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All Journal Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN Medikora: Jurnal Ilmiah Kesehatan Olahraga Mimbar PGSD Undiksha Jurnal Visi Ilmu Pendidikan Publikasi Pendidikan Dinamika Pendidikan Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Mimbar Sekolah Dasar Tumbuh Kembang Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Sekolah Dasar JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Ilmiah Mandala Education (JIME) Jurnal Ilmiah Profesi Pendidikan G-Couns: Jurnal Bimbingan dan Konseling Didaktika: Jurnal Kependidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Pengabdian Masyarakat (ABDIRA) Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Journal Of Educational Research and Review Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Journal of Educational Technology and Learning Creativity Jurnal Pendidikan Anak Indonesian Journal of Islamic Educational Review Journal of Education and Teaching Learning Profesi Pendidikan Dasar Ludi Litterarri Ludi Litterarri DEDIKASI: Community Service Reports
Banu Setyo Adi
Universitas Negeri Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Model pembelajaran berbasis balanced literacy approach bermuatan nilai-nilai karakter untuk pembelajaran literasi dasar di kelas awal Supartinah Supartinah; Banu Setyo Adi
Jurnal Penelitian Ilmu Pendidikan Vol. 11 No. 1 (2018): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.458 KB) | DOI: 10.21831/jpipfip.v11i1.23793

Abstract

Artikel ini memaparkan hasil penelitian dan pengembangan model pembelajaran berbasis balanced literacy approach untuk pembelajaran literasi dasar siswa kelas awal sekolah dasar. Penelitian Research and Development (R&D) yang telah diterapkan mengadopsi dari model pengembangan versi Borg and Gall (1989). Penelitian telah dilaksanakan melalui tahap studi pendahuluan dilakukan dengan menerapkan pendekatan deskriptif kualitatif; mengembangkan prototype model pembelajaran, dilanjutkan validasi ahli materi dan pembelajaran; evaluasi yang dilakukan dengan ujicoba implementasi model di kelas I, II, dan III. Teknik pengumpulan data adalah angket, observasi, wawancara. Analisis data dengan deskriptif kuantitatif dan kualitatif. Model pembelajaran yang dikembangkan terdiri atas 4 tahap kegiatan pembelajaran, yaitu tahap I eksplorasi sumber informasi, tahap II penerapan strategi berimbang, tahap III penyajian informasi, dan tahap IV refleksi. Hasil validasi model yang dikembangkan dari ahli materi menunjukkan rerata skor 3,6 (kategori sangat baik) dan rerata skor validasi ahli pembelajaran sebesar 3,6 (kategori sangat baik). Hasil ujicoba implementasi model menunjukkan capaian rerata hasil belajar di kelas I sebesar 91 dari rerata kemampuan awal sebesar 84. Rerata hasil belajar di kelas II sebesar 82 dari rerata kemampuan awal 75, dan di kelas III menunjukkan rerata hasil belajar 74 dari rerata kemampuan awal sebesar 64. Hasil angket respon siswa terhadap implementasi model pembelajaran di kelas I menunjukkan rerata skor 3,3 (kategori sangat baik), kelas II menunjukkan rerata skor 3,7 (kategori sangat baik), dan kelas III menunjukkan rerata skor 3,5 (kategori sangat baik). Secara umum, siswa dalam mengikuti pembelajaran sangat aktif karena dalam pembelajaran ini memberikan berbagai kegiatan literasi yang kreatif dan bervariasi. Model based learning balanced literacy approach with character values for learning basic literacy in the early gradeThis article presents the results of the research and development of model-based learning balanced literacy approach to learning basic literacy students grades early elementary school. Research Research and Development (R&D) had applied to adopt the model of the development version of the Borg and Gall (1989). Research has been carried out through the stage of preliminary studies done by implementing a descriptive qualitative approach; develop a prototype model of learning, validation of learning material and experts; the evaluation is done by trial model implementation in class I, II, and III. The technique of data collection is the question form, observation, interviews. Data analysis with quantitative and qualitative descriptive. The learning model developed consists of 4 stages learning activities, namely phase I exploration of information resources, phase II implementation strategy balanced, presenting information, phase III and phase IV of the reflection. The results of the validation of the model developed from expert material showed a mean score of 3.6 (very good) and the mean score of 3.6 learning expert validation (category very well). The results of the trial implementation of the model shows the average results of close study in class I of 91 of the initial capabilities of average 84. Average results of learning in class II of 82 of average ability early, and 75 in the class III indicates learning outcomes 74 average of average ability early registration 64. The results of the now student response towards the implementation of the model of learning in class I showed a mean score of 3.3 (the category very well), class II indicates the average score of 3.7 (very good), and a class III indicates the average score 3.5 (very good). In General, students follow a very active learning, because in this study provide a variety of literacy activities are creative and varied.
Bagaimana Persepsi Guru dan Siswa Sekolah Dasar tentang Pekerjaan Rumah? Ratna Hidayah; Banu Setyo Adi
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 12, No 1 (2024): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v12i1.87391

Abstract

Pemberian pekerjaan rumah menjimbulkan pendapat pro dan kontra serta dapat sebagai sebuah dilema bagi guru dan siswa. Penelitian ini bertujuan untuk menggali persepsi guru dan siswa sekolah dasar terhadap PR. Penelitian ini merupakan kualitatif interpretatif. Teknik pengumpulan data menggunakan kuesioner, observasi dan wawancara. Temuan menunjukkan bahwa tidak ada responden yang menyatakan keraguan tentang kebutuhan atau kegunaan pekerjaan rumah. Guru adalah yang paling positif tentang pekerjaan rumah, siswa memiliki perasaan negatif dan tidak mendapatkan manfaat dan merasa terbebani dengan pekerjaan rumah. Perbedaan pandangan antara guru dan siswa, maka perlu dilakukan penelitian lebih lanjut untuk menggali strategi atau model pekerjaan rumah yang tepat bagi siswa sekolah dasar.
Enhancing Elementary Students’ Communication and Collaboration Skills through Folklore-Based Role Playing in Indonesian Learning Hafifa Lita; Banu Setyo Adi
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT Media Jurnal dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.152

Abstract

Communication and collaboration skills are essential competencies in elementary school learning. This study examined the effect of a folklore-based role-playing learning model on fourth-grade students’ communication and collaboration skills in Indonesian language learning. The research used a quantitative quasi-experimental method with a non-equivalent control group pre-test–post-test design. The population consisted of fourth-grade students from four public elementary schools in Kadia and Kambu Districts. Samples were selected through purposive sampling, with SD Negeri 100 Kendari as the experimental and control school. Data were analyzed using Paired Sample T-test and MANOVA. The results of the study show that: 1) there is an influence of the Role Playing Folklore learning model in Indonesian language subjects on students' communication skills in elementary schools, evidenced by a significance value of 0.019 <0.05. 2) there is an influence of the Role Playing Folklore learning model in Indonesian language subjects on students' collaboration skills in elementary schools, evidenced by a significance value of 0.011 <0.05. 3) The results of the analysis using the Manova Pillai's Trace, Wilk Lambda, Hotelling's Trace, and Roy's Largest Root tables, show a significance of 0.000 <0.05, so it can be said that using the Role Playing Folklore learning model in Indonesian language subjects has an effect on students' communication and collaboration skills in elementary schools .
Enhancing Reading Literacy and Self-Efficacy in Elementary Students: Development of Generative AI Assisted Interactive E-Module: Meningkatkan Literasi Membaca dan Efikasi Diri pada Siswa Sekolah Dasar: Pengembangan E-Modu Interaktif Berbantuan Generative-AI M Yuman Hidayat; Banu Setyo Adi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9288

Abstract

The primary objective of this study was to determine the feasibility, practicality, and effectiveness of the generative-AI-assisted interactive e-module designed to improve elementary school students’ reading literacy skills and self-efficacy. Product development followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), with a sample of 54 fifth-grade students, using a quasi-experimental design with a non-equivalent pretest-posttest control group. Data collection instruments included validation sheets, tests, and questionnaires, and data analysis used descriptive and inferential statistical techniques. The research findings indicate that the generative-AI-assisted interactive e-module is highly valid based on validations by media experts (91.66%) and content experts (91.25%); highly practical based on teacher feedback (93.25%); and effective, supported by statistical analysis results showing a significance value of 0.000 (< 0.05). Thus, the product is deemed feasible, practical, and effective in increasing elementary school students’ reading literacy skills and self-efficacy. These findings reinforce the value of innovation in improving the quality of learning media and provide insights for teachers seeking to create more adaptive, learner-centred digital media. Future studies are expected to integrate more diverse content, test the product’s effectiveness across various educational levels, and optimise interactive features and generative AI.
OPTIMIZING STUDENT ENGAGEMENT AND SCIENCE LEARNING OUTCOMES THROUGH THE COOPERATIVE LEARNING MODEL OF MAKE A MATCH TYPE Lisa, Lusiana; Adi, Banu Setyo
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026
Publisher : Universitas Tanjungpura

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

Abstract

Abstract This study aimed to improve engagement and learning outcomes in Science among fifth-grade students through the implementation of the Make a Match cooperative learning model. Classroom action research was conducted over two cycles using the Kemmis and McTaggart model, involving eight students as participants. Data were collected through observation to assess student engagement and learning process achievement, as well as tests to measure learning outcomes, and analyzed using descriptive quantitative methods. The results indicated significant improvements, with learning achievement increasing from 79.76% in the first cycle to 95.80% in the second cycle, student engagement reaching 87.5% in the “good” category, and all students (100%) meeting the minimum mastery criteria for Science learning outcomes by the end of the second cycle. These findings demonstrate that the Make a Match model effectively fosters an interactive and enjoyable learning environment, enhancing both active participation and academic achievement, suggesting that cooperative learning models can serve as a viable alternative to address low engagement and Science learning outcomes in elementary schools. Keywords: Learning outcomes, make a match, student engagement Abstrak Penelitian ini bertujuan untuk meningkatkan keterlibatan dan hasil belajar IPA pada siswa kelas lima melalui penerapan model pembelajaran kooperatif tipe Make a Match. Penelitian tindakan kelas dilaksanakan dalam dua siklus menggunakan model Kemmis dan McTaggart, dengan delapan siswa sebagai peserta. Data dikumpulkan melalui observasi untuk menilai keterlibatan siswa dan pencapaian proses belajar, serta melalui tes untuk mengukur hasil belajar, kemudian dianalisis menggunakan metode deskriptif kuantitatif. Hasil penelitian menunjukkan adanya peningkatan yang signifikan, dengan pencapaian belajar meningkat dari 79,76% pada siklus pertama menjadi 95,80% pada siklus kedua, keterlibatan siswa mencapai 87,5% pada kategori “baik,” dan semua siswa (100%) memenuhi kriteria ketuntasan minimum hasil belajar IPA pada akhir siklus kedua. Temuan ini menunjukkan bahwa model Make a Match secara efektif menciptakan lingkungan belajar yang interaktif dan menyenangkan, meningkatkan partisipasi aktif serta prestasi akademik siswa, sehingga model pembelajaran kooperatif dapat menjadi alternatif yang layak untuk mengatasi rendahnya keterlibatan dan hasil belajar IPA di sekolah dasar. Kata Kunci: Hasil belajar, make a match, keaktifan
Self-Ownership and Self-Awareness as Predictors of Solidarity Attitudes among University Students Elisabet Morjania Dawati; Herwin; Anwar Novianto; Banu Setyo Adi
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/8cdvc053

Abstract

Preventing sexual violence in higher education requires not only formal institutional policies but also students’ psychological and moral capacities to recognize personal boundaries, respond to others’ vulnerability, and engage in collective protective action. However, limited empirical attention has been directed toward the joint roles of self-ownership and self-awareness in predicting university students’ solidarity. This study examined the extent to which self-ownership and self-awareness predict solidarity attitudes among students in the context of sexual violence prevention. The study employed a quantitative correlational design and included 53 of the 62 second-semester students in the accessible population (85.5%) at a university in Yogyakarta, Indonesia, selected through simple random sampling. Data were collected using four-point Likert-scale instruments measuring self-ownership, self-awareness, and solidarity attitudes and were analyzed using multiple linear regression. The results showed that the regression model was statistically significant, F = 43.882, p < 0.001, and explained 61.9% of the variance in students’ solidarity attitudes (R² = 0.619). Self-ownership positively predicted solidarity attitudes (B = 0.376, β = 0.279, t = 2.345, p = 0.023), while self-awareness was also a positive predictor and demonstrated a stronger standardized contribution (B = 0.659, β = 0.564, t = 4.734, p < 0.001). These findings indicate that students’ recognition of personal autonomy and their capacity to understand and evaluate internal experiences are associated with stronger solidarity attitudes. The study highlights the importance of integrating bodily autonomy, emotional awareness, and solidarity-oriented education into university-based sexual violence prevention initiatives.
Cooperative Learning Type Group Investigation on Critical Thinking Ability at PGSD Students Anisa Kurniasih; E. Kus Eddy Sartono; Banu Setyo Adi; Dhiniaty Gularso
MIMBAR PGSD Undiksha Vol. 12 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v12i3.80925

Abstract

The minimum skill of students in critical thinking to solve a problem can be an obstacle in teaching and learning processes and development of their intellectual potential. This research aims to analyze how much influence the cooperative learning type group investigation model has on student critical thinking skills in social studies courses. This research uses a quasi-experimental two-group pretest-posttest design with a sample of 63 with 34 students (experimental class) and 29 students (control class). Data were collected through observation method and tests (pre-test and post-test). Data were analysed using quantitative descriptive analysis techniques, while hypothesis testing was conducted using the Wilcoxon method. The results showed that the hypothesis tested via Wilcoxon test was in the control class where the analysis results indicated a significance value of 0.071 in the control group and a significance value of >0.001 in the experimental group. Thus, the result in the experimental class is >0.001 which is >0.05, there is a difference in the group investigation type cooperative learning model on students' critical thinking skills in class A6-23. The results indicated that group investigation, as a cooperative learning model is effective in improving student critical thinking skills.
Impact of 6C Integrated Deep Learning on Pre-service Elementary Teachers' Social Studies Understanding Sari, Repita Purnama; Ratri, Safitri Yosita; Adi, Banu Setyo; Astuti, Efi Tri; Firdaus, Fery Muhamad; Setyawan, Hendra; Ojetunde, Suliat Adeola
Profesi Pendidikan Dasar Vol. 13, No. 2, August 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i2.18150

Abstract

Digital education transformation requires pre-service elementary teachers to possess solid pedagogical foundations and deep conceptual mastery. This study evaluates the effectiveness of a 6C-integrated Deep Learning model in enhancing pre-service elementary teachers' understanding of the Basic Concepts of Social Studies. Using a quantitative quasi-experimental, single-group Time Series Design, 39 pre-service elementary teachers (N = 39) were assessed through repeated conceptual understanding tests and Student Worksheets for Learning (LKM) applying meaningful, mindful, and joyful principles. Data were analyzed using Repeated Measures ANOVA, supplemented by Rasch model calibration, descriptive statistics, and Spearman's rank correlation. The 6C-integrated Deep Learning model significantly improved students' conceptual understanding (F = 23.930; p < .001), with empirical LKM data confirming this trend through an average score increase from 65.26 to 91.85. Critical Thinking emerged as the highest-scoring 6C indicator on the Likert scale (M = 3.17). These findings suggest that integrating Deep Learning with the 6C framework can enhance pre-service elementary teachers' conceptual understanding, promote higher-order learning competencies, and support teacher education through more reflective and adaptive learning experiences
Co-Authors Agung Prihatmojo Agus Herwanto Agusdianita, Neza Amica Cahyanti Anisa Kurniasih Anwar Novianto, Anwar Aprilia Tina Lidyasari Aprilia, Tika Asri Widia Ningrum Astuti, Efi Tri Aulia Nurcholis, Rahma Auliya, Hafizhah Rahmiati Bambang Saptono Calik, Muammer Dakhliatunnaviah Dakhliatunnaviah Dhiniaty Gularso Dita Afianti Dita Salsavira Cahaya Ningrum Djoko Pekik Irianto E. Kus Eddy Sartono Elfrida Ratnawati Elisa Fitriani Elisabet Morjania Dawati Fajari, Laksmi Evasufi Widi Febrilia, Yeyen Firdaus, Fery Muhamad Hafifa Lita Hafiza Isbah Haliem, Theresa Dwita Handayani, Winarsih Haryani Haryani Haryani Hendra Setyawan, Hendra Herwin Yogo Wicaksono Ikhlasul Ardi Nugroho Inggit Dyaning Wijayanti Istiqomah Istiqomah Kurniawati Kurniawati Kurniawati Kurniawati Kurniawati Lilis Suryani Lisa, Lusiana M Yuman Hidayat Maria Agustina Amelia Marwan Meilany, Nur Isdha Moh Salimi Mujinem Mujinem Muthmainah Muthmainah Muthmainah Muthmainah Nopitasari Nuril Septyani Ojetunde, Suliat Adeola Pangastuti, Dindha Prastiti, Maulidiya Rahma Rahayu Condro Murti Rahma Aulia Nurcholis Rakhmawati, Sari Ratna Hidayah Raudya Setya Wismoko Putri Retno Purwaningrum Rusmawan Safitri Yosita Ratri Saputra, Julianto Sari, Repita Purnama Sekar Purbarini Kawuryan Septiana Anggraini Septyani, Nuril Setiawan Edi Wibowo Siti Aminah Sri Wulandari sudaryanti sudaryanti Sudaryanti Sudaryanti Sugeng Riyanto Sujarwo Supartinah Supartinah Syahrizal, Irvan Tarma tika aprilia Triastuti Dian Anggraeni Viviani Nurmala, Viviani Wigati, Evia Nursanti Winarno Winarno Winarno Winarno Woro Sri Hastuti Wuri Wuryandani Yulinda Dwi Saputri* Yustinus Sukarmin Zainurri, Hasan