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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Martabe : Jurnal Pengabdian Kepada Masyarakat PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Tunas: Jurnal Pendidikan Guru Sekolah Dasar To Maega: Jurnal Pengabdian Masyarakat Jurnal Ilmiah Profesi Pendidikan Baktimu : Jurnal Pengabdian Kepada Masyarakat Baktimu : Jurnal Pengabdian Kepada Masyarakat
Amelia Dwi Astuti
Universitas Muhammadiyah Palangkaraya
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health Social Sciences Other

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The Development of the ‘Mahaga’ Digital Authentic Assessment Instrument Based on the Project-Based STEM Approach to Enhance Elementary School Students’ Scientific Literacy Rita Rahmaniati; Bulkani; Amelia Dwi Astuti; Citra Amalia
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13551

Abstract

This research developed a digital authentic assessment instrument based on a project-based STEM approach to enhance scientific literacy among elementary school students. This study aimed to create an instrument that is valid, practical, and effective. The research employed a Research and Development (R&D) approach, utilizing the ADDIE model. Data were collected through observation, interviews, and tests. The product’s practicality was assessed by media, evaluation, and material experts using closed questionnaires. Its effectiveness was measured via a pretest–posttest design conducted with small and large groups of students. A t-test and N-Gain analysis were used to evaluate the improvement of learning outcomes. The validation results were strong, with scores of 97% from the content expert, 94.5% from the assessment expert, and 95.5% from the media expert, indicating that the instrument was very valid. The practicality test also yielded a very practical score of 93% from student and teacher responses. For the effectiveness test, average scores increased from a pre-test of 58.2 to a post-test of 83.2, resulting in a medium N-Gain score of 0.59. This finding indicates that the use of the ‘MAHAGA’ digital authentic assessment is highly effective. These findings affirm ‘MAHAGA’ as a valid, practical, and effective instrument, offering a significant contribution to promoting scientific literacy in elementary education. This instrument offers a promising, innovative solution to advance science education at the elementary level, equip students with essential 21st-century skills, and support the development of a more adaptive, critical, and innovative generation.
IMPLEMENTASI METODE SAS (STRUKTURAL ANALISIS SINTESIS) UNTUK STIMULASI CALISTUNG BAGI SISWA SD ISLAM TERPADU AL-FURQON PALANGKA RAYA Rospala Hanisah Yukti Sari; Amelia Dwi Astuti; Lailatul Fithriyah Azzakiyah
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 2 (2023): martabe : jurnal pengabdian kepada masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i2.387-398

Abstract

Calistung merupakan singkatan dari membaca, menulis dan berhitung. Calistung adalah sebuah tahapan dasar dalam upaya mengenali huruf dan angka. Berdasarkan analisis observasi tentang permasalahan yang terjadi di mitra yaitu: (l) Sebagian siswa masih memerlukan upaya pengenalan mengenal huruf dan angka; (2) siswa masih memerlukan upaya yang lebih agar dapat membaca huruf alphabet dan angka dengan baik dan benar; dan (3) pembelajaran calistung cenderung bisa membuat sebagian anak kurang nyaman. Adapun salah satu solusi untuk menyelesaikan problematika tersebut adalah dengan mengimplementasikan metode Calistung yang menyenangkan yaitu Metode SAS (Struktural Analisis Sintesis). Metode SAS diimplementasikan dalam aktivitas pengajaran membaca pada tahap permulaan di sekolah dasar dimana metode ini ditampilkan dalam struktur kalimat secara utuh, hingga kemudian dianalisis menjadi bagian kata, suku kata dan huruf. Dalam metode pembelajar SAS (Struktural Analitik Sintetik ) ada tahapan yang harus dilakukan yaitu: a) Mengubah kalimat menjadi kata-kata, b) Mengubah kata menjadi suku-suku kata, dan c) Mengubah suku-suku kata menjadi huruf-huruf. Implementasi kegiatan Pengabdian Masyarakat yaitu: (a) Observasi awal. (b) Pembukaan kegiatan. (c) Pre Test (d) Pelaksanaan kegiatan. ( e) Pemberian tugas. (f) Evaluasi. (g) Pemberian Donasi. (h) Publikasi. Kesimpulan dari kegiatan pelatihan ini adalah: (1) Pelaksanakan kegiatan dilakukan dengan lancar; (2) Guru serta siswa cukup antusias mengikuti pelatihan tersebut; (3) Perkenalan dan kegiatan pelatihan Metode SAS yang memberi wawasan baru untuk guru dan siswa di SDIT Al-Furqon Palangka Raya.
The Role of Culturally Responsive Teaching in Developing Students’ Self-Regulated Learning in Elementary School Mathematics Education: A Systematic Literature Review Amelia Dwi Astuti; Achmad Zainul Rozikin
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 2 (2026): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i2.13258

Abstract

Background: Self-Regulated Learning is one of the key factors that contributes to students’ success in elementary mathematics education. However, numerous studies have indicated that students’ self-regulation skills still require further enhancement through learning experiences that are aligned with their characteristics and learning backgrounds. One pedagogical approach that has the potential to support the development of Self-Regulated Learning is Culturally Responsive Teaching, an instructional approach that integrates students’ cultural backgrounds into the teaching and learning process. Aim: This study aims to examine the role of Culturally Responsive Teaching in fostering students’ Self-Regulated Learning in elementary school mathematics education through a Systematic Literature Review approach. Data were collected from articles indexed in the Google Scholar and ERIC databases. The data were analyzed using a thematic synthesis technique to identify patterns of Culturally Responsive Teaching implementation and its contribution to the development of students’ Self-Regulated Learning. Result and Discussions: The findings reveal that the implementation of Culturally Responsive Teaching in elementary mathematics education is generally carried out through the integration of local culture, ethnomathematics, the use of students’ real-life contexts, and the creation of inclusive learning environments that value cultural diversity. These practices contribute to the enhancement of intrinsic motivation, self-efficacy, learning engagement, goal-setting skills, self-monitoring, and self-reflection, which are essential components of Self-Regulated Learning. Conclusion: Therefore, Culturally Responsive Teaching can serve as an effective pedagogical approach to promoting students’ autonomous learning while fostering mathematics instruction that is more meaningful, contextualized, and responsive to cultural diversity.
Co-Authors Achmad Zainul Rozikin Achmad Zainul Rozikin Achmad Zainul Rozikin Ahmad Almuna Arna Purtina Bulkani, Bulkani Citra Amalia Citra Nanda Ramadhani Dea Monika Dibyo Waskito Guntoro Dwi Sari Usop Eka Khairunnisa Endang Sri Suyati Esty Aryani Safithry Eti Ambarsari Dadi Fathul Zannah Febria Ditha Rosalina Fitriani Haris Munandar Herman Herman Ihsanu Rozikin Iin Nurbudiyani Ika Puji Rahayu Ilham Indah Sari Dewi Intan Syifa Istigfaris Rezki Khairunnisa Kirana Isabela Solekan Lailatul Fithriyah Azzakiyah Lastaria, Lastaria Lusi Risnadi M. Ziaurrahman Misyanto Nor Hairani Nur Annisa Nurul Azkia Nurul Hikmah Nurul Hudah Oktapia Ratri Pramudita Rita Rahmaniati Robiyanoor Rospala Hanisah Yukti Sari Sabirullah Siti Arnisyah Sonia Teya Agustina Yiska hosana