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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Transformasi: Jurnal Pengabdian Masyarakat Jurnal Elemen VANOS Journal of Mechanical Engineering Education Elementary: Jurnal Ilmiah Pendidikan Dasar Jurnal Taman Vokasi TRIHAYU: Jurnal Pendidikan Ke-SD-an Taman Cendekia : Jurnal Pendidikan Ke-SD-an Wacana Akademika : Majalah Ilmiah Kependidikan Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar COMPTON: Jurnal Ilmiah Pendidikan Fisika Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Ilmiah Profesi Pendidikan SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Jurnal Madako Education Didaktika: Jurnal Kependidikan Indonesian Journal of Innovation Studies Journal of General Education and Humanities Jurnal Ilmiah Profesi Guru (JIPG) Eduvest - Journal of Universal Studies Santri: Journal of Student Engagement Equator Science Journal (ESJ) Academia Open
Elyas Djufri
Universitas Sarjanawiyata Tamansiswa
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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KESIAPAN GURU SD dalam TRANSFORMASI DIGITAL: ANALISIS PELATIHAN, INOVASI, dan TANTANGAN IMPLEMENTASI di KAPANEWON BANGUNTAPAN Jeni Hartanti; Akbar Al Masjid; Ana Fitrotun Nisa; Berliana Henu Cahyani; Elyas Djufri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.36522

Abstract

ABSTRACT This study aims to analyze the relationship between digital training, teacher innovation, and the challenges of implementing digital platforms among elementary school teachers in Kapanewon Banguntapan, Bantul Regency. The advancement of technology in the Education 5.0 era requires teachers to adapt to digital-based learning, although limitations such as infrastructure, digital literacy, and institutional support remain obstacles. The study employed a quantitative approach with a descriptive survey method. The sample consisted of 22 elementary school teachers selected through purposive sampling. The research instrument used a Likert-scale questionnaire (1–5) encompassing three main variables: digital training (X₁), teacher innovation (X₂), and implementation challenges (Y). Data were analyzed using Jamovi through reliability tests, descriptive statistics, and Pearson correlation. Simulated results indicated that all variables had high reliability (α > 0.8). Descriptive results showed that digital training (M = 4.23, SD = 0.45) and teacher innovation (M = 4.10, SD = 0.52) were in the high category, while implementation challenges (M = 2.91, SD = 0.60) were in the low category. Pearson’s correlation analysis revealed a significant positive relationship between digital training and teacher innovation (r = 0.56, p < 0.01) and a significant negative relationship between digital training and implementation challenges (r = –0.42, p < 0.05). These findings highlight the importance of continuous digital training to enhance innovation and reduce barriers in technology based learning. Keywords: digital training, teacher innovation, implementation challenges, digital platform, elementary education ABSTRAK Penelitian ini bertujuan untuk menganalisis hubungan antara pelatihan digital, inovasi guru, dan tantangan implementasi platform digital pada guru sekolah dasar di Kapanewon Banguntapan, Kabupaten Bantul. Kemajuan teknologi di era Pendidikan 5.0 menuntut guru untuk beradaptasi dengan pembelajaran berbasis digital. Namun, masih terdapat kendala seperti keterbatasan sarana, literasi digital, dan dukungan institusional. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei deskriptif. Sampel penelitian terdiri atas 25 guru sekolah dasar yang dipilih secara purposive. Instrumen penelitian menggunakan angket skala Likert 1–5, mencakup tiga variabel utama: pelatihan digital (X₁), inovasi guru (X₂), dan tantangan implementasi (Y). Data dianalisis menggunakan aplikasi Jamovi melalui uji reliabilitas, analisis deskriptif, dan korelasi Pearson. Hasil simulasi menunjukkan bahwa semua variabel memiliki reliabilitas tinggi (α > 0,8). Secara deskriptif, pelatihan digital (M = 4,23; SD = 0,45) dan inovasi guru (M = 4,10; SD = 0,52) berada pada kategori tinggi, sedangkan tantangan implementasi (M = 2,91; SD = 0,60) berada pada kategori rendah. Analisis korelasi menunjukkan hubungan positif signifikan antara pelatihan digital dan inovasi guru (r = 0,56, p < 0,01) serta hubungan negatif signifikan antara pelatihan digital dan tantangan implementasi (r = –0,42, p < 0,05). Hasil ini menegaskan pentingnya pelatihan digital berkelanjutan untuk meningkatkan inovasi dan mengurangi hambatan guru dalam penggunaan teknologi pembelajaran. Kata Kunci: pelatihan digital, inovasi guru, tantangan implementasi, platform digital, pendidikan dasar
English Private Tutoring dan Keterlibatan Orang Tua: Studi Kasus Pembelajaran Bahasa Inggris pada Siswa Late-Start Learner Apriliani, Silvi; Pratomo, Wachid; Al Masjid, Akbar; Fitrotun Nisa, Ana; Henu Cahyani, Berliana; Djufri, Elyas
Elementary: Jurnal Ilmiah Pendidikan Dasar Vol 11 No 2 (2025): Elementary: Jurnal Ilmiah Pendidikan Dasar
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/gq4s2t41

Abstract

Penelitian ini dilatarbelakangi oleh kebutuhan untuk memahami strategi pembelajaran bahasa Inggris bagi siswa late start learner atau mengalami keterlambatan belajar khususnya pada mata pelajaran bahasa Inggris di jenjang sekolah dasar. Tujuan penelitian ini untuk mendeskripsikan implementasi english private tutoring dan keterlibatan orang tua dalam pembelajaran bahasa Inggris bagi siswa sekolah dasar yang mengalami late start learner. Penelitian ini menggunakan pendekatan kualitatif studi kasus dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara kualitatif untuk memetakan proses pembelajaran english private tutoring, pengalaman belajar siswa dan peran orang tua secara sistematis dengan menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran english private tutoring yang dilakukan dengan strategi fun learning menggunakan aktivitas cut and glue worksheet, kuis, dan media audio visual berupa video dapat meningkatkan keterlibatan serta pemahaman siswa. Tutor english private tutoring mengintegrasikan prinsip differented insruction dan scaffolding sebagai dasar pedagogis untuk menyesuaikan konten, proses, dan tingkat kesulitan pembelajaran dengan kemampuan siswa. Keterlibatan aktif orang tua dalam mempersiapkan mental anak, mengingatkan jadwal belajar, serta memberi motivasi berperan penting dalam mendukung keberhasilan pembelajaran. Peningkatan terlihat pada kemampuan siswa dalam aspek pemahaman materi, penguasaan kosa kata dasar, kemampuan menanggapi instruksi sederhana dan kelancaran membaca kalimat pendek. Kesimpulannya, english private tutoring yang didukung keterlibatan orang tua terbukti mampu meningkatkan kualitas pembelajaran bahasa Inggris siswa late start learner.
AI-Based social media Creative Content Training to Improve MSMEs Competitiveness in The Digital Era Inderanata, Rochmad Novian; Cahyani, Putri Dwi; Rabiman, Rabiman; Djufri, Elyas
SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Vol. 6 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/spekta.v6i2.14087

Abstract

Background: Digital transformation had made social media crucial for MSME marketing, but many MSMEs had failed to adopt AI effectively due to limited digital literacy and weak branding, creating an urgent need for integrated and participatory training. Contribution: This study aimed to strengthen the creative and technical capabilities of MSMEs in utilizing AI for social media marketing, encourage intergenerational collaboration between youth and MSME owners, and propose a replicable community empowerment model based on Tri-N for sustainable digital inclusion. Method: This study used the Participatory Action Research (PAR) method, which was integrated with the teachings of Tamansiswa — Niteni, Niroke, and Nambahi (Tri N). The activities were conducted in four cyclical stages: (1) Analysis of needs and potential; (2) Technical training; (3) Discussion of content results; and (4) Evaluation and reflection for continuous improvement. Results: The results showed that digital literacy, creativity, and audience engagement had improved significantly. The project demonstrated that community-based digital training supported by relevant teaching approaches, youth-oriented content, and collaboration across generations helped small businesses grow and succeed in the online world. Conclusion: The Tri N approach contributed to helping MSMEs shift from passive digital users to active content creators by observing, emulating, and adapting AI-based strategies, resulting in sustainable digital marketing rooted in local culture and offering a replicable model for inclusive digital empowerment.
Android Based Differentiated Science Media for Elementary Literacy Improvement: Media Sains Berdiferensiasi Berbasis Android untuk Literasi Sekolah Dasar Bumantara, Bayu; Masjid, Akbar Al; Khosiyono, Banun Havifah Cahyo; Djufri, Elyas
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1870

Abstract

General Background: Scientific literacy in elementary education is increasingly essential in response to technological development and digital learning environments. Specific Background: Science learning in elementary schools remains dominated by teacher-centered methods, resulting in abstract conceptual understanding that does not align with students’ concrete cognitive development stages, particularly in Earth and Moon motion topics. Knowledge Gap: Although Android-based learning media have been widely developed for science education, differentiated science media specifically designed for Earth and Moon movement materials at the elementary level remain limited. Aims: This study aimed to develop, validate, and test Android-based differentiated science learning media designed to support elementary students’ literacy skills. Results: The developed media demonstrated high feasibility, with material validity reaching 87%, media feasibility 75%, and practitioner practicality between 95–96%. Trial results showed significant improvements between pretest and posttest scores, supported by moderate N-Gain values ranging from 0.64 to 0.67 and statistically significant paired sample test results. Novelty: This study presents differentiated Android-based science media integrating visual, auditory, and kinesthetic learning modes for abstract Earth and Moon motion concepts. Implications: The findings indicate that differentiated digital science media can support concrete understanding, promote independent learning, and provide practical instructional alternatives for elementary science classrooms. Highlights • The learning media integrates differentiated visual, auditory, and kinesthetic components aligned with student learning styles• Validation results confirm high feasibility and practical classroom applicability• Trial outcomes show consistent improvement in student literacy achievement Keywords Android Learning Media; Differentiated Learning; Science Literacy; Elementary Education; Digital Learning Media
Integration of Coding and Artificial Intelligence Based on Tri-N to Enhance Learning Outcomes in Science and Social Studies for Elementary School Students Setiawan, Lukman; Masjid, Akbar Al; Nisa, Ana Fitrotun; Djufri, Elyas
Eduvest - Journal of Universal Studies Vol. 6 No. 2 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i2.52512

Abstract

Low learning outcomes in the Integrated Science (IPAS) subject at the elementary school level highlight the need for innovative, technology-enhanced learning approaches. This study aims to improve sixth-grade students' IPAS achievement by implementing a learning design that integrates coding and artificial intelligence within the Tri-N approach (niteni, nirokke, nambahi). The novelty of this research lies in the systematic integration of Tri-N—a culturally-rooted pedagogical framework—with modern computational tools (coding and AI), creating a unique bridge between local wisdom and 21st-century digital competencies in elementary education. Conducted at SDN 2 Cikalongwetan, West Bandung Regency, the research involved 40 students and employed Classroom Action Research using Kurt Lewin’s two-cycle model. Each cycle consisted of planning the Tri-N–based coding–AI design, implementing learning activities, observing student engagement, and reflecting on outcomes for improvement. Data were collected through observations, interviews, documentation, and learning achievement tests, and analyzed using descriptive quantitative and qualitative techniques. The study found a steady increase in students’ average scores from 73.6 (pre-action) to 78.9 (Cycle I) and 84.5 (Cycle II), achieving 100% mastery. Qualitative results also showed enhanced learning activeness, computational thinking, and creativity, particularly during the Nambahi stage. The findings demonstrate that integrating coding and AI supports interactive, adaptive, and meaningful learning experiences while strengthening conceptual understanding and participation. This study suggests that the Tri-N–based coding–AI learning design is a strategic alternative for supporting the Merdeka Curriculum and improving technological literacy in elementary schools.
Musik Klasik Jawa untuk Meningkatkan Konsentrasi Anak ADHD: Kajian Sistematis dalam Perspektif Pembelajaran Inklusif Fitria Rohmah Azizah; Akbar Al Masjid; Ana Fitrotun Nisa; Berliana Henu Cahyani; Elyas Djufri
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3627

Abstract

Penelitian ini bertujuan menganalisis potensi musik klasik Jawa sebagai strategi pembelajaran inklusif untuk meningkatkan konsentrasi anak dengan Attention Deficit Hyperactivity Disorder (ADHD). Metode yang digunakan adalah Systematic Literature Review (SLR) terhadap 20 penelitian relevan yang dipublikasikan pada rentang tahun 2016–2025. Kajian difokuskan pada pengaruh musik klasik baik musik klasik Barat maupun musik tradisional Jawa terhadap konsentrasi, regulasi emosi, memori kerja, dan performa belajar anak. Hasil kajian menunjukkan bahwa mayoritas penelitian melaporkan dampak positif musik klasik dalam meningkatkan fokus, menurunkan kecemasan, serta memperkuat fungsi eksekutif anak ADHD. Bukti neurofisiologis berbasis EEG menunjukkan bahwa paparan musik klasik berkaitan dengan peningkatan aktivitas gelombang otak alfa dan beta, yang pada anak dengan Attention Deficit Hyperactivity Disorder (ADHD) berperan penting dalam modulasi perhatian dan kontrol impuls. Pada anak ADHD, peningkatan gelombang alfa dikaitkan dengan penurunan hiperaktivitas kortikal dan regulasi tingkat arousal, sementara peningkatan gelombang beta berhubungan dengan perbaikan fungsi perhatian berkelanjutan dan kesiapan kognitif. Mekanisme ini berbeda dengan anak non-ADHD, pada anak non-ADHD musik lebih berfungsi sebagai stimulus relaksasi umum, bukan sebagai kompensasi terhadap disfungsi atensi. Meskipun penelitian empiris mengenai musik klasik Jawa masih terbatas, karakteristik musikalnya yang stabil, repetitif, dan minim distraksi memiliki potensi untuk mendukung regulasi atensi anak ADHD secara serupa dengan musik klasik Barat. Dengan demikian, musik klasik Jawa berpeluang dikembangkan sebagai strategi neuroedukatif yang relevan dalam pembelajaran inklusif.
The Effect of Interactive Learning Media on Elementary School Students' Reading and Viewing Abilities: Pengaruh Media Pembelajaran Interaktif Terhadap Kemampuan Membaca dan Memirsa Siswa Sekolah Dasar Purnomo, Aris Widi Purnomo; Nisa, Ana Fitrotun; Masjid, Akbar Al; Djufri, Elyas
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13207

Abstract

General Background Multimodal literacy is essential for elementary students in technology-rich learning environments. Specific Background Reading and viewing abilities remain limited when classroom learning relies on conventional media that are less interactive and less connected to students’ cultural context. Knowledge Gap Previous studies have mostly examined digital learning media for general cognitive outcomes, while research on reading and viewing abilities through interactive media integrated with local values remains limited. Aims This study analyzed the use of interactive learning media integrated with local values for elementary students’ reading and viewing abilities. Results The experimental class increased from a pretest mean score of 63.50 to a posttest mean score of 81.50, while the control class increased from 63.00 to 70.25. The experimental class recorded a 28.30% increase, compared with 11.50% in the control class. The independent t-test showed a significant difference between groups, with t = 4.62 and p = 0.000 < 0.05. Novelty The study combines interactive learning media with local values in reading and viewing learning. Implications The findings provide practical guidance for teachers in designing meaningful, technology-based, and culturally relevant literacy learning. Highlights • The treatment class reached a posttest mean score of 81.50.• Statistical testing showed t = 4.62 and p = 0.000.• Learning activities involved video, animation, narration, quizzes, and evaluation tasks. Keywords Interactive Learning Media; Reading And Viewing; Multimodal Literacy; Local Values; Elementary Students
Implementing the School Literacy Movement in IPAS (Integrated Science) Learning under the Merdeka Curriculum: A Case Study in an Indonesian Elementary School Myrtawati Myrtawati; Akbar Al Masjid; Ana Fitrotun Nisa; Berliana Heni Cahyani; Elyas Djufri
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1009

Abstract

A low literacy culture among Indonesian elementary students severely hampers reading comprehension and science learning outcomes in the Integrated Natural and Social Sciences (IPAS) subject under the Merdeka Curriculum. This descriptive qualitative study, using naturalistic inquiry, examines the implementation of the School Literacy Movement (GLS) in fourth-grade IPAS learning at SD Negeri Mutihan, Bantul, Yogyakarta. The main aim was to describe GLS practices, identify supporting/inhibiting factors, and formulate teacher strategies addressing literacy barriers. Purposive sampling included one principal, one fourth-grade teacher, and five students representing diverse reading abilities. Data were collected through classroom observations (3 sessions), semi-structured interviews (60-90 minutes each), and documentation analysis (lesson plans, literacy records). Interactive qualitative analysis followed Miles & Huberman's model: data reduction (coding), display (thematic matrices), and conclusion drawing (pattern verification). Triangulation ensured credibility via source, method, and time comparisons. Key findings revealed: (1) systematic 15-minute reading routines and contextual IPAS texts integration; (2) reading corners utilization despite gadget distractions; (3) low student motivation as the primary barrier countered by teacher-led creative literacy activities; (4) policy-teacher-family synergy essential for sustainability. Schools should prioritize literacy-rich IPAS environments through teacher training, parental engagement programs, and diverse science reading materials to enhance outcomes of the Merdeka Curriculum.
The Effect of a TPACK-Based IPAS E-Module Integrated with Tri Nga on Elementary Students’ Scientific Critical Thinking Elyas Djufri; Tuti Indrawati
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.350

Abstract

This study aims to develop a TPACK-based IPAS e-module integrated with Tri Nga values and examine its effectiveness in enhancing elementary students’ critical thinking skills. A quantitative approach with a quasi-experimental two-group pretest–posttest design was employed involving 85 fifth-grade students. Data were collected using a critical thinking test and analyzed through Structural Equation Modeling (SEM) and an independent samples t-test. The findings reveal that the e-module has a positive and significant effect on students’ critical thinking, with a path coefficient of 0.76 and an R-square value of 0.58. The t-test results indicate a significant difference between the experimental and control groups (t = 5.724, p < 0.05), with a mean improvement of 13.98. These results suggest that the developed e-module is effective in improving students’ critical thinking skills. The study implies that integrating TPACK with local cultural values (Tri Nga) provides an innovative, contextual, and interactive approach to support 21st-century learning.
Students’ reasoning patterns in solving statistical data problems at the junior high school level: An APOS perspective Betty Kusumaningrum; Muhammad Irfan; Yova Ayu Puspita; Esti Harini; Elyas Djufri; Luc Bergman
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.30955

Abstract

Many students face challenges in reasoning through statistical data problems; however, little is known about how their thinking processes develop through different cognitive stages. A qualitative descriptive design was employed to explore students’ reasoning patterns in solving statistical data problems through the lens of Action, Process, Object, and Schema (APOS) theory. This study was conducted with seventh-grade students at a public junior high school in Kulon Progo, Indonesia. Data were collected through written tests and semi-structured interviews and were analyzed using coding techniques aligned with the APOS indicators. The results show that students with correct answers demonstrated conceptual reasoning and progressed through all APOS stages, whereas those with incorrect answers showed fragmented understanding and failed to complete the cognitive sequence. This study contributes to mathematics education by extending the APOS theory to statistical data representation at the secondary level.
Co-Authors Ahmad Syauqi Hidayatullah Akbar Al Masjid Akhmad Hanama alfat khaharsyah Ana Fitrotun Nisa Ani Widyawati, Ani Apriliani, Silvi Arif Bintoro Johan Berliana Heni Cahyani Berliana Henu Cahyani Bestiana Nizhomi Betty Kusumaningrum Bumantara, Bayu Cahyandaru , Pramudya Devi Septiani Dewi Anggreini Dewi Partini Esti Harini Fadhila, Nurul Fitria Rohmah Azizah Heri Maria Zulfiati Ida Megawati Ika Kartika Insih Wilujeng Jeni Hartanti Khaharsyah, Alfat Khosiyono, Banun Havifah Cahyo Khotim Hanifudin Najib Luc Bergman Muhamad Agus Mushodiq, Muhamad Agus Muhammad Irfan Myrtawati Myrtawati Nadziroh Nanang Bagus Subekti Pitaloka, Bela Lola Prabowo Adi Widayat Purnomo, Aris Widi Purnomo Putri Dwi Cahyani, Putri Dwi Rabiman, Rabiman Rahmat Mulyono Rochmad Novian Inderanata Samsul Hadi Sandi Abdi Kusumah Saputra, Bherrio Dwi Sari, Tri Indah Setiawan, Lukman Shanta Rezkita Sigit Purnomo Sigit Purnomo Sihite, Dorawan Lia Sri Yunita Sudrajat, Ani Surya Dharma Suyatno Syafiq, Abdullah Syarief Fajaruddin Teguh Hadi Wibowo Titi Lestari, Titi Tri Pamungkas Trio Ardhian Tuti Indrawati Wachid Pratomo, Wachid Yova Ayu Puspita Yulianingsih, Elsa