Garuda - Garba Rujukan Digital

Analisis Media Pembelajaran Lingkaran Hari dalam Meningkatkan Minat Belajar Anak Berkebutuhan Khusus di SLB Negeri 2 Bantul Lovandri Dwanda Putra; Aulya Ade Primasta Sugiarto; Siti Aisyah; Lulu Rizqi Novianti; Catur Hakim Setiawan
Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i3.5158

Penelitian ini bertujuan untuk menganalisis media pembelajaran lingkaran hari untuk memberikan terapi bagi siswa supaya siswa dapat belajar mengenal hari dengan mudah, serta dapat meningkatkan minat belajar siswa. Subjek dalam penelitian ini adalah 11 siswa berkebutuhan khusus kelas 1 di SLB N 2 Bantul. Penelitian ini menggunakan metode penelitian kualitatif dengan observasi dan wawancara. Observasi dan wawancara dilakukan untuk mengumpulkan data secara langsung di lapangan. Pengumpulan data dilakukan pada natural setting (kondisi yang alamiah), sumber data primer dan teknik pengumpulan data lebih banyak pada observasi berperan serta (participant observaction), wawancara mendalam (in depth interview), dan dokumentasi. Hasil penelitian setelah menggunakan media lingkaran hari, siswa berkebutuhan terlihat antusias menggunakan media pembelajaran yang mengakomodir keterbatasan indra pendengarannya, melalui penyajian teks pada media lingkari untuk mengilustrasikan sebuah angka, gambar, nama hari.

Development Canva-based Interactive Learning Multimedia of English Subject for 3rd Grade in Elementary School Rosa Rahayu Mintarsih; Lovandri Dwanda Putra
Indonesian Journal of Primary Education Vol 7, No 2 (2023): Indonesian Journal of Primary Education : December 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v7i2.65004

Learning media is a supportive tool in the teaching and learning process. Through learning media, it is hoped that motivation can be provided to students to enhance their interest in learning English material. Interactive learning media can be a solution in selecting the appropriate learning media to present English material in elementary school students. This research aimed: 1) to produce an interactive learning multimedia product based on Canva; 2) to know a product quality by the experts; and 3) to know product effectiveness by teacher and students responses. This RD research employed the Borg and Gall research and development model. However, considering time and resource limitations, it was only tested in one school at SD Muhammadiyah Noyokerten in Yogyakarta with 40 research subjects. Therefore, the execution of this research only extended to the seventh stage. That stage consists of Research and Information Collecting, Planning, Develop Preliminary Form a Product, Preliminary Field Testing, Main Product Revision, Main field Testing, and Operational Product Revision. The last stage is results final product after involved refining the product in the primary field testing. The data analysis techniques used consisted of qualitative and quantitative analyses based on product assessment questionnaire sheets. Based on the research, data was obtained on Canva-based interactive learning multimedia of English subject for 3rd grade in elementary school demonstrates very good quality and is suitable for implementation. This is proven by results of obtained average scores from media expert, material expert, learning expert, teacher, and students of 89,67 get in “Very Good” category.

PEMANFAATAN MULTIPLICATION BOARD GAME INTERAKTIF UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS IV SDN 11 TULANG BAWANG UDIK Lovandri Dwanda Putra; Anggun Liana Dewi; Alif Fathul Zahra; Maya Tri Aprillia
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 3 (2024): Volume 10 No. 3 September 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i3.3641

Mathematics is an important subject and its applications are widely used in everyday life. However, many students find it difficult to learn mathematics, including elementary school students. This research aims to implement gamification elements in the multiplication board game which is used to help students understand the concept of multiplication in mathematics learning for class IV students at SDN 11 Tulang Bawang Udik. There are many gamification elements such as: points, badges, leaderboards, challenges, competitions, feedback, time pressure and rewards. However, generally the gamification elements that are often used are points, challenges and time pressure. These gamification elements are related to the use of multiplication board games, such as challenges that require students to be able to solve questions correctly, the time given at each level varies, namely 45 and 60 seconds at certain levels, students who can solve questions correctly and on time. will get a reward in the form of points. Gamification increases students' interest in mathematics learning by making the learning experience interactive and fun, as demonstrated by the application of this open media. In conclusion, gamification can help increase student motivation in learning mathematics.

Development Canva-based Interactive Learning Multimedia of English Subject for 3rd Grade in Elementary School Rosa Rahayu Mintarsih; Lovandri Dwanda Putra
Indonesian Journal of Primary Education Vol 7, No 2 (2023): Indonesian Journal of Primary Education : December 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v7i2.65004

Learning media is a supportive tool in the teaching and learning process. Through learning media, it is hoped that motivation can be provided to students to enhance their interest in learning English material. Interactive learning media can be a solution in selecting the appropriate learning media to present English material in elementary school students. This research aimed: 1) to produce an interactive learning multimedia product based on Canva; 2) to know a product quality by the experts; and 3) to know product effectiveness by teacher and students responses. This RD research employed the Borg and Gall research and development model. However, considering time and resource limitations, it was only tested in one school at SD Muhammadiyah Noyokerten in Yogyakarta with 40 research subjects. Therefore, the execution of this research only extended to the seventh stage. That stage consists of Research and Information Collecting, Planning, Develop Preliminary Form a Product, Preliminary Field Testing, Main Product Revision, Main field Testing, and Operational Product Revision. The last stage is results final product after involved refining the product in the primary field testing. The data analysis techniques used consisted of qualitative and quantitative analyses based on product assessment questionnaire sheets. Based on the research, data was obtained on Canva-based interactive learning multimedia of English subject for 3rd grade in elementary school demonstrates very good quality and is suitable for implementation. This is proven by results of obtained average scores from media expert, material expert, learning expert, teacher, and students of 89,67 get in “Very Good” category.

PENERAPAN METODE GAME BASED LEARNING SEBAGAI MEDIA PEMBELAJARAN SISWA KELAS 5 DI SDN 1 IMOGIRI Cindy Nur'aini Wulandari; Isyara Mabda Kirana; Lovandri Dwanda Putra; Meutya Devi Arumsari; Najwa Sulthania
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11763

Learning in elementary schools requires the use of teaching methods that can enhance students’ activeness, motivation, and understanding of learning materials. One method considered effective in addressing these needs is Game-Based Learning (GBL), a learning approach that utilizes games as instructional media to achieve learning objectives. This study aims to describe the implementation of the Game-Based Learning method as a learning medium and to analyze its impact on the activeness and learning outcomes of fifth-grade students at SDN 1 Imogiri. This research employs a qualitative approach using a case study design. The research subjects consist of fifth-grade students and a classroom teacher, while the research object is the implementation of Game-Based Learning in the learning process. Data were collected through observation, interviews, and documentation, and then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that the implementation of Game-Based Learning increases students’ learning motivation, encourages active participation in learning activities, and helps students better understand the learning materials. The learning atmosphere becomes more enjoyable, interactive, and less monotonous, leading to higher student enthusiasm during the learning process. Therefore, Game-Based Learning is proven to be an effective, innovative, and enjoyable alternative learning medium for elementary school students.

IMPLEMENTATION OF BLENDED LEARNING IN OPTIMIZING THE ISLAMIC EDUCATION LEARNING PROCESS AT MUHAMMADIYAH IMOGIRI HIGH SCHOOL Maghfirah Az-Zahra; Fani Rahmawati; Tyas Setyaningsih; Yona Fatmalla; Lovandri Dwanda Putra
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 1 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/61jw7439

This study examines the application of blended learning in Islamic Education at Muhammadiyah Imogiri High School as a response to the transformation of learning in the digital age. Blended learning is understood as a learning strategy that combines the use of technology with the reinforcement of Islamic values. This study aims to analyze school policies and teacher readiness, patterns of blended learning implementation, as well as its impact and challenges on students' understanding of the material and the instillation of Islamic values. The study uses a descriptive qualitative approach with interview, observation, and documentation techniques. Data analysis was conducted using the Miles and Huberman model through reduction, data presentation, and conclusion drawing with source triangulation. The results showed that school policies and teacher readiness supported the adaptive implementation of blended learning in Islamic Education. Blended learning improved students understanding of the material and engagement, but still faced obstacles in terms of infrastructure and the depth of religious value internalization. This study concludes that blended learning is effective in Islamic Education learning if it is managed proportionally, supported by institutional policies, and balanced with face-to-face learning that emphasizes Islamic moral guidance.

UTILIZATION OF INTERACTIVE DIGITAL MODULES FOR ISLAMIC RELIGIOUS EDUCATION LEARNING Rozan Nur Dzakwana; Lovandri Dwanda Putra; Muhammad Karel Musa; Adam Hafidz Alfariq; Idham Aji; Sahrul Fahri Majid
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 2 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/b9xb8j31

Islamic Religious Education (PAI) learning in various Indonesian schools faces the problem of low student learning motivation due to monotonous teaching methods and the lack of innovative technology utilization. This study aims to examine the use of interactive digital modules in PAI learning, covering their concepts and characteristics, effective implementation strategies, and the identification of opportunities in their application in educational institutions. The research employed a descriptive qualitative approach, with data collection techniques including in-depth interviews, observations, and documentation conducted at SMP Negeri Satap Basarani and SMA Negeri 1 Imogiri. The results indicate that interactive digital modules have multimodal characteristics that integrate text, images, audio, and video through platforms such as Google Classroom, Quizizz, Canva, and Google Forms. These modules are interactive, actively engaging students at every stage of learning, and adaptive to both subject matter characteristics and student needs. Effective implementation strategies include integrating digital modules at appropriate stages of learning, balancing digital technology with conventional methods, applying technology-based collaborative learning, and providing intensive teacher guidance. The identified opportunities include increased student learning motivation, enhanced flexibility and accessibility of learning, development of digital literacy and 21st-century skills, and improved efficiency in learning management. The study concludes that a hybrid approach combining digital technology with traditional pedagogical wisdom is the key to successful implementation of interactive digital modules in PAI learning.

Penerapan Technological Pedagogical Content Knowledge (TPACK) dalam Pembelajaran Pendidikan Agama Islam di SDIT Bakti Insani Wuryan Hutami; Lovandri Dwanda Putra; Iftiani Nabilah Niarna; Nafisa Rahmalia Davi A.; Alya Nada Nauroh; Syafira Aulia
QuranicEdu: Journal of Islamic Education Vol. 6 No. 1 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i1.2470

Digital transformation requires Islamic Education (PAI) teachers to possess integrated pedagogical, content, and technological competencies. However, PAI learning is still often conducted in a conventional manner and tends to be less engaging for elementary school students. This study aims to describe the implementation of Technological Pedagogical Content Knowledge (TPACK) in PAI learning at SDIT Bakti Insani as a contextual learning solution in the digital era. The study employed a descriptive qualitative approach through semi-structured interviews with PAI teachers. The findings indicate that TPACK integration is carried out through strengthening content based on an integrated curriculum, pedagogical strategies aligned with students’ characteristics, gradual use of educational technology, as well as teacher collaboration and continuous professional development. In conclusion, TPACK is effective in improving the quality of meaningful, interactive, and relevant PAI learning.

Pemanfaatan Modul Digital Interaktif Untuk Pembelajaran PAI Di SMP IT LHI Banguntapan Rifqi Muhammad Herna; Muthiah Najiya Rahmani; Lovandri Dwanda Putra
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i1.1017

Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan modul digital interaktif dalam pembelajaran Pendidikan Agama Islam (PAI) di SMP IT LHI Banguntapan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian studi literatur dan studi lapangan. Teknik pengumpulan data dilakukan melalui observasi dan wawancara terhadap guru PAI dan siswa. Data yang diperoleh dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa modul digital interaktif dimanfaatkan secara optimal dalam pembelajaran PAI dengan mengintegrasikan berbagai fitur, seperti video edukatif, kuis interaktif, eksplorasi konten digital, serta evaluasi berbasis teknologi. Pemanfaatan modul digital interaktif memberikan dampak positif terhadap keaktifan, pemahaman, dan motivasi belajar siswa. Siswa menunjukkan respons yang sangat positif, merasa lebih senang, aktif, dan mudah memahami materi PAI dibandingkan dengan pembelajaran menggunakan modul konvensional. Selain itu, modul digital interaktif juga berkontribusi terhadap internalisasi nilai-nilai keislaman dalam kehidupan sehari-hari siswa. Meskipun terdapat beberapa kendala, seperti keterbatasan jaringan internet dan potensi distraksi, kendala tersebut tidak bersifat signifikan dan masih dapat diatasi. Dengan demikian, modul digital interaktif dinilai efektif dan layak untuk terus dikembangkan sebagai media pembelajaran PAI di tingkat Sekolah Menengah Pertama.

Digital Literacy in Elementary School: A Systematic Literature Review Much. Fuad Saifuddin; Lovandri Dwanda Putra
Gagasan Pendidikan Indonesia Vol 5, No 2 (2024)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v5i2.24830

Digital literacy has become an essential competency for elementary school students in the digital era, enabling them to navigate and critically evaluate information in a safe and informed manner. This study employs a systematic literature review, guided by the PRISMA framework, to explore how digital literacy is taught in elementary schools, the learning resources and tools utilized, and the challenges and opportunities in integrating digital literacy into the curriculum. A total of 17 articles were reviewed, highlighting strategies such as interactive media, motion comics, and digital storytelling to enhance student engagement and comprehension. The findings emphasize the role of teacher preparedness, parental support, and adequate infrastructure in overcoming challenges such as limited resources and cybersecurity concerns. Opportunities for integrating digital literacy include fostering ethical awareness, promoting critical thinking, and using diverse digital tools. This research contributes valuable insights for educators and policymakers to design effective digital literacy programs tailored to the needs of young learners.

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