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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Dasar Jurnal Ilmiah Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Mimbar Sekolah Dasar EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Pendidikan Dasar Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL EDUCATION AND DEVELOPMENT Jurnal Basicedu International Journal of Community Service Learning Journal of Education Action Research Journal of Education Technology Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria EduBasic Journal: Jurnal Pendidikan Dasar Jurnal Pengabdian UNDIKMA DEDIKASI: Community Service Reports Jurnal Cakrawala Pendas Jurnal Basicedu Mamangan Social Science Journal Jurnal Pendidikan IPA Indonesia Mimbar Sekolah Dasar
Idam Ragil Widianto Atmojo
Sebelas Maret University
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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Analysis of the Planning Stage of the Natural and Social Sciences (IPAS) Instructional Design Based on Project-Based Learning Yuliasari, Brigita; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri; Suryandari, Kartika Chrysti
EduBasic Journal: Jurnal Pendidikan Dasar Vol 7, No 1 (2025): EduBasic Journal: Jurnal Pendidikan Dasar
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ebj.v7i1.82857

Abstract

One of the learning models that involves three domains of learning outcomes (cognitive, affective, and psychomotor) is project-based learning in science subjects. In practice, the application of this model should also not contradict the prevailing curriculum (Merdeka Curriculum). This study aimed to analyse the planning of natural and social sciences (IPAS) instructional design based on the project-based learning (PjBL) model. This research is descriptive qualitative with a case study method. The research participants comprise a teacher, a school principal, and 18 students of the 5th grade. The data were collected through interviews, observations, and documentation. The data analysis technique used was Milles Huberman's interactive analysis. The researchers applied data validity test with triangulation of sources, techniques, and theories. The results of the study suggested that the planning of teaching modules based on the project-based learning model created by the teacher considered students’ learning achievements in line with the demands of the Merdeka Curriculum in terms of syntaxes of the project-based learning. The results imply that teachers need to design systematic project stages, provide adequate resources, and provide space for collaboration and student creativity, and a rubric for assessing students' processes and outcomes in the planning stage of the IPAS instructional design based on project-based learning consistently in the future.
Effectiveness Of Powerpoint-Assisted Discovery Learning Model On Critical Thinking Abilities In Elementary School Mathematics Hayuningtyas, Prestanti; Riyadi, Slamet; Atmojo, Idam Ragil Widianto
Jurnal Ilmu Sosial Mamangan Vol 12, No 3 (2025): Jurnal Ilmu Sosial Mamangan Accredited 2 (SK Dirjen Ristek Dikti No. 0173/C3/DT
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v12i3.5796

Abstract

This study aims to determine the effectiveness of learning models assisted by power point media on the critical thinking skills of mathematics elementary school students. The writing of this research uses qualitative research methods, with a descriptive approach, where the basis of the discussion takes the results of literature studies, through several sources from books and relevant scientific articles and journals from previous research results that are in accordance with the topic of discussion. Based on the results of this study, it is found that the discovery learning learning model assisted by power point media has effectiveness on the critical thinking ability of elementary school students' mathematics. By using the discovery learning model assisted by power point media, students become easier to understand learning materials visually and are active and creative during learning activities. By applying the discovery learning method assisted by power point media at the elementary level, it is hoped that it can improve the quality of learning, and students can better understand a concept from learning.
Pelatihan Implementasi Pendekatan Pembelajaran Deep Learning untuk Meningkatkan Kompetensi Pedagogik Guru SD di Kota Surakarta Atmojo, Idam Ragil Widianto; Muzzazinah, Muzzazinah; Ekawati, Elvin Yusliana; Triastuti, Rini; Isnantyo, Fajar Danur; Sukarno, Sukarno; Ramadian, Rizqi Karisma
Jurnal Pengabdian UNDIKMA Vol. 6 No. 1 (2025): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i1.14507

Abstract

This community service activity aims to improve the pedagogical competence of elementary school teachers in Surakarta City through training in implementing the Deep Learning learning approach. Pedagogical competence includes the ability to understand student characteristics, design learning, and integrate technology to create a deep and enjoyable learning experience. The implementation method of this service included counseling, practice, and individual mentoring. The evaluation instruments used were pre-test and post-test which were analyzed descriptively. The results of this service showed that as many as 20 elementary school teachers in Surakarta showed an increase in the pedagogical ability of 45% in designing and implementing deep learning strategies that focus on critical thinking, creativity, and joyful learning. With the implementation of deep learning, especially joyful learning, teachers are able to create a dynamic and meaningful learning atmosphere for students.
The Effectiveness of the Think-Pair-Project-Share (TP2S) Model in Facilitating Self Directedness of Prospective Science Teachers Sajidan, Sajidan; Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Saputri, Dwi Yuniasih; Roslan, Roslinawati Mohd; Halim, Lilia
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/egpb7z87

Abstract

Self-directedness is a crucial skill for prospective science teachers, and the Think-Pair-Project-Share (TP2S) model has shown promise in fostering collaboration and critical thinking. This aim study to investigates the effectiveness of TP2S in promoting self-directed learning among these future educators. This research aims to determine the effectiveness of the think-pair-project-share (TP2S) learning model in facilitating the self-directedness of prospective science teachers. This quantitative research uses a nonequivalent control group design. The population in this study were second semester students, while the research sample consisted of 72 students. The self-directedness data collection technique uses an instrument in the form of a scale. Based on the results of the paired sample T test, it can be seen that both experimental classes obtained a Sig value. (2-tailed) 0.000. It can be concluded that the paired sample T test value in the experimental class is 0.000<0.05 so that there is a significant difference in results between the pretest and posttest scores (H0 is rejected). It can be concluded that there is a difference in self-directedness between students who study human and environmental subjects using the think pair project share model and those who use the conventional model. It is known that the application of the TP2S learning model has an effect on the self-directedness of prospective science teachers. The implications of this research support and strengthen the results of theoretical studies that the TP2S learning model is a student-centered learning model that utilizes the ability to manage learning strategies independently.
THE EXPERT VALIDATION OF GAME-BASED INTERACTIVE MULTIMEDIA IN THE DIGITALIZATION ERA FOR ELEMENTARY SCHOOL STUDENTS Dwi Yuniasih Saputri; Idam Ragil Widianto Atmojo; Roy Ardiansyah
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 5 No. 4 (2021): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i4.8375

Abstract

This study aimed to analyze the results of expert validation on game-based interactive multimedia development as an effort to improve the cognitive abilities of elementary school students. This study was development research involving the stages of a preliminary study, product development, and testing. Validation was one of the stages in a product development. It was carried out by material experts and media experts. The validation results were analyzed by converting quantitative data into qualitative data on a scale of five. The data of the development validation results were in the form of the validity percentage of the interactive multimedia to improve the cognitive abilities of elementary school students. The results of the interactive multimedia validation showed that the mean score of the validation from the media experts was 4.28 which was included in very good category, and the mean score of the validation from material experts was 4.27 which was included in very good category. Experts generally commented that gamebased interactive multimedia was good and interesting and it could be used in the learning activities. Then, the researcher made revisions according to the inputs received from the experts. Improvements in interactive multimedia included adding a button to return to the main menu and the exit button, changing the menu, simplifying the material so that it was not too dense, changing the font size in less readable parts, adding references, moving cartoon characters' feet and hands while walking, and changing evaluation questions.
Analysis of Elementary School Students' Learning Readiness in the Implementation of Differentiated Learning Matsuri, Matsuri; Atmojo, Idam Ragil Widianto; Saputri, Dwi Yuniasih; Kholifah, Cindy Nur
Mimbar Sekolah Dasar Vol 11, No 4 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i4.78857

Abstract

This study analyzes the learning readiness of elementary school students in implementing differentiated learning, on grade IV-VI students in Cluster 1 Puntadewa, Serengan District, Surakarta City. Differentiated learning involves modifying content, processes, and products according to student's readiness, interests, and learning profiles. This study uses a descriptive quantitative approach with data obtained through a learning readiness scale. The population in this study consists of students in grades IV–VI from elementary schools in the Puntadewa 1 Cluster, Serengan District, Surakarta City, for the 2023/2024 academic year. The sampling technique used was cluster random sampling, which included two schools: SD Negeri Kartodipuran and SD Muhammadiyah 14. The learning readiness scale in this study consisted of 40 statement items covering four aspects of learning readiness: (1) physical readiness, (2) psychological readiness, (3) material readiness, and (4) attitude and knowledge. The results showed that students had varying levels of learning readiness, which were divided into three categories: high, medium, and low. Differentiated learning helps students with high learning readiness achieve better results than those with medium and low learning readiness. The implications of this study support the use of differentiated learning strategies to improve the effectiveness and inclusiveness of learning.
Classroom Teacher’s Digital Literacy Level based on Instant Digital Competence Assessment (IDCA) Perspective Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Wulandari, Wulandari
Mimbar Sekolah Dasar Vol 9, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i3.51957

Abstract

Technological developments have made digital literacy one of the survival skills in the 21st century, which is linked to development of teacher core competencies, and digital literacy. This study aims to evaluate the level of digital literacy among teachers in the classroom. This descriptive qualitative case study involved 6 teachers at elementary school in Surakarta as the subjects which were chosen through purposive sampling by using digital literacy framework based on the Instant Digital Competence Assessment (IDCA) perspective. It classifies digital literacy into three dimensions, namely technology, cognitive, and ethics. The results showed that, on the technology dimension, 16.67% of the subjects were in the medium category, 50% in the low category, and 33% in the very low category. On the cognitive dimension, 33.33% of the subjects were in the moderate category, 16.67% in the low category, and 50% in the very low category. On the ethical dimension, 50% of the subjects were in the high category, 16.67% in the low category, and 33.33% in the very low category. Thus, it has been concluded that the digital literacy level of classroom teachers is in the very low to high categories.
The Level of Classroom Teacher Digital Literacy in the Technology Dimension of the Instant Digital Competence Assessment (IDCA) Sajidan, Sajidan; Atmojo, Idam Ragil Widianto; Ardiansyah, Roy; Chumdari, Chumdari; Adi, Fadhil Purnama; Wulandari, Wulandari
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.55680

Abstract

This study aims to describe the level of digital literacy of elementary school teachers, especially in the technological dimension. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, article 20 verse 2, teachers are required to be able to use technology. However, in reality, many teachers still have a low ability in using technology. The method used in this research is a descriptive qualitative method with a case study approach. The subjects in this study were teachers of grades 1 to 6 coming from six different elementary schools. The classroom teacher's digital literacy level was measured using a test technique. The results of the study showed that teachers of grade 1, grade 2, grade 3, and grade 4 had low digital literacy categories, while teachers of grade 5 had moderate digital literacy categories, and teachers of grade 6 had a very low category of digital literacy. Based on these results, it can be concluded that there is no equality in the digital literacy abilities of classroom teachers in elementary schools.
Analysis of HOTS-Based TPACK Ability Based on Self-Assessment of Teacher Professional Education Students Atmojo, Idam Ragil Widianto; Isnantyo, Fajar Danur; Muzzazinah, Muzzazinah; Triastuti, Rini; Ekawati, Elvin Yusliana; Sukarno, Sukarno
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.87027

Abstract

In the era of 21st-century education, mastery of Technological Pedagogical Content Knowledge (TPACK) is not enough without having higher-order thinking skills (HOTS). This study aimed to analyze HOTS-based TPACK ability in the field of Elementary School Teacher Education (ESTE). This study employed a quantitative descriptive approach with a survey design and data collection through self-assessment instruments. 1644 ESTE students of Teacher Professional Education (TPE) who filled out the instrument from various regions in Indonesia. The students consisted of 94 prospective teachers (Pre-service teachers of TPE) and 1550 TPE students who had become teachers (In-service teachers of TPE). The results showed that ESTE students of TPE showed very good mastery of HOTS-based TPACK. In the Content Knowledge aspect, 90% of students were categorized as having a high level of competence, indicating strong mastery. The ability to solve problems (53.7%) and evaluate student understanding (55.3%) were categorized as medium. In the Pedagogical Knowledge domain, the ability to manage classrooms (69.2%) and select appropriate learning strategies (66.5%) fell into the high category. For Technological Knowledge, 76.2% of students demonstrated a high ability to utilize technology effectively, although 16.9% still had difficulties in evaluating software, which was classified as low. Meanwhile, in the integrative TPACK aspect, 62.8% of students were in the high category in assessing student learning outcomes using a HOTS-based approach. In conclusion, ESTE students of TPE showed very good mastery of HOTS-based TPACK competencies, with high abilities in content knowledge, pedagogy, and technology even though challenges in evaluating software remain to exist. This study implies the need to strengthen training in technology evaluation and the application of higher-order thinking skills to ensure comprehensive and sustainable TPACK competence in teacher education programs.
Analysis of Self-Regulated Learning Levels in Prospective Elementary School Teacher Students in Surakarta Adi, Fadhil Purnama; Atmojo, Idam Ragil Widianto; Matsuri, Matsuri; Chumdari, Chumdari; Ardiansyah, Roy; Saputri, Dwi Yuniasih
Mimbar Sekolah Dasar Vol 11, No 4 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i4.78850

Abstract

This study focuses on self-regulated learning (SRL), a process in which individuals actively control their learning process through planning, monitoring, and self-evaluation. The purpose of this study was to analyze the level of SRL in the Surakarta Elementary School Teacher Education Study Program. The method used was a survey. The population in this study consisted of students from the Elementary School Teacher Education (ESTE) Program at the Faculty of Teacher Training and Education, UNS Surakarta. The sample comprised 105 students. The instrument used in this study was a questionnaire encompassing aspects of metacognition, motivation, and behavior. The data analysis technique employed descriptive statistics. The results showed that the level of SRL of Surakarta Elementary School Teacher Education students was in the moderate category. Although students have demonstrated adequate SRL abilities, several aspects still need to be improved, especially in terms of time management and learning strategies. This shows that although students have managed their learning quite well, there is still room for improvement in these aspects. These findings provide valuable insights for curriculum development and teaching strategies in the Surakarta Elementary School Teacher Education Study Program. By understanding weaknesses in time management and learning strategies, curriculum development and teaching methods can be focused on these areas to further support the improvement of students' SRL, thereby improving the effectiveness of their learning and academic outcomes.
Co-Authors Adi, Fadhil Purnama Afifah, Sekar Rana Ainun Nafisah, Ainun Alfianita Nur Fadhilah Aliyah, Cantika Oktaviana Rahmatul Anesa Surya Angel Dyah Pramesthi Annisa Noor Baity Annisa Nur Fadhilah Ardhiani, Nur Rakhma Arrafat, Rahajeng Andriyani Noer Aryfien, Wahyu Noor Ashadi Ashadi, Ashadi Aulianingsih, Natri Ayu Nur Cahyani Baskoro Adi Prayitno Bekti, Akhirul Yunita Beni Solikin Cahya Puri, Salsa Istya Chasanah, Ana Nur Chumdari Chumdari Chumdari Chumdari, Chumdari Citra, Wilis Erila Desiyamti Munawaroh Dewi Shinta Dewi, Alfitra Permata Dewi, Metha Asmara Dewi, Miranda Chintya Dewi, Putri Tri Buana Dian Kumalasari Dwi Oetomo Efendy, Alifia Fitria Elvi Elvi, Elvi Elvin Yusliana Ekawati Elysia, Sarah Masyitha Eryva Tri Anggraini Evi Nur Fajri Wijaya Fadhil Purnama Adi Fadhil Purnama Adi, Latifah Nur Afifah, Rukayah, Fadhilah, Alfianita Nur Fajri, Alifia Khaerunnisa Fardha Aini Ikhtiana Farida Rahmawati Farikha Maghfiroh Fitriyani Fitriyani Fransiska Faberta Kencana Sari Fransiskus Kasse Galang Budi Prakoso Gia Anggin Sambaranni Gloria, Gloria Gloria Habibah, Kurnia Hadi Mulyono Hadi Mulyono Halimah Halimah Hanifah Nur Heliza Hanifaw Rahma Setyaningrum Hartono Hartono Hasan Mahfud Hayuningtyas, Prestanti Hernanto, Muhdi Dendy Hidayah, Fitri Hidayat, Alfin Nur Hidayat, Rizqi Satria Nur Ilmi Amalia Indah Murti, Indah Ingati, Embun Seger Islami, Nadu Azizah Isnantyo, Fajar Danur Izah Mukti Ferlina Jannah, Aldhira Kiswatul Jannah, Dewi Rahmawati Noer Jenny Indrastoeti Siti Poerwanti, Jenny Indrastoeti Siti Jimin Jimin, Jimin Joko Daryanto Joko Daryanto Kaeksi, Esti Karsono Karsono Kartika Chrysti Suryandari Kartono , Kholifah, Cindy Nur Khusnawan, Muh Luthfi khusnul khotimah Kristyowening, Dewi Kurniasari, Latifah Kusuma, Niken Indah Laili, Faizatul Lestari, Endah Yuliana Lestari, Eunike Dwi Lilia Halim, Lilia M. Sukarno Maria wahyuningtyas Maryam Faizah Maryani, Widi Ika Matsuri . Matsuri Matsuri Matsuri, Matsuri Michelle Eugene Zalika Moh Salimi Mohammad Masykuri Muhammad Ismail Sriyanto, Muhammad Ismail Muharromah, Fityatul Murdiono, Adhi Tri Murtopo, Dwi Murwatiningsih Murwatiningsih, Murwatiningsih Muzzazinah Muzzazinah Nadhilla Andrianni Niagati, Anggit Novatona, Vivi Novi Rahmawati Nuraini, Khofifah nurbayti, Hania Nurhadi, Tri Pamungkas, Novalia Yudha Aji Parjiati, Parjiati Prastiwi, Diah Eka Pratama, Riky Rivaldi Purbaningrum, Ainun Dyah Puspitasari, Septa Dwi Putra, David Bonaventura Helia Putri Manafe, Merliana Putri, Levita Nuraeni Rachmasari, Dewi Hary Radjijo, Radjijo Rahayu, Vifi Anggraini Septi Rahmadian, Rizqi Karisma Rahmawati, Galih Rahmawati, Havita Rahmawati, Ninda Ramadian, Rizqi Karisma Resty Kurnia Dewi Ria Juhariyani Ria Widuri Rini Triastuti, Rini Rini, Febi Sulistyo Ririn Wijayanti Riyadi Riyadi Rohmah Pangestu Suci Rohmatun, Isnaini Nur Roslan, Roslinawati Mohd Roy Ardiansyah Roy Ardiansyah Roy Ardiansyah, Roy Rukayah Rukayah Safrilla Rahma Marshella Sajidan Sajidan Sajidan Santoso, Della Alvionita Saputra, Akhmad Rizki Saputri, Dwi Yuniasih Saputri, Ilmy Sari, Dewi Artika Sari, Fifi Putri Huda Sarwanto Sarwanto Septianawati, Laili Khusnul Septiyani, Tuti Sesotejowati, Peni Shintawati, Aisyah Siti Aminah Nur hidayah Siti Fadhilah, Siti Siti Istiyati Siti Istiyati Siti Kamsiyati Siti Poerwanti, Jenny Indrastoeti Slamet Riyadi Sobah, Sauki Fadlillah Nurus Soegiyanto Soegiyanto Soegiyanto Soegiyanto, Soegiyanto Solikhati, Freida Amia Sri Marmoah Sri Yamtinah St. Y Slamet Subekti, Rahmawati Dwi Sudiyanto Sudiyanto Sularmi Sularmi Sumayyah Sumayyah, Sumayyah Supianto Supianto, Supianto Toyib Nurcahyo Umi Latifah Utami, Ajeng Tri Utami, Dika Putri Utami, Noviyani Wahida, Aldiana Nuril Wahyu Noor Aryfien Wahyu Widi Wijayanti Wahyuni, Lin Wahyuningtyas, Maria Wicaksana, Prinsa Damar Widha Winarno Widianto, Joko Tri Widyarini, Tri Widyasari, Resti Wijayanti, Wahyu Widi Winarno Winarno Winarno, Widha Wulan Fabilla Wulandari Wulandari Wulandari, Dwi Ayuk Wuri, Okvita Indras Yuliana Yuliana Yuliasari, Brigita Yulisetiani, Septi Yunita Fitri Anggraeni Yunita Sari Zulfa, Oktavia Nurhana