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All Journal Jurnal Pendidikan Dasar Jurnal Ilmiah Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Al Ishlah Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Didaktika Dwija Indria DEDIKASI: Community Service Reports
Roy Ardiansyah
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

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Interaksi faktor personal, perilaku, dan lingkungan dalam motivasi belajar ipas: studi kualitatif di kelas iv sekolah dasar Helmalia Niken Alfi; Idam Ragil Widianto Atmojo; Roy Ardiansyah
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.110392

Abstract

This study aims to analyze the interaction of personal, behavioral, and environmental factors in shaping students’ motivation to learn IPAS (Natural and Social Sciences) based on Albert Bandura’s social cognitive theory. The research employed a descriptive qualitative approach involving 33 fourth-grade students of SDN Sambi 3, Sragen, selected through purposive sampling as the first cohort experiencing the integration of science and social studies into IPAS within the Merdeka Curriculum. Data were collected through non-participatory observation, semi-structured interviews with the teacher and ten students, and a 44-item questionnaire developed from indicators of social cognitive theory. The findings indicate that self-efficacy fosters confidence, persistence, and readiness to face new tasks, although some students remain hesitant or easily discouraged. The physical classroom environment generally supports the learning process, despite challenges such as noise and limited comfort. Social relationships with teachers and peers enhance motivation through collaboration, guidance, and positive reinforcement. Teachers and peers also serve as role models, providing discipline and enthusiasm that inspire students. Overall, this study emphasizes the presence of reciprocal determinism, namely the reciprocal interaction among personal, behavioral, and environmental factors that collectively shape students’ motivation to learn IPAS.
Analisis tingkat self regulated learning peserta didik di Sekolah Dasar Indonesia Bangkok Chumdari Chumdari; Idam Ragil Widianto Atmojo; Matsuri Matsuri; Fadhil Purnama Adi; Roy Ardiansyah; Dwi Yuniasih Saputri
Jurnal Pendidikan Dasar Vol 12, No 2 (2024): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v12i2.94880

Abstract

Self Regulated Learning (SRL) adalah kemampuan individu untuk secara proaktif mengelola pembelajaran mereka melalui perencanaan, pemantauan, dan evaluasi diri. Penelitian ini bertujuan untuk menganalisis tingkat SRL di Sekolah Dasar Indonesia Bangkok. Metode penelitian yang digunakan adalah survei dengan instrumen kuesioner yang diisi oleh 100 siswa. Hasil penelitian menunjukkan bahwa tingkat SRL siswa berada pada kategori sedang dengan beberapa aspek yang perlu ditingkatkan, seperti manajemen waktu dan strategi belajar. Temuan ini memberikan wawasan penting bagi pengembangan strategi pengajaran yang dapat mendukung peningkatan SRL siswa di sekolah tersebut.
Analisis kesalahan penggunaan kalimat majemuk dalam menulis karangan narasi peserta didik kelas v sekolah dasar Angela Raisya Putri Cahyati; Slamet Slamet; Roy Ardiansyah
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 10, No 1 (2024): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpiuns.v10i1.83219

Abstract

This research aims to (1) describe the errors in using compound sentences in narrative essays written by fifth-grade students at SDN Karangasem I Surakarta, and (2) describe the factors influencing the errors in using compound sentences in writing narrative essays by fifth-grade students at SDN Karangasem I Surakarta. This study is a descriptive qualitative research. The research subjects are fifth-grade students at SDN Karangasem I Surakarta. Data collection methods include observation, document analysis, and interviews. Data analysis technique uses Tarigan & Tarigan’s error analysis. The research findings show that 143 errors in using compound sentences were identified (52.57%), consisting of 57 errors in using compound sentences (20.96%), 78 errors in using complex compound sentences (28.68%), and 8 errors in using mixed compound sentences (2.94%). Factors influencing the use of compound sentences include (1) mastery of material related to compound sentences, (2) mastery of grammatical rules for compound sentences, (3) proficiency in everyday language, and (4) practice in writing compound sentences. The theoretical implications of this research can be used as a reference for future studies. The practical implications of this research can assist educators in providing an understanding of teaching compound sentence writing
Analisis keterampilan eksperimen peserta didik kelas V dalam pembelajaran IPAS berdasarkan Teori Adaptasi Jean Piaget Idam Ragil Widianto Atmojo; Roy Ardiansyah; Dyah Nur Khasanah
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 1 (2025): April 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i1.94194

Abstract

Penelitian ini bertujuan untuk menganalisis keterampilan eksperimen siswa kelas V dalam pembelajaran sains dan teknologi, yang dibingkai dalam teori adaptasi Jean Piaget di SD Negeri Gonilan 02. Penelitian ini menggunakan pendekatan deskriptif kualitatif, khususnya desain studi kasus. Teknik pengumpulan data dalam penelitian ini dilakukan dengan wawancara mendalam dan analisis dokumen. Analisis data mengikuti model deskriptif interaktif yang dikemukakan oleh Miles dan Huberman, yang melibatkan tahap-tahap seperti pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Mayoritas siswa kelas lima menunjukkan keterampilan eksperimen yang sesuai dengan indikator seperti observasi, klasifikasi, inferensi, komunikasi, dan penggunaan alat/bahan. Sebagian besar siswa (92,71%) mengalami kemajuan melalui tahapan asimilasi, akomodasi, dan ekuilibrasi Piaget selama kegiatan pembelajaran sains. Siswa menunjukkan antusiasme selama pembelajaran sains, tetapi kurang menjelaskan materi yang digunakan selama diskusi (12 siswa). Perilaku pasif teramati pada rata-rata 8 siswa (7,29%), yang ditandai dengan diam, melamun, dan bermain sendiri.Kata Kunci: Keterampilan bereksperimen, siswa, pembelajaran sains, dan sekolah dasar Analysis of experimental skills of grade V students in IPAS learning based on Jean Piaget's Adaptation Theory Abstract: This study aims to analyze the experimental skills of fifth-grade students in science and technology learning, framed within Jean Piaget's adaptation theory at SD Negeri Gonilan 02. This research employs a qualitative descriptive approach, specifically a case study design. The data collection technique in this study is conducted using in-depth interviews and document analysis. Data analysis followed the interactive descriptive model proposed by Miles and Huberman, involving stages such as data collection, data reduction, data presentation, and conclusion drawing. A majority of fifth-grade students demonstrated experimental skills aligned with indicators such as observation, classification, inference, communication, and tool/material utilization. Most students (92.71%) progressed through Piaget's stages of assimilation, accommodation, and equilibration during science learning activities. Students exhibited enthusiasm during science learning but lacked explanations for the material used during discussions (12 students). Passive behavior was observed in an average of 8 students (7.29%), characterized by silence, daydreaming, and solitary play.
Literasi digital guru SD Negeri dan SD Swasta: perceived competency dan implementasi Syafni Nur Afifah; Hasan Mahfud; Roy Ardiansyah
Didaktika Dwija Indria Vol 9, No 1 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i1.49063

Abstract

This study explores the difference between public and private school teachers’ self-perceived digital literacy and its implementation in classroom practice. This study only discuss four areas of digital literacy, which consist of devices and software operations, information and data literacy, communication and collaboration, as well as digital content creation. This research used self-reported questionnaires, semi-structured interview, and secondary data gathering to examine teacher’s self-perceived digital literacy and its implementation in classroom practice. The result of this study found that even though there’s no significant difference between public and private school’s teacher self–perceived digital literacy, there are some differences between the implementation of digital literacy in classroom practice. The finding also indicates that even though the teachers did integrate digital literacy in their classroom’s practice, only some pay attention to the cognitive and socio-emotional development of their pupil’s digital literacy.
Pengaruh Model Discovery Learning Berbantuan Nearpod Terhadap Hasil Belajar Kognitif Peserta Didik Sekolah Dasar Neo Fanda Bintang Purnalyta; Fadhil Purnama Adi; Roy Ardiansyah
Didaktika Dwija Indria Vol 14, No 5 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.123229

Abstract

Hasil belajar kognitif mata pelajaran Pendidikan Pancasila di sekolah dasar tidak cukup hanya dengan menghafal, melainkan menuntut pemahaman dan implementasi nilai-nilai Pancasila secara bermakna. Rendahnya hasil belajar yang ditemukan di lapangan diduga berkaitan erat dengan penerapan model dan media pembelajaran yang konvensional, monoton, serta belum mengoptimalkan pemanfaatan teknologi. Oleh karena itu, penelitian ini bertujuan untuk membuktikan pengaruh model Discovery Learning berbantuan media Nearpod terhadap hasil belajar kognitif materi "Makna Sila-Sila Pancasila di Masyarakat" pada peserta didik kelas IV SD Se-Gugus IV Kecamatan Laweyan, Surakarta. Penelitian ini mengadopsi jenis penelitian kuantitatif dengan desain Quasi Experimental bentuk Nonequivalent Control Group Design. Sampel berjumlah 59 peserta didik dari dua kelas IV SD di Gugus IV Kecamatan Laweyan, Kota Surakarta, yang dipilih melalui teknik Simple Random Sampling. Merujuk pada temuan penelitian dan analisis data, hasil pengujian Mann Whitney U, nilai signifikansi 0,003 < 0,05, sehingga H₀ ditolak yang artinya terdapat pengaruh signifikan model Discovery Learning berbantuan media Nearpod terhadap hasil belajar kognitif peserta didik. Selain itu, ketuntasan belajar kelompok eksperimen meningkat dari 42% pada pretest menjadi 84% pada posttest. Temuan dalam penelitian ini terbukti secara signifikan meningkatkan hasil belajar kognitif peserta didik pada materi “Makna Sila-Sila Pancasila” di Masyarakat, menjadikannya alternatif pembelajaran inovatif yang layak diterapkan di sekolah dasar era digital.
Eksplorasi Model Discovery Learning Berbasis Wanatani Terhadap ecoliteracy Aspek Kognitif Materi Kearifan Lokal Uut Septiana; Roy Ardiansyah; Dwi Yuniasih Saputri
Didaktika Dwija Indria Vol 14, No 5 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i5.123666

Abstract

Degradasi ekosistem akibat aktivitas manusia yang tidak bertanggung jawab memicu urgensi peningkatan pemahaman lingkungan sejak dini. Namun, pengetahuan literasi ekologi (ecoliteracy) peserta didik sekolah dasar pada aspek kognitif masih tergolong rendah, diperparah oleh ketergantungan guru terhadap materi ajar konvensional yang kurang kontekstual. Penelitian ini bertujuan untuk mengetahui dampak penerapan model Discovery Learning berbasis kearifan lokal Wanatani (agroforestry) terhadap peningkatan ecoliteracy aspek kognitif pada peserta didik kelas IV sekolah dasar. Penelitian kuantitatif ini menggunakan metode quasi-experimental dengan desain Nonequivalent Control Group Design. Populasi penelitian mencakup seluruh peserta didik kelas IV sekolah dasar negeri se-Gugus Ahmad Dahlan Kecamatan Sruweng tahun ajaran 2025/2026. Sampel dipilih menggunakan teknik cluster random sampling, yang menetapkan SDN 1 Sruweng sebagai kelas eksperimen (n=31) dengan perlakuan model Discovery Learning berbasis Wanatani dan SDN 2 tanggeran sebagai kelas kontrol (n=22) dengan model Problem Based Learning. Pengumpulan data menggunakan instrumen tes esai ecoliteracy aspek kognitif sebanyak 15 butir soal yang valid dan reliabel ( α= 0,955). Teknik analisis data menggunakan uji t independen (Independent Sample t-test), N-Gain Score, dan uji Effect Size. Hasil analisis uji statistic uji t independen menunjukkan nilai signifikansi sebesar 0,000 (p<0,05), sehingga hipotesis nol (H₀) ditolak dan hipotesis alternatif (H₁) diterima. Kelas eksperimen mencapai nilai rata-rata posttest sebesar 66,28 dengan rata-rata N-Gain 0,30 (kategori sedang). Perhitungan Effect Size menggunakan menggunakan rumus Cohen’s d menunjukkan nilai 0,49 (kategori small effect). Penerapan model Discovery Learning Berbasis Wanatani memberikan dampak positif dalam memperkuat penguasaan kognitif literasi ekologi peserta didik melalui visualisasi dan praktik kearifan lokal yang konkret. 
Pengaruh case based learning terhadap hasil belajar kognitif mahasiswa ditinjau dari computational thinking Ira Wati Subandi; Idam Ragil Widianto Atmojo; Roy Ardiansyah
Didaktika Dwija Indria Vol 13, No 4 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i3.93070

Abstract

The case-based learning model provides students with the opportunity to be effectively involved in the learning process so that they can construct their own knowledge. The purpose of this study was to determine the effect of case-based learning models on students' cognitive learning outcomes in terms of computational thinking. This study is a quantitative study. The sample was selected using cluster random sampling techniques. Data collection was carried out using essay test techniques to measure cognitive learning outcomes and computational thinking, as well as a scale to measure the level of student preference for learning. Validity testing was carried out using Aiken's V validity. Data analysis was carried out using Analysis of Variance (ANOVA). The results of this study are as follows. The results showed a positive effect of case-based learning models on the cognitive learning outcomes of UNS PGSD students. There was no significant effect between students' computational thinking and their cognitive learning outcomes. There was no interaction between case-based learning models and computational thinking skills with the cognitive learning outcomes of UNS PGSD students. Based on these results, it can be concluded that case-based learning models have an effect on students' cognitive learning outcomes. However, there was no effect between learning outcomes and computational thinking skills, and there was no interaction between case-based learning models and students' computational thinking skills. The results of this study can be used as a reference for further research.
Hubungan Motivasi Belajar Dengan Berpikir Komputasi Mahasiswa PGSD UNS Surakarta M. Argiadi Ramadhan; Rukayah Rukayah; Roy Ardiansyah
Didaktika Dwija Indria Vol 14, No 4 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i3.114977

Abstract

The rapid development of technology requires every individual to follow these developments in the world of education, one of which is the skill that must be mastered, namely computational thinking skills. These skills play a role in solving mathematical problems that use abstract, logical ways of thinking, and following algorithmic steps. The use of a student-centered learning approach in teaching computational thinking can increase a person's motivation to learn. This study aims to determine the relationship between learning motivation and computational thinking skills of PGSD UNS Surakarta students. This research is a type of quantitative research with a correlation approach. The research data was taken from second-semester students of PGSD UNS Surakarta for the 2022/2023 Academic Year. Data were collected through Likert-based psychological tests and scales. Data analysis includes prerequisite tests (normality and linearity tests) and hypothesis tests with simple correlations. The results showed that there was no positive and significant relationship between learning motivation and computational thinking skills, with a significance value of 0.421 > 0.005 and Pearson Correlation 0.098 which showed a very low relationship category. It is recommended to increase learning motivation to become independent learners, as well as develop computational thinking skills to better manage the mind and learning process.
Pengaruh gamifikasi terhadap perceived enjoyment pada mata pelajaran ipas sekolah dasar gugus II ahmad yani kecamatan laweyan Fitriya Handayani; Roy Ardiansyah
Didaktika Dwija Indria Vol 14, No 3 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v14i3.106693

Abstract

This study aims to examine the impact of gamification on students' perceived enjoyment in Natural and Social Sciences (IPAS) at elementary schools in the Ahmad Yani Cluster, Laweyan District. This study was motivated by the observation that students often find the learning of IPAS less interesting, which leads to low perceived enjoyment. This study used a quantitative quasi-experimental approach involving fourth-grade students. SDN Dukuhan Kerten served as the experimental group, while SDN Tegalrejo served as the control group. To measure students' perceived enjoyment, data were collected through a questionnaire. Our findings indicate a significant positive effect between gamification and perceived enjoyment. The calculated t-value exceeds the table t-value, so the null hypothesis is rejected. In addition, the N-Gain test showed an increase in the experimental class, while the control class remained in the low category. In conclusion, this study shows that gamification is effective in increasing students' perceived enjoyment. This also has practical implications, encouraging educators to use this approach. The implementation of gamification can increase students' motivation, engagement, and perceived enjoyment in IPAS.
Co-Authors Adelia Anisa Ainun - Nafisah Ainun Nafisah Aisyah Shintawati Angela Raisya Putri Cahyati Anindita Ulya Rahmah Anisa Ainul Mardiah Annisa Rahma Pradesiwi Arta Mulya Budi Harsono Aulia Yogi Septia Chumdari Chumdari Dyah Nur Khasanah Fadhil Purnama Adi, Latifah Nur Afifah, Rukayah, Fitriya Handayani Gilang Mahendrati Hanifaw Rahma Setyaningrum Haniifah Alyaa Azmiira Rosyid Hasan Mahfud Helmalia Niken Alfi Idam Ragil Widianto Atmojo Idam Ragil Widianto Atmojo Ira Wati Subandi Jaka Sarwanto M. Argiadi Ramadhan Matsuri . Moh Salimi Munawir Yusuf Neo Fanda Bintang Purnalyta Rafidah Uswatun Hasanah Rukayah Rukayah Sajidan Sajidan Sajidan Saputri, Dwi Yuniasih Slamet Slamet Sri Marmoah Sularmi Sularmi Syafni Nur Afifah Tri Budiharto Tri Murwaningsih Uut Septiana