Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal FONDATIA Bulletin of Community Engagement Educational Studies and Research Journal
Wahyudin, D
Unknown Affiliation
Religion Arts Humanities Education Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Pengaruh Model Discovery Learning Berbantuan Komik Digital Flip Book dalam Upaya Meningkatkan Hasil Belajar IPS di Sekolah Dasar Anggraeni, Windy; Wahyudin, D; Mulyani, Srie
FONDATIA Vol 7 No 3 (2023): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v7i3.3886

Abstract

This research is motivated by the learning process which demands active participation from the learner, but in reality the learning process still tends to reduce the role and participation of students. This study intends to see how much influence the digital comic-assisted discovery learning model flip book has in efforts to improve social studies learning outcomes for fifth grade students in the 2022/2023 academic year to find out whether the digital comic-assisted discovery learning model is more effective than the digital flip book learning model. conventional. This study used a quasi-experimental method with a nonequivalent control group pre-test and post-test design. This research was conducted at SDN 1 Cibening with 25 students in class VA and 24 students in class VB as research samples. The instrument used in this study is a test. Based on the research findings, it shows that the discovery learning model assisted by digital flip book comics has an effect on student learning outcomes with an effect of 79.4%. The discovery learning model assisted by digital flip book comics is more effective than the conventional learning model with the difference in the pretest and posttest average scores, in the experimental class being greater than the control class. Overall, the increase in student learning outcomes in the experimental class belongs to the quite effective category, while the control class belongs to the less effective category. From the results of this study, it can be concluded that the comic digital flip book-assisted discovery learning model has an effect on efforts to improve social studies learning outcomes for fifth grade students in elementary schools and the digital flip book-assisted discovery learning model is more effective.
Pelatihan Pembelajaran Berbasis 21st Century Skills di Sekolah Indonesia Johor Bahru Malaysia Wulan, Neneng Sri; Putri, Hafiziani Eka; Rahayu, Puji; Suwangsih, Erna; Ruswan, Acep; Mulyani, Srie; Wahyudin, D; Fajrussalam, Hisny
Bulletin of Community Engagement Vol. 3 No. 2 (2023): Bulletin of Community Engagement
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bce.v3i2.583

Abstract

The 21st-century skills are skills that students must master to survive and compete in this 4.0 industrial revolution era. Teachers need to have good professional competence in order to facilitate students to develop 21st-century skills. This also applies to elementary school teachers. Therefore, the teacher needs training that can provide knowledge and skills for teachers to present such learning. The training program participant is an elementary school teacher at the Indonesian School of Johor Bahru Malaysia. The problem identified is that not all SIJB's primary school teachers have diverse educational backgrounds, and the learning presented is not based on 21st-century skills. The participants of this training are 19 teachers. The program is web-based training using the ADDIE model. This training is conducted in three stages, namely the pre-implementation, implementation, and post-implementation stages. At the implementation stage, there are eight meetings containing materials on 21st Century Skills-based learning in Indonesian Language, Mathematics, Science, Social Studies and Civics, English, Arts, ICT, innovative learning models and learning life skills. Participants were given a pretest and posttest understanding of 21st Century learning. The pretest results showed an average value of 60.8, which means that participants' understanding of 21st Century learning is still quite good and the posttest average score of 84.5, which means that understanding participants is good. The result shows that the participants' understanding increased after attending the training. Based on the questionnaire results, the participant's response was quite good, and hoped that the training activities could be carried out on an ongoing basis. Keywords: 21st Century Skills Training Program, Professional Competency of Elementary Teacher
The Effect of Gamification Learning Model to Improve Students' Critical Thinking Skills in Elementary School Science and Social Subjects Wibisono, Fajar Citra; Wahyudin, D; Yogiarni, Tiara
Educational Studies and Research Journal Vol. 1 No. 2 (2024): Educational Studies and Research Journal
Publisher : MID Publisher International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12579237

Abstract

This study aims to examine the effect of gamification learning model on improving students' critical thinking skills in Natural and Social Sciences (NSP) subjects in elementary schools. The research method used was pre-experiment with pretest-posttest research design. The research sample used one class as an experimental group that used the gamification learning model. The research instrument used to measure students' critical thinking skills is a validated critical thinking test. The results of data analysis showed that there was a significant increase in students' critical thinking skills in the experimental group. This finding indicates that the application of gamification learning model can effectively improve students' critical thinking skills in IPAS learning in elementary school. Therefore, the use of gamification in the learning process is suggested as one of the strategies to improve the quality of education and students' critical thinking skills.
The Effect of Using the Duolingo Application on Elementary School Students' Mastery of English Vocabulary Suhendra, Nabila Nurhaliza; Antik Sari, Nadia Tiara; Wahyudin, D
Educational Studies and Research Journal Vol. 1 No. 2 (2024): Educational Studies and Research Journal
Publisher : MID Publisher International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.12579678

Abstract

Language, particularly English, which is an international language in Indonesia, is used to communicate in a variety of circumstances. However, many people still do not recognize that teaching vocabulary to children is critical since vocabulary impacts a person's capacity to string words to communicate, therefore it is essential to master when studying English. This is demonstrated by the low mastery of the English language among fourth-grade pupils at SDN Purwamekar Purwakarta District, Purwakarta Regency. Previous academics have identified learning media as a message technology that can be used for educational reasons. Previous academics have identified learning media as a message technology that can be used for educational reasons. The use of the Duolingo app is one of the technology-based English learning approaches. The research approach employed was pre-experimental, with a one-group pretest-posttest design and a simple random sample technique. Its goal is to assess fourth-grade students' comprehension of English vocabulary before and after treatment with the Duolingo application, as well as to determine the effect. This study included a total of 30 students. The findings revealed that (1) the average value of elementary school pupils' descriptive tests for vocabulary knowledge in English before using the Duolingo application was 42.67. (2) After two sessions of treatment with the Duolingo application, the average score of primary school pupils' English vocabulary knowledge climbed to 80.33 from the descriptive test average. (3) The findings of the basic linear regression test suggest that using the Duolingo app improves elementary school students' comprehension of English vocabulary by 24.9%. It may be concluded that variable x, namely the usage of the Duolingo application, influences variable y, namely the mastery of English vocabulary of grade IV primary school pupils, allowing kids to master vocabulary. 
Co-Authors Anggraeni, Windy Antik Sari, Nadia Tiara Erna Suwangsih, Erna Hafiziani Eka Putri, Hafiziani Eka Hisny Fajrussalam Neneng Sri Wulan Puji Rahayu Ruswan, Acep Srie Mulyani, Srie Suhendra, Nabila Nurhaliza Wibisono, Fajar Citra Yogiarni, Tiara