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All Journal Publikasi Pendidikan Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Prima Edukasia Jurnal Basicedu Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Diseminasi : Jurnal Pengabdian kepada Masyarakat SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Jurnal Ilmiah Kontekstual Journal for Lesson and Learning Studies Jurnal Cakrawala Pendas Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Ghaitsa: Islamic Education Journal Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Dasar dan PAUD IJIS Edu : Indonesian Journal of Integrated Science Education International Journal of Educational Practice and Policy Compass: Journal of Education and Counselling
Monika Handayani
Elementary School Teacher Education Bachelor Program, Universitas Terbuka, Banten, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENINGKATAN CREATIVE THINKING SKILLS MELALUI MODEL PROBLEM BASED LEARNING PEMBELAJARAN IPA SD SELAMA PANDEMI Monika Handayani
Jurnal Cakrawala Pendas Vol. 8 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v8i2.2192

Abstract

Kebijakan Pertemuan Tatap Muka Terbatas yang diterapkan di beberapa instansi Pendidikan selama masa pandemi covid-19 menuntut sistem pembelajaran baru bagi para guru dan siswa termasuk di SD Negeri 02 Penolih. Penerapan Pertemuan Tatap Muka Terbatas di kelas V kurang berjalan dengan baik karena guru hanya menitikberatkan pada beberapa mata pelajaran yang dianggap penting. Pembelajaran yang diterapkan cenderung lebih teacher centered karena guru berfokus hanya pada penyampaian materi. Hal ini menyebabkan siswa lebih pasif dan kurang mampu memunculkan ide-ide baru dalam pembelajaran. Penelitian ini dilakukan pada siswa kelas V di SD Negeri 02 Penolih dan bertujuan untuk meningkatkan creative thinking skills siswa melalui penggunaan model Problem Based Learning. Penelitian ini merupakan jenis penelitian tindakan kelas dengan tahapan plan, act, dan reflect. Instrumen yang digunakan lembar observasi creative thinking skills siswa, tes creative thinking skills siswa, lembar wawancara siswa, dan lembar observasi model Problem Based Learning pada guru. Hasil observasi creative thinking skills siswa menunjukkan peningkatan dari tahap pratindakan sebesar 20,83%, siklus I sebesar 50% dan di siklus II mencapai 72,92%. Hasil wawancara diketahui bahwa siswa lebih terbuka terhadap ide-ide baru selama proses pembelajaran. Berdasarkan hasil tersebut dapat disimpulkan bahwa penggunaan model Problem Based Learning mampu meningkatkan creative thinking skills siswa pada pembelajaran IPA dengan sistem Pertemuan Tatap Muka Terbatas.
The Use of Problem-Based Learning to Improve Higher Order Thinking Skills of fifth-Grade Students Handayani, Monika; Anam, Rif'at Shafwatul
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.81563

Abstract

Education is expected to produce graduates who can compete and have 21st-century skills. The low ranking of Indonesian students from the results of PISA and TIMMS proves that learning is still not optimal for developing Higher-Order Thinking Skills (HOTS). This study aims to determine the influence of the Problem-Based Learning (PBL) model on HOTS in science learning for grade V elementary school students. This study uses a pretest-posttest design and is a type of quasi-experimental research. The research subjects were grade V students. Cognitive problems function to measure students' (cognitive) knowledge starting from C4 (analysing), C5 (evaluating), and C6 (creating). Meanwhile, observation sheets are used to see the process of critical thinking, creative thinking, reasoning, and decision-making skills in learning activities. The data analysis technique uses descriptive analysis techniques and t-test inferential statistical analysis techniques. The findings from the test results showed that there was a significant difference between the HOTS learning outcomes given in HOTS using PBL and students who did not use PBL. In line with the test results, the findings of the observation results also show that the HOTS ability in students who use PBL is higher than the HOTS ability in students who do not use PBL. This study provides strong empirical evidence that the PBL model can be an effective strategy to improve students' HOTS abilities.
Prospective Primary School Teachers’ Understanding of Model Representation: The Case of Static Electricity Rifat Shafwatul Anam; Rendi Restiana Sukardi; Monika Handayani; Roseleena Anantanukulwong; Titiyaka Jajuri
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v7i1.5009

Abstract

This study aimed to assess the comprehension levels of prospective primary school teachers regarding verbal and visual representation models of static electricity. A survey was conducted involving 110 prospective teachers from West Java Province, selected through purposive sampling. Participants were categorized based on their secondary school study programs and gender. The study utilized a five-tier test as the instrument for data collection, with responses analyzed using descriptive statistics. Verbal and visual responses were categorized into several levels. Analysis revealed that the majority of both verbal and visual responses fell into the lack of knowledge, misconception, unidentified categories. These findings highlight the inadequate understanding of static electricity concepts among prospective primary school teachers, which may contribute to students' difficulties. Differences in educational background and gender did not significantly influence the comprehension levels in either verbal or visual representations of static electricity concepts. This provides insight into the fact that the topic of static electricity, though often regarded as straightforward and revisited at various educational stages from primary to secondary school, remains a source of widespread misunderstanding and error. The study underscores the critical need for targeted interventions in teacher education programs to enhance understanding and effective teaching of scientific concepts like static electricity at the primary school level.
Advancements in computational thinking research in science education: a bibliometric analysis of reputable international journals (2014-2024) Monika Handayani; Bevo Wahono; Rif'at Shafwatul Anam
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020254495

Abstract

This research investigates the development of Computational Thinking (CT) studies in science education by examining selected science journals. It focuses on 1) the distribution of CT research, 2) the proportion of CT-related articles, 3) research methods, 4) authors and citations, 5) education levels, and 6) scientific disciplines and topics. Despite limited systematic literature reviews on CT, its importance in science education is evident as it fosters critical thinking and problem-solving skills. This bibliometric review uses Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to analyze 13 articles from five reputable international journals: Journal of Science Education (IJSE), International Journal of Science and Mathematics Education (IJMA), Journal of Research in Science Teaching (JRST), Science Education (SE), and Research in Science Education (RISE). Findings show that CT research began to develop in 2019. The mixed method is the most widely used in CT research (40%), with JRST publishing the most CT articles (70%). Citations for CT articles are not yet significant, with the highest being 119. Research at the elementary level needs more attention, as many studies focus on secondary schools. CT STEM is the most focused topic in these journals. Other findings are discussed in detail.
Pemberdayaan Guru Dan Orang Tua Paud: Pelatihan Pembuatan Kompos Sebagai Strategi Penguatan Literasi Lingkungan Dan Literasi Makanan Titi Chandrawati; Susy Puspitasari; Gusti Nurdin; Adrian Rasyki; Rusanah Rusanah; Rahma Fatonah; Monika Handayani; Uliya Khoirun Nisa; Dian Novita
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2282

Abstract

This Community Service Program (PKM) aims to empower early childhood education (PAUD) teachers and parents in Lengkong Kulon Village through participatory composting training. The program was motivated by the high volume of unmanaged household organic waste, limited community understanding of sustainable waste management, and the potential for integrating environmental and nutritional issues into early childhood learning. Conducted in November 2025, the program involved 15 participants (12 parents/guardians and 3 PAUD teachers). Implementation followed three phases: (1) preparation through coordination and module development, (2) implementation involving counseling, demonstration, and hands-on composting practice, and (3) evaluation through pre-test/post-test, observation, and post-training mentoring. Results demonstrated a significant increase in participants' knowledge, with mean scores rising from 52.3 (low category) to 85.7 (high category), with an average N-Gain of 0.70 (high category). All participants (100%) successfully practiced composting; 80% began sorting organic waste at home, and 60% used compost to fertilize household vegetable gardens. PAUD teachers initiated a "Our PAUD Garden" project and developed daily lesson plans integrating ecological values. The program contributes to community capacity building toward sustainability aligned with SDGs Goals 2, 4, 11, and 12. Practical-based training effectively builds ecological awareness and household food security
FROM SURFACE TO DEEP: FOSTERING DEEP LEARNING COMPETENCIES (6CS) THROUGH CULTURALLY-GROUNDED STEM BIG BOOKS IN INDONESIAN EARLY CHILDHOOD EDUCATION Titi Chandrawati; Sri Tatminingsih; Dian Novita; Uliya Khoirun Nisa; Monika Handayani; Susy Puspitasari; Andayani
COMPASS: Journal of Education and Counselling Vol. 3 No. 3 (2026): Compass: Journal of Education and Counselling, February 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v3i3.1498

Abstract

Early childhood STEM education often remains focused on surface learning, limiting children’s ability to transfer knowledge into meaningful behavior and long-term understanding. This study aimed to investigate how culturally grounded STEM Big Books foster deep learning competencies among children aged 4–6 years in Indonesian early childhood education settings. The study employed a Research and Development design involving 32 teachers and approximately 150 children across several ECE institutions in Indonesia, using pre-post assessment, teacher evaluation, classroom observation, and qualitative reflection data. The findings demonstrated significant improvements across multiple dimensions of the 6Cs framework, particularly character, citizenship, collaboration, communication, and critical thinking. Children showed stronger conceptual understanding, spontaneous environmental behavior, collaborative problem-solving, and transfer of learning into home contexts. The study also identified four key mechanisms supporting deep learning: cultural anchoring, narrative embedding, multimodal exposure, and social co-construction. These findings suggest that culturally responsive STEM pedagogy can support transformative learning experiences in early childhood education.
ANALISIS PEMAHAMAN KONSEP CALON GURU SEKOLAH DASAR PADA KONSEP PENCERNAAN Andayani; Rif’at Shafwatul Anam; Monika Handayani
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 4 (2022): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v11i4.8726

Abstract

This article provides an overview of the understanding of prospective elementary school teachers regarding the digestive concept. The research described in this article is descriptive research with a survey type, which was delivered to 105 elementary school teacher candidates. The instruments distributed were conducted online in the form of multiple choices related to the concept of digestion and a questionnaire related to their learning experiences. Based on the results, it was found that, in general, the answers given by prospective teachers were not in line with expectations. It is proven by the average percentage of correct answers of 45.12%, which was categorized in the "Less" category. In addition, most of the respondents' learning experiences on the concept of digestion came from more miniature interactive books, visualization, and packaging of concepts that were deemed not to be following what they needed. It means that the need for teaching materials/media development to ease the teachers to understand the concept of digestion. One solution to overcome this was to use Augmented Reality (AR) media. The media combines technology to present the content learned on gadgets in terms of the real-world environment. In addition to its making, it is necessary to pay attention to the pedagogical aspects so that the concepts given in the media are easy for users to learn.
An analysis of the educational material needs for children with special needs: perspectives from students and tutors of the preservice teacher program at Universitas Terbuka Monika Handayani; Uliya Khoirun Nisa; Andayani; Rifat Shafwatul Anam; Ika Tri Yuanika
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 3 (2026): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i3.561-575

Abstract

This study investigates the expectations of students and tutors in the Primary School Teacher Education (PGSD) program at Universitas Terbuka regarding instructional resources for the Special Needs Children Education (ABK) course. A needs analysis was conducted through surveys and interviews to inform the development of adaptive and inclusive materials aligned with the PGSD curriculum. Results show that 88.77% of students and 84.5% of tutors emphasized the importance of inclusive education in ABK materials. Moreover, 78.56% of students and 81% of tutors agreed on updating previous resources. In terms of accessibility, 90% of students and 66.6% of tutors considered earlier materials conceptually rich. The visual presentation remained appealing to 55% of students and 61.9% of tutors, and grammar was deemed clear by 66.3% of students and 57.1% of tutors. Divergent views emerged on interactivity: 40.8% of students found older resources less engaging, while 61.9% of tutors disagreed. Interviews highlighted the need for materials based on Universal Design for Learning (UDL), integrating technology, and adaptable to diverse student needs. Thus, interactive multimedia-based resources are recommended to meet both academic and practical demands of PGSD students.
A Character-Based Learning Model to Foster Independence in Early Childhood Islamic Education Titi Chandrawati; Susy Puspitasari; Siti Aisyah; Siti Julaeha; Dian Novita; Muktia Pramitasari; Monika Handayani
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2267

Abstract

This study examines the development and implementation of a character-based learning model designed to foster independence among early childhood learners in Islamic educational settings — specifically Raudhatul Athfal (RA) and PAUD Islam. Grounded in Islamic moral values of amanah (trustworthiness), mas'uliyyah (responsibility), and ta'awun (cooperation), the model integrates structured lesson plans, Islamic narrative big books, and character-themed nasyid (Islamic songs) into daily classroom practice. Employing a Research and Development (R&D) approach based on the Borg and Gall model (2007), the study was conducted with 10 early childhood educators and their students aged 4–6 years across institutions in Tangerang and Sawangan, Indonesia. Pre- and post-intervention data revealed a significant increase in children's independent behaviors from 37% to 83%, alongside substantial growth in teacher instructional competence and confidence in delivering character-integrated Islamic education. The model demonstrates strong scalability and cultural resonance within Indonesia's Islamic early childhood education system, contributing a pedagogically robust and spiritually grounded framework for character education aligned with national curriculum mandates and Islamic values
Project-Based Deep Learning in Distance Education: Bridging Theory and Practice through a Systematic Literature Review Amalia Sapriati; Maya Puspitasari; Fitria Amastini; Monika Handayani
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.805

Abstract

Project-Based Deep Learning (PjBDL) is an educational methodology that integrates the Deep Learning (DL) approach with Project-Based Learning (PjBL) principles. This systematic literature review seeks to offer a thorough examination of the theoretical underpinnings, instructional models, and practical implementations of PjBL within the field of deep learning and open and distance education (ODE). This review analysed 37 peer-reviewed articles retrieved from three reputable journal databases to assess their application across many sectors and regions worldwide, thereby underpinning PjBDL. The results indicated that the methodology holds significant potential for enhancing comprehensive student learning in both face-to-face and blended educational environments. Specifically, the review identified three principal themes: (1) PjBL is grounded in constructivist, experiential, and authentic learning theories and operationalised through instructional-design models such as ASSURE, Kemp’s model, SEIE, and POPBL; (2) deep learning is expressed across four interrelated dimensions—self-regulation, metacognition, conceptual understanding, and reflective learning; and (3) effective adaptation to ODE depends on technology-enhanced platforms as structural enablers, intentionally scaffolded instructional design, and the management of persistent barriers, namely technological readiness, instructor workload, process-level assessment, and digital inequality. Despite the insufficient research on fully online and distance learning, the pedagogical methodologies and frameworks examined in this review are beneficial for transforming PjBDL in terms of student autonomy, digital readiness, instructional design, and evaluation. This paper provides evidence-based techniques and practical recommendations for implementing PjBDL in remote educational institutions.
Co-Authors A. A. Ketut Budiastra Ade Mardiana Adrian Rasyki Ahmad Muzanni Aiza Sunarto Alfin Herman Saputra Amalia Sapriati Anam, Rifat Shafwatul Andayani Andayani ANDAYANI ANDAYANI Baiq Sarlita Kartiani, Baiq Sarlita Kartiani Bevo Wahono Budi HERMAINI Dian Novita Dian Novita Fitria Amastini Gusti Nurdin Hanafi Hanafi Hanafi Hanafi Harti Puryatmi Ika Tri Yuanika Jaka Warsihna Mad Noor Madjapuni Maya Puspitasari Maya Puspitasari Muhammad Abdul Rosyidi Muktia Pramitasari Nisa Arafiyah Tri Wulandari Nova Tri Prasetyo Rahma Fatonah Rifat Shafwatul Anam Rifat Shafwatul Anam Rif’at Shafwatul Anam Rika Aprianti Roseleena Anantanukulwong Rusanah Rusanah Siti Aisyah Siti Julaeha Sri Tatminingsih Sukardi, Rendi Restiana Suryo Prabowo Susy Puspitasari Susy Puspitasari Titi Chandrawati Titiyaka Jajuri Uliya Khoirun Nisa Uliya Khoirun Nisa Uliya Khoirun Nisa Yoan Dendi Pradana