Articles
<![CDATA[Analisis Nilai Karakter Mandiri dan Gotong Royong Anak Komunitas Cahaya Bunda ]]>
<![CDATA[Rossabela Rindiyanto]]>;
<![CDATA[Badruli Martati]]>;
<![CDATA[Deni Adi Putra]]>
<![CDATA[ SAP (Susunan Artikel Pendidikan) Vol 8, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI Jakarta ]]>
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DOI: 10.30998/sap.v8i2.17346
<![CDATA[Cahaya Bunda Community is a non-formal school established to assist street children on the banks of the Kalimas Red Bridge River who do not attend school or who have been dropped out of school to get more positive learning activities. This research aims to analyse the value of independent character and mutual assistance in the Cahaya Bunda Community. The research method used was descriptive qualitative with a case study approach. Data collection techniques in this study used triangulation techniques, namely: observation, interviews, and documentation and data analysis in research using data reduction, data presentation, and conclusions. The results of the research that has been carried out can be concluded that the main values of independent character and mutual assistance in the Cahaya Bunda Community have run very well in the independent character of children, including hard work in learning seriously, creatively having initiative in learning, courage in expressing opinions, and responsibility in self-discipline while learning. In the character of mutual assistance, children can cooperate in group discussions, solidarity, love to help fellow friends, and respect the opinions of others. It can be concluded that the value analysis of independent character and mutual assistance of children of the Cahaya Bunda Community has been fully carried out well.]]>
<![CDATA[Penerapan Model Colaborative Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa dalam Matematika Kelas 6 Mim 1 Ujungpangkah Gresik ]]>
<![CDATA[Rosidah, Millatur]]>;
<![CDATA[Putra, Deni Adi]]>;
<![CDATA[Faradita, Meirza Nanda]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 3 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v5i3.2728
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana proses penerapan model Collaborative Learning dalam meningkatkan kemampuan berpikir kritis siswa dalam matematika kelas 6 MIM 1 Ujungpangkah Gresik dan, untuk mengetahui bagimana peningkatan berpikir kritis siswa dalam matematika kelas6 MIM 1 Ujungpangkah Gresik. Jenis penelitian ini yaitu penelitian tindakan kelas. Subjek penelitian yaitu siswa kelas 6 MIM 1 Ujungpangkah Gresik Tahun pelajaran 2021 sebanyak 30 orang dengan rincian 14 siswa laki-laki dan 16 siswa perempuan. Penelitian ini dilakukan sebanyak dua siklus. Nilai rata-rata berpikir kritis siswa pada tahap prasiklus yaitu 61,5. Setelah dilaksanakan tindakan pada siklus I nilai berpikir kritis siswa mengalami peningkatan dengan rata-rata 74,8. Peningkatan ini masih belum mencapai ketuntasan secara klasikal sehingga dilakukan siklus II. Pada siklus II nilai rata-rata berpikir kritis siswa mencapai 80. Peningkatan pada siklus II ini sudah mencapai ketuntasan secala klasikal sehingga tidak perlu dilakukan siklus selanjutnya, sehingga dapat disimpulkan bahwa pembelajaran menggunakan model Collaborative Learning dapat meningkatkan kemampuan berpikir kritis siswa.]]>
<![CDATA[Problem-Based Learning (PBL) Instructional Materials for Enhancing Mathematics Learning Outcomes of Elementary School Students ]]>
<![CDATA[Putra, Deni Adi]]>;
<![CDATA[Meirza Nanda Faradita]]>;
<![CDATA[Dewi Masyita Faradillah]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 8 No 2 (2023): Education and Human Development Journal ]]>
Publisher : <![CDATA[Universitas Nahdatul Ulama Surabaya ]]>
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DOI: 10.33086/ehdj.v8i2.5018
<![CDATA[This study aims to 1) describe the application of Problem Based Learning (PBL)-based powerpoint teaching materials which can improve mathematics learning outcomes for elementary students, and2) describe the increase in mathematics learning outcomes after applying learning using Problem BasedLearning power point teaching materials (PBL). This type of research is Classroom Action Research(CAR). The subjects of this research were fifth grade students at MI AL Mustofa Surabaya, totaling 23students consisting of 11 male students and 12 female students. The results showed that 1) the applicationof Problem Based Learning-based power point teaching materials was carried out for two cycles accordingto the stages of the PBL model and 2) power point teaching materials could improve student learningoutcomes, namely in the first cycle the percentage of completeness 69.56% entered good category and incycle II the percentage of completeness 89.95% is in the very good category. Suggestions from this studyare PBL-based power point teaching materials so that they can be applied to other subjects and materials.]]>
<![CDATA[Implementation of Flora and Fauna-Based Smart Word Learning Media to Empower Elementary School Students' Motivation and Science Literacy: Implementasi Media Pembelajaran Kata Pintar Berbasis Flora dan Fauna untuk Memberdayakan Motivasi dan Literasi Sains Siswa SD ]]>
<![CDATA[Asy’ari]]>;
<![CDATA[Fitriyah, Lailatul]]>;
<![CDATA[Putra, Deni Adi]]>
<![CDATA[ Pedagogia : Jurnal Pendidikan Vol. 11 No. 2 (2022): August ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/pedagogia.v11i2.1500
<![CDATA[This study aims to develop learning media based on Flora and Fauna to increase motivation and scientific literacy at the elementary level, especially at SD Negeri Latsari IV Tuban. This smart word learning media is a two-dimensional teaching aid. This research uses descriptive research with a qualitative approach. This study resulted in a Flora and Fauna-based learning media for Smart Words for elementary school children. The making of learning media is made of easily available materials such as cardboard, paperboard, and HVS paper, letters and also ordinary printed pictures. The results of the research data analysis used questionnaire data analysis, interview data analysis, observation data analysis and documentation data analysis. In the percentage of the results of the application of the Flora and Fauna based Smart Words learning media, 87% of students are happy with the learning process and with this learning media, students become more enthusiastic in learning. The Flora and Fauna-based Smart Word learning media is very suitable to be applied in learning, especially at the elementary level. This learning media is able to increase students' interest in learning and students' motivation in studying Flora and Fauna so that it becomes a fun learning process, as well as increasing the variety of learning media in the classroom.]]>
<![CDATA[Analisis Penggunaan Microsoft Teams dalam Pembelajaran Daring di SD Muhammadiyah 26 Surabaya ]]>
<![CDATA[Sulistiani, Sulistiani]]>;
<![CDATA[Putra, Deni Adi]]>;
<![CDATA[Pribowo, Fitroh Setyo Putro]]>
<![CDATA[ DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 4 No 3 (2021): September ]]>
Publisher : <![CDATA[STKIP Andi Matappa Pangkep ]]>
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DOI: 10.31100/dikdas.v4i3.1015
<![CDATA[The research objective is to analyze the micro team users in courageous learning, with the research it is hoped that educational institutions can access the Microsoft teams application to implement learning environments at the elementary to tertiary level. This research uses descriptive qualitative research. This research uses qualitative analysis methods with semistructured interview techniques. Based on the results of the questionnaire from the aspects of attention, appreciation and duration of positive responses to the use of the Microsoft team in learning at SD Muhammadiyah 26 Surabaya, while the results of interviews with 2 informants can show that learning using Microsoft Teams is a safe platform to support and facilitate educators and students alike. Virtual via Microsoft Teams. Researchers have suggestions for further learning or for teachers or for schools, namely that educators can use the Microsoft teams in courage-based learning activities, schools need to maximize the use of the Microsoft teams during bold learning so that learning is effective.]]>
<![CDATA[Application of Articulate Storyline Media to Improve the Mathematical Problem Solving Ability of Grade 1 Students of SD Muhammadiyah 14 Surabaya ]]>
<![CDATA[Budiyani, Feby Rahmania]]>;
<![CDATA[Putra, Deni Adi]]>;
<![CDATA[Afiani, Kunti Dian Ayu]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 9, No 1 (2025): Indonesian Journal of Primary Education : June 2025 (In Press) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v9i1.79949
<![CDATA[The purpose of this study is to analyze the application of Articulate Storyline media to improve the mathematical problem-solving ability and learning outcomes of grade 1 students of SD Muhammadiyah 14 Surabaya. The method uses classroom action research (PTK) with a cycle model. The subject is grade 1 students. The data collection technique uses observation, tests in the form of story questions and documentation. The data is then analyzed descriptively. The results reflect that there is an improvement in mathematical problem-solving skills and learning outcomes of students through the application of Articulate Storyline media. This is evidenced by the students' initial ability to solve mathematical problems reaching a score of 47, in the first cycle it became 78, and in the second cycle it became 95. Meanwhile, the average increase in learning outcomes was 66.9 in the pre-cycle stage, to 78.1 in the first cycle and 88.7 in the second cycle]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kreatif Pada Siswa Kelas III SD Melalui Pembelajaran Berbasis Pengajuan Masalah ]]>
<![CDATA[Afiani, Kunti Dian Ayu]]>;
<![CDATA[Putra, Deni Adi]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 1 (2017): AGUSTUS ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v1i1.868
<![CDATA[Pada dasarnya permasalahan dalam pembelajaran matematika pada sekolah dasar dikarenakan anggapan guru bahwa siswa belum mempunyai pengetahuan dasar. Oleh karena itulah guru sangat mendominasi pembelajaran. Guru yang sering mendominasi pembelajaran inilah yang menyebabkan rendahnya kemampuan berpikir kreatif siswa di sekolah dasar. Kemampuan berpikir kreatif siswa yang rendah membuat siswa menjadi pasif dan tidak terbiasa menyampaikan pendapatnya. Pembelajaran yang sesuai adalah salah satu cara dalam mengatasi permasalahan ini, yaitu melalui pembelajaran matematika yang berbasis pengajuan masalah. Pengajuan masalah dengan membuat pertanyaan yang mempunyai jawaban ganda dan memodifikasi masalah dari buku teks adalah salah satu cara untuk mendorong siswa berpikir kreatif (Moses, dalam Siswono, 2008: 42). Dengan demikian, penelitian tindakan kelas ini dilakukan dalam rangka meningkatkan kemampuan berpikir kreatif pada siswa kelas III SD di SDN Wonokromo I Surabaya melalui pembelajaran matematika berbasis pengajuan masalah. Adapun tingkat kemampuan berpikir kreatif siswa menurut Siswono (2008: 31) ada 5, yaitu sangat kreatif, kreatif, cukup kreatif, kurang kreatif, dan tidak kreatif. Hasil dari penelitian ini adanya perubahan kemajuan tingkat berpikir kreatif siswa pada siklus-1 sebesar 48,72% dan pada siklus-2 sebesar 87,18%. Hasil tersebut telah menunjukkan bahwa melalui pembelajaran berbasis pengajuan masalah dapat meningkatkan kemampuan berpikir kreatif pada siswa kelas III SD. Kata Kunci: Kemampuan Berpikir Kreatif Siswa, Pengajuan Masalah]]>
<![CDATA[Kesetaraan Gender dalam Pembelajaran di Sekolah Dasar ]]>
<![CDATA[Putra, Deni Adi]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 2 No 1 (2018): FEBRUARI ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v2i1.1400
<![CDATA[Abstrak: Penulisan artikel ini yaitu bertujuan untuk mendeskripsikan serta memberikan rekomendasi tentang masalah kesetaraan gender dalam pembelajaran di sekolah dasar khususnya pada buku ajar tematik kelas IV. Secara umum, istilah gender oleh masyarakat sering diartikan sebagai jenis kelamin. Masalah kesetaraan gender sering dijumpai di lingkungan sekolah dan masyarakat. Pada lingkungan sekolah masalah kesetaran gender salah satunya dapat ditemukan pada bahan ajar yang berupa buku ajar tematik atau buku paket untuk siswa. Dalam buku tema tematik untuk siswa sekolah dasar terdapat poin-poin materi yang tidak mendukung adanya ketidaksetaraan gender, hal ini sangat kontradiksi dengan isi poin-poin dari progam Sustainable Development Goals yang dicanangkan oleh pemerintah Indonesia demi menciptakan masyarakat yang demokratis. Keseteraan gender perlu diberikan kepada siswa sekolah dasar melalui buku ajar atau kurikulum buku yang telah disusun, terutama dalam materi mengenai cita-cita yang seharusnya profesi apapun ditampilkan dalam bentuk dua gender, misalkan profesi polisi juga menampilkan gender perempuan.Kata Kunci: Kesetaraan Gender dan Pembelajaran di SDAbstract: The writing of this article is aimed to describe and provide recommendations on the issue of gender equality in learning in elementary schools, especially in fourth grade thematic textbooks. In general, the term gender by society is often defined as gender. The issue of gender equality is often found in schools and communities. In the school environment the problem of gender equality one of them can be found in teaching materials in the form of thematic textbooks or book packages for students. In the thematic theme book for elementary school students there are material points that do not support the existence of gender inequality, this is very contradiction with the contents of the points of the Sustainable Development Goals proclaimed by the Indonesian government to create a democratic society. Gender equality needs to be given to elementary school students through textbooks or book curricula that have been developed, especially in material about ideals that should be any profession presented in the form of two genders, eg the police profession also displays women's gender.Keywords: Gender Equality and Learning in Elementary School]]>
<![CDATA[Pembelajaran Berbasis CTL dan Inkuiri untuk Meningkatkan Kemampuan Berpikir Kritis Siswa ]]>
<![CDATA[Putra, Deni Adi]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 2 No 2 (2018): AGUSTUS ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v2i2.1835
<![CDATA[Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis melalui pembelajaran menggunakan modul berbasis CTL dan inkuiri. Jenis penelitian ini yaitu penelitian tindakan kelas. Subjek penelitian yaitu siswa kelas V SDN Sukorambi 01 Jember Tahun Pelajaran 2017/2018 sebanyak 38 orang dengan rincian 15 siswa laki-laki dan 23 siswa perempuan. Penelitian ini dilakukan sebanyak dua siklus. Nilai rata-rata berpikir kritis siswa pada tahap prasiklus yaitu 49. Setelah dilaksanakan tindakan pada siklus I nilai berpikir kritis siswa mengalami peningkatan dengan rata-rata 69,34. Peningkatan ini masih belum mencapai ketuntasan secara klasikal sehingga dilakukan siklus II. Pada siklus II nilai rata-rata berpikir kritis siswa mencapai 79,16. Peningkatan pada siklus II ini sudah mencapai ketuntasan secara klasikal sehingga tidak perlu dikakukan siklus selanjutnya, sehingga dapat disimpulkan bahwa pembelajaran menggunakan modul berbasis CTL dan inkuiri dapat meningkatkan kemampuan berpikir kritis siswa.Kata kunci: CTL, Inkuiri, Kemampuan Berpikir KritisAbstract: This study aims to improve critical thinking skills through learning using modules based on CTL and inquiry. This type of research is classroom action research. The subjects of the research were 38 students in grade V SDN Sukorambi 01 Jember 2017/2018 Academic Year with details of 15 male students and 23 female students. This research was conducted in two cycles. The average value of students' critical thinking in the pre-cycle stage is 49. After the action in the first cycle the value of critical thinking of students has increased by an average of 69.34. This increase has not yet achieved classical completeness so that cycle II is carried out. In the second cycle the average value of critical thinking of students reached 79.16. The increase in cycle II has achieved classical completeness so that it does not need to be tested in the next cycle, so it can be concluded that learning using modules based on CTL and inquiry can improve students' critical thinking skills.Keywords: CTL, Inquiry, Critical Thinking Skills]]>
<![CDATA[Application of Articulate Storyline Media to Improve the Mathematical Problem Solving Ability of Grade 1 Students of SD Muhammadiyah 14 Surabaya ]]>
<![CDATA[Feby Rahmania Budiyani]]>;
<![CDATA[Deni Adi Putra]]>;
<![CDATA[Kunti Dian Ayu Afiani]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 9, No 1 (2025): Indonesian Journal of Primary Education : June 2025 (In Press) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v9i1.79949
<![CDATA[The purpose of this study is to analyze the application of Articulate Storyline media to improve the mathematical problem-solving ability and learning outcomes of grade 1 students of SD Muhammadiyah 14 Surabaya. The method uses classroom action research (PTK) with a cycle model. The subject is grade 1 students. The data collection technique uses observation, tests in the form of story questions and documentation. The data is then analyzed descriptively. The results reflect that there is an improvement in mathematical problem-solving skills and learning outcomes of students through the application of Articulate Storyline media. This is evidenced by the students' initial ability to solve mathematical problems reaching a score of 47, in the first cycle it became 78, and in the second cycle it became 95. Meanwhile, the average increase in learning outcomes was 66.9 in the pre-cycle stage, to 78.1 in the first cycle and 88.7 in the second cycle]]>
