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Keefektifan Media Flash Card Bagi Kompetensi Penulisan Aksara Jawa Dasar Siswa Kelas III SD Negeri 4 Tunggak Kabupaten Grobogan Arifah, Nurul; Suyitno, Suyitno; Cahyadi, Fajar
Indonesian Journal of Elementary School Vol 5, No 2 (2025): November 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijes.v5i2.23813

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan media flash card bagi kompetensi penulisan aksara Jawa dasar siswa kelas III SD Negeri 4 Tunggak Kabupaten Grobogan melalui hasil belajar sebelum dan sesudah menggunakan flash card. Jenis penelitian ini adalah kuantitatif dengan desain Pre-Experimental One Group Pretest-Posttest. Sampel penelitian berjumlah 30 siswa kelas III tahun pelajaran 2024/2025. Teknik pengumpulan data menggunakan observasi, tes, dan dokumentasi. Hasil analisis data menunjukkan bahwa data pretest dan posttest berdistribusi normal. Uji-t menunjukkan bahwa terdapat perbedaan signifikan antara hasil belajar sebelum dan sesudah penggunaan media flash card (thitung = 12,318 ttabel = 1,699). Hasil uji Gain sebesar 0,795 yang termasuk dalam kategori tinggi. Dengan demikian, dapat disimpulkan bahwa media flash card efektif digunakan dalam pembelajaran penulisan aksara Jawa dasar.
Analisis Tahapan Perkembangan Kognitif Anak Usia Dini dan Sekolah Dasar dalam Pembelajaran Berbasis Proyek Ummaroch, Riza; Restian, Arina; Aimmatu Rosyida, Nuzla; Hasunah, Uun; Arifah, Nurul
J-SES : Journal of Science, Education and Studies Vol 4 No 3 (2025): Jurnal J-SES Vol 4 No 3
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/jses.v4i3.28996

Abstract

This study aims to analyze the suitability between the cognitive developmental stages of Early Childhood Education (ECE) and Primary School students with the implementation of Project-Based Learning (PBL). The research objective is to examine how PBL effectively develops critical thinking, problem-solving skills, and the mastery of basic concepts. The research method employed is a qualitative descriptive literature review, synthesizing findings from relevant studies published between 2020-2025. The results indicate a high alignment between PBL and both the pre-operational (ECE) and concrete operational (Primary) stages. For ECE, the hands-on nature of projects enhances symbolic ability and simple problem-solving. For Primary students, the structured inquiry and application of concepts in real contexts significantly develop logical reasoning and analytical skills. The conclusion suggests that PBL is a developmentally appropriate pedagogical strategy to stimulate higher-order cognitive abilities, transforming students into active knowledge constructors.