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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Jurnal Tematik ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) al-Aulad: Journal of Islamic Primary Education JURNAL ILMIAH MAKSITEK JURNAL CIVIC EDUCATION: MEDIA KAJIAN PANCASILA DAN KEWARGANEGARAAN AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal of Classroom Action Research Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pengabdian Masyarakat Indonesia Journal of Educational Learning and Innovation (ELIa) Jurnal Ilmiah Teunuleh: The International Journal of Social Sciences Journal of Instructional and Development Researches Cendikia : Media Jurnal Ilmiah Pendidikan Educivilia: Jurnal Pengabdian Pada Masyarakat Empowerment: Jurnal Pengabdian Masyarakat Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka JPLED Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat ICONESTH Walada: Journal of Primary Education SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL) Journal of Authentic Research Elementary Education Research
Yusrizal Yusrizal
Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Amal Bakti
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Development of an Interactive Canva–Smart Board to Improve Indonesian Language Learning Outcomes in Elementary Schools Raini Febrianti; Yusrizal Yusrizal; Ilham Nazaruddin
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.783

Abstract

This study aimed to develop an interactive learning media based on Canva and Smart Board that is valid, practical, and effective in improving elementary students’ Indonesian language learning outcomes. The research employed a Research and Development (R&D) method using the 4D development model, consisting of the Define, Design, Develop, and Disseminate stages. The participants were 26 fifth-grade students of SD Negeri 050585 Tanjung Jati. Data were collected using material expert validation sheets, media expert validation sheets, student response questionnaires, and learning achievement tests in the form of pretests and posttests. The results indicated that the developed media achieved an average validation score of 3.85 from the material expert and 3.88 from the media expert, both categorized as highly valid. Student responses reached 100% in the “very good” category, indicating that the media was highly practical for classroom implementation. The effectiveness of the media was demonstrated by the improvement in students’ average scores from 38.46 on the pretest to 92.30 on the posttest. Furthermore, the N-Gain score of 0.87 was classified as high, indicating that the media was highly effective in enhancing students’ learning outcomes. Therefore, the Canva–Smart Board interactive media is considered valid, practical, and effective for improving Indonesian language learning outcomes in elementary schools
The Influence of the VCT (Value Clarification Technique) Learning Model Based on Local Wisdom on the Character Values of Elementary School Students Fira Astika Wanhar; Nurlia Ginting; Fatmawati Fatmawati; Yusrizal Yusrizal
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1228

Abstract

This study investigates the effect of a local wisdom-based Value Clarification Technique (VCT) model on elementary students’ personality character values in geometry learning. The research addresses the limited integration of character education within cognitively oriented mathematics instruction. The objective is to examine differences in personality character values between students taught using the VCT model integrated with the ulos sadum cultural motif and those receiving conventional instruction. A quantitative true experimental design with a posttest-only control group was employed. A total of 120 fourth-grade students were randomly assigned to experimental and control groups. Data were collected using a validated questionnaire measuring moral knowing, moral feeling, and moral action. Instrument validity and reliability were confirmed through confirmatory factor Analysis using PLS-SEM. Statistical analyses included normality and homogeneity tests, Pearson correlation, and simple linear regression. The results indicate a significant difference between groups, with the experimental group achieving higher character scores. The VCT model accounted for 54.5% of the variance in personality character values. The findings demonstrate that integrating value clarification with culturally contextualised mathematics learning effectively strengthens students’ character development.
The Effect of Environment-Based Experiential Learning on Students’ Science Literacy and Ecological Awareness Fatmawati Fatmawati; Yunus Abidin; Anita Yus; Yusrizal Yusrizal; Fira Astika Wanhar
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1452

Abstract

Science literacy and ecological awareness are essential competencies in 21st-century education; however, elementary learning often emphasizes conceptual understanding rather than real-life application, resulting in low student engagement and limited environmental awareness. Previous studies have examined experiential learning or inquiry approaches separately, but comparative studies integrating both cognitive and affective outcomes remain limited. This study aims to analyze and compare the effects of an experiential learning approach grounded in the environment and an inquiry approach on students’ science literacy and ecological awareness. This research employed a quantitative posttest-only design involving two experimental groups with a total of 144 elementary students. Data were collected using a science literacy test adapted from the PISA framework, an ecological awareness questionnaire, and a student response questionnaire. Data were analyzed using multiple linear regression. The results show that the experiential learning approach has a significant positive effect on both science literacy and ecological awareness and is more effective than the inquiry approach. In contrast, student responses do not significantly influence learning outcomes. These findings highlight the importance of direct and contextual learning experiences in improving both cognitive and environmental competencies. This study contributes to the development of experiential learning in elementary education and provides practical implications for designing more meaningful and sustainability-oriented learning.
Learning Outcomes and Inclusive Character Among Elementary Students: A MANOVA Analysis Based on Visual, Auditory, and Kinesthetic Learning Preferences Restu Syahtini; Yusrizal Yusrizal; Azizah Yusra Amaliyah Harahap; Fatmawati Fatmawati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1773

Abstract

Learning outcomes and inclusive character are essential indicators of quality elementary education, yet their relationships across students with different learning preferences remain insufficiently understood. Previous studies have generally examined these variables separately, providing limited evidence within an integrated framework. This study analyzed the relationships between learning outcomes and inclusive character based on visual, auditory, and kinesthetic learning preferences among elementary school students. A quantitative cross-sectional comparative design was employed involving 54 fourth-grade students selected through saturated sampling. Learning outcomes were measured using essay tests, while inclusive character and learning preferences were assessed through questionnaires. PLS-SEM was used exclusively to evaluate instrument validity and reliability, whereas MANOVA examined group differences and hypothesis testing. The multivariate results showed no significant simultaneous effect of learning preferences on learning outcomes and inclusive character (Wilks' Lambda = 0.406–0.712, p > 0.05). However, auditory learning preference demonstrated a significant partial effect on learning outcomes (F = 2.183, p < 0.05), while visual and kinesthetic preferences showed no significant effects. These findings suggest that learning outcomes and inclusive character are influenced more by overall instructional quality than by learning preference classifications alone. The study extends understanding of learning preferences in inclusive elementary education and supports adaptive, student-centered instructional practices.
Implementation of the ”7 Habits of Great Indonesian Children” in Elementary Student Character Development Ayu Lestari; Yusrizal Yusrizal; Fira Astika Wanhar
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v6i1.1109

Abstract

This study aims to describe the implementation of the 7 Habits of Great Indonesian Children Program in shaping the character of students at PAB 29 Manunggal Private Elementary School. The study used a qualitative descriptive approach and was conducted in November 2025. The research subjects consisted of 1 principal, 1 fifth-grade teacher, and 3 fifth-grade students. Data were collected through interviews, observation, and documentation. Data analysis was conducted using the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing. The results of the study indicate that the program implementation has been running quite well through systematic planning, adequate support facilities, and the integration of character values ​into routine school activities. The implementation of the program is seen in morning prayer activities, literacy, class duty, group work, and Clean Friday. The implementation of the program is also seen in the development of discipline, responsibility, independence, cooperation, honesty, creativity, and self-care in students. Program evaluation is carried out periodically through teacher meetings and observations of changes in student behavior. Overall, this program has a positive impact on the formation of student character and is supported by an orderly and clean school atmosphere, as well as a harmonious relationship between teachers and students.
The Internalization of Discipline Values in Daily Learning: A Case Study of First-Grade Elementary School Students Sholiha Indah Rahayu; Yusrizal Yusrizal; Fatmawati Fatmawati
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v6i1.1110

Abstract

This study aims to describe the internalization of discipline values in the daily learning activities of first-grade elementary school students. The research employed a qualitative descriptive approach conducted at SD Swasta PAB 29 Manunggal. The participants consisted of one first-grade teacher and five students selected purposively based on their active involvement in classroom activities. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation as well as member checking. The findings reveal that the internalization of discipline values is implemented through five main aspects: teacher modeling, classroom management, rule enforcement and supervision, habituation, and guidance and reinforcement. Teacher modeling plays a fundamental role as students tend to imitate behaviors demonstrated by the teacher. Structured classroom management helps students understand learning routines and expected behaviors. Rule enforcement and consistent supervision ensure that students adhere to classroom norms. Habituation through repetitive daily activities fosters the development of disciplined behavior. In addition, guidance and positive reinforcement encourage students to maintain appropriate behavior and improve their self-regulation. Overall, the integration of these five aspects creates a systematic and continuous process in developing students’ discipline. The study contributes both theoretically and practically by providing insights into effective strategies for fostering discipline in early-grade elementary education through contextual and humanistic approaches.
Analisis Konsep Etnomatematika pada Arsitektur Rumah Adat Jawa dalam Mengembangkan Kemampuan Koneksi Matematis Kusuma, Gusti Eliangga; Sari, Dewi Purnama; Yusrizal
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/vehr3921

Abstract

Penelitian ini bertujuan menganalisis konsep etnomatematika pada arsitektur rumah adat Jawa serta mendeskripsikan kemampuan koneksi matematis siswa dalam memahami hubungan antara budaya dan konsep geometri, dengan kebaruan pada pemetaan terpadu antara elemen arsitektur, kurikulum Fase D, dan tiga indikator koneksi matematis. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif yang dilaksanakan di MTs PAB 5 Klambir Lima melibatkan 30 siswa kelas VIII yang dipilih secara purposif berdasarkan rekomendasi guru untuk mewakili variasi kemampuan akademik. Data dikumpulkan melalui observasi, tes kemampuan koneksi matematis yang telah divalidasi ahli, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui tahap kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan dengan triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa arsitektur rumah adat Jawa, khususnya rumah Joglo, secara eksplisit merepresentasikan konsep prisma dan limas pada struktur atap, konsep balok dan kubus pada ruang dan tiang, serta konsep simetri dan kesebangunan pada ornamen dan bidang penyusun bangunan. Kemampuan koneksi matematis siswa secara umum berada pada kategori sedang dengan nilai rata-rata 78,20, di mana siswa kategori tinggi mampu mengintegrasikan beberapa konsep secara utuh, siswa kategori sedang telah mengenali hubungan dasar namun kesulitan pada bangun gabungan, dan siswa kategori rendah hanya mampu pengenalan visual tanpa penalaran prosedural. Temuan ini menegaskan potensi etnomatematika sebagai konteks pembelajaran yang bermakna, sekaligus mengidentifikasi perlunya desain pembelajaran yang lebih terstruktur untuk menjembatani pengenalan visual dengan penalaran matematis formal, serta merekomendasikan pengembangan LKPD berbasis etnomatematika dengan tahapan bertahap dari identifikasi bentuk menuju analisis bangun gabungan.
Analisis Kemampuan Guru Dalam menggunakan Media Pembelajaran Berbasis Teknologi Dan Pengaruhnya Terhadap Kemandirian Belajar Siswa Kelas 4 SD Hakmi, Maulidina; Fatmawati; Yusrizal
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/84m1ek76

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan guru dalam menggunakan media pembelajaran berbasis teknologi serta menguji pengaruhnya terhadap kemandirian belajar siswa kelas IV sekolah dasar. Perkembangan teknologi informasi menuntut guru untuk menguasai media digital guna menciptakan proses belajar yang efektif, interaktif, dan berpusat pada peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif korelasional. Populasi penelitian adalah seluruh siswa kelas IV dan guru di tiga sekolah dasar, dengan sampel yang ditentukan secara purposive sampling. Pengumpulan data dilakukan melalui lembar observasi dan angket yang telah diuji validitas isi serta reliabilitasnya (Alpha Cronbach > 0,80). Analisis data menggunakan statistik deskriptif dan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa rata-rata kemampuan guru dalam memanfaatkan teknologi pembelajaran berada pada kategori sedang (total skor 116,7), dengan kekuatan tertinggi pada penggunaan internet dan kelemahan pada pembuatan media PowerPoint. Hasil uji regresi membuktikan bahwa kemampuan guru memberikan pengaruh positif dan signifikan terhadap kemandirian belajar siswa (t = 4,512; p < 0,05), dengan kontribusi efektif sebesar 41,2%. Temuan ini menegaskan bahwa peningkatan kompetensi digital guru, terutama dalam merancang materi interaktif, menjadi faktor strategis untuk menumbuhkan kemandirian belajar siswa sejak jenjang pendidikan dasar.
Analisis Kesulitan Guru dalam Pelaksanaan Pendidikan Karakter di SD Negeri 101780 Percut Aulia, Dhini; Yusrizal; Nazaruddin, Ilham
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ne8tv972

Abstract

Penelitian ini bertujuan untuk menganalisis kesulitan guru dalam pelaksanaan pendidikan karakter di SD Negeri 101780 Percut. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian berjumlah 5 orang guru kelas yang dipilih secara purposive sampling. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru mengalami kesulitan dalam tiga aspek utama: (1) perencanaan (menyusun RPP berbasis karakter), (2) pelaksanaan (memilih metode pembelajaran yang tepat), dan (3) evaluasi (melakukan penilaian karakter secara sistematis). Faktor penyebab utama kesulitan berasal dari faktor internal (keterbatasan pemahaman guru tentang konsep karakter dan variasi metode) dan eksternal (keterbatasan fasilitas sekolah, rendahnya keterlibatan orang tua, serta tingginya beban administrasi). Untuk mengatasi kesulitan tersebut, guru melakukan berbagai upaya seperti mengintegrasikan nilai karakter dalam pembelajaran, menggunakan metode diskusi dan kerja kelompok, serta menjalin komunikasi dengan orang tua. Implikasi praktis dari temuan ini menunjukkan perlunya peningkatan kompetensi guru melalui pelatihan, penyediaan fasilitas sekolah yang memadai, serta penguatan kolaborasi sekolah-orang tua agar pendidikan karakter dapat berjalan lebih efektif. Keterbatasan penelitian ini adalah hanya berfokus pada satu sekolah dengan jumlah guru yang terbatas, sehingga hasilnya belum dapat digeneralisasikan secara luas.
Pengaruh Model Pembelajaran Outdoor Study dan Kecerdasan Interpersonal terhadap Hasil Belajar IPAS Siswa Sekolah Dasar Yusrizal; Yolandha Septia Cova; Indah Syasmita
Journal of Classroom Action Research Vol. 7 No. 4 (2025): November
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i4.12310

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran outdoor study dan kecerdasan interpersonal terhadap hasil belajar IPAAS siswa kelas IV SDIT Delisha Tandam Hilir 2. Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2×2 yang menganalisis pengaruh model pembelajaran (outdoor study dan CLIS) dan kecerdasan interpersonal (tinggi dan rendah) terhadap hasil belajar IPA siswa. Sampel penelitian berjumlah 54 siswa yang dibagi menjadi dua kelompok kelas (kelas dengan model outdoor study dan kelas dengan model Children Learning in Science). Data hasil belajar dikumpulkan melalui tes deskriptif, sedangkan kecerdasan interpersonal diukur menggunakan angket skala likert yang menilai aspek komunikasi, kerjasama, empati, dan kepemimpinan. Teknik analisis data yang digunakan adalah ANOVA Dua Jalur. Hasil penelitian menunjukkan bahwa (1) hasil belajar siswa yang diajar dengan menggunakan model outdoor study secara signifikan lebih tinggi dibandingkan dengan siswa yang diajar dengan menggunakan model CLIS (Fhitung = 7,750 dan nilai sig. 0,008 < 0,05); (2) siswa dengan kecerdasan interpersonal tinggi menunjukkan hasil belajar yang lebih baik daripada siswa dengan kecerdasan interpersonal rendah (Fhitung = 5,097 dan nilai sig. 0,028 < 0,05); dan (3) terdapat interaksi yang signifikan antara model pembelajaran dan kecerdasan interpersonal terhadap hasil belajar IPA (Fhitung = 6,268 dan nilai sig. 0,016 < 0,05). Temuan ini menegaskan bahwa pemilihan model pembelajaran yang tepat dan penguatan aspek kecerdasan interpersonal sangat penting dalam meningkatkan kualitas pembelajaran IPA di sekolah dasar.
Co-Authors AA Sudharmawan, AA Abdi Hary Agid Pratama, Febriano Agung Arjuna Agustine, Mentari Ahmad Calam Alfitriani Siregar Ali Mustadi Amelia Putri, Anggi Andi Febri Herawati Angie Trivana Anisa Ihwani Anita Ade Rahma Anita Yus Arief Amdani Arif, M. Aulina Asiska Putri Ayu Lestari Ayu Pratiwi, Novia Azizah Yusra Amaliyah Harahap Baihaqi Siddik Lubis Cindi Utami Davi Fatdilah, Muhammad Delima Muzdalifah Dewi Purnama Sari Dhini Aulia Eka Yusnaldi Emy Hariati Eva Musdalifah Zein Fadlilah, Intan Fathyah Sauma Rafiqah Fatmawati Fatmawati Fatmawati Fatmawati Fatmawati, Fatmawati FAUZI Fauzi Fauzi Felina Azzahra Fira Astika Wanhar Fira Astika Wanhar Fira Astika Wanhar Fitri, Alaida Hadijah Nst Hakmi, Maulidina Hasibuan, Ainul Marhamah Ibnu Hajar Ilham Nazaruddin Imel Lorenza Indah Syasmita Indah Syasmita Intan Jelita Syuhada Intan Safiah Ira Ira Irsani, Salsabila Irwandi Kusuma, Gusti Eliangga Laila Shafira Latifa Anisa Leonardo Sari, Avid M. Arif M. Izhar Marsanda, Sarla Martan, Algy Maulidina Hakmi Mei Yanti Simamora Micky Amanda Miftahul Jannah Miranda, Ayu Muhammad Raihan Muhammad Yusuf Mustika, Nanda Nazaruddin, Ilham Nst, Hadijah NURLIA GINTING Nurul Zannah PULUNGAN, SYAHRINA ANISA Puspita, Dinda Raini Febrianti Restu Syahtini Reza, M Fachru Rini Hartati Rizki Arum Sari Rizki Handayani, Rizki Rizky Ayuanita Putri RR. Ella Evrita Hestiandari Sai'in, Gita Puspita Samsidar Tanjung Saputra, Gunawan Sholiha Indah Rahayu Siti Juriah Siti Yasmaini Sitorus Sri Handayani, Fitri Syahrina Anisa Pulungan Syahrina Anisa Pulungan Syahrina Anisah Pulungan Tia Wulandari Tia Wulandari Tumiyem Tumiyem Wahyu Iskandar WANHAR, FIRA ASTIKA Wulandari, Auliya Yolandha Septia Cova Yunus Abidin Zaira Nur Ayu