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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 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 Journal for Lesson and Learning Studies International Journal of Learning Reformation in Elementary Education Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang)

Unik Ambarwati

Universitas Negeri Yogyakarta

Author-ID : 2903436

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

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

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.

ETOS BELAJAR SISWA SEKOLAH DI DAERAH PINGGIRAN Deni Hardianto, S. Bayu Wahyono,; Ambarwati, Unik
Jurnal Penelitian Ilmu Pendidikan Vol. 6 No. 1 (2013): Maret-Mei
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan ingin mengetahui dan menganalisis penyebab rendahnya etos belajar siswa dari perspektif sosial budaya, dan menawarkan solusi yang efektif bagi upaya meningkatkan etos belajar siswa di daerah pinggiran. Pilihan metode penelitian adalah metode survei dan penelitian kancah (field research). Hasil penelitian menunjukan bahwa etos belajar siswa Sekolah Menengah Atas/Kejuruan (SMA/SMK) di daerah pinggiran ternyata masih dalam kategori sedang cenderung rendah. Indikatornya adalah bahwa dikalangan siswa sekolah pinggiran ditandai rendahnya minat baca, kurang menyukai tantangan atau rendahnya watak kompetitif, rendahnya kemandirian, tanggung jawab belajar yang tidak tinggi. Letak teritorial cenderung memiliki hubungan signifikan terhadap rendahnya etos belajar siswa di sekolah pinggiran dan terdapat hubungan yang tidak linier antara persepsi positif terhadap belajar dengan praksis belajar di kalangan siswa sekolah daerah pinggiran. Kata kunci: etos belajar, daerah pinggiran

Etos belajar siswa sekolah di daerah pinggiran Wahyono, Sugeng Bayu; Hardianto, Deni; Ambarwati, Unik
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 1 (2015): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan ingin mengetahui dan menganalisis penyebab rendahnya etosbelajar siswa dari perspektif sosial budaya, dan menawarkan solusi yang efektif bagi upayameningkatkan etos belajar siswa di daerah pinggiran. Pilihan metode penelitian adalahmetode survei dan penelitian kancah (field research). Hasil penelitian menunjukan bahwaetos belajar siswa Sekolah Menengah Atas/Kejuruan (SMA/SMK) di daerah pinggiranternyata masih dalam kategori sedang cenderung rendah. Indikatornya adalah bahwadikalangan siswa sekolah pinggiran ditandai rendahnya minat baca, kurang menyukaitantangan atau rendahnya watak kompetitif, rendahnya kemandirian, tanggung jawabbelajar yang tidak tinggi. Letak teritorial cenderung memiliki hubungan signifikanterhadap rendahnya etos belajar siswa di sekolah pinggiran dan terdapat hubungan yangtidak linier antara persepsi positif terhadap belajar dengan praksis belajar di kalangansiswa sekolah daerah pinggiran

Evaluasi penerapan program manajemen berbasis sekolah pada sekolah dasar di propinsi Daerah Istimewa Yogyakarta Mustadi, Ali; Ambarwati, Unik; Murti, Rahayu Condro; Supartinah, Supartinah
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 1 (2015): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Tujuan dari penelitian ini adalah untuk mengevaluasi sejauh mana keterlaksanaanimplementasi program Manajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di DaerahIstimewa Yogyakarta (DIY). Subjek penelitian adalah kepala sekolah, guru, dan siswaSD di DIY. Penelitian ini adalah penelitian evaluasi (Evaluative Research). Pengumpulandata menggunakan teknik angket, observasi, dokumentasi. Pendekatan evaluasi yangdigunakan dalam penelitian ini yaitu evaluasi model Stake (Stake's Countenance Model) yangmembandingkan antara proses pembelajaran yang terjadi dengan proses pembelajaranyang seharusnya. Hasil penelitian ini menunjukkan bahwa implementasi programManajemen Berbasis Sekolah (MBS) Sekolah Dasar (SD) di Daerah Istimewa Yogyakarta(DIY) berjalan dengan kategori cukup baik. Hal ini didasarkan pada penggunaan desainevaluasi model Stake's Countenance Model yang menekankan adanya pelaksanaan duahal pokok yakni deskripsi (description) dan pertimbangan keputusan (judgements). Dalamproses implementasi, program MBS mencakup 3 pilar utama yaitu: 1) input (antecedent),2) proses (transaction), 3) hasil (outcomes)

Pengembangan bahan ajar persiapan PPL untuk mahasiswa PGSD yang mengakomodasi diverse learners Murti, Rahayu Condro; Ambarwati, Unik; Ratri, Safitri Yosita
Jurnal Penelitian Ilmu Pendidikan Vol. 10 No. 1 (2017): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Tujuan penelitian ini adalah mengembangkan bahan ajar pembelajaran Sekolah Dasar yang mengakomodasi Diverse Learners yang layak untuk dosen Pendidikan Guru Sekolah Dasar. Subyek dalam penelitian ini adalah dosen Pendidikan Guru Sekolah Dasar (PGSD) yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Penelitian ini dilaksanakan di PGSD UNY dengan menggunakan metode penelitian dan pengembangan (R&D). Tahapan dalam penelitian ini terdiri dari: 1) analisis kebutuhan, 2) pengembangan desain produk, 3) evaluasi formatif produk awal. Proses validasi dilakukan oleh 1 orang ahli materi dan 1 orang ahli media. Subyek uji coba yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Pengumpulan data evaluasi formatif dilakukaan dengan menggunakan lembar penilaian untuk aspek kualitas tampilan, penyajian materi, dan proses belajar. Hasil penelitian menunjukkan bahwa: Pengembangan bahan ajar ini melalui uji validasi materi, uji validasi media, dan focus group discussion (FGD) layak untuk digunakan. Pada validasi materi diperoleh skor rata-rata 2,35 (cukup) pada uji pertama dan rata-rata menjadi 2,6 (baik) pada uji kedua, sedangkan pada uji validasi oleh ahli media diperoleh skor rata-rata 2,6 (kategori baik) pada uji pertama dan 3,6 (kategori sangat baik) pada uji validasi kedua. Adapun rata-rata hasil penilaian keterbacaan pengguna, dalam hal ini, dosen PGSD yang terkait dengan isi bahan ajar, yaitu dosen tentang konsep diverse learners (3,0–baik), pendidikan matematika SD (3,53-kategori sangat baik), dan Pembelajaran IPS di SD (3,0–baik). Dengan demikian diharapkan bahan ajar ini menunjang pelaksanaan PPL mahasiswa PGSD dalam mempersiapkan mereka melaksanakan pembelajaran yang mengakomodasi diverse learners di sekolahnya masing-masing.

Model pembelajaran blended partisipatif kemitraan sekolah dan orangtua Hardianto, Deni; Ying Chang, Yi; Ambar Wati, Unik
Jurnal Penelitian Ilmu Pendidikan Vol. 16 No. 1 (2023): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v16i1.54619

Partisipasi orangtua dalam menyusun program kemitraan dengan sekolah masih belum optimal, sehingga seringkali orangtua hanya menjadi objek dalam program pendidikan di sekolah. Untuk mengatasi hal ini, dilakukan penelitian untuk mengembangkan model pembelajaran blended partisipatif kemitraan sekolah dan orangtua siswa. Penelitian ini menggunakan metode penelitian pengembangan dengan model ADDIE, dan teknik pengumpulan data meliputi observasi, wawancara, dan angket. Analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukkan terciptanya model pembelajaran blended partisipatif kemitraan sekolah dan orangtua siswa dengan tahapan (1) Analisis, meliputi analisis kebutuhan dan situasi, analisis tujuan umum dan materi, analisis karakteristik orangtua siswa, analisis lingkungan/perangkat teknologi, dan analisis waktu pembelajaran blended. (2) Desain dengan dua mode yaitu face to face (synchronous) dan online (asynchronous). (3) Pengembangan yaitu mengembangkan tujuan dan materi pembelajaran, merancang strategi pembelajaran blended, mengembangkan learning resource dan validasi ahli. (4) Implementasi pembelajaran blended meliputi tahap uji coba satu-satu dan uji lapangan terbatas. (5) Evaluasi meliputi pengembangan evaluasi formatif dan sumatif serta revisi model. Model ini dinilai layak oleh ahli, yang dinyatakan layak dengan skor 3.58, dan praktis untuk digunakan dengan skor 3,65. Penilaian ahli materi kemitraan sekolah dan orangtua yaitu 3,76 (layak), sementara penilaian ahli pembelajaran terhadap desain model pembelajaran blended dengan skor 3.76 (layak). Implikasi dari hasil kelayakan dan kepraktisan model ini dapat digunakan dalam lingkup yang lebih luas. Blended participatory learning model with school-parent partnership for studentParents' participation in compiling and developing partnership programs is still not optimal; parents tend to become objects in educational programs at schools This research aimed to develop a participatory blended learning model for school partnerships and parents. The research method used was development research with the ADDIE model. Data collection techniques at the model development stage used observation, interviews, and questionnaires, additionally, for data analysis using descriptive analysis. The results of the study have compiled a participatory blended learning model for school partnerships and parents of students with stages (1) Analysis which includes analysis of needs and situations, analysis of general objectives and materials, analysis of parents' characteristics, analysis of the environment/technological devices, and analysis of blended learning time. (2) Design with two modes, namely face-to-face (synchronous) and online (asynchronous). (3) Development by developing learning objectives and materials, designing blended learning strategies, developing learning resources, and expert validation. (4) Implementing blended learning includes one-on-one trials and limited field trials. (5) Evaluation includes the development of formative and summative evaluations and model revisions. Expert validation on the participatory blended learning model was generally stated to be feasible with a score of 3.58 (decent). The expert's assessment of school partnerships and parents was 3.76 (appropriate), while the learning expert's assessment of the blended learning model design scored 3.76 (decent). Ultimately, the results of the practicality test obtained a score of 3.65 (practical). The implications of the results of the feasibility and practicality of this model can be used in a wider scope

THE EFFECTIVENESS OF WORDWALL-BASED STEM LEARNING ON UNDERSTANDING MATHEMATICS SUBJECT MATTER: OPERATIONS WITH WHOLE NUMBERS FOR ELEMENTARY SCHOOL STUDENTS Listyoadi, Gantheng; Zahra, Mar’atu; Wati, Unik Ambar
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 7 No. 1 (2026): Volume 7 Number 1 (January 2026)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v7i1.6010

In today’s educational landscape, many students struggle to develop a deep understanding of mathematical concepts, particularly in number operations, due to conventional and abstract teaching methods that lack real-world relevance. This study examines the effect of integrating STEM education (Science, Technology, Engineering, and Mathematics) with the Wordwall platform on enhancing elementary students' understanding of integer operations. Using a quantitative one-group pretest–posttest design, the research involved 46 fourth-grade students from SD Muhammadiyah Condongcatur. Students completed pre- and post-tests following the STEM–Wordwall learning intervention. The results revealed a statistically significant improvement in students’ mathematical understanding, with a moderate effect size (Cohen’s d=-0.540). The 95% confidence interval supported the effectiveness of the intervention. These findings align with previous studies emphasizing the positive influence of interactive digital tools on mathematical cognition and student engagement. Thus, integrating STEM principles with Wordwall effectively enhances learning outcomes and should be adopted to promote engaging mathematics instruction in primary education.

Exploring Multicultural Education through a Research-Based Learning: A Case Study of Sanggar Anak Alam Wardani, Ella Kusuma; Ambarwati, Unik; Fathurrohman; Lailelleru, David; Retnasari, Lisa
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1400

The diverse and multicultural educational dynamics of Indonesian society demand an inclusive model that is responsive to cultural diversity. The national curriculum often fails to accommodate multicultural values. This study explores the development of multicultural learning through a research-based learning cycle method at Sanggar Anak Alam (SALAM), a culture-based non-formal schooling. A qualitative case study design was used, and data were collected through interviews, observation, and document analysis involving 35 participants. Thematic analysis and triangulation with Atlas.ti revealed three main findings: 1) inclusive understanding strengthens student multicultural awareness; 2) the learning cycle method proved effective in instilling multicultural values; and 3) close collaboration between facilitator parents and schools was key to driving innovation in learning practices. The model developed in this study contributes significantly as a prototype for enriching culturally responsive curriculum that can be adapted into formal education systems to build students' multicultural competence, critical thinking, and empathy.

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

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.

Co-Authors A.S Almunawwarah Agus Herwanto Agustang, Agustang Ali Mustadi Ambarwati, Aniza Anisa Ilma Wardhani Anwar Senen Ariefa Efianingrum Celine Widyaningrum Kusumawardani D, Siti Irine Astuti Deana Indah Haimima Deni Hardianto Devi Anggi Friani Diana Peggy Putinella Edy Mawardi ELIANA, NENENG Fathurrohman, Fathurrohman Fauzi, Nur Akhmad Febrina Siska Widyaningtyas Fery Muhammad Firdaus Firdaus, Fery Muhamad Harsono, Tiara Friaesa Hermanto Hermanto Herwanto, Agus Ika Damayanti Ikhlasul Ardi Nugroho Intan Purnama Dewi Ita Tri Lestari Kartika, Lia Nur Kinanti Pangestu Komalasari, Mahilda Dea Kurniawan, Hendra Listya Kusumah, Sandy Abdi Lailelleru, David Listyoadi, Gantheng Lutfiana Nurohmah Marisa Monika Marwan Marwan Marwan Marwan Muammar Murrti, Rahayu Condro Mu’alimah, Siti Nuba Sanzania Nur Akhmad Fauzi Nurhayati Nurhayati Nurhayati Nurlayli, Akhsin Paulina Reta Paulina Pratama, Kukuh Wahyudin Pratiwi Pujiastuti Pujaningsih Pujaningsih Puji Lestari Pujiastuti, Lita Rahayu Condro Murti Ramadhani, Deasy Rashika Ardafa Sahila Romadhon, Nofian Nur Rosidah, Ulfa Khoirotul Safitri Yosita Ratri Safril Haskin Sandy Abdi Kusumah Sari, Mely Agustin Rahma Sekar Purbarini Kawuryan Shely Cathrin Shofie Putriningtyas Sigit Wibowo Sisca Rahmadonna Srihartati, Nanik Supartinah Supartinah Tri Asih Wahidah, Wiwik Wardani, Ella Kusuma Wayan Pudma Febby Mandalika Widyaningtyas, Febrina Siska Woro Sri Hastuti Wuri Wuryandani Yanuar Puji Rahayu YENI FITRIYA Ying Chang, Yi Yoppy Wahyu Purnomo Zahra, Mar’atu

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