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All Journal Mimbar Sekolah Dasar Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar To Maega: Jurnal Pengabdian Masyarakat JPM (Jurnal Pendidikan Modern) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Mattawang: Jurnal Pengabdian Masyarakat Jurnal Abdimas Bina Bangsa Journal Evaluation in Education (JEE) Jurnal Cakrawala Pendas Jurnal Hukum dan Sosial Politik
Sama', Sama'
STKIP PGRI SUMENEP
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PERAN DOSEN PPKn DALAM MENANAMKAN CIVIC DISPOSITION BAGI MAHASISWA PGSD DI ERA INDUSTRY 4.0 Sama'; Kurratul Aini
Jurnal Cakrawala Pendas Vol. 8 No. 3 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v8i3.2499

Abstract

Era revolusi industri 4.0 ini mengharuskan dunia pendidikan untuk berinovasi sesuai dengan perkembangan zaman yang mengharuskan terciptanya SDM unggul dan berpengetahuan untuk dapat memfilter hal-hal yang negatif yang dapat membunuh karakter kewaganegaraan (Civic Disposition) masyarakat Indonesia. Penelitian ini bertujuan untuk mengetahui peran dosen pengampuh mata kuliah PPKn dalam menanamkan civic disposition pada mahasiswa prodi PGSD di era revolusi 4.0. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif analitis. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi, wawancara dan angket. Teknik anaslisis data dalam penelitian ini dimulai dengan pengumpulan data, menyajikan data, dan menarik kesimpulan dari data tersebut. Hasil penelitian ini menunjukkan bahwa penanaman civic disposition kepada mahasiswa melalui mata kuliah PPKn di STKIP PGRI Sumenep belum maksimal, hal itu dikarenakan dalam proses perkuliahan hanya menerapkan pemahaman secara teori saja, tidak menekankan kepada pembentukan niali-nilai moral dan civic disposition mahasiswa dalam kehidupan sehari-hari. Perkembangan teknologi di revolusi industri 4.0 tidak hanya memberikan dampak positif, namun juga dampak negatif, sehingga peran dosen pengampuh mata kuliah PPKn dalam mengembangkan civic disposition pada mahasiswa di era revolusi industry 4.0 ini sangat dibutuhkan dan interest, dan PPKn merupakan sebuah mata kuliah yang berbasis pembentukan moral dan civic disposition mahasiswa.
Enhancing Elementary Students' Learning Outcomes through Visual Media-Driven Value Clarification Techniques Anisah Habibiyah; Sama' Sama'; M. Ridwan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6737

Abstract

Low learning outcomes among elementary students often result from teaching strategies that inadequately integrate cognitive development with life values. Conventional methods typically lack visualization and fail to engage students emotionally, limiting their conceptual understanding. This study employed a quantitative quasi-experimental design using a non-equivalent control group. The participants were 70 fifth-grade students from Sumenep Regency, randomly assigned to an experimental and a control group. The intervention involved the use of visual media integrated with value clarification techniques in thematic learning. Data were collected through a validated and reliable 25-item multiple-choice learning outcome test. Statistical analyses included normality tests, homogeneity tests, and independent t-tests. The results revealed a statistically significant difference in learning outcomes between the experimental and control groups (p 0.05). Students in the experimental group achieved higher average scores, indicating the effectiveness of combining visual media with value-based learning strategies. These findings suggest that integrating value clarification techniques with visual learning media fosters deeper conceptual understanding and emotional engagement in elementary students. The novelty of this research lies in its simultaneous application of values education and visual aids within a thematic learning model, a combination rarely explored in previous studies. This approach offers a promising alternative for contextual, character-based learning aligned with the Pancasila learner profile and 21st-century education competencies.
Enhancing Elementary Numeracy Skills Through Visualization-Based Accelerated Learning Cycle Hasibah Hasibah; Sama' Sama'; Jamilah Jamilah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6662

Abstract

Basic arithmetic skills are foundational for elementary education, yet many students struggle to grasp core mathematical concepts. Innovative teaching methods, such as visualization-based learning, may help address this issue by promoting conceptual understanding and critical thinking. This quasi-experimental study employed a Nonequivalent Control Group Design to evaluate the effectiveness of a visualization-based accelerated learning cycle on fourth-grade students’ arithmetic abilities. A purposive random sampling technique was used to assign 60 students into two groups: an experimental group (n = 30) and a control group (n = 30). Posttest results analyzed using a t-test indicated that the experimental group outperformed the control group, with an average score of 75.64 compared to 69.68. These findings suggest that visualization-based instruction can significantly enhance mathematical numeracy skills. The results demonstrate that visualization strategies support the acquisition of arithmetic concepts and foster critical thinking. The improved performance of the experimental group highlights the potential of this approach in elementary mathematics instruction. Visualization-based learning appears to be an effective method for improving arithmetic skills among elementary students. Its integration into classroom instruction could enhance learning outcomes, especially if supported by equitable access to technology. Future studies should investigate the long-term effects of this approach and include larger, more diverse samples.
Navigating Deep Learning Pedagogy in Rural Classrooms: A Qualitative Study on Teacher Readiness and Innovation in Indonesian Elementary Schools Citra Alif Lia Elliana Arianti; Sama' Sama'; Ike Yuli Mestika Dewi
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1775

Abstract

Purpose of the study: The integration of digital technology in primary education has become increasingly urgent in the era of 21st-century learning transformation. However, teachers’ readiness to implement deep learning approaches and instructional innovation remains a challenge, particularly in non-urban areas such as Sumenep Regency. Methodology: A qualitative descriptive approach was employed, involving six purposively selected teachers as primary data sources. Data were collected through classroom observations and structured interviews and then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that teachers’ conceptual understanding of deep learning remains limited, and its classroom application has not reached a transformative level. Teacher readiness is influenced by insufficient training, inadequate infrastructure, weak institutional support, and varying levels of self-efficacy. Systemic barriers such as limited technological access and lack of supportive school policies hinder also implementation efforts. Novelty/Originality of this study: This study uniquely examines teacher readiness for deep learning-oriented instruction in an underrepresented context—rural elementary schools in Indonesia. Unlike previous research that predominantly focuses on urban or secondary education settings, this study captures the real-world constraints and opportunities for digital transformation in low-resource environments. It also broadens the conceptual framing of “deep learning” beyond technology, integrating pedagogical depth and reflective teaching practices. The implications highlight the urgency of designing context-based, practice-oriented teacher training programs and developing supportive policies that enable sustainable digital pedagogy.
Co-Authors Anisah Habibiyah Choli Astutik Citra Alif Lia Elliana Arianti Debrine Stefany Fajar Budiyono Framz Hardiansyah Hasan Basri Hasibah Hasibah Hodairiyah, Hodairiyah Ike Yuli Mestika Dewi Khoirul Asiah Kurratul Aini Kurratul Aini M. Ridwan Muhammad Misbahudholam AR Mukhlishi Mukhlishi Siti Arifa Supandi Supandi Syaiful Bahri Yeni Puji Astuti Yetti Hidayatillah