. Data validity used source triangulation and technique triangulation, while data analysis used the Miles and Huberman model, which includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that using flashcard media can create learning that is more active, engaging, and enjoyable. Students' learning motivation increased, indicated by higher attention, activeness, courage to answer questions, enthusiasm for learning, and persistence in completing tasks. assignment. Thus, flash card learning media can be an effective alternative to increase elementary school students' motivation to learn mathematics.

EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERBASIS KEARIFAN LOKAL UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS IV PADA MATA PELAJARAN IPAS DI SD NEGERI KLECO 1 SURAKARTA TAHUN PELAJARAN 2025/2026 Ramadhani Argamawan; Elinda Rizkasari; Sarafuddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65339

The primary focus of this study is to measure the level of effectiveness in sharpening the critical thinking skills of fourth-grade students at SD Negeri Kleco 1 Surakarta in the Natural and Social Sciences (IPAS) subject (academic year 2025/2026) through the implementation of a Problem-Based Learning (PBL) model integrated with local wisdom. A quantitative method using a Pre-Experimental design (One Group Pretest-Posttest) was applied to 28 students of class IV B (with an equal composition of 14 boys and 14 girls) at the school. The sample was selected using the Cluster Random Sampling procedure, while the field data collection took place from May 19 to 21, 2026. Data gathered through tests, observations, and documentation techniques were subsequently analyzed using the Shapiro-Wilk prerequisite test, the paired sample t-test comparative analysis, and the N-Gain index calculation. Based on the data analysis results, there was a sharp increase in the students' average achievement, rising from 56.54 in the pretest to 80.11 in the posttest. The paired sample t-test results revealed a value of t-count = -15.489 with a significance of 0.000 (p < 0.05), meaning that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. According to the average N-Gain score of 0.56, the efficacy of this instructional model is categorized under the "fairly effective" criterion. Consequently, it is empirically concluded that integrating local wisdom into the PBL scheme can optimize the critical thinking abilities of fourth-grade students at SD Negeri Kleco 1 Surakarta in the IPAS subject for the 2025/2026 academic year.

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