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All Journal Publikasi Pendidikan Journal of Education and Learning (EduLearn) Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pendidikan Dasar Nusantara JINOP (Jurnal Inovasi Pembelajaran) Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Taman Cendekia : Jurnal Pendidikan Ke-SD-an Journal of Teaching and Learning in Elementary Education Jurnal PAJAR (Pendidikan dan Pengajaran) Cetta: Jurnal Ilmu Pendidikan Indonesian Journal of Primary Education Jurnal Pendidikan Kebutuhan Khusus JURNAL PENDIDIKAN TAMBUSAI Lectura : Jurnal Pendidikan Jurnal Ilmiah Sekolah Dasar Qalam: Jurnal Ilmu Kependidikan EduReligia : Jurnal Pendidikan Agama Islam JMIE (Journal of Madrasah Ibtidaiyah Education) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan Edutama Jurnal Pengabdian Kepada Masyarakat MEMBANGUN NEGERI Jurnal Eduscience (JES) Holistika : Jurnal Ilmiah PGSD Bina Gogik: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat IJPD (International Journal Of Public Devotion) Jurnal Pengabdian Masyarakat (ABDIRA) Journal of General Education and Humanities Jurnal Pendidikan Terapan Jurnal Pengabdian Masyarakat dan Riset Pendidikan JPPG (Jurnal Pendidikan Profesi Guru) aktivisme: Jurnal Ilmu Pendidikan, Politik dan Sosial Indonesia Language, Technology, and Social Media Indonesian Journal of Primary Education El Midad: Jurnal Jurusan PGMI Bina Gogik
Kuncahyono Kuncahyono
Universitas Muhammadiyah Malang
Religion Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Mudapa.my.id as User-Centered Digital Civic Communication: Website-Based Pancasila Education, Student Interest, and SDG 4 in an Indonesian Vocational School Wahit Wahyu Sugeng Prayitno; Kuncahyono; Agus Tinus
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.532

Abstract

Digital civic learning is increasingly important in vocational education because civic values must remain meaningful in technology-mediated learning environments. However, Pancasila Education is still often delivered through teacher-centered explanation and static materials, reducing student interest and limiting active participation. This study developed and evaluated Mudapa.my.id, a website-based learning medium for Pancasila Education at Vocational High School (SMK) Muhammadiyah 2 Pagak, Malang, Indonesia. The study employed research and development using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, classroom observation, interviews, student learning-interest questionnaires, and student response questionnaires. The platform provides role-based access for administrators, teachers, and students and includes digital materials, videos, assignments, quizzes, and LMS-supported learning activities. The findings indicate that the product was very feasible in terms of material (85.00%) and media design (86.25%), while the language dimension reached the feasible category (70.00%) after revision. Student learning interest reached 87.30%, and student response reached 91.60%, both in the very good category. These findings show that Mudapa.my.id is a feasible and well-accepted medium for inclusive, user-centered digital civic learning in vocational schools, with practical relevance for SDG 4-oriented quality education.
Using PhET Simulations and Differentiated Instruction to Improve Ninth-Grade Students’ Understanding of Physics Concepts Nurul Ilmiyah; Kuncahyono Kuncahyono; Agus Tinus
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1638

Abstract

This study aimed to analyze the effectiveness of integrating PhET simulation media with differentiated instruction in improving students' understanding of physics concepts among ninth-grade students at SMP Muhammadiyah 1 Gresik, focusing on dynamic electricity. The study was motivated by students’ limited conceptual understanding resulting from the abstract nature of physics concepts and the lack of adaptive instructional strategies that accommodate diverse learning needs. A mixed-methods approach with a sequential explanatory design and a quasi-experimental one-group pretest–posttest design was employed. The participants consisted of 68 ninth-grade students in the 2025/2026 academic year. Quantitative data were collected through pretest and posttest assessments, whereas qualitative data were obtained from classroom observations and interviews. Quantitative data were analyzed using normalized gain (N-gain) and a paired-samples t-test, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that the intervention effectively improved students’ understanding of physics concepts. The mean score increased from 57.51 on the pretest to 77.18 on the posttest, with an average N-gain of 0.42, indicating moderate improvement. Most students achieved moderate to high learning gains, and qualitative findings revealed that integrating PhET simulations with differentiated instruction enhanced students’ engagement, motivation, exploratory learning, and conceptual retention across different levels of prior ability. These findings suggest that integrating PhET simulations with differentiated instruction offers an adaptive, innovative approach to improving students’ understanding of physics concepts.
The Effect of Linearity of Teachers' Educational Background on Learning Motivation at SMAN 1 Ngantang Adelia Adelia; Agus Tinus; Kuncahyono Kuncahyono
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1637

Abstract

This study aims to: (1) Analyze the linear influence of teacher educational background on student learning motivation at SMAN 1 Ngantang. (2) Determine the significant differences in student learning motivation taught by teachers with linear and non-linear educational backgrounds at SMAN 1 Ngantang. This study uses a quantitative approach with a correlational design. This approach was chosen to test the linear influence between teacher educational background on student learning motivation in Senior High School (SMA). This study was conducted at State Senior High School (SMA) 1 Ngantang, located in Ngantang District, Malang Regency, East Java. To measure students' learning motivation and teachers' educational backgrounds, this study will use an existing questionnaire validated in previous similar studies. The use of instruments that have been tested for validity and reliability enables more accurate data collection and reduces the potential for measurement bias. The results of the study show that the regression equation Y = 84.194 + 0.129X indicates that the linearity of teacher educational background has a positive relationship with student learning motivation. Based on the t-test results, a significance value of 0.462 > 0.05 was obtained, thus concluding that the linearity of teacher educational background does not significantly influence student learning motivation. The results of the coefficient of determination (R²) test showed an R-square value of 0.022, which means that the linearity of teacher educational background only contributes 2.2% to student learning motivation, while the remaining 97.8% is influenced by factors outside the research variables.
Desain Media Pembelajaran Gerak Lurus Berbasis Gamifikasi Menggunakan Construct 2 Ratna Yuliawati; Kuncahyono Kuncahyono
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 7, No 6 (2025): Desember
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v7i6.8680

Abstract

Penelitian ini mengembangkan alat bantu ajar berbasis gamifikasi untuk mata pelajaran Gerak Lurus bagi siswa kelas XI, memanfaatkan platform Construct 2. Metodologi yang digunakan merupakan penelitian dan pengembangan (R&D) dengan model ADDIE, yang meliputi analisis, perancangan, pengembangan, implementasi, dan evaluasi. Hasil analisis awal menunjukkan bahwa siswa mengalami kesulitan dalam pemahaman konsep Gerak Lurus, yang menjadi motivasi utama untuk mengembangkan media pembelajaran ini. Penerapan gamifikasi terbukti efektif dalam meningkatkan minat dan motivasi belajar siswa dibandingkan dengan metode pengajaran konvensional yang cenderung monoton. Setelah melalui tahap validasi oleh ahli materi dan media, produk yang dihasilkan dinilai sangat relevan dan memenuhi kriteria pendidikan. Implementasi lapangan memperlihatkan bahwa penggunaan media ini tidak hanya meningkatkan capaian akademik siswa, dengan rata-rata peningkatan nilai mencapai 89%, tetapi juga menunjukkan peningkatan partisipasi aktif siswa di kelas yang sangat substansial. Penelitian ini merekomendasikan penerapan media pembelajaran interaktif berbasis gamifikasi sebagai inovasi penting dalam pengajaran Gerak Lurus, serta perlunya pelatihan terstruktur bagi guru agar dapat memaksimalkan penggunaan media dalam proses belajar-mengajar.
EXAMINING THE EFFECTIVENESS OF MULTISENSORY MAGNETIC LETTER MEDIA FOR ENHANCING EARLY READING SKILLS IN EARLY CHILDHOOD EDUCATION Linda Apriliasari; Kuncahyono; Agustinus
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14855

Abstract

Early reading skills significantly influence children's early literacy and school readiness.. However, early reading instruction in many early childhood education settings is still predominantly delivered through conventional methods that provide limited opportunities for active and meaningful learning experiences. This study aimed to examine the effectiveness of magnetic letter media in improving the early reading skills of Group B children at TA Al Amin, Batu City. The study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The participants comprised 22 children, divided into experimental and control groups.. Data were collected through pretests and posttests, classroom observations, and documentation. The data were analyzed using descriptive statistics, normality and homogeneity tests, paired-sample t-tests, independent-sample t-tests, and N-Gain analysis with the assistance of SPSS version 25. The findings revealed that the mean score of the experimental group increased from 26.36 on the pretest to 31.82 on the posttest, while the control group improved from 25.27 to 28.82. Furthermore, the independent-samples t-test indicated a p-value of 0.036 (p < 0.05), demonstrating a statistically significant difference between the experimental and control groups after the intervention. These findings suggest that magnetic letter media effectively enhance children's early reading skills, particularly in letter recognition, syllable reading, and simple word reading. This study contributes to the development of interactive and multisensory literacy instruction strategies that are developmentally appropriate for young children and may serve as an alternative learning medium for early childhood educators.  
Pendidikan Karakter Sadar Lingkungan melalui Proyek Energi Alternatif dan Teknologi Otomasi di SMP Uswatun Khasanah; Kuncahyono
Qalam : Jurnal Ilmu Kependidikan Vol. 14 No. 2 (2025): Desember
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v14i2.5099

Abstract

Penelitian ini bertujuan mengkaji pembentukan karakter sadar lingkungan siswa melalui implementasi proyek energi alternatif dan otomasi sederhana berbasis sains dan teknologi. Penelitian dilaksanakan dalam pembelajaran tematik Project-Based Learning pada siswa SMP kelas IX melalui pengembangan smart dustbin, smart transportation, dan automatic fire alarm. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik observasi partisipatif dan wawancara mendalam terhadap siswa serta guru. Data dianalisis secara tematik menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa pembelajaran berbasis proyek meningkatkan keterlibatan siswa, menjadikan proses belajar lebih menarik dan bermakna, serta menumbuhkan rasa ingin tahu dan kepedulian terhadap isu lingkungan. Selain itu, kegiatan proyek berkontribusi pada pengembangan kemampuan berpikir kritis, kolaboratif, dan literasi teknologi siswa, khususnya dalam pengenalan dasar coding dan sistem sensor. Temuan ini menegaskan bahwa pengalaman belajar langsung melalui proyek sains dan teknologi efektif dalam membangun karakter peduli lingkungan, sejalan dengan prinsip Merdeka Belajar dan penguatan pendidikan karakter.
PENDAMPINGAN IMPLEMENTASI PEMBELAJARAN STEAM BERBASIS DEEP LEARNING UNTUK MENINGKATKAN LITERASI SAINS DAN KREATIVITAS SISWA SEKOLAH DASAR Beti Istanti Suwandayani; Rr. Eko Susetyarini; Baiduri Baiduri; Yus Mochamad Cholily; Arina Restian; Kuncahyono Kuncahyono; Roimil Latifah
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.60501

Abstract

Pengabdian kepada masyarakat ini dilatarbelakangi oleh rendahnya literasi sains dan kreativitas siswa sekolah dasar di wilayah 3T, khususnya Kabupaten Timor Tengah Selatan, yang dipengaruhi oleh dominasi pembelajaran konvensional serta keterbatasan kompetensi guru dalam mengimplementasikan pembelajaran inovatif. Kegiatan ini bertujuan untuk meningkatkan kapasitas guru dalam menerapkan pembelajaran berbasis STEAM (Science, Technology, Engineering, Arts, and Mathematics) serta meningkatkan literasi sains dan kreativitas siswa melalui pendekatan pembelajaran berbasis proyek dan konteks lokal. Metode pelaksanaan menggunakan pendekatan pendidikan masyarakat, pelatihan, difusi ipteks, serta pendampingan berkelanjutan melalui observasi kelas, workshop, dan lesson study. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru dalam menyusun perangkat pembelajaran berbasis STEAM, dengan lebih dari 80% guru mampu mengimplementasikan pembelajaran berbasis proyek secara mandiri. Selain itu, terjadi peningkatan literasi sains siswa sekitar 20% serta peningkatan keterlibatan aktif siswa dalam proses pembelajaran. Implementasi STEAM berbasis potensi lokal juga terbukti efektif dalam menciptakan pembelajaran yang lebih bermakna, kontekstual, dan menyenangkan. Kegiatan ini disimpulkan mampu meningkatkan kualitas pembelajaran di sekolah dasar serta menjadi model penguatan pendidikan di wilayah 3T yang dapat direplikasi secara berkelanjutan.
Penerapan Media Edukasi Berbasis Gamifikasi dalam Upaya Pencegahan Stunting di Kabupaten Timor Tengah Selatan Rr Eko Susetyarini; Beti Istanti Suwandayani; Baiduri Baiduri; Yus Mochamad Cholily; Arina Restian; Kuncahyono Kuncahyono; Roimil Latifah
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 3 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i3.2176

Abstract

Stunting remains a public health issue in Indonesia, particularly in areas with limited access to information, such as South Central Timor (TTS) Regency, East Nusa Tenggara. Low nutritional literacy among elementary school teachers and (integrated health post) volunteers hinders stunting prevention efforts at the community level. This community service initiative aims to improve stunting literacy through gamification-based educational media as part of the GEMBIRA (Clean and Healthy Community Movement) program. The program was implemented in five stages: dissemination, training, technology application, mentoring and evaluation, and sustainability. The participants included 65 elementary school teachers (from the Teacher Working Group/KKG) and 15 volunteers. Pre-test and post-test evaluations demonstrated a significant increase in knowledge; scores for teachers rose from 52.4 to 94.8 (an 80.9% increase), while scores for volunteers rose from 48.0 to 85.5 (a 78.1% increase). The gamification approach proved effective in enhancing health literacy and holds potential as a sustainable model for stunting education.
Transforming Pedagogical Practices through Deep Learning in Elementary Education Ahmad Salim; Agus Tinus; Kuncahyono Kuncahyono
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.10078

Abstract

Despite growing interest in deep learning pedagogy as a means of fostering meaningful and student-centered learning, limited empirical research has examined how pedagogical practices are reshaped through its implementation in authentic elementary school classrooms, particularly within the Indonesian context. This study investigated how deep learning pedagogy was perceived to support changes in teaching practices and meaningful learning experiences in an international elementary school setting. A single-site qualitative case study was conducted at Fatimah International Elementary School, Indonesia, involving 13 participants consisting of three teachers, nine students, and one academic coordinator. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis. The findings suggest that deep learning pedagogy supported a shift from transmission-oriented teaching toward more student-centered, reflective, and collaborative classroom practices. Meaningful learning emerged when instructional activities were connected to students’ everyday experiences and supported through inquiry, discussion, and authentic learning tasks. Reflective learning practices appeared to strengthen learner agency, metacognitive awareness, and self-regulated learning, while collaborative activities enhanced students’ cognitive, emotional, and social engagement. However, implementation required careful instructional preparation, classroom management, and institutional support. These findings contribute to the growing discourse on deep learning pedagogy by providing contextual evidence from elementary education and highlighting its potential to foster meaningful learning environments. The study suggests that teachers and school leaders should promote reflective, collaborative, and contextually relevant learning experiences while ensuring adequate pedagogical and organizational support for sustainable implementation.
PENGARUH PENERAPAN PENDEKATAN LINGKUNGAN SEBAGAI SUMBER BELAJAR TERHADAP HASIL BELAJAR IPA KELAS V SEKOLAH DASAR Suroso; Kuncahyono
Jurnal Binagogik Vol. 8 No. 1 (2021): JURNAL BINAGOGIK
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61290/pgsd.v8i1.298

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan lingkungan terhadap hasil belajar siswa kelas V pada konsep benda dan sifatnya. Metode penelitian yang digunakan adalah metode quasi eksperimen. Penelitian ini dilakukan di SD Negerri Sumber. Sampel dalam penelitian ini terdiri dari dua kelompok, yaitu kelompok eksperimen yang berjumlah 34 siswa dan kelompok kontrol yang juga berjumlah 34 siswa. Kelompok eksperimen adalah kelompok yang diajarkan dengan metode eksperimen verifikasi, sedangkan kelompok kontrol adalah kelompok yang diajarkan dengan metode demonstrasi. Instrumen yang digunakan adalah instrumen tes dalam bentuk pilihan ganda sebanyak 25 soal. Berdasarkan analisis data dengan uji-t yang dilakukan pada taraf kepercayaan 95% diperoleh hasil thitung > ttabel (9,26 > 2,00). Jadi dapat disimpulkan bahwa pendekatan lingkungan berpengaruh terhadap hasil belajar siswa.
Co-Authors Abdurrohman Muzakki Ade Ika Anggraini Adelia Adelia Agus Tinus Agus Tinus Agustinus Ahmad Salim Aini, Dian Akhyar Basyir Aprilia, Yesinta Dewi Arina Restian Baiduri Baiduri Belinda Dewi Regina Bilad, Muhammad Roil Bustanol Arifin dedi kurniadi Deviana , Tyas Dewi Aprilia, Yesinta Dian Aini Dian Fitri Nur Aini Endah Wulandari Endah Wulandari Endang Poerwanti Enik Indartik Erna Yayuk Erna Yayuk Yayuk Estiyowati Estiyowati Evi Rizqi Salamah, Evi Rizqi Hasunah, Uun Herawati Susilo Herviani, Vivi Kurnia Irnawanto, Fauzi Istanti Suwandayani, Beti Khoirul Anam Kumalasani, Maharani Linda Apriliasari Ludvi Novisatul Chusna Maharani Kumalasani Maharani Putri Kumalasani Marhan Taufik Muchammad Imam Ma'ruf Nine Nujum Novia Tri Ananda Nur Cholis Nurul Ilmiyah Prabawati, Rizky Nadya Prajayana, Marfita Ike Radetyo, Iqbal Ratna Yuliawati Restian, Arina Restian Rizky Nadya Prabawati Rizqi, Evi Roimil Latifah Roro Eko Susetyorini Rr Eko Susetyarini Rr. Eko Susetyarini Rusnilawati Sidyawati, Lisa Siti Fatimah Soenaryo Siti Zubaidah Sudarmiatin Sudjalil Sudjalil Sugiastutih, Livia Suroso Suroso suroso Suwandayani, Beti Istanti Tri Kuncoro Triyana, Triyana Tyas Deviana Uswatun Khasanah Vina Barirotur Rochmah Vivi Kurnia Herviani Wahit Wahyu Sugeng Prayitno Wibowo, Dodik Ari Worowirastri E., Dyah Yus Mochamad Cholily Yus Mohammad Cholily Zahrotul Wihda Annadia Zutiasari, Ika