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All Journal Dinamika Jurnal Pendidikan Dasar Etika Demokrasi JKPD : Jurnal Kajian Pendidikan Dasar Jurnal Basicedu Didaktik : Jurnal Ilmiah PGSD STKIP Subang BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Fisika dan Sains (JPFS) Cokroaminoto Journal of Primary Education Jurnal Basicedu Profesi Pendidikan Dasar JoISE : Journal of Integrated Science Education
Dewi Yulianawati
Prodi PGSD, Universitas Muhammadiyah Cirebon, Kota Cirebon 45134, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Transforming Science Learning through Coding: Preservice Teachers’ Adaptive Experiences in 21st-Century Education Susilawati Susilawati; Dewi Yulianawati; Asep Saefudin; Farah Mohamad Zain; Ega Sugiarti; Roihatun Zakkiyah
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 2 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i2.30553

Abstract

Coding and computational thinking are increasingly important in contemporary teacher education, yet their integration into science learning remains insufficiently understood as an adaptive pedagogical process. This study examined how preservice elementary school teachers experienced coding-based science learning, the challenges they encountered, and the strategies they developed in response. A qualitative descriptive design was used with 22 students enrolled in an Elementary School Teacher Education program. Data were generated from classroom observations, semi-structured interviews, reflective journals, documentation, and supplementary pretest-posttest records. Qualitative data were analyzed thematically, while the pretest-posttest records were used descriptively to contextualize patterns in participants’ learning. The findings were organized around three connected themes: evolving learning experiences, implementation challenges, and adaptive strategies. Posttest records showed higher positive-response counts for conceptual understanding, the science-coding relationship, algorithmic thinking, instructional integration, and motivation. Participants also described technical, cognitive, and pedagogical difficulties, particularly when constructing programming logic, using Scratch, and selecting science content for coding integration. In response, they adopted gradual learning, debugging, reflection, and instructional adjustment. These findings position coding-based science learning as a process of pedagogical adaptation that can support computational thinking, digital scientific literacy, and technology-integrated teaching competence among preservice elementary teachers.
Pelatihan Membatik Jumputan Sebagai Sarana Menumbuhkan Kreativitas Siswa Kelas V Faznuhal; Futhoirotul Ufaiwiyah; Fauzan Mirza AM; Fitri Khairani; Abdul Karim; Dewi Yulianawati; Nurlidah
JKPD (Jurnal Kajian Pendidikan Dasar) Vol. 9 No. 2 (2024): Juli 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Univers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/gz0h6q20

Abstract

This training was aimed at fostering students’ creativity through a tie-dye batik workshop for fifth-grade students at SDN 1 Pasalakan. The program was implemented in three stages: (1) preparation, (2) implementation, and (3) evaluation. The preparation stage involved observing students’ creative activities at school, planning the training program, forming a committee, and drafting a budget plan. The observation showed that SDN 1 Pasalakan had never previously conducted batik training. The activity was organized by the Pre-service Teacher Professional Education (PPG) students, Cohort 2 of 2024, Universitas Muhammadiyah Cirebon. The training was successfully carried out and produced several tie-dye batik fabrics with various patterns that reflected students’ creativity. The recommendation for SDN 1 Pasalakan is to design follow-up programs to further develop students’ creativity, such as workshops on handicrafts made from plastic waste. Practical activities of this kind can engage students physically and mentally, thereby supporting creativity and nurturing love for national culture as reflected in the Pancasila Student Profile.
Revealing Widespread Misconception: A Multitier Science Instrument (MscI) to Assess Pre-Service Elementary Teachers' Understanding Dewi Yulianawati; Eliya Rochmah; Widia Nur Jannah; Fikriyah Fikriyah; Fanny Septiany Rahayu
Profesi Pendidikan Dasar Vol. 12, No. 2, August 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v12i2.10069

Abstract

Prior studies demonstrate that numerous pre-service teachers retain scientific misconceptions, and existing assessment instruments are inadequate for accurately distinguishing levels of comprehension. This research developed the Multitier Science Instrument (MScI), a reliable diagnostic tool for improving the evaluation of conceptual comprehension.  The research utilised the 4D model, which consists of four phases: defining, designing, developing, and disseminating. The study involved thirty-one pre-service elementary school teachers, with an average age of 19 years, at an Islamic university in Cirebon, Indonesia. CVR analysis and other statistical techniques evaluated the instrument's validity and reliability while analysing the distribution of misconceptions. The results demonstrate that the Multitier Science Instrument (MScI) possesses high validity, evidenced by a Content Validity Ratio of 0.966, surpassing the benchmark of 0.672, and robust reliability, as indicated by a Cronbach's alpha coefficient of 0.827.  The responses from participants were divided into four groups: sound understanding, partial understanding, misconceptions, and no understanding. Fluid statics exhibited the highest degree of misconceptions among the evaluated subjects.  These findings underscore the pressing necessity for enhanced diagnostic instruments in education.  Conventional assessment techniques, such as multiple-choice examinations and essay prompts, inadequately reflect the genuine depth of pre-service elementary educators' conceptual comprehension
Co-Authors Abdul Karim Achmad Samsudin Adzra Altraf Hasanah Asep Saefudin Ega Sugiarti Farah Mohamad Zain Fauzan Mirza AM Faznuhal Fikriyah, Fikriyah Fitri Khairani Futhoirotul Ufaiwiyah Lilik Hasanah muhammad rizqi Nanda Ikrimah Margaret Nur Aisa Pebriana Nurjali Nurlidah Prabawati Nurhabibah Putri Erica Valendria Rahayu, Fanny Septiany Rochmah, Eliya Roihatun Zakkiyah Shofwatul Azkiya Susilawati Susilawati Wahyuningsih, Asih Widia Nur Jannah, Widia Nur