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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Pendidikan Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Educational and Learning Studies Edu Research : Jurnal Penelitian Pendidikan Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Journal of Education, Cultural, and Politics Madani: Multidisciplinary Scientific Journal Jurnal Ilmu Pendidikan Nasional Ta'dib Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Journal Innovation In Education Jurnal Penelitian Pendidikan Indonesia (JPPI) MAXIMAL Journal Educational Research and Development
Meizatri, Ranti
Universitas Negeri Padang
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PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN PANCASILA MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) DI KELAS IV SDN 13 SURAU GADANG KOTA PADANG Kurnia Hamidah; Atri Waldi; Ranti Meizatri; Rafhi Febryan Putera
EDU RESEARCH Vol 6 No 1 (2025): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v6i1.549

Abstract

Tujuan penelitian ini untuk mendeskripsikan bagaimana peningkatan hasil belajar peserta didik pada pembelajaran Pendidikan Pancasila menggunakan model Problem Based Learning (PBL) di kelas IV SDN 13 Surau Gadang. Pada penelitian ini mennggunakan jenis Penelitian Tindakan Kelas (PTK), dengan menggunakan pendekatan kualitatif dan kuantitatif. Subjek penelitian ini adalah guru dan peserta didik kelas IV SDN 13 Surau Gadang dengan jumlah 18 orang peserta didik, 8 orang laki-laki dan 10 perempuan. Hasil penelitian ini menunjukkan peningkatan pada modul ajar siklus I dengan rata-rata 79,16% (Baik) dan siklus II 95,83 (Sangat Baik). Penilaian aktivitas guru siklus I dengan rata-rata 80,35% (Baik) dan siklus II 96,42% (Sangat Baik). Penilaian aktivitas peserta didik siklus I dengan rata-rata 76,57% (Baik) dan siklus II 92,85% (Sangat Baik). Penilaian terhadap peserta didik dalam peningkatan hasil belajar pada siklus I diperoleh 76,89% dan siklus II dengan rata-rata 89,61%. Berdasarkan hasil tersebut dapat disimpulkan bahwa model Problem Based Learning (PBL) dapat meningkakan hasil belajar Pendidikan Pancasila dikelas IV.
Increasing learning innovation through developing teachers’ basic abilities in professional development supervision Rifma, Rifma; Meizatri, Ranti; Rusdinal, Rudinal; Jasrial, Jasrial
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.28913

Abstract

Learning innovation is always related to teacher abilities, emphasizing the design and implementation of innovative teaching and learning. This study aimed to assess the effects of professional development-supervised teacher basic abilities on learning innovation. A total of 409 teachers were engaged as participants. In this case, supervision experience was obtained with a teacher basic ability development approach (commitment and abstraction), as data were analyzed using the partial least square structural equation model (PLS-SEM). The results showed that teacher basic abilities significantly affected the success of professional development supervision and learning innovation. This indicated that the influential levels of the basic abilities on learning innovation and professional development supervision emphasized the t-statistics/p-values of 37.535≥1.96/0.000 and 39.492≥1.96/0.000, respectively. The effects of professional development supervision on learning innovation were also characterized by the t-statistics and p-value of 39.492≥1.96 and 0.000, respectively. Meanwhile, the teacher basic abilities significantly impacted the combined activities of professional development supervision and learning innovation through the t-statistic and p-value of 8.283≥1.96 and 0.000, respectively. These results recommended that principals and supervisors should consider teachers basic abilities as a target in the supervision of professional development, to realize sustainable learning innovations.
Lokakarya Penyusunan Bahan Ajar Berbasis Ethical Dilemma Tri N Bagi Guru-Guru SMKN 1 Kepulauan Mentawai Tiara, Monica; Fitria Dewi, Susi; Meizatri, Ranti; Irwan, Irwan
Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2024): Desember 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/dedikasia.v4i2.8785

Abstract

Bahan ajar harus disusun secara sistematis, interaktif, menarik dan bermakna yang memungkinkan siswa dapat belajar secara mandiri. Kegiatan pengabdian ini bertujuan untuk; 1) Melaksanakan Lokakarya Penyusunan Bahan Ajar Berbasis Ethical Dilemma Tri N Menggunakan Aplikasi Digibook Bagi Guru-Guru SMKN 1 Kepulauan Mentawai. 2) Menghasilkan Bahan Ajar Berbasis Ethical Dilemma Tri N Menggunakan Aplikasi Digibook karya guru-guru SMKN 1 Kep. Mentawai. Kegiatan pengabdian ini dilakukan selama satu tahun dalam bentuk lokakarya dengan 6 (enam) metode rangkaian kegiatan Pre-tes, Ekspos, Analisis, Tutorial, Kerja kelompok, Presentasi Hasil, Pos-tes. Hasil Kegiatan Pengabdian menunjukkan bahwa perlunya dilakukan penguatan kompetensi guru terutama dalam merancang bahan ajar digital yang sesuai dengan tuntutan kurikulum merdeka di tingkat SMK. Melalui kegiatan lokakarya yang dilakukan secara daring dan luring guru-guru didampingi untuk mampu menggunakan aplikasi digibook dalam mencari sumber belajar. Kemudian, dilakukan pendampingan dengan membentuk komitmen guru melalui fakta integritas untuk dapat menghasilkan sebuah bahan ajar atau buku teks berISBN.   Teaching materials must be arranged in a systematic, interactive, interesting and meaningful manner that allows students to learn independently. This service activity aims to; 1) Carrying out a Workshop on Preparing Teaching Materials Based on the Tri N Ethical Dilemma Using the Digibook Application for Teachers of SMKN 1 Mentawai Islands. 2) Produce Tri N Ethical Dilemma Based Teaching Materials Using the Digibook Application created by SMKN 1 Kep teachers. Mentawai. This service activity is carried out for one year in the form of a workshop with 6 (six) methods, a series of activities: Pre-test, Expose, Analysis, Tutorial, Group work, Presentation of Results, Post-test. The results of the Community Service Activities show that it is necessary to strengthen teacher competence, especially in designing digital teaching materials that are in accordance with the demands of the independent curriculum at the vocational school level. Through workshop activities conducted online and offline, teachers are assisted in being able to use the digibook application to search for learning resources. Then, assistance is provided by forming teacher commitment through integrity facts to be able to produce teaching materials or textbooks with ISBN.  
PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN PENDIDIKAN PANCASILA MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN QUIZIZZ DI KELAS V SDN 15 AIE ANGEK KABUPATEN TANAH DATAR Tunnisa, Zahra; Atri Waldi; Ranti Meizatri; Reinita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24185

Abstract

This study aims to describe the improvement of student learning outcomes in Pancasila Education learning using the Problem Based Learning model assisted by Quizizz in class V SDN 15 Aie Angek, Tanah Datar Regency. This type of research is Classroom Action Research (CAR) with a qualitative and quantitative approach. The research was conducted in two cycles, where cycle I consisted of two meetings and cycle II one meeting. The subjects in this study were teachers (researchers) and 20 students. Data collection techniques used observation, tests, and non-tests. The results of the study showed an increase in: 1) Cycle I teaching modules with an average of 80.56% (Good), increasing in cycle II to 91.67% (Very Good). 2) Implementation of teacher activities in cycle I an average of 82.14% (Good), increasing in cycle II to 92.86% (Very Good). Student activity also increased from an average of 78.58% (Enough) in cycle I to 89.29% (Good) in cycle II. 3) Student learning outcomes increased from an average of 77.48 in cycle I to 88.54 in cycle II.Thus, it can be concluded that the application of the Problem Based Learning model assisted by Quizizz is effective in improving student learning outcomes in Pancasila Education learning in class V SDN 15 Aie Angek. Keywords: learning outcomes, Pancasila Education, Problem Based Learning, Quizizz
Implementasi Evaluasi Pembelajaran Berbasis Digital di Sekolah Dasar Agresia Desti; Nazumi Anggofi; Siti Aisyah; Desclarista Salwa Putri; Muhamad Arif Alfa Rizi; Ranti Meizatri; Muhammadi Muhammadi
Journal Innovation In Education Vol. 3 No. 4 (2025): Desember: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v3i4.3530

Abstract

This study aims to describe the implementation of digital-based learning evaluation in elementary schools and analyze its implementation in supporting the learning process. The study uses a qualitative descriptive approach with data collection techniques in the form of observation, interviews with teachers, and documentation. The research was conducted in four elementary schools, namely SD Binekas Bandung, SD Negeri 14 Siguntur Muda, SD Negeri 29 Siguntur Muda, and SD Negeri 43 Siguntur Muda. The digital evaluation media used included Smart TV and Wordwall, which were utilized in the implementation of diagnostic and formative evaluations. The results showed that the implementation of digital-based learning evaluation was able to increase student engagement, active participation, and motivation to learn through the presentation of interactive questions and immediate feedback. In addition, digital evaluation helped teachers assess students' understanding in real time and adjust learning strategies according to student needs. However, the implementation of digital-based evaluation still faced technical obstacles, such as limited devices and supporting facilities. Overall, the implementation of digital-based learning evaluation is considered effective in supporting learner-centered learning and improving the quality of the evaluation process in elementary schools, with the proviso that there is a need to improve teacher competence and provide adequate digital facilities.
Implementasi Evaluasi Pembelajaran Berbasis Digital di Sekolah Dasar: Studi Multi-Situs: STUDI MULTI-SITUS Diana Dwi Putri; Jeni Pristiawati; Rafifa Fadhlurahmi; Siti Fatihatun Najwa; Alifah Fawwazah; Muhammadi Muhammadi; Ranti Meizatri
Journal Innovation In Education Vol. 3 No. 4 (2025): Desember: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v3i4.3550

Abstract

This research aims to identify the implementation of digital-based learning evaluation in elementary schools, analyze the types of digital media used, and evaluate its advantages and disadvantages. Observational studies were conducted in seven different elementary schools with diverse characteristics, including public and private, national and international schools. The research method uses a descriptive qualitative approach with passive participatory observation techniques, semi-structured interviews, and documentation. The results show that elementary schools have adopted various digital evaluation platforms such as Google Form, Quizizz, Wordwall, and Learning Management System with varying levels of implementation. The findings revealed that digital evaluation media increases student motivation and participation, speeds up the assessment process, and provides direct feedback. However, there are obstacles in the form of limited technological infrastructure, a gap in the digital literacy of teachers and students, and dependence on the internet network. This research provides recommendations for infrastructure improvement, continuous training for teachers, and the development of a holistic evaluation system that accommodates cognitive, affective, and psychomotor aspects.
Penerapan Media Digital dalam Evaluasi Pembelajaran Sekolah Dasar: Studi Observasi Lapangan M, Muhammadi; Meizatri, Ranti; Alya, Shafira Nuraini; Anisa, Wahyu Tia; Azzahra, Nazuwa Kanza; Sepa, Yahsa Aprilami
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 12 (2026): January
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18168004

Abstract

Digital-based learning evaluation has become an important component of the learning process in elementary schools in line with the rapid development of information and communication technology. This study aims to describe the implementation of digital-based learning evaluation, the types of evaluation media used, the suitability of the media to learning materials, as well as the responses and challenges experienced by students and teachers. This research employed a descriptive qualitative approach using an observation method conducted in eight elementary schools in West Sumatra Province. Data were collected through direct classroom observations, brief interviews with teachers, and documentation of digital learning evaluation activities. The results indicate that digital-based learning evaluation has been implemented in a structured manner and integrated into the learning process, particularly at the final stage of instruction. The evaluation media used include Wordwall, Educaplay, Google Forms, and Kahoot, with interactive game-based media being more dominantly applied due to their suitability to the characteristics of elementary school students. Students’ responses to digital evaluation were generally positive, as reflected in increased enthusiasm, focus, and engagement during evaluation activities. However, this study also identified several challenges, such as limited facilities, unstable internet connectivity, and varying levels of digital literacy among teachers and students. Therefore, adequate infrastructural support and continuous improvement of teachers’ digital competencies are required to ensure that digital-based learning evaluation can be implemented optimally and sustainably.
Implementasi Evaluasi Pembelajaran Berbasis Digital Di Sekolah Dasar Bakti Mulya 400 Jakarta Yusro, Lil; Sufitri, Delia; ., Halimatussakdiah; ., Muhammadi; Meizatri, Ranti
Journal Educational Research and Development | E-ISSN : 3063-9158 Vol. 2 No. 3 (2026): Januari - Maret
Publisher : GLOBAL SCIENTS PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to evaluate the implementation of digital-based learning at Bakti Mulya 400 Elementary School, South Jakarta, specifically in the aspect of learning evaluation utilizing digital technology. The transformation of education in the digital era demands a paradigm shift in the learning evaluation system, from conventional to technology-based. The research method used was field observation with a descriptive qualitative approach. Data were collected through direct observation and in-depth interviews with teachers and school officials on October 20, 2025. The research instruments included observation guidelines, interview guidelines, field notebooks, and documentation tools. Data were analyzed using descriptive qualitative analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the school has systematically implemented digital evaluation using the Google Forms platform for daily tests, Quizizz for interactive quizzes, and Kahoot for formative evaluation. The implementation includes formative and summative assessments integrated with Zoom-based learning using English in accordance with the Cambridge curriculum. Digital evaluation offers significant benefits in terms of time efficiency, automated and accurate results, increased student motivation, digital literacy development, and support for the paperless concept. However, obstacles have been identified, such as limited digital devices, dependence on a stable internet connection, teachers' varying technological skills, the risk of technical disruptions, reduced direct interaction, and the need for intensive mentoring for lower-grade students. The study concluded that the implementation of digital-based learning evaluation at Bakti Mulya 400 Elementary School has been effective, supported by adequate infrastructure and strong school commitment. However, improvements in technological facilities and ongoing development of teachers' ICT competencies are needed to optimize 21st-century learning.
Pengaruh Penerapan Media Digital dalam Pembelajaran terhadap Keaktifan dan Partisipasi Siswa Sekolah Dasar Farhatun Haya; Khaira Nisa; Rio Febrian Ladipasa; Mutiara Ananda; Finda Rustiana; Muhammadi Muhammadi; Ranti Meizatri
Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 3 No. 4 (2025): Desember : Perspektif : Jurnal Pendidikan dan Ilmu Bahasa
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/perspektif.v3i4.2871

Abstract

The advancement of digital technology has transformed classroom learning practices. Digital learning materials provide an innovative approach to fostering more engaging and interactive learning environments. Student activeness and participation are key indicators of effective learning; however, traditional instructional methods are still widely used in elementary schools, often limiting student engagement. This study examines the relationship between the use of digital learning materials and student activeness and participation at SD Binekas using a quantitative descriptive correlational approach. Upper-grade elementary students were selected as research participants. Data were collected through structured observations, student participation instruments, and documentation, and analyzed using statistical techniques. The results demonstrate that digital learning materials have a positive and significant effect on student activeness and participation. Students showed higher levels of attention, interaction, and involvement during classroom activities. These findings highlight the potential of digital learning materials to support active and participatory learning in elementary education.  
Implementasi Sistem Evaluasi Pembelajaran Digital Pada Sekolah Dasar Melalui Studi Observasi Lapangan Poeja Septiani; Arnita Lestari; Neza Putri Zulma; Adrian Hadi; Ranti Meizatri
Jurnal Ilmu Pendidikan Nasional (JIPNAS) Vol. 3 No. 3 (2025): JIPNAS - Desember
Publisher : PT. Padang Tekno Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/jipnas.v3i3.616

Abstract

Penelitian ini difokuskan pada upaya pemetaan pelaksanaan penilaian pembelajaran berbasis teknologi digital pada jenjang sekolah dasar. Kajian ini mencakup jenis platform evaluasi yang digunakan, permasalahan yang dihadapi pendidik dalam pelaksanaannya, serta sikap dan respons siswa terhadap sistem evaluasi berbasis digital. Pengumpulan data dilakukan melalui pengamatan langsung di sekolah, wawancara singkat dengan guru, serta penelusuran dokumen pendukung. Lokasi penelitian meliputi beberapa sekolah dasar di wilayah Sumatera Barat dan satu sekolah dasar swasta yang berada di Jakarta. Berdasarkan hasil pengamatan, diketahui bahwa penerapan evaluasi digital telah mulai dilakukan, namun tingkat pemanfaatannya berbeda-beda antar sekolah. Sebagian sekolah telah mengadopsi aplikasi berbasis daring seperti Wordwall, Quizizz, dan Google Form sebagai sarana penilaian hasil belajar. Di sisi lain, masih terdapat sekolah yang mempertahankan sistem evaluasi konvensional, meskipun penggunaan teknologi telah diterapkan pada tahap penyampaian materi pembelajaran.Pelaksanaan evaluasi berbasis digital menunjukkan pengaruh positif terhadap keterlibatan siswa dalam kegiatan belajar. Penyajian evaluasi yang bersifat interaktif mampu mendorong peningkatan minat, partisipasi aktif, serta semangat siswa dalam mengikuti proses penilaian. Namun demikian, implementasi evaluasi digital belum sepenuhnya berjalan optimal karena adanya keterbatasan sarana pendukung, kendala jaringan internet, serta rendahnya penguasaan teknologi oleh sebagian guru.Secara umum, evaluasi pembelajaran berbasis digital berpotensi meningkatkan kualitas dan efektivitas proses penilaian di sekolah dasar. Agar penerapannya dapat berjalan secara maksimal, diperlukan dukungan infrastruktur yang memadai serta peningkatan kompetensi guru dalam pemanfaatan teknologi pendidikan
Co-Authors ., Muhammadi Aan Komariah Adrian Hadi Agresia Desti Alifah Fawwazah Alya, Shafira Nuraini Anisa, Wahyu Tia Arnita Lestari Atri Waldi Azzahra, Nazuwa Kanza Bambang Budi Wiyono Cindy Aprilia Ningsih Desclarista Salwa Putri Diana Dwi Putri Doni Saputra Fadila Ramadhani Farhatun Haya Finda Rustiana Fitria Dewi, Susi HALIMATUSSAKDIAH . Irsyad, Irsyad Irwan Irwan Izzatul Azzahra Jasrial Jasrial Jasrial Jasrial, Jasrial Jeise Yufengky Jeni Pristiawati Khaira Nisa Kholista Zikhra Amalia Kurnia Hamidah M, Muhammadi Meisya Muhamad Arif Alfa Rizi Muhammadi Muhammadi Muhammadi Mutiara Ananda Nazumi Anggofi Neza Putri Zulma Nurul Dwi Rahayu Poeja Septiani Putri Rahmadani Rafhi Febryan Putera Rafifa Fadhlurahmi Rany Puspita Reinita Reska Amzi Rahayu Restia Amelia Rifma Rifma Rifma Rifma Rusli Rifma Rusli Riki Batubara Rio Febrian Ladipasa Rosalina Puspasari Dewi Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal Rusdinal, Rudinal Rusdinal, Rusdinal Salsabila Arifin Sepa, Yahsa Aprilami Siti Aisyah Siti Fatihatun Najwa Sufitri, Delia Sufyarma Marsidin Syahril Syahril Tiara Sri Wahyuni Tiara, Monica Tunnisa, Zahra Wina Yusro, Lil Zafnanda Givani