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Ida Fiteriani

Universitas Islam Negeri Raden Intan Lampung

Author-ID : 266635

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Articulate storyline-based interactive learning media with character values on natural science learning for 10-11 years old students Nur Indah Rahmawati; Ida Fiteriani; Rahma Diani
Online Learning In Educational Research (OLER) Vol. 2 No. 1 (2022): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v2i1.119

This research was inspired by the underutilized use of character-laden media in science education. The goal of this research is to create character-based interactive learning media on the material properties and changes in the shape of objects using the Articulate Storyline. Also, to test the feasibility and responses of teachers and students toward the developed product. The research method used was development (Research and Development) adopted from Borg and Gall. This research was carried out in three different schools. Techniques for gathering data include interviews, surveys, and recordkeeping. The data analyses employed were qualitative and quantitative methods. The product validation results were quite suited for usage, with the percentages of feasibility values of 84.16 by linguists, 88.87 by material experts, and 94 by media experts. The response percentages by teachers and students were 85.2 and 91.1, respectively. The product developed was well-suited for use in the fifth-grade science learning process. It is hoped that additional research will be conducted using other materials to examine the efficiency of this media, particularly in improving character values.

The Effect of Augmented Reality-Assisted Project-Based Learning (PjBL) on Conceptual Understanding in IPAS (Natural and Social Sciences) Isnaini Nurhafizah Rizki; Ida Fiteriani; Yudesta Erfayliana
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.583

Berangkat dari permasalahan rendahnya pemahaman konsep IPAS siswa yang disebabkan oleh pembelajaran teoretis dan berpusat pada guru, penelitian ini menguji sebuah solusi inovatif. Studi ini bertujuan menganalisis dampak signifikan dari penerapan model Project Based Learning (PjBL) dengan dukungan media Augmented Reality (AR). Menggunakan metode kuantitatif berdesain quasi-experimental, penelitian ini membandingkan hasil belajar antara kelompok eksperimen (diberi perlakuan PjBL-AR) dan kelompok kontrol (metode konvensional) pada 46 siswa kelas IV SD Negeri 2 Sukarame. Pengumpulan data dilaksanakan dari 11 Agustus hingga 17 September 2025 menggunakan instrumen tes uraian yang valid dan reliabel. Karena sebaran data kelompok kontrol tidak normal, uji hipotesis dilakukan dengan Mann-Whitney U. Temuan penelitian memperlihatkan perbedaan statistik yang sangat jelas: rata-rata nilai kelompok eksperimen mencapai 80,35, jauh melampaui kelompok kontrol yang hanya 64,57 (Asymp. Sig. 0.000 < 0.05). Hasil ini mengonfirmasi penolakan H₀ dan membuktikan bahwa PjBL berbantuan AR secara efektif mampu meningkatkan pemahaman konsep siswa pada mata pelajaran IPAS.

PhET Simulation in STEM Learning: An Effort to Understand Natural and Social Science Concepts in Elementary Madrasahs Fiteriani, Ida; Ashari, Ayu; Baharudin; Fatira , Amelia
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.28870

This study aims to determine the use of Phet simulation with a STEM approach for understanding the concept of natural and social sciences in islamic elementary schools. The research method used is a quantitative method with a posttest-only control design type of quasi-experimental design. The study was conducted in the sixth grade of Al-Hikmah Private Islamic Elementary School in Bandar Lampung during the 2025/2026 academic year, which consists of two classes with 71 students. The sampling technique used is cluster random sampling, with class VI A as the experimental group (35 students) and class VI B as the control group (36 students). The data collection technique used a post test. Data analysis used a t-test to compare the learning outcomes of the experimental and control groups. The results showed an average posttest score of 83 for the experimental group, which was higher than the control group score of 70. The results of this study indicate that PhET simulation in STEM learning is effective in improving the understanding of scientific concepts in Islamic elementary schools, especially in the topic of electrical circuits, including current, components, circuits, and electricity bill calculations.

PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY BERBANTUAN PICTORIAL RIDDLE TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV PADA PEMBELAJARAN IPAS Nevilia Nevilia; Ida Fiteriani; Yuli Yanti
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12605

This study successfully demonstrated that the application of the Guided Inquiry model assisted by Pictorial Riddle media exerts a significant influence on the critical thinking skills of fourth-grade students in the IPAS subject. The group receiving treatment through this model exhibited a greater improvement in critical thinking skills compared to the group that underwent learning using the Discovery Learning model, as corroborated by the hypothesis testing results and N-Gain analysis. These findings affirm that the integration of the Guided Inquiry model and Pictorial Riddle media is capable of creating a more active, contextual, and meaningful learning experience, thereby effectively encouraging students to think critically in examining and resolving the problems they encounter. In terms of implications, this study offers an alternative learning strategy that can serve as a reference for teachers in designing IPAS learning oriented toward strengthening higher-order thinking skills. For future researchers, it is recommended to examine this model across a wider range of subject matter, more diverse educational levels, and more representative samples, while also exploring its impact on other dimensions of 21st-century skills, such as creativity, problem-solving ability, and scientific literacy. ABSTRAK Penelitian ini berhasil membuktikan bahwa penerapan model Guided Inquiry berbantuan media Pictorial Riddle memberikan pengaruh yang signifikan terhadap kemampuan berpikir kritis peserta didik kelas IV dalam mata pelajaran IPAS. Kelompok yang mendapatkan perlakuan dengan model ini memperlihatkan peningkatan kemampuan berpikir kritis yang lebih tinggi dibandingkan kelompok yang mengikuti pembelajaran dengan model Discovery Learning, sebagaimana dikuatkan oleh hasil uji hipotesis dan analisis N-Gain. Hal ini menegaskan bahwa perpaduan antara model Guided Inquiry dan media Pictorial Riddle mampu menciptakan pengalaman belajar yang lebih aktif, kontekstual, dan bermakna, sehingga secara nyata mendorong peserta didik untuk berpikir kritis dalam menelaah dan menyelesaikan permasalahan yang dihadapi. Dari sisi implikasi, penelitian ini menawarkan sebuah alternatif strategi pembelajaran yang dapat dijadikan rujukan oleh guru dalam merancang pembelajaran IPAS yang berorientasi pada penguatan keterampilan berpikir tingkat tinggi. Bagi para peneliti berikutnya, disarankan untuk menguji model ini pada cakupan materi yang lebih variatif, jenjang pendidikan yang lebih beragam, dan sampel yang lebih representatif, sekaligus mengeksplorasi dampaknya terhadap dimensi keterampilan abad ke-21 lainnya, seperti kreativitas, kemampuan pemecahan masalah, dan literasi sains.

Pengaruh Model Pembelajaran Berdiferensiasi Terhadap Keterampilan Berpikir Kritis Peserta Didik Pada Mata Pelajaran Matematika Kelas IV Di MIN 4 OKU Timur Laila Kartika Rahayu; Ida Fiteriani; Hasan Sastra Negara
Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 3 (2026): September 2026
Publisher : Prodi PGMI STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/bunayya.v7i3.744

Critical thinking skills are one of the essential competencies that students need to develop in mathematics learning. However, based on preliminary observations conducted at MIN 4 OKU Timur, students' critical thinking skills were still relatively low due to their limited involvement in the learning process. This study aimed to determine the effect of the differentiated learning model on the critical thinking skills of fourth-grade students in mathematics at MIN 4 OKU Timur. The study employed a quantitative approach with a quasi-experimental method using a Posttest-Only Control Design. The sample consisted of 49 students, including 26 students in the experimental class and 23 students in the control class. Data were collected through essay tests designed to measure students' critical thinking skills. The data were analyzed using normality tests, homogeneity tests, and hypothesis testing through the Independent Samples t-Test. The results showed that the average posttest score of the experimental class was 71.08, which was higher than that of the control class, namely 60.48. Furthermore, the hypothesis test yielded a significance value of 0.013, which was lower than 0.05. Therefore, it can be concluded that the differentiated learning model has a significant effect on students' critical thinking skills in mathematics learning among fourth-grade students at MIN 4 OKU Timur.

KUALITAS PENDIDIKAN POIN 4 SDGS DITINJAU DARI PENGGUNAAN MODEL CTL TERHADAP KEMAMPUAN BERPIKIR KRITIS Bunga Rossa Indah; Baharudin Baharudin; Ayu Reza Ningrum; Ida Fiteriani
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.12983

ABSTRACT Sustainable Development Goal (SDG) 4 aims to ensure quality education by fostering 21st-century competencies, one of which is critical thinking. However, elementary school students' critical thinking skills remain relatively low because learning activities are often teacher-centered and insufficiently connected to real-life contexts. One learning model that can address this issue is Contextual Teaching and Learning (CTL). This study aimed to examine the effect of the Contextual Teaching and Learning (CTL) model on students' critical thinking skills in Science and Social Studies (IPAS) as an effort to support the achievement of SDG 4. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 50 fifth-grade students who were divided into an experimental group and a control group using a purposive sampling technique. The research procedures included administering a pre-test, implementing CTL in the experimental group while the control group received conventional instruction, and conducting a post-test to measure students' critical thinking skills. The data were analyzed using the Mann–Whitney U test. The findings indicated that the experimental group demonstrated significantly higher critical thinking skills than the control group, as evidenced by an Asymp. Sig. (2-tailed) value of < 0.001. Therefore, the CTL model is effective in improving students' critical thinking skills in IPAS learning and supports the implementation of SDG 4 on Quality Education. ABSTRAK Sustainable Development Goals (SDGs) Poin 4 bertujuan mewujudkan pendidikan berkualitas melalui pengembangan kompetensi abad ke-21, salah satunya kemampuan berpikir kritis. Namun, kemampuan berpikir kritis siswa sekolah dasar masih rendah karena pembelajaran cenderung berpusat pada guru dan belum mengaitkan materi dengan konteks kehidupan nyata. Salah satu model pembelajaran yang dapat diterapkan untuk mengatasi permasalahan tersebut adalah Contextual Teaching and Learning (CTL). Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model CTL terhadap kemampuan berpikir kritis siswa pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) sebagai upaya mendukung pencapaian SDGs Poin 4. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Nonequivalent Control Group Design. Sampel penelitian berjumlah 50 siswa kelas V yang dibagi menjadi kelas eksperimen dan kelas kontrol menggunakan teknik purposive sampling. Tahapan penelitian meliputi pemberian pretest, pelaksanaan pembelajaran menggunakan model CTL pada kelas eksperimen dan pembelajaran konvensional pada kelas kontrol, serta pemberian posttest. Data dianalisis menggunakan uji Mann–Whitney U. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol dengan nilai Asymp. Sig. (2-tailed) < 0,001. Dengan demikian, model CTL efektif meningkatkan kemampuan berpikir kritis siswa pada pembelajaran IPAS dan mendukung terwujudnya pendidikan berkualitas sesuai SDGs Poin 4.

PERAN CONCRETE-PICTORIAL-ABSTRACT (CPA) APPROACH DAN STUCTURED PROBLEM SOLVING DALAM PEMBELAJARAN MATEMATIKA DI SD/MI Nuryana, Eti; Fiteriani, Ida; Afriyadi, Muhammad Muchsin
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2547

This research is motivated by the low mathematical literacy and problem-solving abilities of elementary school students, which are still influenced by conventional learning and students' difficulties in understanding abstract mathematical concepts. This study aims to analyze the role of the Concrete-Pictorial-Abstract (CPA) Approach and Structured Problem Solving (SPS) in mathematics learning in elementary school students through the Systematic Literature Review (SLR) method. The research was conducted by referring to the PRISMA 2020 guidelines through the stages of identification, screening, eligibility, and inclusion. Data sources were obtained from the Scopus, ERIC, and ScienceDirect databases in the period 2020–2025. Of the 799 articles found, 12 articles met the inclusion criteria and were analyzed descriptively qualitatively. The results showed that CPA effectively improved students' conceptual understanding, numeracy, mathematical reasoning, and learning motivation through concrete, pictorial, and abstract stages. Meanwhile, SPS effectively improved problem-solving skills, logical, critical, and systematic thinking through Polya-based problem-solving steps. The integration of CPA and SPS is considered capable of creating more meaningful, systematic mathematics learning that aligns with the cognitive developmental characteristics of elementary school students.

A Systematic Analysis of the Effect of the Contextual Teaching and Learning (CTL) Approach on Improving Critical Thinking Skills in Civics Education at the Elementary School: Inggris Asmita Syifa Nopi Yulianti; Ida Fiteriani; Deri Firmansah
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1415

The Contextual Teaching and Learning (CTL) approach has been widely applied in primary school education, particularly to enhance the quality of the learning process by making it more meaningful and contextual. However, previous research has generally focused on improving learning outcomes in a broad sense, whereas systematic studies specifically analyzing the impact of CTL on critical thinking skills within Pancasila and Civic Education (PPKn) lessons in primary schools (SD/MI) remain limited. Therefore, this study aims to systematically analyze research trends, study characteristics, and empirical findings regarding the impact of CTL on students' critical thinking skills in PPKn instruction during the 2021–2026 period. The study employs a Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines. Literature was sourced from Google Scholar and Scopus databases using the Publish or Perish application, then selected and managed through stages of identification, screening, eligibility, and inclusion. Data analysis was conducted using a descriptive-qualitative approach with narrative synthesis to identify patterns of findings across studies. Out of 1,248 identified articles, 10 met the inclusion criteria: research on CTL implementation in PPKn lessons at the primary school level, measurement of critical thinking skills, and publication in indexed scientific journals. The results indicate that the CTL approach has a positive impact on students' critical thinking skills, particularly in the areas of analysis, evaluation, argumentation, and decision-making. Keywords used included Contextual Teaching and Learning (CTL), critical thinking, PPKn instruction, and primary school. Research methodology was dominated by quantitative and experimental approaches, indicating a continued research focus on testing instructional effectiveness. Furthermore, the findings show that implementing CTL through components such as constructivism, inquiry, discussion, and reflection fosters active student engagement and connects PPKn material to real-life contexts. The uniqueness of this study lies in its specific focus on integrating the CTL approach with the development of critical thinking skills within the context of PPKn instruction in primary schools a topic that has rarely been examined systematically. These findings confirm that CTL is not only effective in improving learning outcomes but also plays a significant role in developing students' higher-order thinking skills. Therefore, future research is encouraged to broaden the scope of study, employ more diverse methodologies, and enhance research collaboration to strengthen the development of Civics education (PPKn) oriented towards 21st-century skills.

Innovative Learning Media Exhibition: Cultivating Motivation among Islamic Education Students to Create Engaging Learning Media Umi Hijriyah; Baharudin Baharudin; Ida Fiteriani; Fitriati Fitriati; Nurul Azizah
EDUKASIA Vol 19, No 2 (2024): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v19i2.28599

This research aimed to determine the relationship between media exhibitions and students' motivation. It was based on the fact that PAI students got lack motivation to create innovative learning media. This lack of motivation was caused by a limited understanding of the importance of learning media, insufficient skills and creativity, and inadequate facilities. The research design employed in this study was quantitative with a correlational approach. The sample consisted of 60 students from the fifth semester of the PAI program, class of 2022, at UIN Raden Intan Lampung. The instrument used in this study was a non-test instrument in the form of a questionnaire. The results from the T-test and correlation test revealed a significant relationship between media exhibitions and the motivation of students in the Islamic Religious Education program. The implication of this research was that it could serve a reference for taking further actions to address issues related to media exhibitions and students' motivation to develop or create innovative learning media. This study was expected to be used by educators as a reference for understanding the relationship between media exhibitions and the motivation of PAI students to create engaging learning media.

THE THE EFFECT OF THE M-APOS (MODIFICATION-ACTION, PROCESS, OBJECT, SCHEMA) LEARNING MODEL ON THE ABILITY TO UNDERSTAND THE MATHEMATICAL CONCEPTS OF FIFTH GRADE STUDENTS AT SDN 3 PEMATANG TAHALO Ida Fiteriani; Shintia Rahma; Hasan Sastra Negara
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 7 No. 1 (2025)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v7i1.17501

This research is motivated by the problem found by researchers at SDN 3 Pematang Tahalo, namely the low ability of students in understanding concepts in Mathematics learning. This study aims to see the effect of the M-APOS Learning Model on the Ability to Understand Mathematical Concepts of Grade V Students at SDN 3 Pematang Tahalo. This research is a quantitative study with a population of all grade V students at SDN 3 Pematang Tahalo. This type of research uses a quasi-experimental, Only Posttest Control Group Design research design, so that the posttest instrument will be given to the control class and the experimental class. This research was conducted at SDN 3 Pematang Tahalo using a sampling technique, namely the total sampling technique. The sample of this study consisted of two class groups, namely the experimental class, namely class V A and the control class, namely class V B. This study used data collection techniques in the form of interviews, essay tests, and documentation. Based on the data analysis that has been done, the results of the study based on the results of the t-test (Independent Samples T-Test) calculation are in accordance with the decision of the data analysis technique used in this study with a significance level of 5% (0.05) at a sig. value. (2-tailed) < 0.05 (0.016 < 0.05), it can be concluded that H0 is rejected and H1 is accepted with the statement that there is a significant influence of the M-APOS learning model on the mathematical concept understanding ability of fifth grade students at SDN 3 Pematang Tahalo.

Co-Authors Abda Abda Abdul Aziz Hunaifi Abi Fadila Abu Dharin Afifah, Aulya Agus Jatmiko Andri Setiawan Ani Cahyadi Anugrah Ramadhan Firdaus Anugrah Ramadhan Firdaus Arni, Su Arni, Su Ashari, Ayu Asmita Syifa Nopi Yulianti Atep Sujana Ayu Reza Ningrum Babang Robandi Baharuddin Baharuddin Baharudin Baharudin BAHARUDIN BAHARUDIN Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin Baharudin BAITI, MASNUN Bunga Rossa Indah Cahniyo Wijaya Kuswanto Chairul Amriyah Citra Wulan Sari Deri Firmansah Deri Firmansyah Devi Kurniawati Dewi, Shyintia Fitri Dian Andesta Bujuri Dinda Salshabila Fatira , Amelia Fitri, Yalin Widia Fitriati Fitriati Habibi Habibi Hasan Sastra Negara Hasan Sastra Negara Ida Fiteriani, Ida Fiteriani Ika Rosmiati Irwandani Isnaini Nurhafizah Rizki Istiyani Istiyani ISWATUN SOLEKHA ISWATUN SOLEKHA, ISWATUN Jajang Bayu Kelana Koderi Kriani, Rezi Kurnia Santi Laila Kartika Rahayu Linda Hania Fasha Linda Hania Fasha Mega Aria Monica Mega Tunjung Hapsari Mispani Mochammad Imron Awalludin Muhammad Muchsin Afriyadi Mulyani, Laras dwi Munafiroh, Verawati Nadia Kurnia Ningsih Nevilia Nevilia Nisa, Fadilatun Nur Asiah Nur Asiyah Nur Asiyah Nur Asiyah Nur Indah Rahmawati Nurul Azizah Nurul Saadah Agustina Nuryana, Eti Rahma Diani Rahma Diani Rahma Yulianingsih Renita Lestari Rifda El Fiah Romlah RR. Ella Evrita Hestiandari Samson, Nur-Aida Tahirulla Sari, Rizki Septi Permata Sa’idy, Sa’idy Shintia Rahma Shyintia Fitri Dewi Sri Sukasih, Sri Suarni Suarni Subandi Subandi Sugito Sugito Syafrimen Syafril Syaiful Anwar Syofnidah Ifrianti Tri Pebriati Umi Hijriyah Wahyu Sopandi Wahyu Sopandi Wansyah, Rio Yoyon Suryono Yuberti Yudesta Erfayliana Yudesta Erfayliana YULI YANTI Yusuf Maulana Yusup Maulana Zalik Nuryana Zulfa, Atikah

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