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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal English Education: Jurnal Tadris Bahasa Inggris JIP: Jurnal Ilmiah PGMI Jurnal Gantang Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Ibtida'iy : Jurnal Prodi PGMI Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Jurnal Ecoment Global: Kajian Bisnis dan Manajemen Bada'a: Jurnal Ilmiah Pendidikan Dasar Journal of English Language Teaching and Learning (JETLE) Awwaliyah Nusantara: Jurnal Pendidikan Indonesia Indo-MathEdu Intellectuals Journal Indonesian Journal of Research and Educational Review (IJRER) At-Thullab : Jurnal Mahasiswa Studi Islam EBTIDA' : Jurnal Pendidikan Dasar Islam MUBTADI: Jurnal Pendidikan Ibtidaiyah
Syofnidah Ifrianti
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Model Vark Berbantuan Kahoot Terhadap Pemahaman Konsep IPAS Siswa Kelas IV di SDN 2 Marga Agung Lampung Selatan Zahara, Salsa Billa Putri; Ifrianti, Syofnidah; Erfayliana, Yudesta
Ibtida'iy : Jurnal Prodi PGMI Vol 11, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ibtidaiy.v11i1.38881

Abstract

Rendahnya pemahaman konsep siswa pada pembelajaran IPAS menuntut adanya inovasi pembelajaran yang lebih interaktif. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran VARK berbantuan media Kahoot terhadap pemahaman konsep IPAS kelas IV di SDN 2 Marga Agung, Lampung Selatan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain nonequivalent control group design. Sampel terdiri dari 60 siswa yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Pengumpulan data dilakukan melalui tes pretest dan posttest, kemudian dianalisis menggunakan uji normalitas, homogenitas, uji N-Gain, dan uji t. Hasil penelitian menunjukkan bahwa rata-rata nilai kelas eksperimen meningkat dari 51,6 menjadi 86, sedangkan kelas kontrol dari 50 menjadi 80. Nilai N-Gain pada kelas eksperimen sebesar 0,7181 (kategori tinggi), sedangkan pada kelas kontrol sebesar 0,5752 (kategori sedang). Selain itu, hasil uji t menunjukkan nilai signifikansi sebesar 0,004 (< 0,05), sehingga terdapat pengaruh signifikan. Dengan demikian, model VARK berbantuan Kahoot lebih efektif dalam meningkatkan pemahaman konsep siswa dibandingkan Discovery Learning berbantuan Kahoot.
ANALISIS TINGKAT KEBERHASILAN MODEL CTL TERHADAP PEMAHAMAN KONSEP BAGIAN TUMBUHAN DI SEKOLAH DASAR Alvin Alex Sander; Syofnidah Ifrianti; Yudesta Erfayliana
EBTIDA': Jurnal Pendidikan Dasar Islam Vol 6 No 1 (2026): June 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/ebtida.v6i1.9754

Abstract

Abstract This study is a Systematic Literature Review (SLR) aimed at analyzing the effectiveness of the Contextual Teaching and Learning (CTL) model in improving elementary school students’ conceptual understanding of plant parts. Science instruction in elementary schools is often still theoretical and fails to connect the material to everyday life, resulting in low conceptual understanding among students. The CTL model was chosen because it is considered capable of bridging academic knowledge with students’ real-world contexts. The study employed a SLR approach following the PRISMA guidelines. Using the Publish or Perish (PoP) application on the Google Scholar and Crossref databases, the researcher successfully identified 999 articles. After undergoing a screening process, duplicate elimination, and evaluation based on inclusion and exclusion criteria, 15 SINTA-accredited scientific articles published between 2021 and 2025 were selected for further analysis. The synthesis results indicate that the consistent application of the CTL model effectively enhances students’ conceptual understanding of the structure and function of plant parts (roots, stems, leaves, flowers, fruits, and seeds). Students are more active and find the material easier to understand because learning is directly linked to everyday experiences. Key components of CTL, such as constructivism, inquiry, questioning, modeling, and authentic assessment, serve as supporting factors for success. This study concludes that CTL is an effective learning model for plant parts material in elementary schools, although there are still some implementation challenges, such as limited resources and teacher training.
THE EFFECT OF THE PROJECT BASED LEARNING (PJBL) MODEL ON CRITICAL THINKING SKILLS IN INDONESIAN LANGUAGE SUBJECTS FOR FIFTH GRADE STUDENTS AT MIN 8 BANDAR LAMPUNG Jestia Lusiana; Syofnidah Ifrianti; Hasan Sastranegara
Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Vol 9 No 1 (2026): Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah dan Asing
Publisher : LPPM Universitas PGRI Silampari Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/silamparibisa.v9i1.4202

Abstract

This research was motivated by the low critical thinking skills of students in Indonesian language subjects. This study aimed to determine the effect of the Project Based Learning (PjBL) model on the critical thinking skills of fifth-grade students at MIN 8 Bandar Lampung. The research method used was a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The study was conducted in an experimental class and a control class, each consisting of 37 students. Data collection techniques used essay tests that had been tested for validity and reliability, while data analysis was carried out through normality tests, homogeneity tests, N-Gain tests, and hypothesis testing using the Independent Sample t-test with the help of IBM SPSS Statistics 25. The results showed that the data were normally distributed and homogeneous. The N-Gain test results showed that the experimental class obtained an average score of 66.22 in the moderate category, while the control class obtained an average score of 30.30 in the low category. The hypothesis test results obtained a significance value (Sig. 2-tailed) of 0.000 < 0.05, so it can be concluded that the Project Based Learning (PjBL) model had a significant effect on students’ critical thinking skills in the Indonesian language subject for fifth-grade students at MIN 8 Bandar Lampung.
IMPLEMENTATION OF CHILD-FRIENDLY SCHOOL PROGRAM FOR FOSTERING A CONDUCIVE LEARNING ENVIRONMENT AT INTEGRATED ISLAMIC ELEMENTARY SCHOOL Lekok Rizka; Syofnidah Ifrianti; Muhammad Muchsin Afriyadi
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 6 No. 1 (2024)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v6i1.13321

Abstract

This study aims to describe the implementation of the Child-Friendly School Program to cultivate a conducive learning environment at an Integrated Islamic Elementary School. A qualitative (descriptive) research method was employed, with school administrators, teachers, and students as research subjects. Data collection techniques included observation, interviews, and documentation. Data analysis followed Miles and Huberman's model, comprising Data Reduction, Data Display, and Conclusion Drawing/Verification. Data validity was ensured through triangulation of techniques and sources. Findings reveal that the implementation of the Child-Friendly School Program at Baitul Jannah Integrated Islamic Elementary School fosters a conducive learning environment through physical school arrangements, teacher qualifications, and conducive learning atmosphere. The attractive, comfortable, and colorful classroom arrangement, along with student artwork displays, enlivens classrooms and motivates students to learn. Professional educators employing student-centered teaching methods contribute to students' developmental progress. Interactive, enjoyable, and positive teacher-student interactions in the classroom create a conducive and productive learning environment.
Co-Authors Abdul Aziz Alvin Alex Sander Anton Tri Hasnanto ARISKA DESTIA PUTRI ARISKA DESTIA PUTRI, ARISKA DESTIA Arum, Vindi Puspita Ayu Reza Ningrum Chatarina Umbul Wahyuni ERLINA Estia Anisa Putri Fadhilah Khairunnisa, Fadhilah Fitri, Yalin Widia gita silvia Hasan Sastra Negara Hasan Sastranegara Ida Fiteriani Jestia Lusiana Lekok Rizka Mochammad Imron Awalludin Muhammad Muchsin Afriyadi Noviana, Ilva Ira Nurmala Nurul Puspita, Nurul RR. Ella Evrita Hestiandari Sari, Sinta Kurnia Septa Aryanika Septiyana, Septiyana Syah, Suhardiansyah YESTI EMILIA, YESTI Yudesta Erfayliana Yudesta Erfayliana Yuslinda, Amelia Febi Zahara, Salsa Billa Putri