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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Mimbar PGSD Undiksha Jurnal Inovasi Teknologi Pendidikan Jurnal Prima Edukasia JINOP (Jurnal Inovasi Pembelajaran) Mimbar Sekolah Dasar Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan DWIJA CENDEKIA: Jurnal Riset Pedagogik Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mandalika Mathematics and Educations Journal Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal for Lesson and Learning Studies ACADEMIA: Jurnal Inovasi Riset Akademik International Journal of Learning Reformation in Elementary Education Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang) Information Technology Education Journal Jurnal Pendidikan Siber Nusantara
Unik Ambarwati
Universitas Negeri Yogyakarta
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Reading Workshop-Based Interactive Materials for Enhancing Reading Comprehension in Indonesian Language Learning Ambarwati, Aniza; Wati, Unik Ambar
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.83194

Abstract

The reading ability of elementary school students in Indonesia is low. Ineffectiveness in reading learning is one of the causes of the low reading comprehension ability of fifth-grade elementary school students. Therefore, interactive teaching materials are needed that guide students to improve their reading comprehension skills. This study aims to develop interactive teaching materials based on reading workshops that are suitable for use in learning, to determine the practicality and effectiveness of interactive teaching materials based on reading workshops, and to test the effectiveness of interactive teaching materials based on reading workshops in Indonesian language learning elements of reading on the reading comprehension ability of grade V elementary school students. The type of research used was Research and Development (R&D), which adapted the Borg & Gall development model. The study subjects were 39 grade V elementary school students in Karanganyar, Kebumen, Central Java. The data collection technique in this study used tests, interviews, observations, and scales (questionnaires). The analysis techniques used were descriptive analysis, t-test with independent sample t-test, paired sample t-test, and N-gain score. The results of the study show that: 1) the products of research and development in the form of interactive teaching materials based on reading workshops are feasible and practical for use in Grade V Indonesian language learning; 2) the product has proven to be effective in improving the reading comprehension skills of fifth-grade elementary school students; and 3) there is a significant effect on reading comprehension ability, as indicated by a significance value of 0.000 < 0.05, demonstrating that reading workshop-based teaching materials effectively enhance students’ reading comprehension skills. This study contributes to the field of language education by providing empirical evidence that integrates the reading workshop approach with interactive teaching materials as an effective instructional model for improving elementary students’ reading comprehension.
Implementasi Model Cooperative Think Pair and Share pada Mata Pelajaran IPAS untuk Meningkatkan Kreativitas Siswa Kelas 3 SD Negeri Semin I Mu’alimah, Siti; Wati, Unik Ambar
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 9, No. 4 (Oktober 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i4.5583

Abstract

Pembelajaran yang efektif membutuhkan kreativitas serta keterampilan yang baik dari seorang guru supaya kreativitas dan kerja sama siswa dalam proses belajar dapat berkembang. Studi ini bertujuan untuk meningkatkan kreativitas dan kerja sama siswa lewat penerapan model pembelajaran Think Pair and Share di kelas III SDN Semin I, Gunungkidul, DIY. Studi ini memakai metode kuantitatif dengan pendekatan Penelitian Tindakan Kelas (PTK), dan subjek penelitiannya ialah siswa kelas III SDN Semin I. Studi ini dilaksanakan dalam dua siklus, tiap siklus ada 2 pertemuan. Terjadi peningkatan skor kreativitas dan kerja sama siswa dalam pembelajaran IPAS, yang ditunjukkan oleh pergeseran dari tingkat kreativitas dan kerja sama yang rendah ke tingkat sedang, dengan kisaran rata-rata persentase antara 41–60%. Hasil studi memperlihatkan penerapan model pembelajaran kooperatif tipe TPS mampu meningkatkan kreativitas dan kerja sama siswa dalam proses pembelajaran. Selain itu, model TPS juga mempermudah siswa pahami materi karena proses pembelajaran menjadi lebih interaktif dan tidak hanya berpusat pada guru, melainkan juga mendorong partisipasi aktif siswa.
Development of Local Wisdom-Based Instructional Materials to Enhance Reading Skills of Fifth-Grade Elementary School Students Paulina Reta Paulina; Unik Ambar Wati; Marwan Marwan; Devi Anggi Friani; Agus Herwanto; Wayan Pudma Febby Mandalika
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5391

Abstract

Indonesia is currently experiencing a critical literacy crisis, particularly in frontier, outermost, and disadvantaged regions. Contributing factors include limited access to reading materials, ineffective library management, and declining student engagement in literacy activities. This study aimed to develop Indonesian language teaching materials incorporating local wisdom stories to enhance the reading skills of fifth-grade elementary students. A Research and Development (RD) approach was adopted, utilizing the ADDIE model encompassing five phases: analysis, design, development, implementation, and evaluation. The study was conducted at SD Negeri 15 Melayang, involving 21 students and 3 teachers. Data were collected using observations, interviews, questionnaires, and standardized reading tests. Analytical techniques included descriptive statistics, normality and homogeneity tests, paired sample t-tests, and independent sample t-tests. The developed teaching materials received favorable evaluations, with content experts rating them at 83.32% and media experts at 80.31%. Practical implementation scores were also high, with students giving 83.55% and teachers 90.97%. Statistical analysis revealed a significant improvement in students’ reading skills following the intervention, with a p-value of 0.001. These results demonstrate that Indonesian language teaching materials infused with local wisdom effectively enhance reading proficiency among fifth-grade students. The integration of culturally relevant narratives supports improved engagement and learning outcomes, offering a promising solution to Indonesia’s literacy challenges.
Enhancing Social-Emotional Learning in Elementary Schools: The 4Rs Strategy (Reading, Writing, Respect, and Resolution) Rashika Ardafa Sahila; Unik Ambar Wati; Ika Damayanti; Edy Mawardi; A.S Almunawwarah
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.v17i2.6620

Abstract

In the context of Industry 4.0, students are increasingly exposed to complex emotional and social challenges that often carry over into the school environment. These evolving dynamics pose a significant challenge for educators, especially when students struggle to identify and manage their emotions. To address this, effective strategies in social emotional learning (SEL) are crucial. This study explores the application of the 4Rs model—Reading, Writing, Respecting, and Resolving—as a framework to enhance students’ empathy and emotional self-regulation at SD Muhammadiyah Suronatan, with a focus on identifying both its supporting and inhibiting factors. Using a qualitative case study approach, data were collected through classroom observations, interviews with teachers and students, and analysis of school documentation. This method provided an in-depth understanding of how the 4Rs model supports SEL development in an elementary school setting. The findings demonstrate that the 4Rs model has a meaningful impact on students' social and emotional growth. Reading activities helped students recognize and understand various emotions, while writing tasks encouraged them to express and reflect on their feelings. Respecting, in the form of appreciation activities, strengthened the emotional bond between teachers and students and promoted a more empathetic classroom environment. Finally, resolution activities provided structured opportunities for students to engage in decision-making and conflict resolution. In conclusion, the integration of the 4Rs model has proven effective in promoting empathy and emotional regulation among students. These findings offer valuable insights for other elementary schools seeking to implement SEL strategies that respond to the demands of Industry 4.0.
Understanding by Design (UbD): An Effective Way to Design Elementary School Science Learning for the Competencies of Teacher Professional Education Students Woro Sri Hastuti; Febrina Siska Widyaningtyas; Unik Ambar Wati; Sandy Abdi Kusumah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6893

Abstract

Many pre-service teachers in Teacher Professional Education (PPG) programs lack the competence to develop effective teaching materials aligned with curriculum goals. Understanding by Design (UbD) offers a structured approach to support this development through backward design. This study employed a quantitative research design using purposive sampling to select 116 PPG students as respondents. Data were collected via an online questionnaire distributed through Google Forms. The collected data were analyzed using descriptive statistical methods. Findings reveal that UbD effectively supports the development of Subject Specific Pedagogy (SSP) through its three core stages: identifying desired learning outcomes, designing appropriate assessments and tasks, and planning targeted learning activities. Respondents demonstrated increased competence in aligning instructional strategies with learning objectives through this framework. The results suggest that UbD provides a practical model for guiding teachers in curriculum-aligned material development. The structured approach helps educators better understand learning goals and translate them into classroom practice. UbD is an effective framework for improving PPG students’ mastery of Subject Specific Pedagogy. It is recommended that teacher training programs integrate UbD principles into their instructional models. Teachers are also encouraged to continuously refine their teaching strategies in line with evolving curriculum demands.
Exploring Fifth Graders’ Learning Obstacles in Multiplication and Division of Fractions Puji Lestari; Unik Ambarwati; Yoppy Wahyu Purnomo; Kinanti Pangestu
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6907

Abstract

Fractions serve as a critical foundation in mathematics education, preparing students for more advanced topics such as algebra and probability. Despite their importance, fractions are often difficult for elementary school students to grasp due to their abstract nature, especially when not taught within meaningful contexts. This study investigates the learning obstacles faced by fifth-grade students in understanding the multiplication and division of fractions. Utilizing a qualitative case study approach, data were collected through tests, interviews, classroom observations, and documentation at Lempuyangwangi Elementary School in Yogyakarta. The analysis revealed three primary categories of learning obstacles: (1) Ontogenic obstacles, including students’ inability to simplify fractions correctly, frequent computational errors, and low motivation in learning mathematics; (2) Didactical obstacles, such as difficulties in interpreting word problems and applying appropriate procedures; and (3) Epistemological obstacles, particularly in understanding and applying the inverse concept required for dividing fractions. These findings highlight the need for more contextually relevant and cognitively aligned instructional strategies. Addressing these obstacles can support the development of more effective teaching approaches to enhance students’ conceptual understanding of fraction operations.
Integrating Social Literacy into Social and Cultural Diversity Lessons: A Case Study of Pancasila Education Textbooks for Grade IV Elementary Schools Lutfiana Nurohmah; Unik Ambar Wati; Celine Widyaningrum Kusumawardani; Intan Purnama Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6733

Abstract

This study investigates the indicators of social literacy embedded in the social and cultural diversity material within the Pancasila and Citizenship Education textbook for Grade IV of elementary schools (SD/MI), published by the Indonesian Ministry of Education and Culture. Social literacy is essential for fostering students’ awareness and appreciation of Indonesia’s diverse society. Using a qualitative descriptive approach, this study employed content analysis to examine the textbook. Data were collected through systematic reading and note-taking. The analysis followed six stages: data collection, sampling, recording, data reduction, conclusion drawing, and narrative construction. The findings reveal that the textbook integrates social literacy through its presentation of social and cultural diversity. The content not only introduces key social and cultural concepts but also encourages the development of interpersonal skills, such as communication, empathy, and openness to difference. These elements promote active engagement with diversity in everyday social contexts. The integration of social literacy within the textbook fosters a deeper student understanding of ethnic, religious, cultural, and linguistic diversity in Indonesia. This approach supports the formation of student character grounded in the values of tolerance, inclusivity, and national identity. By embedding these principles in Pancasila and Citizenship Education, the curriculum contributes to shaping responsible citizens who value plurality as a foundational aspect of Indonesian society.
PENGEMBANGAN LEMBAR KERJA SISWA BAHASA INGGRIS BERBASIS KEARIFAN LOKAL JAWA DI SEKOLAH DASAR Rosidah, Ulfa Khoirotul; Wati, Unik Ambar; Nurhayati
Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang) Vol. 11 Nomor 2 Desember 2025
Publisher : Badan Perencanaan Pembangunan Daerah dan Penelitian dan Pengembangan Kabupaten Wonogiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59344/jarlitbang.vi.312

Abstract

Learning that integrates local wisdom can enrich students’ educational experiences by connecting them with their cultural heritage. However, research shows that integrating local wisdom, particularly Javanese culture, into the context of English language learning remains limited. This study aims to explore the validity and practicality of English student worksheets based on Javanese local wisdom as a supplementary learning resource in English instruction. The research employed a development method using the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model. Participants involved in the validation process included one media expert, one subject matter expert, two practitioners, and nineteen fourth-grade students from two elementary schools. Data were collected through observation, interviews, and questionnaires. Data analysis used qualitative and quantitative methods. The results of the study showed that the Javanese local wisdom-based English worksheets developed were “very feasible” based on the results of validation by media experts and subject matter experts, with a percentage of 88% each. The English worksheets based on Javanese local wisdom that were developed were “very practical” based on the percentage of teacher and student responses, with an average teacher response of 87.50% and an average student response of 83.79%. These results indicate that the Javanese local wisdom-based English worksheets are feasible and practical for use in English language learning. This study recommends the integration of local cultural elements into learning materials to foster student engagement and cultural appreciation while supporting student language development.
PENGEMBANGAN MEDIA MANIPULATIF TUSUK GIGI DAN PLASTISIN UNTUK MEMBANDINGKAN CIRI BANGUN DATAR DI KELAS V INKLUSIF Nurlita Andayani; Unik Ambar Wati; Evy Nur Rochmah
ACADEMIA: Jurnal Inovasi Riset Akademik 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/academia.v6i3.11521

Abstract

This research to develop a manipulative media based on toothpicks and plasticine in the material, compare the characteristics of flat buildings in class V inclusive, and determine the level of feasibility of the developed media. This research uses the method (R&D) with the ADDIE development model which includes the analysis, design, development, and implementation stages. The subject is inclusive class V students at Jogja Green School. Data collection techniques use observation, interviews, documentation, and questionnaires. The research instruments were questionnaires for validation of material experts, media experts, teacher responses, and student responses. The results of the research on manipulative media based on toothpicks and plasticine were successfully developed for learning the material comparing the characteristics of flat buildings in inclusive class V. The media is designed using toothpicks as a representation of the sides of a flat building and plasticine as a connecting point of the corner so that students can arrange various forms of flat buildings directly and concretely. The results of the validation describe the development of the media as very feasible. The validation of the material experts obtained a percentage of 92%, while the media experts obtained a percentage of 94%. Then, the results of the educator's response were 95% and the student's response was 96% categorized as very good. So the results prove that toothpick and plasticine media are suitable for use in elementary school mathematics teaching, especially inclusive classes. The use of manipulative media is able to make it easier to conceptualize real flat buildings from exploratory activities and learning experiences. The media also increases the active involvement, enthusiasm, and enthusiasm of its students to learn. Thus, manipulative media based on toothpicks and plasticine has the potential to support more adaptive, meaningful, and fun mathematics learning in inclusive classes in elementary schools. ABSTRAK Penelitian ini bertujuan untuk mengembangkan media manipulatif berbasis tusuk gigi dan plastisin pada materi membandingkan ciri-ciri bangun datar di kelas V inklusif serta mengetahui tingkat kelayakan media yang dikembangkan. Penelitian ini menggunakan metode (R&D) dengan model pengembangan ADDIE yang meliputi tahap analysis, design, development, dan implementation. Subjeknya peserta didik kelas V inklusif di Jogja Green School. Teknik pengumpulan data menggunakan observasi, wawancara, dokumentasi, dan angket. Instrumen penelitian yaitu angket validasi ahli materi, ahli media, respons guru, dan respons peserta didik. Hasil penelitian media manipulatif berbasis tusuk gigi dan plastisin berhasil dikembangkan untuk pembelajaran materi membandingkan ciri-ciri bangun datar di kelas V inklusif. Medianya dirancang menggunakan tusuk gigi sebagai representasi sisi bangun datar dan plastisin sebagai penghubung titik sudut sehingga peserta didik dapat menyusun berbagai bentuk bangun datar secara langsung dan konkret. Hasil validasinya mendeskripsikan pengembangan medianya berkategori sangat layak. Validasi ahli materinya memperoleh persentase 92%, sedangkan ahli medianya memperoleh persentase 94%. Kemudian, hasil respons pendidiknya 95% dan respons siswanya 96% berkategori sangat baik. Maka hasilnya tersebut membuktikan media tusuk gigi dan plastisin layak dipakai pada pengajaran matematika sekolah dasar, terkhusus kelas inklusif. Penggunaan media manipulatif mampu memudahkan mengkonsepkan secara nyata bangun datar dari aktivitas eksploratif serta pengalamannya belajar. Media juga meningkatkan keterlibatan aktif, antusiasme, serta semangat siswanya belajar. Dengan demikian, media manipulatif berbasis tusuk gigi dan plastisin berpotensi menunjang pembelajaran matematika yang lebih adaptif, bermakna, dan menyenangkan pada kelas inklusif di sekolah dasar.
Integration of multicultural values in Civic Education learning through research-based learning Ella Kusuma Wardani; Unik Ambar Wati; Fery Muhammad Firdaus; Lisa Retnasari; David Lailelleru
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.86746

Abstract

The complex dynamics of Indonesia's pluralistic society necessitate innovative approaches to reconstruct Civic Education paradigms, specifically through the integration of multicultural values. This study investigates the implementation of Research-Based Learning (RBL)—operationalised through a systematic cycle of observation, data collection, analysis, conclusion, and application—as an innovative pedagogical model at Sanggar Anak Alam (SALAM). Employing a qualitative case study design, the research engaged 35 participants, comprising facilitators, students, and parents. Data were systematically gathered via in-depth interviews, participant observations, and document analysis, followed by thematic analysis and triangulation facilitated by ATLAS.ti software. The analysis yielded two primary findings: firstly, the embedding of multicultural values significantly enhances appreciation for diversity and cultivates an inclusive character amongst students; secondly, RBL effectively fosters civic competencies by actively engaging students in resolving contextualised social issues. These findings demonstrate that this model not only fortifies the internalisation of multicultural values but concurrently refines students' critical cognitive abilities, empathy, and collaborative skills. Ultimately, this framework exhibits substantial potential for adaptation within formal educational settings, thereby enriching the Civic Education curriculum to become more culturally responsive. This innovation posits a novel paradigm wherein inclusive pedagogy ensures equitable educational access, the RBL cycle refines instructional methodologies, and insights derived from non-formal education serve as a viable catalyst for fortifying institutional Civic Education.
Co-Authors A.S Almunawwarah Agus Herwanto Agustang Agustang Ali Mustadi Ambarwati, Aniza Anisa Ilma Wardhani Anwar Senen Ariefa Efianingrum Ayu Restianingrum Celine Widyaningrum Kusumawardani D, Siti Irine Astuti David Lailelleru Deana Indah Haimima Deni Hardianto Devi Anggi Friani Dian Tri Rahayu Diana Peggy Putinella Dinar Mahardhika Pratiwi Dzaky Kosandi Edy Mawardi ELIANA, NENENG Ella Kusuma Wardani Fathurrohman Fathurrohman, Fathurrohman Febrina Siska Widyaningtyas Fery Muhammad Firdaus Fery Muhammad Firdaus Firdaus, Fery Muhamad Hermanto Hermanto Herwanto, Agus Ika Damayanti Ikhlasul Ardi Nugroho Intan Purnama Dewi Ita Tri Lestari Kinanti Pangestu Komalasari, Mahilda Dea Kurniawan, Hendra Listya Kusumah, Sandy Abdi Lia Nur Kartika Lutfiana Nurohmah Marisa Monika Marsini Marsini Marwan Marwan Marwan Marwan Mely Agustin Rahma Sari Muammar Murrti, Rahayu Condro Mu’alimah, Siti Nofian Nur Romadhon Nuba Sanzania Nur Akhmad Fauzi Nurhayati Nurhayati Nurhayati Nurlayli, Akhsin Nurlita Andayani Paulina Reta Paulina Pratama, Kukuh Wahyudin Pratiwi Pujiastuti Pujaningsih Pujaningsih Puji Lestari Pujiastuti, Lita Rahayu Condro Murti Rahayu Condro Murti Ramadhani, Deasy Rashika Ardafa Sahila Rosidah, Ulfa Khoirotul Safitri Yosita Ratri Safril Haskin Salman Rashid Sandy Abdi Kusumah Sekar Purbarini Kawuryan Setiawan Edi Wibowo Shely Cathrin Shofie Putriningtyas Sigit Wibowo Sisca Rahmadonna Srihartati, Nanik Sugeng Bayu Wahyono Supartinah Supartinah Tiara Friaesa Harsono Tiara Harsono Tri Asih Wayan Pudma Febby Mandalika Widyaningtyas, Febrina Siska Wijayati, Ida Wahyu Wiwik Wahidah Woro Sri Hastuti Wuri Wuryandani Yanuar Puji Rahayu YENI FITRIYA Yeni Rakhmawati, Yeni Yi Ying Chang Yoppy Wahyu Purnomo