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All Journal Jurnal Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Mimbar Sekolah Dasar 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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Analysis of Elementary School Students’ Literacy Ability of Javanese Script Through the Use of Script Card Reviewed Based on Critical Thinking Skills Matsuri Matsuri; Idam Ragil Widianto Atmojo; Chumdari Chumdari; Fadhil Purnama Adi; Roy Ardiansyah; Dwi Yuniasih Saputri; Annisa Rahma Pradesiwi
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.4519

Abstract

Javanese script is very important for students to learn and understand, because Javanese script is a local wisdom culture that must be preserved in order to protect the nation's language culture so that it does not become extinct through the use of regional languages such as the use of Javanese script as a means for carrying out verbal and written communication and as a cultural expression.The aims of this study were: (1) to analyze the increase in Javanese script literacy skills and (2) to describe the increase in Javanese script literacy in terms of critical thinking skills. This is mixed methods research with a sequential explanatory strategy. The research sample consisted of fifth-grade students from Tegalsari Public Elementary School and Mangkuyudan Public Elementary School. Data gathering was conducted through the utilisation of tests, interviews, and documentation. From the findings and deliberation, the researchers are able to deduce the subsequent conclusions: (1) The proficiency in Javanese script among fifth-grade students in elementary schools improves following the implementation of script media by teachers. (2) Proficiency in critical thinking is closely correlated with the ability to read and write in Javanese script. The amount of critical thinking skills accounts for 39.3% of the variation in students' literacy skills in Javanese script, leaving 60.7% to be attributed to other factors. Students who possess advanced proficiency in Javanese script literacy exhibit a pronounced inclination towards critical thinking. Students who possess a moderate level of proficiency in Javanese script literacy demonstrate either high or medium levels of critical thinking abilities. Students who possess limited proficiency in Javanese script exhibit either moderate or poor levels of critical thinking abilities. According to the findings of this study, the researchers suggest that teachers in primary schools utilise script cards in order to facilitate effective learning activities and enhance students' proficiency in Javanese script as well as their critical thinking abilities.
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.
Examining the Relationship Between Science Literacy, Science Process Skills, and Higher-Order Thinking Skills in Elementary Teacher Education Students Idam Ragil Widianto Atmojo; Roy Ardiansyah; Hanifaw Rahma Setyaningrum; Dwi Yuniasih Saputri
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5807

Abstract

Science literacy is crucial for prospective elementary school teachers to enhance their higher-order thinking skills. Science education that emphasizes the development of higher-order thinking skills is based on science process skills. This research aims to determine the relationship between science literacy and science process skills on HOTS (Higher Order Thinking Skills) cognitive learning outcomes. The study employs a quantitative approach with a correlational method. Data collection for the variables of science literacy and HOTS cognitive learning outcomes was conducted through written tests, while data collection for the science process skills variable was carried out through performance tests developed by the researcher. The population consists of all 2022 Elementary School Teacher Education Study Program or PGSD students in Sebelas Maret University, with random cluster sampling. Data analysis employs multiple correlation analysis. The results indicate a positive and significant relationship between science literacy and science process skills on HOTS cognitive learning outcomes, with a significance value of 0.000 0.05 and a Pearson correlation value of 0.495. There is a positive and significant combined relationship between science literacy and science process skills on HOTS (Higher Order Thinking Skills) cognitive learning outcomes, with a moderate level of correlation. The findings of this study have important implications for students' enhancement of their science process skills, science literacy, and HOTS cognitive learning outcomes. This research positively impacts academic programs by encouraging students and implementing relevant teaching strategies and methods, thereby improving science literacy, science process skills, and HOTS cognitive learning outcomes.
Co-Authors Adelia Anisa Ainun Nafisah Aisyah Shintawati Annisa Rahma Pradesiwi Aulia Yogi Septia Chumdari Chumdari Dyah Nur Khasanah Fadhil Purnama Adi Fifi Putri Huda Sari Gilang Mahendrati Gloria Gloria Gloria Hanifaw Rahma Setyaningrum Hasan Mahfud Idam Ragil Widianto Atmojo Ilmy Saputri Jaka Sarwanto Levita Nuraeni Putri Matsuri Matsuri Matsuri Matsuri Moh Salimi Munawir Yusuf Sajidan Sajidan Sajidan Sajidan Saputri, Dwi Yuniasih Sularmi Sularmi Syafni Nur Afifah Tri Budiharto Tri Murwaningsih Wulandari Wulandari