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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Pendidikan Indonesia Mimbar Sekolah Dasar Jurnal Pendidikan Islam Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan UNIGA 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 Cakrawala Pendas Jurnal Basicedu Jurnal Pendidikan Dasar Jurnal Profesi Pendidikan (JPP) CENDEKIA PENDIDIKAN Indonesian Journal of Education Research (IJoER) Jurnal Edukasi Sebelas April Jurnal Elementaria Edukasia Indonesian Language Education and Literature
Ryan Dwi Puspita
IKIP Siliwangi
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry 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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Innovative E-Module Design Using the FIVES Model: Strengthening Literacy and Numeracy in Elementary Schools Sri Dewi Nirmala; Ryan Dwi Puspita
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6756

Abstract

Literacy and numeracy are critical foundations for developing elementary students’ problem-solving and critical thinking skills. To support these competencies, structured e-learning modules are essential. This study explores the design of e-learning modules based on the FIVES learning model—a pedagogical framework consisting of Focus, Inquiry, Vocabulary, Evidence, and Summary—to enhance literacy and numeracy at the elementary level. Using a qualitative, exploratory approach, data were collected through in-depth interviews with eight teachers and classroom observations of eight fourth-grade classes across elementary schools in West Java, DKI Jakarta, Banten, and Lampung. Data were analyzed using the Miles and Huberman model, involving data reduction, display, and conclusion drawing. The findings indicate that effective FIVES-based e-learning modules should include interactive text activities, inquiry-driven tasks, vocabulary development components, and evidence-based comprehension exercises. Customized formative assessments were also identified as essential tools to evaluate students’ literacy and numeracy progress. The modules showed strong potential to support active learning and knowledge construction aligned with students’ developmental needs. The integration of the FIVES model into e-learning design can significantly enhance foundational literacy and numeracy skills through a structured and student-centered approach. Future research should investigate the scalability of these modules, assess their performance in varied educational settings, and explore integration with other digital tools to improve learning outcomes.
IMPLEMENTASI TEORI BELAJAR KOGNITIF PADA PEMBELAJARAN MATEMATIKA DALAM PENERAPAN KONSEP KPK DENGAN MENGGUNAKAN MEDIA PAPAN MUSI PADA SISWA KELAS V SD RAHMA AYUNI; RYAN DWI PUSPITA
Jurnal Pendidikan Dasar Vol. 16 No. 2 (2025): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v16i2.62267

Abstract

This study aims to analyze the application of cognitive learning theory through the media of Musi Board (Multifunctional Board) in improving the conceptual understanding of 5 Grade elementary school students in the Smallest Common Multiples (KPK). The research background is based on the global challenges in building students' mathematical conceptual thinking skills, which is exacerbated by the dominance of procedural methods. A descriptive qualitative approach was used to observe the process of constructing students' knowledge through interaction with the media of the Musi Board. Data were collected through passive participant observation and description diagnostic tests. The results of the study show that the Musi Board acts as an effective cognitive scaffolding, bridging students' concrete and abstract thinking through sensorimotor and manipulative experiences. Physical interaction with the media facilitates the visualization of patterns and relationships between numbers, forming an accurate mental representation of the concept of the KPK. In addition, these implementations create a dynamic and participatory learning environment, where group discussions deepen students' conceptual understanding and hone their metacognitive skills. In conclusion, the integration of cognitive learning theory with Musi Board media has proven to be effective in improving the quality of mathematics learning in elementary schools, shifting students' understanding from procedural memorization to deep conceptual understanding.
EFEKTIVITAS E-MODUL AJAR TERDIFERENSIASI BERBASIS MODEL PEMBELAJARAN LDR (LEARN, DO, REFLECT) DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH DASAR Khoerunnisa, Adinda; Dwi Puspita, Ryan; Dewi Nirmala, Sri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.40627

Abstract

Elementary school students’ mathematical problem-solving abilities play an important role in developing logical and creative thinking; however, these abilities are still not optimal due to limitations in learning models, teachers’ understanding of students’ needs, and the use of technology. Therefore, adaptive and contextual learning innovations are required, one of which is the development of a teaching e-module based on the LDR (Learn, Do, Reflect) model, designed to improve mathematical problem-solving abilities in an interactive and meaningful manner. This study aimed to examine the effectiveness and practicality of a differentiated teaching e-module based on the LDR (Learn, Do, Reflect) model in enhancing the mathematical problem-solving abilities of fifth-grade elementary school students. The study employed a research and development (R&D) approach using the ADDIE model and involved experts, teachers, and elementary school students. Effectiveness was tested through a quasi-experimental design, while practicality was evaluated using interviews, observations, student learning journals, and teacher questionnaires. The results indicated that the teaching e-module received highly positive responses and was effective in improving students’ mathematical problem-solving abilities, as evidenced by a significant difference between the experimental and control groups and a medium N-Gain value, indicating that the e-module is suitable for implementation in elementary school mathematics instruction.
Effectiveness of the CTL Model Using Liveworksheets to Improve Creative Thinking and Science Process Skills of Grade IV Elementary School Students Azzahro, Namira Aulia; Sugandi, Asep Ikin; Puspita, Ryan Dwi
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i1.53484

Abstract

Study this aim for analyze effectiveness of the Contextual Teaching and Learning (CTL) learning model liveworksheet for increase think creative and science process skills student Grade IV Elementary School. Background from study This is low activity student in class as well as method conventional teacher - centered research method. is Research and Development (R&D) with the Borg and Gall model, which is limited to seven stages development. Subject in study This is 15 students Class IV of SDN Budi Asih for limited testing, and 36 students Class IV of SDN 4 Ciharashas for area test. Instrument data collection includes interviews, observations, and instrument tests. Validation results experts show the product is worthy used with an average percentage of practicality reached 80%. In the trial field area, class experiments show significant improvement with an N-Gain of 0.62 (medium) for think creative and 0.65 (moderate) for science process skills. The results taller compared with the class control which obtained 0.34 and 0.49 respectively. It can be concluded that effectiveness of the assisted CTL learning model embedded live worksheet​ method brainstorming can increase think creative and science process skills student grade IV elementary school.
Effectiveness of the Deep Learning Oriented FIVES Model in Improving Fifth Grade Elementary Students' Reading Literacy Tantris, Intan Ega; Puspita, Ryan Dwi; Kustiana, Kustiana
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i1.53487

Abstract

This study aims to analyze the effect of the Deep Learning-oriented FIVES model on the reading literacy skills of elementary school students. This study uses the Research and Development (R&D) research method with the Borg and Gall model. The research subjects consisted of fifth-grade students of SDN Wanakerta for limited testing, and 60 fifth-grade students of SD Negeri Purwadadi II for extensive testing. The instrument used was a reading literacy ability test in the form of a pretest and posttest. Data analysis was carried out through normality tests, Mann-Whitney tests, N-Gain tests, and effect size calculations. The results showed that there was a significant difference in reading literacy skills between the experimental class and the control class after the intervention (sig. = 0.004 < 0.05). The average increase in N-Gain in the experimental class was 57.96% (quite effective category), while in the control class it was 33.38% (less effective category). The effect size calculation showed a value of r = 0.66 which is included in the large category. These findings indicate that the Deep Learning-oriented FIVES model has a significant and strong influence on improving elementary school students' reading literacy skills.
Transforming Elementary Literacy: A Deep-Learning-Oriented FIVES Model for Mindful, Meaningful, and Joyful Learning Fitri Indriyani; Sri Dewi Nirmala; Ryan Dwi Puspita
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i1.2602

Abstract

Purpose of the study: The study aims to investigate the impact of the deep-learning-oriented FIVES (Facts, Inferences, Vocabulary, Experiences, Summarize) model on reading and writing literacy among fifth-grade students. It specifically examines how the model facilitates the manifestation of mindful, meaningful, and joyful learning principles within the primary educational context Methodology: This study employs a qualitative descriptive approach to analyze the implementation of the deep-learning-oriented FIVES model. Subjects were selected via purposive sampling, involving fifth-grade students at SDN Ramea 1. Data were gathered through systematic observations and field notes, then analyzed using data reduction, display, and conclusion drawing techniques to ensure the credibility and depth of the findings. Main Findings: The implementation of the deep-learning-oriented FIVES model significantly proves to strengthen the principles of mindful, meaningful, and joyful learning. Students are capable of meticulously analyzing texts, connecting material with personal experiences, and exhibiting high enthusiasm during collaboration. This model effectively transforms literacy into a process of deep meaning construction, which enhances both writing quality and students' critical thinking skills. Novelty/Originality of this study: This study advances existing knowledge by integrating the FIVES model with a deep learning approach, specifically emphasizing the synergy between mindful, meaningful, and joyful principles. It provides a transformative pedagogical framework that transcends technical skill acquisition, offering unique strategies for primary educators to cultivate 21st-century literacy competencies through reflective, student-centered, and emotionally resonant classroom ecosystems.
OPTIMALISASI PENERAPAN PENDEKATAN KONTEKSTUAL BERBASIS PEMBELAJARAN SOSIAL UNTUK MENINGKATKAN HASIL BELAJAR IPAS MATERI GERAK BENDA PADA SISWA KELAS III SD NEGERI 03 SIKASUR Dhiemas; Ryan Dwi Puspita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47038

Abstract

IPAS learning in elementary schools not only emphasizes factual mastery but also conceptual understanding related to students' social lives and real experiences. However, third-grade students still experience difficulties in understanding the concept of object motion. This study aims to optimize the application of a social learning-based contextual approach to improve IPAS learning outcomes on the topic of object motion for third-grade students at SD Negeri 03 Sikasur. This study used Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects were 36 third-grade students. The results showed a significant improvement in student learning outcomes. In Cycle I, the percentage of students achieving mastery reached 67.22%, which then increased in Cycle II to 83.33%. In addition, student activeness and cooperation also improved. Thus, the contextual approach based on social learning is effective in improving IPAS learning outcomes on the topic of object motion.
INTEGRASI TEORI BELAJAR BEHAVIORISME DAN KEARIFAN LOKAL DALAM PEMBELAJARAN ETNOMATEMATIKA Herawati; Dwi Puspita, Ryan
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.v11i02.47098

Abstract

The purpose of this study is to examine the effectiveness of internalization of local cultural character values ​​on students' learning behavior in mathematics learning based on the integration of behaviorism learning theory and local culture in ethnomathematics learning. The research methodology used is descriptive qualitative research with a population of 19 fifth-grade students at SDN Sukarasa 01, Tanjungsari District, Bogor Regency. To obtain research data, the results of observations of pedagogical practices in fifth-grade students and interview sheets of fifth-grade students after carrying out learning activities are observed. The findings of this study indicate changes in behavior in mathematics learning after being given a stimulus (S) by combining local cultural elements (traditional food and regional traditions) into mathematical problems (story problems related to fractions) and given reinforcement such as star stamps and points on student worksheets. To improve students' understanding in performing mathematical arithmetic operations, students are given repeated practice (drill) as a form of reinforcement. The conclusion of the research findings is that students show active participation behavior during mathematics learning.
Penerapan Teori Konstruktivisme dalam Pembelajaran Pendidikan Pancasila di Kelas IV SDN 18 Dodu Fathurrahman Fathurrahman; Ryan Dwi Puspita
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.2883

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan teori konstruktivisme dalam pembelajaran Pendidikan Pancasila di kelas IV SDN 18 Dodu. Penelitian kualitatif ini menggunakan instrumen berupa lembar observasi, dokumentasi, dan wawancara untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa guru telah menerapkan prinsip-prinsip konstruktivisme dalam proses pembelajaran, seperti memberikan kesempatan kepada siswa untuk membangun pengetahuan sendiri melalui pengalaman, interaksi, dan refleksi. Penggunaan model pembelajaran berbasis masalah (PBL) dan pendekatan culturally responsive teaching juga mendukung terwujudnya pembelajaran yang berpusat pada siswa. Siswa aktif terlibat dalam kegiatan belajar, berkolaborasi dengan teman sekelompok, dan menunjukkan kemampuan berpikir kritis dalam memecahkan masalah.
Model Team Games Tournament (TGT) dalam pembelajaran Matematika pada kemampuan berhitung siswa Sekolah Dasar Selvi nur santi; Ruli Setiyadi; Anugrah Ramadhan Firdaus; Ryan Dwi Puspita
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 2 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i2.6151

Abstract

This research is to study theoretically the Team Games Tournament model in mathematics learning in elementary school students' numeracy skills. The method in this research is a literature study and the sample comes from five articles published in national journals. Then the results of this study are influential to determine the implementation of the Team Games Tournament model in mathematics learning on the numeracy abilities of elementary school students. The results of the study in this study showed that there was an increase in the ability of students to understand mathematics concepts after using the Team Games Tournament model. The increase in applying the Team Games Tournament model of learning provides a significant increase in understanding, the Team Games Tournament learning model is better than learning using the conventional model, because in the ongoing learning process it can create a pleasant learning atmosphere and students are not afraid to issue opinions so that the Team Games Tournament model indirectly can also increase the interest in learning elementary school students towards mathematics.
Co-Authors Agni Muftianti AGUS PRIYANTO Ahmad Muhibbullah Aji Satrio Andreas Ivan Anggraeni, Poppy Anggraini, Alif Tulusiyah Ani Nur’aeni Annisa Fitri, Salsabila Anugrah Ramadhan Firdaus Apriyanti Syariana Adiha Ari Widodo Asep Deni Gustiana Asep Ikin Sugandi Asep Samsudin Aulia Ismiyani Mubariqoh Azzahro, Namira Aulia Bachrudin Musthafa Bunyamin Maftuh Cunayah, Hana Dadang Sunendar Daniel Krisna Santoso Deden Herdiana Altaftazani Della Arumnita Sudrajat Dendi Irawan Deri Fadly Pratama, Deri Fadly Devita Anggraeni Dewi Santi Dhiemas Diah Pujasari Dinar Nur Inten Duhita Savira Wardani Duhita Savira Wardani Eka Kurnia Eris Septiana Eti Rohaeti, Euis Evi Susanti Fasha, Linda Hania Fathurrahman Fathurrahman Fathurrahman Fathurrahman Fauzi, Muhammad Rizal Firmansyah, Dida Fitri Indriyani Fitri Indriyani 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 Herawati Herdiana Althaftazani, Deden Hidayatna, Hidayatna Ii Istiqomah Ika Mustika Indrawan, Gusma Jamil, Anisa Syarifah Jehan Nisak Nasution Juli Putra Sinambela Julia Adenti Julianti Julianti Kartimi 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 Nur Tsumniyati, Siti Nuraeni Nuraeni Nurfalah, Nenden Nurhayati Nurmaya, Sulastri Oktamia Suci, Lidya 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 Risma Rahmawati 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 Sarah Nur’aini Luthfiyah Satrio Umar Gani Satrio, Aji Selvi nur santi Selvia Anggraeni Setiyadi, Ruli Shalfa Annisa Putri Adiwirya Silvya Rabbani Sisma, Astrian Siti Fahriyah Siti Nurhasanah Hidayat Sri Dewi Nirmala Sri Dewi Nirmala Sukma Murni Susanti Agustina Susanti Agustina, Susanti Susanti, Dini Susi Setiawati Sutinah, Cucun Tantris, Intan Ega Tanty Aulina Tita Alawiyah 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 Yonanda, Devi Afriyuni Yulia Indra Rahayu Zam Zam Jamaludin Zaqiyah Lailatul Farihah Zulfikar, Raudhahtul Jannah