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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 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 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 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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Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya Mubiar Agustin; Ryan Dwi Puspita; Dinar Nurinten; Heni Nafiqoh
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1 (2021)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v5i1.598

Abstract

Pandemi covid 19 menjadikan semua jenjang pendidikan termasuk PAUD menghentikan kegiatan pembelajaran secara tatap muka dan berganti dengan sistem daring. Hal ini menimbulkan kekagetan budaya dan kendala dalam proses pembelajaran. Tujuan penelitian ini adalah untuk mengungkap tipikal kendala mengajar guru PAUD saat pandemi covid 19 dan implikasinya pada kegiatan pembelajaran berbasis konsep normal baru. Metode yang digunakan dalam penelitian ini adalah metode survey. Data penelitian diperoleh secara online menggunakan media google form. Sampel dalam penelitian ini adalah 645 guru  yang berada di wilayah Jawa Barat. Hasil penelitian menunjukkan bahwa  kendala mengajar yang dialami guru PAUD pada masa pandemi covid 19 berada  pada empat indikator  yaitu kendala komunikasi, metode pembelajaran,materi dan biaya serta penggunaan teknologi dengan kecenderungan prosentase yang tinggi  berada pada kategori sering dan kadang-kadang.  Tentunya perlu solusi untuk mengatasi masalah ini supaya tidak berdampak secara  sistemik serta supaya  guru PAUD lebih siap menerapkan kegiatan pembelajaran berbasis konsep normal baru.
Cognitive Counselling Effectiveness: Assertive Approach to Deal with Stereotype and Prejudice in Early Childhood Mubiar Agustin; Heny Djoehaeni; Asep Deni Gustiana; Ryan Dwi Puspita; Yoga Adi Pratama
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.v17i1.5913

Abstract

Hateful behavior, driven by stereotypes and prejudice related to ethnicity, gender, religion, politics, aggression, and sexuality, frequently manifests in educational settings. Addressing these issues in early childhood is crucial to fostering inclusive environments. This study employed a quasi-experimental design to evaluate the effectiveness of a Cognitive Behavioral Therapy (CBT)-assertive training intervention in reducing stereotypes and prejudice in early childhood education. Seventy children were sampled, with 20 children each assigned to an experimental and a control group. The findings reveal that children, even at a young age, exhibit stereotyped behaviors of low intensity, and some demonstrate prejudice. The CBT-assertive training intervention significantly reduced these behaviors in the experimental group. Notable outcomes included a marked decrease in stereotyped behaviors and a positive shift in attitudes among children who participated in the training. These results suggest that CBT-assertive training is an effective method for reducing stereotypes and prejudice in early childhood education. Incorporating this approach into early education curricula has the potential to promote social and emotional well-being. CBT-assertive training holds promise as a practical strategy for fostering inclusivity and addressing bias in early childhood. Future research should examine the long-term impact and broader applicability of this intervention in diverse educational settings.
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.
Application of STAD Approach in Differentiated Learning Assisted by Chromebooks to Improve Science Learning Outcomes in Class VI Sinambela, Juli Putra; Dwi Puspita, Ryan
Jurnal Profesi Pendidikan Vol. 4 No. 2 (2025): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v4i2.27401

Abstract

This study is motivated by the need to improve the quality of teaching and student learning outcomes in elementary schools in the context of rapid technological development. The research aims to analyze the impact of implementing the Student Teams Achievement Divisions (STAD) approach in differentiated learning assisted by Chromebooks on the science learning outcomes of sixthgrade students at SD Negeri 2 Harian, Samosir. The STAD approach emphasizes cooperative learning and shared achievement, while differentiated learning accommodates students’ diverse needs in terms of content, process, and assessment. Chromebooks were utilized to support learning flexibility and access to digital resources. This study employed a descriptive qualitative method with a case study design. Data were collected through participatory observation, in-depth interviews, and analysis of students’ learning outcome documents. The research involved seven sixth-grade students with diverse learning characteristics. The results indicate that the integration of the STAD approach with Chromebookassisted differentiated learning increased student engagement, collaboration, and interaction during learning. Quantitative data showed that 85.7% of students achieved scores above the Minimum Completeness Criteria. In addition, qualitative findings revealed improvements in students’ critical thinking, problemsolving abilities, and digital literacy. In conclusion, integrating the STAD approach with Chromebooks creates a collaborative, adaptive, and effective learning environment that enhances science learning outcomes while fostering essential social and technological skills in elementary education.
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.
Transforming Elementary Literacy: A Deep-Learning-Oriented FIVES Model for Mindful, Meaningful, and Joyful Learning Indriyani, Fitri; Nirmala, Sri Dewi; Puspita, Ryan Dwi
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.
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 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 Ika Mustika Indrawan, Gusma Indriyani, Fitri Jamil, Anisa Syarifah Jehan Nisak Nasution 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 Nuraeni Nuraeni Nurfalah, Nenden 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 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 Sinambela, Juli Putra Sisma, Astrian Siti Fahriyah Siti Nur Tsumniyati 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 Yonanda, Devi Afriyuni Yulia Indra Rahayu Zam Zam Jamaludin Zaqiyah Lailatul Farihah Zulfikar, Raudhahtul Jannah