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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Pendidikan Humaniora Jurnal Pendidikan Indonesia Primary: Jurnal Pendidikan Guru Sekolah Dasar Mimbar Sekolah Dasar Jurnal Pendidikan Islam Indonesian Language Education and Literature Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JURNAL PENDIDIKAN JASMANI DAN OLAHRAGA Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam ABDIMAS SILIWANGI Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu JMIE (Journal of Madrasah Ibtidaiyah Education) COLLASE (Creative of Learning Students Elementary Education) PrimaryEdu - Journal of Primary Education GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Syntax Idea Jurnal Ilmiah Profesi Pendidikan Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) ELEMENTARY : Jurnal Inovasi Pendidikan Dasar SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Basicedu Jurnal Pendidikan Dasar Jurnal Profesi Pendidikan (JPP) Indonesian Journal of Education Research (IJoER) Jurnal Edukasi Sebelas April Jurnal Elementaria Edukasia
Ryan Dwi Puspita
IKIP Siliwangi
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Keterampilan menulis karangan deskripsi menggunakan media gambar Sisma, Astrian; Mugara, Ronny; Puspita, Ryan Dwi
COLLASE (Creative of Learning Students Elementary Education) Vol. 8 No. 3 (2025)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v8i3.6293

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui seberapa besar pengaruh penggunaan media gambar dalam meningkatkan keterampilan menulis karangan deskripsi. Metode dalam penelitian ini menggunakan kajian literatur dan menggunakan 5 artikel yang publish pada jurnal nasional. Subjek penelitian adalah siswa sekolah dasar kelas III sampai dengan kelas VI. Hasil penelitian dari ke 5 artikel yang dikaji oleh peneliti menunjukan adanya peningkatan yang terjadi pada keterampilan menulis karangan deskripsi menggunakan media gambar. Hasil analisis penggunaan media gambar pada siklus I dengan rata-rata sebesar 61,50% dan pada siklus II sebesar 86%.
The Development of Integrated Thematic Learning Devices Based on Interactive Compensatory Model to Improve Students' Reading Comprehension in Islamic Elementary School Puspita, Ryan Dwi; Agustina, Susanti; Gustiana, Asep Deni; Wardani, Duhita Savira
Jurnal Pendidikan Islam Vol 6 No 2 (2020): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v6i2.8305

Abstract

This study aims to examine the effect of using interactive compensatory model (ICM)-based integrated thematic learning tools to improve students' reading comprehension of information text comprehension for fifth grade elementary school. This research was conducted in three stages. The first phase of the preliminary study included a literature study, field surveys and expert-validated initial product preparation. The second stage of development included limited trials and extensive trials through experimental methods. The third stage was product testing and socialization of the results to try out its efficacy. Data were obtained through observation, interviews, questionnaires and test (pre-test and post-test). This study used a sample of 504 grade fifth students in 12 elementary schools in Bandung Regency. The results of this study indicate that the use of ICM-based integrated thematic learning tools has a significant effect on students' improvement for reading comprehension on information text for fifth grade elementary school. This is evidenced by the difference in students' reading comprehension ability before and after learning using ICM-based integrated thematic learning tools. This research has implications for the ease with which teachers can achieve learning objectives with the support of teaching materials, media, worksheets and interesting and practical activities that can stimulate students to improve their reading comprehension skills.
Deep learning for deep learners: Integrasi dalam perangkat ajar Sutinah, Cucun; Dwi Puspita, Ryan; Fitria, Amie
Abdimas Siliwangi Vol. 8 No. 2 (2025): Juni 2025
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v8i2.27148

Abstract

Penerapan pendekatan deep learning dalam pembelajaran di sekolah dasar menjadi tantangan besar, terutama dalam hal penyusunan perangkat ajar yang mendukung prinsip-prinsip deep learning: berkesadaran, bermakna, dan menggembirakan. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman dan kompetensi guru dalam menyusun perangkat ajar yang mengintegrasikan deep learning. Metode yang digunakan adalah workshop berbasis pelatihan langsung, yang melibatkan 20 guru dari beberapa sekolah dasar di Kota Cimahi. Pelaksanaan workshop dilakukan melalui pemaparan teori, diskusi kelompok, dan praktik penyusunan perangkat ajar yang sesuai dengan prinsip deep learning. Hasil pengabdian menunjukkan peningkatan signifikan dalam pemahaman konsep deep learning, yang tercermin dari perbedaan skor tes pre dan post workshop. Selain itu, kompetensi guru dalam menyusun perangkat ajar yang mengintegrasikan deep learning juga meningkat, berdasarkan analisis rubrik penilaian perangkat ajar yang disusun. Kesimpulan dari kegiatan ini adalah pelatihan berbasis praktik efektif dalam meningkatkan pemahaman dan keterampilan guru dalam merancang pembelajaran yang sesuai dengan prinsip deep learning, sehingga dapat meningkatkan kualitas pendidikan di sekolah dasar. The implementation of the deep learning approach in elementary school learning is a major challenge, especially in terms of compiling teaching materials that support the principles of deep learning: conscious, meaningful, and joyful. This community service activity aims to improve teachers' understanding and competence in compiling teaching materials that integrate deep learning. The method used is a workshop based on direct training, involving 20 teachers from several elementary schools in Cimahi City. The workshop was carried out through theoretical presentations, group discussions, and practices in compiling teaching materials in accordance with the principles of deep learning. The results of the community service showed a significant increase in understanding the concept of deep learning, as reflected in the difference in pre- and post-workshop test scores. In addition, teachers' competence in compiling teaching materials that integrate deep learning also increased, based on the analysis of the assessment rubric for the teaching materials that were prepared. The conclusion of this activity is that practice-based training is effective in improving teachers' understanding and skills in designing learning that is in accordance with the principles of deep learning, so that it can improve the quality of education in elementary schools.
PEMBELAJARAN BERBASIS MASALAH DALAM MENGEMBANGKAN BERPIKIR KRITIS DAN KREATIF SISWA UNTUK MEWUJUDKAN PROFIL PELAJAR PANCASILA Riska; Riska, Riska; Dwi Puspita, Ryan
Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/perseda.v8i1.3091

Abstract

This study aims to improve the critical and creative thinking skills of elementary school students through the application of the Problem-Based Learning (PBL) model. The background of this research is the low level of students' higher-order thinking skills, due to the dominance of conventional teaching methods that fail to actively involve students in the learning process. The research employed a Classroom Action Research (CAR) design, implemented in two cycles, with each cycle consisting of four stages: planning, action, observation, and reflection. The population in this study was fifth-grade students of an elementary school in Indonesia. The sample was selected using a purposive sampling technique, involving one class of 28 students. The research was conducted over two months, from February to March 2025, at SD Negeri Kutai, Indonesia. Data collection techniques included tests of critical thinking, student activity observation sheets, and creativity questionnaires. The research instruments consisted of a critical thinking test, a student activity observation sheet, and a creativity questionnaire. The data were analyzed using descriptive and comparative techniques between cycles to measure improvements in students’ thinking skills and learning activities. The results showed that the application of PBL significantly improved students’ critical and creative thinking abilities, as indicated by increased test scores, more active participation in learning activities, and higher creativity scores in each cycle. In addition, this model also supported the strengthening of Pancasila Student Profile values, such as collaboration, responsibility, and environmental awareness. Based on these findings, it can be concluded that Problem-Based Learning is an effective instructional method to foster students’ character development and 21st-century skills in elementary education
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS VI MI HIFDZUL QUR’AN Salsabila Annisa Fitri; Annisa Fitri, Salsabila; Dwi Puspita, Ryan
Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Vol. 8 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/perseda.v8i1.3109

Abstract

This research is motivated by the low learning outcomes of grade VI students of MI Hifdzul Qur’an. The problem formulation in this study is how the application of the make a match type cooperative learning model can improve student’s learning outcomes. The purpose of this study was to analyze the application of the make a match type cooperative learning model in improving the learning outcomes of grade VI students of MI Hifdzul Qur’an. This research uses descriptive qualitative research. The subjects in this study were a teacher and 6th grade students of MI Hifdzul Qur’an totaling 26 students. The data collection techniques used were observation, interview, and documentation. The data analysis techniques used were data condensation, data presentation, and conclusion drawing. The results showed that the application of the make a match type cooperative learning model was carried out with steps including a) the teacher prepares question cards and answer cards; b) students get one question card and one answer card; c) students are given the opportunity to find answer; d) students look for the appropriate card pair; e) finally conclude together the fraction and decimal material. The evaluation stage that the make a match type cooperative learning model is effective to be implemented in mathematics subjects of grade VI MI Hifdzul Qur’an. Based on the hypothesis that has been formulated, it has been proven that in the overall learning activities conducted by the researcher in terms of planning, implementation, and evaluation, the application of the make a match type cooperative learning model can effectively improve the learning outcomes of sixth-grade students at MI Hifdzul Qur’an.
Penerapan Teori Belajar Sosial Pemberian Reward and Punishment Mata Pelajaran Pendidikan Pancasila Sekolah Dasar Indrawan, Gusma; Puspita, Ryan Dwi
Jurnal Basicedu Vol. 9 No. 4 (2025): August
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i4.10069

Abstract

Penelitian ini memiliki tujuan untuk mengetahui pelaksanaan dan dampak Penerapan teori belajar sosial dengan dalam pemberian Reward dan Punishment dalam pembelajaran Pendidikan Pancasila di SD Negeri 107967 Pelintahan. Jenis penelitian ini menggunakan penelitian kuantitatif bentuk penelitian desain eksperimen menggunakan metode penelitian pre eksperimental design jenis one group pretest posttest design. Hasil penelitian menunjukkkan Data pre-test memiliki nilai rata-rata 48,57. Hasil post-test memiliki nilai rata-rata 78,09. Artinya rata-rata nilai post-test lebih besar daripada rata-rata nilai pre-test. Terdapat perbedaan hasil belajar yang signifikan sehingga ada pengaruh penerapan teori belajar sosial berupa pemberian Reward and Punishment bahwa Ha diterima dan H0 ditolak karena nilai signifikansi (2-tailed) lebih kecil dari 0,05 yakni 0,000 < 0,05. Peningkatan N-Gain menunjukkan peningkatan pemahaman peserta didik terhadap materi setelah pembelajaran dengan N-Gain Skor dengan kategori Sedang. Hasil penelitian menunjukkkan bahwa terdapat hasil yang signifikan pemberian Reward terhadap motivasi belajar peserta didik. Apabila pendidik memberi Reward and punishmet kepada peserta didik, maka motivasi belajar peserta didik dapat meningkat
Application of Humanistic Theory Assisted by Deep Learning in Science Learning Grade 4 SDN 108/1 Sungai Rumbai Mira Astria; Dwi Puspita, Ryan
Jurnal Profesi Pendidikan Vol. 4 No. 1 (2025): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i1.27433

Abstract

This study investigates the integration of humanistic learning theory with a deep learning approach in science education for fourth-grade students at SDN 108/1 Sungai Rumbai. We used a descriptive qualitative method and purposive sampling to select 14 students who actively participated in science learning. The research utilized validated instruments, including observation sheets, questionnaires, and student reflection notes, with a validity score ≥ 0.80 and reliability (Cronbach’s Alpha) of 0.85. Data were analyzed thematically for qualitative aspects and using descriptive statistics and the Wilcoxon test for quantitative learning outcomes. Findings indicate significant improvements in student engagement, understanding of concepts, and emotional expression. Learning activities, supported by Canva and Wordwall, fostered interactive and joyful learning environments. Students demonstrated increased focus, confidence, and the ability to relate science material to personal experiences. Before the intervention, only 68% of students met learning targets, whereas after the implementation, 91.7% achieved satisfactory outcomes. Despite limitations in sample size and duration, the study emphasizes the promise of combining psychological theory and digital tools to improve science learning outcomes. This integration offers a promising model for 21st-century learning that is mindful, meaningful, and emotionally engaging.
Implementation of Constructivism-Based Game-Based Learning Model in Science Learning for Grade IV Prayogi, Oky; Dwi Puspita, Ryan
Jurnal Profesi Pendidikan Vol. 4 No. 1 (2025): June
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i1.27441

Abstract

This study aims to describe the implementation of a Game-Based Learning model grounded in constructivist theory in the teaching of Science and Social Studies (IPAS) in fourth-grade elementary school classrooms. This descriptive research explores the learning process that incorporates educational games to foster students’ active engagement in constructing conceptual understanding. The participants of this study were fourth-grade teachers and students at SDN 6 Metro Pusat. Data collection techniques included observation and interviews. The findings indicate that the use of Game-Based Learning enhances student participation in learning activities, promotes collaboration, and strengthens conceptual understanding through real-life learning experiences. Data presentation shows that 83% of students expressed agreement with the constructivism-based Game-Based Learning approach, categorized as forceful. In addition, teacher interviews revealed a score of 79%, categorized as strong. Thus, the constructivist-based Game-Based Learning approach has been proven to create an enjoyable learning environment and stimulate students' intrinsic motivation. These findings suggest that the implementation of educational games integrated with a constructivist approach has the potential to be an effective learning strategy to improve the quality of IPAS education in elementary schools
PEMANFAATAN VIDEO PEMBELAJARAN BERORIENTASI TEORI KOGNITIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS V Fivtia Neri Yusra; Ryan Dwi Puspita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25504

Abstract

The primary objective of this research was to investigate the effectiveness of technology-based educational media, specifically those aligned with cognitive learning theory, in improving the mathematical concept comprehension of fifth-grade students. As society advances technologically, it becomes imperative for educators to incorporate these tools into their teaching practices. This integration aims to develop more captivating and creative learning resources that actively engage students and facilitate their acquisition of knowledge. The broader aspiration is that by utilizing technology in mathematics education, the subject will become a preferred discipline for students, thereby dispelling the common perception that mathematics is intimidating and inherently challenging. This study employed a descriptive research methodology. Data collection involved two main techniques: direct observation of classroom activities and assessment through learning outcome tests. The research sample consisted of 13 fifth-grade students enrolled at SDN 07 2X11 Kayutanam. The results of the study demonstrated a favorable outcome regarding the use of cognitive theory-oriented technology media in enhancing fifth-grade students' understanding of mathematical concepts. This suggests that such technological integration can indeed cultivate a more enjoyable and stimulating learning environment, encouraging students to participate actively in their educational journey. In conclusion, this research provides strong evidence that the mathematical concept comprehension of fifth-grade students can be significantly improved through the strategic implementation of technology media grounded in cognitive theory.
PENERAPAN PENDEKATAN KONSTRUKTIVISME UNTUK MEMBANGUN PEMAHAMAN DALAM PEMBELAJARAN IPAS SISWA KELAS VI SDIT AR-RAYU Jehan Nisak Nasution; Ryan Dwi Puspita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27142

Abstract

This study aims to describe the implementation of the constructivist approach to build understanding among sixth-grade students at SDIT Ar-Rayu. The constructivist approach emphasizes that knowledge is not obtained passively but is actively constructed by students through direct experiences, exploration, social interaction, and reflection on the learning processes they undergo, particularly in the IPAS subject on the six continents of the world. In this learning model, the teacher acts as a facilitator who creates an open learning environment that supports students’ active engagement. This study used a descriptive method with data collection techniques including classroom observation, interviews, and documentation throughout the learning process. With a total of 23 students, the results showed that 87% of students became more active in the learning process, 82% demonstrated increased curiosity, and 78% were able to connect new knowledge with previous experiences. Learning strategies such as problem-based learning, small group discussions, experiments, and open-ended questioning encouraged students to think critically, express their opinions, and develop more meaningful understanding of the lesson content. In addition, 85% of students showed improvement in social skills such as collaboration and communication. The teacher played a key role as a facilitator in designing meaningful activities and promoting student exploration. Therefore, it can be concluded that the consistent and well-planned implementation of the constructivist approach is effective in improving the quality of students' understanding and creating a student-centered learning process.
Co-Authors AGUS PRIYANTO Ahmad Muhibbullah Andreas Ivan Anggraeni, Poppy Anggraini, Alif Tulusiyah Ani Nur’aeni Annisa Fitri, Salsabila Apriyanti Syariana Adiha Ari Widodo Asep Deni Gustiana Asep Ikin Sugandi Aulia Ismiyani Mubariqoh Azzahro, Namira Aulia Bachrudin Musthafa Bunyamin Maftuh Cunayah, Hana Dadang Sunendar Daniel Krisna Santoso Deden Herdiana Altaftazani Deri Fadly Pratama, Deri Fadly Devita Anggraeni Dewi Santi Diah Pujasari Dinar Nur Inten Duhita Savira Wardani Eris Septiana Eti Rohaeti, Euis Evi Susanti Fasha, Linda Hania Fathurrahman Fathurrahman Fauzi, Muhammad Rizal Firdaus, Anugrah Ramadhan Firmansyah, Dida Fitria, Amie Fivtia Neri Yusra Galih Dani Septiyan Rahayu Ghany Taufik Sidik Gustiana, Asep Deni Hajah Raafi Iman Harahap, Suaibah Aslamiyah Heni Nafiqoh Heny Djoehaeni Herdiana Althaftazani, Deden Indrawan, Gusma Indriyani, Fitri Jamil, Anisa Syarifah Jehan Nisak Nasution Julia Adenti Khoerunnisa, Adinda Kurniawan, Pandi Fajar Kustiana, Kustiana LIA AMALIA LISYALAMA, AMALIA Mira Astria Mubiar Agustin Muftianti, Agni Mursyiddah, Delya Azmiyati Mustika, Ika NAFIQOH, HENI Namira Aulia Azzahro Novitasari, Veradiana Nur Khadijah Nur Mahardika, Sofyan Nurfalah, Nenden Nurmaya, Sulastri Popong Hoerun Nisa Pramularsih, Mariano Satya Prayogi, Oky Pujasari, Diah Putri Aprichylla, Pinky Qurnia Permata Rabbani, Sylvia Rahma Ayuni Rahma Rahadiana Rahman Rahman Rahman ` Rahmawati Permana, Rima Resty Setyoningsih Reynaldi Azhar Riska Riska Riska Robi’ah Al-Adawiyah, Isyfa Rointan Sipangkar Ronny Mugara Ronny Mugara, Ronny Rossa Aulia Putri Barus Rully Agung Rully Agung Yudiantara Salma Apriliya Salsa Sabila Dwi Amorita Salsabila Annisa Fitri Samsudin, Asep Sandi, Neneng Kurnia santi, Selvi nur Sarah Nur’aini Luthfiyah Satrio Umar Gani Satrio, Aji Selvia Anggraeni Setiyadi, Ruli Shalfa Annisa Putri Adiwirya Silvya Rabbani Sinambela, Juli Putra Sisma, Astrian Siti Nurhasanah Hidayat Sri Dewi Nirmala Sukma Murni Susanti Agustina Susanti Agustina, Susanti Susanti, Dini Susi Setiawati Susilawati, Susilawati Sutinah, Cucun Tantris, Intan Ega Tanty Aulina Ulfah Fauziyyah Hakim Umar Gani, Satrio Wahyu Sopandi Wardani, Duhita Savira Wardani, Duhita Savira Wardhani, Duhita Savira WIDIASTARI, NI GUSTI AYU PUTU Widiastuti, Indri Wina Meida Yanti Aprianti Kartini Yeni Hadianti Yoga Adi Pratama Zam Zam Jamaludin Zaqiyah Lailatul Farihah Zulfikar, Raudhahtul Jannah