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All Journal Journal of Education and Learning (EduLearn) Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Prima Edukasia Mimbar Sekolah Dasar EDUHUMANIORA: Jurnal Pendidikan Dasar Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Dinamisia: Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Wiralodra English Journal (WEJ) Jurnal Basicedu COLLASE (Creative of Learning Students Elementary Education) Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang BERNAS: Jurnal Pengabdian Kepada Masyarakat These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan ACADEMIA: Jurnal Inovasi Riset Akademik Journal Evaluation in Education (JEE) NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Journal of Education Research Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Jurnal Cakrawala Pendas Jurnal Basicedu PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Jurnal Pendidikan Surya Edukasi (JPSE) Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Jurnal Elementaria Edukasia INTEGRASI : Jurnal Ilmiah Keagamaan dan Kemasyarakatan MIMBAR PGSD FLOBAMORATA Jurnal Pendidikan dan Keguruan Jurnal Abmas Jurnal Inovasi dan Teknologi Pembelajaran
Effy Mulyasari
Universitas Pendidikan Indonesia
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Efektivitas Permainan Snake and Ladders Game dalam Meningkatkan Kemampuan Penjumlahan Siswa Kelas 2 Sekolah Dasar Devi Oktavini; Effy Mulyasari; Andhin Dyas Fitriani; Deri Hendriawan; Tuti Alawiyah
Journal of Education Research Vol. 7 No. 3 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3832

Abstract

Kemampuan penjumlahan merupakan keterampilan dasar matematika yang perlu dikuasai siswa sekolah dasar. Namun, pembelajaran yang kurang menarik sering menyebabkan siswa mengalami kesulitan dalam memahami konsep penjumlahan. Penelitian ini bertujuan untuk menguji efektivitas penggunaan permainan Snake and Ladders dalam meningkatkan kemampuan penjumlahan siswa kelas II di SD Panatagama Islamic School. Penelitian menggunakan metode eksperimen semu dengan desain Non-Equivalent Control Group yang melibatkan 50 siswa pada kelompok eksperimen dan kontrol. Data dikumpulkan melalui pretest dan posttest menggunakan instrumen yang telah valid dan reliabel. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh peningkatan yang lebih tinggi dibandingkan kelompok kontrol dengan rata-rata nilai posttest masing-masing sebesar 80,1 dan 62,9. Hasil uji Independent Sample t-test menunjukkan perbedaan yang signifikan (p < 0,05). Temuan ini menunjukkan bahwa permainan Snake and Ladders efektif digunakan untuk meningkatkan kemampuan penjumlahan siswa sekolah dasar.
Implementasi Kurikulum Merdeka dalam Mendorong Keaktifan Belajar Siswa pada Pembelajaran Matematika Materi Bangun Ruang Kubus dan Balok Kelas VI SD Eli Lisnawati Syarifah; Effy Mulyasari; Andhyn Dyas Fitriani
INTEGRASI : Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 4, No. 1 : INTEGRASI (JANUARI-JUNI 2026)
Publisher : Yayasan Maslahatul Ummah Ilal Jannah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/int.v4i01.281

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka dalam mendorong keaktifan belajar siswa sekolah dasar pada pembelajaran matematika. Penelitian dilatarbelakangi oleh masih rendahnya partisipasi siswa dalam proses pembelajaran yang ditandai dengan kurangnya keberanian bertanya, menjawab pertanyaan, serta menyampaikan pendapat. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif. Subjek penelitian terdiri atas guru kelas VI, siswa, dan kepala sekolah. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka mampu meningkatkan keaktifan belajar siswa melalui pembelajaran yang berpusat pada siswa, penggunaan metode diskusi kelompok, Problem Based Learning, serta refleksi pembelajaran. Keaktifan siswa meningkat pada indikator bertanya, menjawab, berdiskusi, dan mengemukakan pendapat.
Analisis Implementasi Pembelajaran Terintegrasi Matematika dan IPAS dalam Kurikulum Merdeka pada Pengembangan Literasi Numerasi Siswa Kelas IV Sekolah Dasar Hilya Khoerina Amalina; Effy Mulyasari
INTEGRASI : Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 4, No. 2 : INTEGRASI (JULI-DESEMBER 2026)
Publisher : Yayasan Maslahatul Ummah Ilal Jannah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/int.v4i02.311

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran terintegrasi Matematika dan Ilmu Pengetahuan Alam dan Sosial (IPAS) dalam Kurikulum Merdeka serta kontribusinya pada pengembangan literasi numerasi siswa kelas IV di SDN Pasanggrahan 1. Penelitian ini menggunakan pendekatan kualitatif dengan subjek penelitian guru dan siswa kelas IV. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan data melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa pembelajaran terintegrasi Matematika dan IPAS mampu meningkatkan keterlibatan siswa dalam proses pembelajaran serta membantu mereka memahami konsep numerasi secara lebih kontekstual. Siswa menunjukkan peningkatan dalam kemampuan memahami masalah berbasis kehidupan nyata, menerapkan konsep matematika, serta mengembangkan keterampilan berpikir kritis. Namun demikian, implementasi pembelajaran terintegrasi masih menghadapi beberapa kendala, seperti keterbatasan kompetensi guru dalam merancang pembelajaran integratif, kurangnya pelatihan profesional, serta keterbatasan sumber belajar.
GASING Method Training and Elementary Teachers’ Content Knowledge of Basic Arithmetic in West Manggarai, Indonesia Yenni Natalina Buknoni; Turmudi Turmudi; Effy Mulyasari; Eva Puspitasari
Journal Evaluation in Education (JEE) Vol 7 No 3 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i3.3186

Abstract

Purpose of the study: This study examined the effectiveness of GASING (Gampang, Asyik, dan Menyenangkan) method training on elementary school teachers’ content knowledge of basic arithmetic operations, namely addition, subtraction, multiplication, and division, in West Manggarai Regency, East Nusa Tenggara, Indonesia. Methodology: A pre-experimental one-group pretest-posttest design was employed. Fifty-five elementary school teachers in West Manggarai Regency participated in a 10-day (80-hour) GASING training program. A content knowledge test (Cronbach's alpha = 0.89) was administered as the measurement instrument. Data were analyzed using the Wilcoxon signed-rank test, Hake’s normalized gain (N-gain), and Cohen's d, processed with SPSS version 26. Main Findings: Teachers’ content knowledge improved substantially following training, with mean scores rising from 31.00 to 72.09 out of 100, more than double the pretest level. This gain was statistically significant (Wilcoxon Z = −6.441, p < 0.001) and represented a very large practical effect (Cohen's d = 2.94), indicating the improvement was not only reliable but also substantively meaningful. Normalized gain analysis (N-gain = 0.59, medium category) showed that 96.4% of teachers achieved moderate-to-high learning gains, suggesting the training was effective across nearly the entire cohort rather than only for a subset of participants. Novelty/Originality of this study: This study extends the existing GASING literature, unlike prior studies that centered on student learning outcomes or general teacher motivation, this study contributes targeted evidence on teacher professional development in basic arithmetic instruction, offering a replicable, low-resource training model applicable to similarly under-resourced regions in eastern Indonesia.
STRATEGI ADAPTASI INDIKATOR PEMBELAJARAN MATEMATIKA MATERI BILANGAN BERBASIS PROGRAM PENDIDIKAN INDIVIDUAL PADA KURIKULUM MERDEKA BAGI SISWA TUNAGRAHITA KELAS V DI SEKOLAH DASAR INKLUSI Nurhayati, Eti; Effy Mulyasari; Deri Hendriawan; Yuli Andriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51337

Abstract

Inclusive education provides equal opportunities for all students to receive educational services that align with their individual needs and characteristics. However, in practice, students with intellectual disabilities in inclusive elementary schools often face difficulties in learning mathematics because the learning indicators used are generally based on the achievement standards of regular students. Furthermore, limited teacher competence in curriculum adaptation and the lack of collaboration between schools and parents have resulted in the learning needs of students with intellectual disabilities not being optimally addressed. This study aims to formulate a strategy for adapting mathematics learning indicators on the topic of numbers based on the Individualized Education Program (IEP) within the Merdeka Curriculum for fifth-grade students with intellectual disabilities in inclusive elementary schools. The study employed a qualitative approach using a case study method. Data were collected through observations, interviews, and document analysis. The findings indicate that the adaptation of learning indicators was carried out through modifying the complexity level of the material, simplifying learning objectives, utilizing concrete learning media, adjusting instructional methods, and involving parents in the implementation of the Individualized Education Program. Learning indicators designed based on students’ actual abilities were found to improve their participation and understanding of number concepts. Therefore, the development of flexible and individualized learning indicators is an important strategy for supporting successful mathematics learning among students with intellectual disabilities in inclusive elementary schools.
ANALISIS PEMAHAMAN GURU SEKOLAH DASAR TERHADAP STRUKTUR DAN TUJUAN KURIKULUM MERDEKA Hana Nurul Khaerina Sasmita; Iskandar, Sofyan; Mulyasari, Effy
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51423

Abstract

This study aims to analyze elementary school teachers' understanding of the structure and objectives of the Merdeka Curriculum. Using a qualitative approach with a case study design, the research was conducted in two elementary schools in Karawang, in the 2025/2026 academic year. Four informants were selected purposively, consisting of three classroom teachers and one school principal. Data were collected through in-depth interviews, classroom observations, and document studies, then analyzed using the Miles and Huberman model (data reduction, data presentation, conclusion drawing) and validated through source and method triangulation. Findings indicate that teachers' understanding is varied: experienced teachers in urban settings demonstrate more comprehensive understanding of the curriculum's philosophy and structure, while newer teachers in rural areas still struggle to translate Learning Outcomes (CP) into Learning Objective Sequences (ATP) and independently develop teaching modules. Diagnostic assessment understanding remains limited across all informants. The Merdeka Teaching Platform (PMM) serves as the primary learning resource but is hampered by limited digital infrastructure in rural areas. The study concludes that strengthening teacher capacity through systematic training, mentoring, and equitable digital infrastructure is essential.
PENGARUH PENERAPAN PROBLEM BASED LEARNING TERHADAP KEMANDIRIAN BELAJAR PENDIDIKAN PANCASILA SISWA KELAS V SITEPU, ZULHIJJAH FEBRIYANI; MULYASARI, EFFY; SUJANA, ATEP
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51516

Abstract

This study aims to determine the effect of implementing the Problem Based Learning (PBL) model on students’ learning independence in Pancasila Education learning in Grade V at SDN 053 Cisitu. The background of this research is the low level of students’ learning independence, which is characterized by passive learning behavior, dependence on the teacher, and low participation in classroom activities that are still dominated by lecture-based instruction. This study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample consisted of an experimental group and a control group, both of which were given pre-tests and post-tests to measure students’ learning independence. The instruments used were questionnaires and observation sheets. Data were analyzed using descriptive statistics and an independent samples t-test with SPSS. The results showed that learning independence improved in both groups; however, the improvement in the experimental group was higher than in the control group. The post-test mean score of the experimental group was 77.97, while the control group was 71.80. The hypothesis test showed a significance value of 0.002 < 0.05, meaning that H₀ was rejected and H₁ was accepted. Therefore, it can be concluded that the implementation of the Problem Based Learning model has a positive and significant effect on students’ learning independence in Pancasila Education.
PEMBELAJARAN MENDALAM: PENGEMBANGAN MEDIA BERBASIS IS PRING SUITE UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI GEOMETRI SISWA KELAS IV MIS TAHFIDZUL QUR'AN DARUN NAJAH Zahara Br Karo; Effy Mulyasari; Andhin Dyas Fitriani; Ginda Rusit Hasibuan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52873

Abstract

Quality education is a key requirement for realizing a nation that is advanced, just, and prosperous. The deep learning approach has emerged as a new paradigm that emphasizes conceptual understanding and critical reflection in a learning process based on mindful, meaningful, and joyful learning.  Skills in using information and communication technology (ICT) have become essential for educators in the 21st century. Geometry is one of the subjects that students find difficult to learn. This study aims to create an educational media product for fourth-grade elementary school geometry using the iSpring Suite software and integrating the application of the deep learning approach (DLA) based on the iSpring Suite software.  The research and development (R&D) method used consists of five stages: analysis, design, development, implementation, and evaluation (ADDIE). The instruments included a subject matter expert questionnaire, a design expert questionnaire, a teaching practitioner questionnaire, and pre- and post-tests consisting of five essay questions administered to 24 students. The results of the study showed that the subject matter expert assessment scored 68.33% (Acceptable) and the design expert assessment scored 88% (Very Acceptable), while the teaching practitioner assessment scored 96% (Very Practical), and the presentation of student learning achievement reached 95% (Very Effective).
PENGARUH PENGEMBANGAN KURIKULUM BERBASIS KARAKTER TERHADAP SIKAP DISIPLIN SISWA SEKOLAH DASAR Tuti Alawiyah; Effy Mulyasari; Deri Hendriawan; Devi Oktavini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52896

Abstract

This study aims to analyze the effect of character-based curriculum development on the disciplinary attitudes of elementary school students. The background of this research is based on the importance of character education in shaping students' disciplined behavior from an early age. Character-based curriculum development is expected to instill positive values such as responsibility, discipline, honesty, and compliance with school regulations. This study employed a quantitative approach using a survey method. The research population consisted of elementary school students, while the sample was selected using a purposive sampling technique. Data were collected through questionnaires, observations, and documentation. The data were analyzed using simple regression analysis to determine the effect of character-based curriculum development on students' disciplinary attitudes. The results indicate that character-based curriculum development has a positive and significant effect on the disciplinary attitudes of elementary school students. The better the implementation of a character-based curriculum, the higher the level of student discipline in participating in learning activities and complying with school rules. This study is expected to serve as a reference for schools and educators in developing curricula that are not only academically oriented but also focused on the character development of students.
INOVASI KURIKULUM PENDIDIKAN DASAR MELALUI PENDEKATAN FUN LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK Nurwidianing, Susan; Effy Mulyasari; Deri Hendriawan; Tazkiyatul Muna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53697

Abstract

21st-century learning demands innovative learning methods that can increase student engagement in the learning process. One approach relevant to these demands is the fun learning method, a learning method that emphasizes a fun, interactive, and student-centered learning atmosphere. This study aims to describe the implementation of the fun learning method as a 21st-century learning innovation in increasing student engagement. This study uses a qualitative approach with students and teachers at the elementary education level as research subjects. This study uses a qualitative method that involves an in-depth understanding of the phenomena being studied by examining each case in detail. The nature of the problems being studied can vary, and to ensure the success of qualitative research, accurate and complete data collection is required, both in the form of primary data and secondary data. The research results show that the implementation of the fun learning method can create a more engaging learning atmosphere, increase active student participation, and encourage their involvement in asking questions, discussing, and collaborating during the learning process. Furthermore, this method also helps teachers develop creative and innovative learning in accordance with the characteristics of 21st-century learning. Thus, it can be concluded that the fun learning method is an effective learning innovation in increasing student activeness and supporting the achievement of 21st-century learning objectives.
Co-Authors Adhitya, Sandry Agnesti Bilqis Ahmad Suryadi Ahmad Suryadi, Ahmad Ahmad, Pajar Aldi Ibrahim Alief Ya Nur Latifah Andhin Dyas Fitriani Andhyn Dyas Fitriani Anggraeni, Nur Oktavia Anita Permatasari Ar Risydah Futari No Ai De Sousa Arie Rakmat Riyadi Arif Munandar Arif Munandar Arni Rizkiah Arwasih Arwasih Arwasih Arwasih Atep Sujana Aulina Roudlotul Jannah Babang Robandi Badru Zaman Boenga Jenny Hendrianty Budi Setiawan Dadang Sukirman Dede Wiwin Rahmadini Delia Nurul Fauziah Della Amelia Deni Darmawan Depin Depila Deri Hendrawan Deri Hendriawan Devi Anggraeni Devi Oktavini Devi Oktavini Dini Sugiarti Dinn Wahyudin, Dinn Dwi Heryanto Dwi Heryanto Dwi Heryanto Dwiana, Rika Dzulqa, Eryza Tiara Eli Lisnawati Syarifah Elmi Hanjar Bait Elmi Hanjar Bait Eni Kurniasih Eni Kurniasih Eroh Rokayah Eti Nurhayati Eva Puspitasari Eva Riyanti Eva Riyanti Evi Rahmawati Evi Rahmawati Faisal Sadam Muron Faisal Sadam Murron Fauzia Hasanah Febriani, Dinda Rizki Gazella, Shylvia Desty Ginda Rusit Hasibuan Gita Novia Gunawan Anggia R Gunawan Anggia Rahman Gunawan Anggia Rahman Gupi Rohman Nurmansyah Hana Nurul Khaerina Sasmita Hendriawan, Derry Herena Yanti Febriyanti Heryani, Rina Heryanto, Dwi Hesti Wulandari Hilya Khoerina Amalina Ida Farida Ida Rahayu Ida Rahayu Ida Triwahyuni Ihwan Faizin Ikmal Redzuan Indra Suhendra Ira Rengganis Isnaini Nurul Hayati Izzah Muyassaroh Juliati Juliati Juliati Juliati Juniatuz Zulfah Juniatuz Zulfah Kinkin Mustika Dewi Kurniasih, Eni Lilis Maulidiah Astuti Lina Herlina Linda Marselina Lisetiani, Fanni Greis Madroi Madroi Maemunah Maemunah Maria Ulfah Maria Ulfah Marpian Marpian Mela Darmayanti Melisa Melisa Mohammad Ali Mohammad Ali Mubarok Somantri Mufliva, Rosiana Muhamad Abdul Aziz Muhammad Gilang Hendrawan Muhammad Ikhwan Nugraha Muhammad Nasheh Ulwan Muhammad Nasheh Ulwan Naghm Zakarneh Nandang Budiman Non Dwishiera Cahya Anasta Nunung Jubaedah Nur Izzah Syahirah Nur Paridah Nuralvianti, Vema Nuramalia Hidayati Nurdiansah, Yusup Nurhayati Nurhayati Nuriyani, Amalia Laila Nurwidianing, Susan Prasetyo, Rifki Gagak Bayu Prisilia, Sindi Regina Putri Hanifah, Zahra Putri, Givani Nurhayati Rani Citra Bakti Rani Citra Mutia Bakti Rani Citra Mutia Bakti Ratih Shintia Devi Reka Julianti Reka Julianti Retno Fidyah Nuryani Retti Yuwidha Rifqy Muhammad Hamzah Rika Nurbayanti Rina Haruani Rina Heryani Rina Heryani Roaa Aldwaik Rooa Kamel Hasan Abuluruq Rudi Susilana, Rudi Rusdiono Muryanto Sabilah, Nur Syahrin Sakti, Yuda Candra Sandi Budi Iriawan Sapriya Saputra, Dudu Suhandi Sendi Fauzi Giwangsa Shadrina Afra Shylvia Desty Gazella Sitepu, Zulhijjah Febriyani Siti Nurjanah Siti Patimah, Dewi Siti Saodah Sofyan Iskandar, Sofyan Sopyan Iskandar Sufyani Prabawanto, Sufyani Suheti Suheti Sukirman, Dadang Surya, Marcia Ann Tatat Hartati Tatat Hartati Tazkiyatul Muna Toto Fathoni Tunissa, Izmi Fadhila Turmudi Turmudi Tuti Alawiyah Tuti Alawiyah Vema Nuralvianti Wiwin Winarti Wiwin Winarti Wulandari Wulandari Yenni Natalina Buknoni Yuli Andriani Yunita Puji Asih Yunita Pujiasih Zahara Br Karo Zsalzsa Puspa Alivia