Articles
<![CDATA[Gadget Addicted Phenomenon In Elementary School Children: Challenges Or Opportunities In Learning? ]]>
<![CDATA[Linda Feni Haryati]]>;
<![CDATA[Haryanto Haryanto]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS) ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v12i.815
<![CDATA[Gadget addiction is characterized by a person's inability to part with the gadget they have. One type of gadget that is used quite massively is the Android mobile phone. The use of mobile phones with all their advanced features has created a new phenomenon at the age of elementary school children called gadget addiction. The number of students who experience this addiction is increasing day by day. Based on this phenomenon, it is necessary to conduct research to find out whether the gadget addiction phenomenon is a challenge or opportunity in learning. This research was designed in the form of library research. The study material in this research is the publication of scientific articles found in national and international journals. The results of the study show that the uncontrolled use of mobile phones on the one hand is a threat, but on the other hand it can actually be used as a support for learning activities. The negative side of uncontrolled use of mobile phones can interfere with mental development, socio-emotional development and can even interfere with students' intellectual development. The positive side of using mobile phones in elementary school-age children is a great opportunity that teachers can use as Android-based learning media. Students who are used to using Android mobile phones are no longer stuttering with technology. Teachers can design educational games based on Android so they don't only access entertainment content on their gadgets. Through educational games students learn more easily so that their enthusiasm for learning increases. Educational games can be developed especially for subjects that have been considered difficult by students such as mathematics. Mobile phones can also be used as a source of knowledge so that students can explore knowledge independently.]]>
<![CDATA[Literature Review: Elementary Teacher's Missconception of the Social Sciences Concept and How to Grow Students' Interest in Social Studies Learning ]]>
<![CDATA[Ashar Pajarungi Anar]]>;
<![CDATA[Haryanto Haryanto]]>;
<![CDATA[Muhammad Nur Wangid]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS) ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v12i.824
<![CDATA[This research is a literature review to find out teachers' understanding of the correct Social Sciences concept and to find out how to foster students' interest in Social Studies learning. Based on the results of the literature review of the articles studied, it was concluded that what the teacher should do is, first the teacher must understand well what the social studies concept is like, so that the teacher can understand how to teach properly. The second is what must be taught to students, meaning that the teacher must know the subject matter to be taught so that the teacher can take the right steps on how to teach it. The third is that the teacher must know how to teach social studies so that learning is maximized, by utilizing methods, models and media that can be used in the learning process. The way that can be taken by the teacher in increasing student learning interest in social studies learning is by utilizing learning methods, models and media and not just applying lecture and rote methods that make students bored and bored with social studies learning in class. Teachers can also add references to their knowledge by reading the results of other studies so that the teacher's insight will increase.]]>
<![CDATA[Mapping Research Trends in Learning IPS of Elementary School: A Bibliometric Analysis ]]>
<![CDATA[Umar Umar]]>;
<![CDATA[Haryanto Haryanto]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS) ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v12i.829
<![CDATA[This study aims to achieve the following objectives: 1) to analyze the publication trends in the field of social studies learning; 2) to identify the journals with the highest number of publications in the area of social studies learning; 3) to assess the productivity of researchers in the field of social studies learning and their contributions to publications; 4) to examine the extent of institutional collaborations in producing publications in social studies learning; 5) to explore the subjects covered in social studies learning publications and their development over time; and 6) to conduct a bibliometric analysis using co-word analysis to map the development of publications in social studies learning based on keywords. The research data was collected through a comprehensive Scopus search using keywords such as learning, social education, and primary school, focusing on article titles, abstracts, and keywords from the period 2013 to 2022. The research trends in social studies learning were analyzed using Vos Viewer software. The findings revealed that the highest number of research publications in the field of social studies learning, indexed in Scopus, was observed in 2022, with 103 publications (14.94%). Most international publications in this field were found in Social Work Education journals, with the United States being the leading contributor. The co-word analysis of the social studies learning field identified eight clusters encompassing 88 themes associated with its development.]]>
<![CDATA[The Influence of Project-Based Learning Models on Critical Thinking Ability and Basic Science Learning Outcomes ]]>
<![CDATA[Raysyah Putri Sitanggang]]>;
<![CDATA[Haryanto Haryanto]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS) ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v12i.831
<![CDATA[The main objective of this study was to analyze: (1) better influence the outcomes of learning science students taught by Projek Based Learning learning model and model of Direct Instruction; and (2) better effect between critical thinking skills that are taught by Projek Based Learning learning model and model of Direct Instruction. This research is a quasi-experiment conducted in SD Negeri 064973 Medan. The population in this study were all 50 students of class VII, while the sample in this study were students of class VI-A total of 25 people with learning models Projek Based Learning, and students of class VI-B as many as 25 people with Direct Instruction models. The instrument used consisted of test learning outcomes to shape totaled 9 points and can test the reliability of 0,374 and totaled 18 items critical points and has a reliability of 0.831. Data analysis was performed using independent samples test t-aided assisted software SPSS 16.0 for windows. The result showed that: (1) the effect of the Project the based Learning learning model is better than the direct instruction model to learn science students' outcomes. It is based on the acquisition tcount of 2,892 scores greater than ttable of 2.060 and (2) the effect of the Project Based Learning learning model is better compared with the direct instruction learning model t the student's critical thinking skills. It is based on the acquisition score tcount of 2,944 greater than ttable of 2.060.]]>
<![CDATA[Development of Ecological Citizenship-Based Character Education Model to Improve Environmental Naturalistic Intelligence of Elementary School Students ]]>
<![CDATA[Dewi Rakhmawati]]>;
<![CDATA[Haryanto Haryanto]]>;
<![CDATA[Murdiono Murdiono]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS) ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v12i.835
<![CDATA[The lack of naturalistic intelligence in students can have an impact on students' understanding of the environment and nature. Naturalistic intelligence can help students understand the importance of protecting the environment and being responsible for preserving the environment. Therefore, the purpose of this study is to develop an Ecological Citizenship-Based Character Education Model to Improve Environmental Naturalistic Intelligence of Elementary School Students. A research and development (RnD) research design was used in this study. The development model used in this study refers to the development model according to ADDIE. This research was conducted in Jetis Sub-district, Yogyakarta City, Yogyakarta Special Region from February to March 2023. The population of this study were fourth grade students at the elementary school level with a research sample of 20 students. The study used a quasy experiment design with a pre and post test one group design approach. The results showed that there was a significant difference between the scores of improving the post-test showing a significance value of 0.001. This shows that the use of ecological citizenship-based character education model is effective to improve the ability of environmental naturalistic intelligence of fourth grade students of SDN Vidya Qasana.]]>
<![CDATA[Strengthening Religious Character to Prevent Bullying Behavior Students in Elementary Schools ]]>
<![CDATA[Iyoh Maspiroh]]>;
<![CDATA[Haryanto Haryanto]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS) ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v12i.840
<![CDATA[Bullying is a behavior that disturbs students in schools both at the elementary and secondary levels. This behavior has many negative impacts and influences on learning outcomes and students' mental development. This study aims to determine the relationship between strategies for instilling religious character in preventing bullying or bullying behavior in elementary school students. This research method uses the method of literature review. The findings from this study are that the cultivation of religious character can prevent bullying in elementary schools by carrying out several strategies, namely exemplary, learning, empowering and acculturating, strengthening and assessing.]]>
<![CDATA[Mathematical Abilities of Elementary School Students: a Bibliometric Analysis ]]>
<![CDATA[Abdul Kadir]]>;
<![CDATA[Haryanto Haryanto]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS) ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v12i.844
<![CDATA[This study aims to investigate the research trends on the mathematical abilities of elementary school students. The analysis focuses on research articles in the field of mathematics education in elementary schools based on the Scopus database from 2003 to 2022. The obtained data is then inputted into the VOSviewer application to obtain a data distribution based on a co-occurrence map. The co-occurrence map is created based on the text data of the mathematics education articles in elementary schools obtained from the Scopus database and analyzed using bibliometric criteria that reveal the structure and characteristics of elementary school students. This study provides evidence of the research trends on the mathematical education of elementary school students based on the mapping of data that emerges in the Scopus database. These research trends are expected to assist researchers in obtaining information on which areas are more needed to plan their future research related to the mathematical abilities of elementary school students.]]>
<![CDATA[Pemanfaatan Teknologi Informasi dan Komunikasi dalam Menunjang Pembelajaran di PAUD ]]>
<![CDATA[Endang Priyanti]]>;
<![CDATA[Haryanto Haryanto]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 7, No 4 (2023) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v7i4.4124
<![CDATA[Fenomena rendahnya pemanfaatan teknologi informasi dan komunikasi oleh guru PAUD dalam mengembangkan kompetensi mengelola pembelajaran di PAUD secara mandiri terjadi di sebagian besar lembaga PAUD. Penyebabnya adalah kurangnya kemampuan dan motivasi guru PAUD untuk menggunakan TIK sehingga membutuhkan banyak bimbingan dan pendampingan dalam memanfaatkan TIK sebagai alat bantu mengajar. Penelitian ini menggunakan penelitian deskriptif kuantitatif untuk mengetahui pemanfaatan teknologi informasi dan komunikasi dalam menunjang pembelajaran di PAUD. Subyek yang digunakan meliputi 33 kepala sekolah dan 33 guru PAUD di Kota Yogyakarta dengan sampel sebesar 15% dari 222 populasi. Teknik pengumpulan data menggunakan skala dan checklist. Pengintegrasian TIK dalam pembelajaran di PAUD dipengaruhi oleh terbatasnya penguasaan guru untuk memahami dan kecakapan dalam aspek pemanfaatan personal computer serta jaringan nirkabel, terbatasnya semangat guru dalam melaksanakan transformasi yang menggabungkan penggunaan TIK terhadap pembelajaran dalam kelas, serta terbatasnya sarana dan prasarana TIK dalam mendukung pembelajaran.]]>
<![CDATA[Cognitive load in high school students during online learning amidst the Covid-19 pandemic: A qualitative study in Bantul, Indonesia ]]>
<![CDATA[Novi Trilisiana]]>;
<![CDATA[Haryanto Haryanto]]>;
<![CDATA[Pujiriyanto Pujiriyanto]]>;
<![CDATA[Wahyu Kurniawati]]>;
<![CDATA[Jamiu Temitope Sulaimon]]>
<![CDATA[ Jurnal Inovasi Teknologi Pendidikan Vol 10, No 2 (2023): June ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jitp.v10i2.61752
<![CDATA[The public doubts that learning can be meaningful and in-depth if done online. Moreover, the implementation of online learning still has weaknesses from upstream to downstream. This research focuses on the cognitive load in students when online learning begins to be carried out massively in Indonesia due to the Covid-19 pandemic. This qualitative study aims to identify high school students' experiences in Bantul while learning online during the pandemic. Data were collected for four months through observation, in-depth interviews, and documentation. The collected data were transcribed, coded, and analyzed for themes using cognitive load theory and learning technology. The results illustrate that high school students in Bantul experience extra effort in learning through online platforms due to the novelty of the online learning experience, distractions, subject matter presentation, and the impact of cognitive load on students' learning. This research enriches innovative strategies for managing online learning by learning technology science. It has contributions to the need to train teachers and students to carry out learning in an independent mode. Online learning, when managed by accommodating good theory and practice of learning technology, proves to be a strategic learning mode, especially amidst the challenges of the Covid-19 pandemic.]]>
<![CDATA[Evaluation of Inclusive Elementary School Learning in Yogyakarta ]]>
<![CDATA[Windi Widyastuti]]>;
<![CDATA[Haryanto Haryanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i3.1064
<![CDATA[This study aims to evaluate inclusive school learning at inclusive elementary schools in Yogyakarta. This is an evaluative study using the discrepancy evaluation model by Malcolm Provus through 5 steps of evaluation (design, installation, process, measurement, and comparison) to classify constructs in research papers. Data collection techniques using observation, interviews, and documentation. The validity of the data is done through data triangulation. The evaluation uses a discrepancy evaluation model. The results showed that: 1) inclusive school learning planning in this school used a curriculum and RPI tailored to students' needs. So that the evaluation of the implementation of the curriculum and RPI follows the practice of curriculum planning at other inclusive schools, 2) the implementation of inclusive school learning, which includes the application of teaching strategies, and inclusive student learning assistance, there are no gaps by the practice of curriculum planning at other inclusive schools., 3) there is no gap in the assessment of inclusive school learning following curriculum planning practices at other inclusive schools because the comparison is based on procedures that have been carried out at other inclusive schools.]]>
