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All Journal Journal of Education Research Journal of Innovation and Research in Primary Education INTECH (Informatika dan Teknologi)
Aprima, Desy
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan Media Pembelajaran Matematika Kelas XI Berbasis Android Aprima, Desy
INTECH Vol 2 No 2 (2021): INTECH (Informatika Dan Teknologi)
Publisher : Informatics Study Program, Faculty of Engineering and Computers, Baturaja University

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Abstract

Effectiveness of Collaborative Learning in Improving Elementary Students' Indonesian Speaking Skills Ambarsari, Juwita; Aprima, Desy
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2304

Abstract

Speaking skills constitute a fundamental component of language education, yet elementary students frequently encounter difficulties in oral communication development. Traditional teacher-centered approaches often limit opportunities for meaningful speaking practice, necessitating innovative pedagogical strategies. This study investigated the effectiveness of collaborative learning models on fourth-grade students' speaking skills in Indonesian language education. A quantitative pre-experimental design with one-group pretest-posttest configuration was employed at SD Negeri 01 Trans Bangsa Negara. Twelve fourth-grade students participated as research subjects using total sampling technique. Speaking competencies were assessed across multiple dimensions including pronunciation accuracy, intonation clarity, vocabulary appropriateness, eye contact maintenance, and speaking confidence using a validated instrument scored on a 100-point scale. The collaborative learning intervention involved small-group discussions, peer-supported text analysis, and collective retelling activities. Data analysis employed descriptive statistics and the Wilcoxon Signed-Rank Test due to non-normal data distribution. Students demonstrated substantial improvement in speaking performance following the collaborative learning intervention. Mean scores increased significantly from 37.1 (pretest) to 76.0 (posttest), representing more than a doubling of initial performance levels. The Wilcoxon Signed-Rank Test revealed statistically significant differences between pretest and posttest measurements (Z = -3.072, p = 0.002), indicating that most students progressed from below-standard performance to meeting or exceeding proficiency requirements. The findings provide empirical validation that collaborative learning models effectively enhance speaking skills by creating supportive environments that reduce communication anxiety while promoting active peer interaction. Results align with previous research demonstrating collaborative learning's capacity to foster positive emotional conditions and authentic communication opportunities essential for oral skill development. The study contributes practical evidence supporting the integration of collaborative approaches in Indonesian language curricula to address persistent challenges in speaking competency development at the elementary level.
Penerapan Model Problem Based Learning Berbantuan Media Konkrit terhadap Kemampuan Pemahaman Konsep IPA Siswa Kelas V SD Anggraini, Peni Nur; Aprima, Desy; Siligar, E I Pusta
Journal of Education Research Vol. 5 No. 4 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i4.1605

Abstract

Pembelajaran IPA sering dianggap sulit dipahami oleh peserta didik sehingga diperlukan pendekatan pembelajaran yang dapat meningkatkan pemahaman konsep dalam pembelajaran IPA. Penelitian ini bertujuan untuk mengidentifikasi perbedaan signifikan dalam penerapan model Pembelajaran Berbasis Masalah (Problem Based Learning) dengan dukungan media konkret terhadap pemahaman konsep IPA (Ilmu Pengetahuan Alam) pada siswa kelas lima di SDN 01 Sidowaluyo. Rumusan masalah penelitian ini adalah untuk mengidentifikasi apakah terdapat perbedaan dalam penerapan model Pembelajaran Berbasis Masalah dengan media konkret terhadap pemahaman konsep IPA pada siswa kelas lima. Penelitian ini menggunakan desain Nonrandomized pretest-posttest control group. Tahap awal melibatkan pemberian pretest kepada siswa, diikuti dengan pemberian perlakuan menggunakan model Pembelajaran Berbasis Masalah yang didukung oleh media konkret, dan tahap terakhir adalah pelaksanaan posttest. Hasil penelitian menunjukkan bahwa penerapan model Pembelajaran Berbasis Masalah yang didukung oleh media konkret secara signifikan meningkatkan pemahaman siswa terhadap konsep IPA. Analisis data menunjukkan nilai signifikansi lebih rendah dari α (0,05), sehingga hipotesis nol ditolak dan hipotesis alternatif diterima. Rata-rata skor pretest pada kelompok kontrol adalah 44,00, dan skor posttest adalah 82,35, sedangkan kelompok eksperimen memperoleh skor pretest 46,25 dan skor posttest 91,6. Peningkatan ini dapat dikaitkan dengan penerapan model PBL yang didukung oleh media konkret, yang disesuaikan dengan kebutuhan siswa dan memanfaatkan media konkret untuk membantu mereka dalam memahami konsep yang diajarkan, terutama dalam topik sifat-sifat cahaya.
The Impact of Interactive Video Learning Media on Fifth-Grade Students' Learning Interest in Integrated Science and Social Studies Viorenica, Venny; Aprima, Desy
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1949

Abstract

Students' learning interest plays a crucial role in determining educational success, yet conventional instructional methods often fail to engage elementary students effectively. This study investigated the effect of interactive video learning media on fifth-grade students' learning interest in Integrated Science and Social Studies (IPAS) instruction. Employing a descriptive quantitative design, the study was conducted at SD Negeri Tepung Sari, a rural elementary school with limited technological infrastructure. All 30 fifth-grade students participated through total sampling. Data were collected via classroom observations, validated questionnaires (KMO = 0.507, p < 0.001), and documentation. Teacher implementation quality and student learning interest were assessed using percentage calculations and descriptive statistics. Teacher implementation of interactive video media achieved strong fidelity (78%, "very good" category). Student learning interest reached a mean score of 3.18 (SD = 1.203), corresponding to 63.6% agreement, categorized as "high." Thirteen of 15 questionnaire items (86.7%) achieved high interest levels, with the highest mean observed for perceived content comprehensibility (M = 3.57, 71.4%). The findings align with multimedia learning theory and self-determination theory, demonstrating that interactive video media positively influences student learning interest through dual-channel information processing and intrinsic motivation activation. Results suggest feasibility of technology integration in resource-constrained settings with adequate teacher preparation and pedagogical support.
Co-Authors Ambarsari, Juwita Anggraini, Peni Nur Siligar, E.I Pusta Viorenica, Venny