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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Geliga Sains: Jurnal Pendidikan Fisika Edumatsains E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Sekolah Dasar Didaktika: Jurnal Kependidikan Society: Jurnal Pengabdian Masyarakat Prosiding University Research Colloquium
Siska Desy Fatmaryanti
Universitas Muhammadiyah Purworejo
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Pengaruh Penerapan Pendekatan Pembelajaran Teams Games Tournament (TGT) dengan Media Permainan Ular Tangga Terhadap Kemampuan Numerasi Siswa Safitri Rahayu; Siska Desy Fatmaryanti; Nur Ngazizah
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1833

Abstract

Keterampilan yang perlu dikuasai pada abad ke-21 adalah keterampilan numerasi. Belajar numerasi memerlukan pendekatan pengajaran yang disesuaikan dengan kebutuhan, pada kalangan sekolah dasar dapat diterapkan pembelajaran yang mengintegrasikan pendekatan pembelajaran dan media. Adanya penelitian ini untuk mengukur sejauh mana pengaruh penerapan pendekatan pembelajaran TGT dengan media permainan ular tangga terhadap kemampuan numerasi siswa. Penelitian ini menggunakan pendekatan kuantitatif metode eksperimen desain pra-eksperimen jenis one group pre-test-post-test design. Penelitian ini melibatkan populasi siswa kelas V sebanyak 26 dengan teknik pengambilan sampel non probability sampel total. Jenis teknik pengumpulan data dengan tes, dilakukan dua kali (pre-test dan post-test). Instrumen tes yaitu soal AKM Kelas. Analisis data dalam penelitian berupa analisis deskriptif yang menyajikan tabel frekuensi hasil pre-test-post-test. Tahap berikutnya melakukan uji syarat asumsi statistik. Hasil pengujian memenuhi asumsi yang diberikan, dilanjutkan dengan menguji hipotesis melalui uji parametrik Paired Sample T-Test. Diperoleh keluaran uji t dengan perolehan Sig. (2-tailed) 0,000 dan diperoleh hasil pengujian hipotesis menggunakan t tabel diperoleh hasil bahwa t hitung > t tabel dengan nilai 4,992 > 2,063. Dengan penafsiran akhir menunjukkan diterima dan ditolak yang bermakna terdapat pengaruh integrasi media permainan ular tangga dengan pendekatan pembelajaran TGT terhadap kemampuan numerasi siswa kelas V.
Integrating E-Module with Project Based Learning (PjBL): a Strategy to Improve Students' Collaboration Abilities and Scientific Literacy Umi Nurussalamah; Siska Desy Fatmaryanti; Sriyono
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10864

Abstract

This study explores the integration of E-Modules with Project-Based Learning (PjBL) as a strategy to enhance student collaboration and scientific literacy. The research follows the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) model and was conducted in one of the high schools in Central Java, involving limited trials and extensive trials (5 and 31) students. The developed E-Module was validated by experts, achieving an average score of 3.50 in both material and media evaluation, categorizing it as valid. The practicality assessment of the E-Module obtained 84.47% with a very practical category. Observations of collaboration skills yielded an 80.5% practicality score. The module's effectiveness was evident in the significant improvement of students' collaboration skills (N-Gain = 0.8, high category) and scientific literacy (N-Gain = 0.74, high category). These findings highlight the potential of PjBL-based E-Modules as an effective tool for improving student engagement, collaboration, and scientific literacy in measurement-related learning. The results suggest that this approach can be replicated or expanded to other topics to further enhance student-centered learning.
Mendiagnosis dan Mengatasi Kesalahpahaman dalam Magnetisme: Pendekatan Terpadu Perubahan Konseptual dan Berbasis Simulasi untuk Siswa Sekolah Dasar Nur Ngazizah; Siska Desy Fatmaryanti
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13016

Abstract

This study diagnoses persistent misconceptions about magnetism among elementary school students and proposes an evidence-based remediation framework. Using a descriptive qualitative design, data were collected from 29 fifth-grade students through a 16-item multiple-choice diagnostic test developed by the researchers and integrated with a six-point Certainty of Response Index (CRI) scale. The instrument assessed six indicators of magnetism: the definition and properties of magnets, magnetic poles, magnetic and non-magnetic objects, the magnetic field, methods of magnetization, and the utilization of magnets. The results showed that misconceptions were most prominent in abstract concepts, particularly the magnetic field (33.32% of students), and in procedural-to-conceptual transfer areas such as methods of magnetization (29.88% of students). These percentages represent students providing incorrect answers with high confidence, indicating robust misconceptions. The root causes stemmed from intuitive preconceptions and instructional practices that emphasize procedural activities without sufficient conceptual explanation or visualization. To address these issues, the study proposes an integrated pedagogical model combining the Conceptual Change Model (CCM) with interactive digital simulations (e.g., PhET). This dual approach aims to create cognitive conflict, make abstract magnetic phenomena visible, and support the restructuring of students’ mental models toward scientifically accurate conceptions of magnetism.
Development of Edutainment and Problem Solving Based Learning Comics to Enhance Elementary School Students’ Understanding of Magnet Concepts ATIK KARLINA; Siska Desy Fatmaryanti; Nur Ngazizah
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7604

Abstract

This study aimed to design and develop a comic-based learning medium integrating edutainment and problem-solving approaches for teaching magnet concepts to fifth-grade elementary school students. The development process employed the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 28 Grade 5 students at SD Negeri Sindurjan, five students involved in limited trials, and three expert validators (material, media, and instructional experts). Validation results showed that the developed comic achieved a highly valid category, with average scores exceeding 85 percent. Practicality testing through teacher and student responses also indicated very high practicality, with percentages above 90 percent, demonstrating that the comic is engaging, easy to use, and suitable for elementary learners. Effectiveness was evaluated through pretest and posttest comparisons, which revealed a substantial improvement in students’ understanding of magnet concepts, with high N-Gain values. The findings indicate that the developed comic effectively supports conceptual understanding, promotes active learning, and enhances students’ thinking skills. Therefore, the edutainment- and problem-solving-based comic is appropriate to be used as an innovative and interactive learning medium aligned with 21st-century learning principles
Co-Authors A Ashari Aisyiyah Hidayah Ngurahrai Ashari Ashari ATIK KARLINA Aulia Fakhrina Dwi Sulisworo Eko Setyadi Kurniawan Fadilla Nur Ramadhani Fajrul Falah Faruq Iskandar Khikmah Komariyah Larasyati Lukman Hakim Nur Ngaziah Nur Ngazizah Nurhidayati Nurhidayati Nurul Qomariyah R. Wakhid Akhdinirwanto Raden Wakhid Akhdinirwanto Rizky Fadjar Choirrul Linda Safitri Rahayu Sintya Delisa Sriyono Suyitno Suyitno Umi Nurussalamah Umi Pratiwi Yusro Al Hakim