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All Journal WARTA Dinamika Jurnal Pendidikan Dasar EDUHUMANIORA: Jurnal Pendidikan Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inovasi Pendidikan Dasar BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal PGSD Didaktik : Jurnal Ilmiah PGSD STKIP Subang jurnal syntax admiration CONCEPT Proceedings Series on Social Sciences & Humanities JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal Cakrawala Pendas Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Warta LPM NaCoLET Baktimu : Jurnal Pengabdian Kepada Masyarakat Edutary Jurnal Cendekia Ilmiah Baktimu : Jurnal Pengabdian Kepada Masyarakat Indonesian EFL Journal
Susilawati Susilawati
PGSD FKIP Universitas Muhammadiyah Cirebon
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Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Berpikir Kritis Siswa dalam Pelajaran Matematika di Kelas IV SDN 3 Sumber Defi Agustiaputri; Fikriyah Fikriyah; Susilawati Susilawati
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 5: Agustus 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i5.4901

Abstract

This study aims to enhance the critical thinking skills of fourth-grade students at SD Negeri 3 Sumber by implementing the Problem Based Learning (PBL) model in mathematics, specifically on the topic of plane geometry. Conducted as Classroom Action Research (CAR), the study was structured into two cycles, each consisting of planning, action, observation, and reflection phases. The research subjects were 22 students, consisting of 9 girls and 13 boys. The study found that prior to the intervention, students had basic critical thinking skills, but lacked adequate stimulation. Through the implementation of the PBL model, there was a significant improvement in students' engagement and critical thinking skills, as evidenced by an increase in the percentage of critical thinking indicators from the pre-cycle stage to the second cycle. Initially, only a small percentage of students demonstrated critical thinking skills, which increased considerably after the implementation of PBL, showing that students became more active in expressing their ideas and opinions. The study also noted the improvement in the teacher's ability to facilitate PBL, contributing to the enhanced learning outcomes. This research concludes that the PBL model effectively develops students' critical thinking skills and suggests broader implementation in various educational contexts. 
BIMBINGAN KARYA SENI DUA DIMENSI (LETTERING) UNTUK ANAK SEKOLAH DASAR Cahya Khoirotun Nisa; susilawati susilawati
BAKTIMU : Jurnal Pengabdian Kepada Masyarakat Vol 3 No 4 (2023)
Publisher : Universitas Muhammadiyah Ahmad Dahlan Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37874/bm.v3i4.1004

Abstract

Kegiatan bimbingan seni dua dimensi, khususnya seni lettering, di SDN 1 Paniis, Kecamatan Pasawahan, Kabupaten Kuningan menghadirkan potret keberhasilan dalam mengenalkan seni kepada siswa sekolah dasar. Tujuannya adalah mengembangkan kreativitas dan rasa percaya diri siswa melalui seni lettering. Dari 29 peserta awal, 86,2% dari mereka berhasil menyelesaikan program ini. Melalui metode pelaksanaan yang berfokus pada pengenalan teknik lettering dan praktik langsung, siswa mampu menghasilkan karya-karya terbaik yang diukur berdasarkan antusiasme, rasa percaya diri, orisinalitas, kreativitas, dan tanggung jawab. Sekitar 60% dari siswa yang menyelesaikan program menciptakan karya terbaik. Hasil ini menunjukkan  pentingnya seni dalam pendidikan, bukan hanya sebagai sarana ekspresi kreatif tetapi juga sebagai pembuka peluang siswa untuk mengembangkan minat dalam seni. Kata kunci : Seni lettering, kreativitas, anak Sekolah Dasar ABSTRACT Elementary school students were successfully introduced to art through a two-dimensional art guidance exercise like lettering art at SDN 1 Paniis, Pasawahan, Kuningan. Its objective is to use lettering art to encourage pupils' creativity and confidence. 86.2% of the original 29 people who started the programme successfully finished it. Students were able to create excellent works that were evaluated based on passion, self-confidence, originality, inventiveness, and responsibility thanks to an implementation method that focuses on teaching lettering methods and hands-on practice. A little over 60% of the students who finished the programme produced works of exceptional quality. These findings highlight the value of art in education, not only as a vehicle for individual expression but also as a chance for pupils to take an interest in it. Keywords: Lettering art, creativity, elementary school students
PENINGKATAN HASIL BELAJAR PESERTA DIDIK MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN VIDEO ANIMASI PADA MATERI SISTEM TATA SURYA DI KELAS VI SDN 1 CURUG Rodiatul Ismayanah; Susilawati; Dewi Yulianawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.31970

Abstract

This study aims to determine the effect of applying the Problem Based Learning model assisted by animated videos on the solar system material in class VI of SDN 1 Curug. The method used in this study is a quantitative approach with a pre-experimental research design, the type of design used is One Group Pretest Posttest design. This study took all 25 students of class VI of SDN 1 Curug. The learning outcomes of students with an average posttest score of 79.60 are much higher than the average pretest score of 53.60. Based on the results of the study, it can be concluded that there is a significant influence on student learning outcomes after using the Problem Based Learning model assisted by animated videos on the solar system material in class VI of SDN 1 Curug. The average posttest score of 79.60 is much higher than the average pretest score of 53.60, with the number of students who completed increasing drastically from 1 to 22. The results of the hypothesis test show a significance value of 0.000 < 0.05, which means the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted, confirming a significant difference. In addition, the N-Gain test shows a value of 0.5501 which is included in the moderate category or 55.0133% effective interpretation, indicating that the use of this model is effective in improving learning outcomes.
DIFFERENTIATED INSTRUCTION IN INCLUSIVE EFL CLASSROOMS: A TWO-CYCLE CASE STUDY FROM INDONESIA Susilawati; Fitri Aprianti; Eline Rozaliya Winarto
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.111

Abstract

The implementation of inclusive classrooms is a mandated educational policy in Indonesia, requiring schools to accommodate students with diverse learning needs, including those with special educational needs (SEN). Within this framework, this study investigates how differentiated instruction (DI) is enacted in an inclusive junior high school EFL classroom in Cirebon and examines its influence on students’ academic engagement and affective experiences. This study provides the first systematic documentation of all four DI components, including content, process, product, and learning environment, across two instructional cycles in an Indonesian inclusive EFL classroom, with disaggregated analysis of student responses by learning profile. Adopting a qualitative case study design, data were collected through classroom observations, formative assessments, teacher reflections, and semi structured interviews, enabling methodological triangulation across the two cycles. The findings show that the teacher implemented multiple forms of differentiation, particularly in content and process, through strategies such as recorded word lists, peer assisted learning, group discussions, visual scaffolds, and tiered tasks. As instruction progressed, these strategies were refined to respond more consistently to students’ diverse readiness levels and learning challenges. Student experiences varied by learning profile: auditory learners showed strong academic engagement but limited affective involvement; kinesthetic learners demonstrated balanced participation; and verbal social learners benefited most from collaborative activities. Students with SEN were supported through extended time, visual aids, and peer mentoring, while independent learners responded positively to opportunities for creative autonomy. Overall, the study shows that differentiated instruction enhances equitable access to EFL learning while fostering motivation, confidence, and belonging in heterogeneous classrooms..
PENGARUH MEDIA INTERAKTIF PhET COLORADO TERHADAP HASIL BELAJAR KOGNITIF IPA PESERTA DIDIK KELAS VI SDN 1 TUKMUDAL Nina Indriyani; Muhammad Khozinul Huda; Susilawati Susilawati
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.5178

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya capaian kognitif peserta didik yang masih didominasi oleh ranah tingkat rendah (C1–C3), kurangnya minat belajar terhadap materi yang abstrak, serta belum optimalnya inovasi pemanfaatan media pembelajaran interaktif di sekolah. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media interaktif PhET Colorado terhadap hasil belajar kognitif IPA peserta didik kelas VI SDN 1 Tukmudal pada materi rangkaian listrik sederhana. Jenis penelitian yang digunakan adalah kuantitatif kuasi eksperimen (quasi-experimental) dengan desain Pretest-Posttest Nonequivalent Control Group Design. Pengambilan sampel menggunakan teknik purposive sampling, yang menetapkan kelas VI B sebagai kelas eksperimen (N=29) dengan perlakuan media PhET Colorado dan kelas VI A sebagai kelas kontrol (N=29) dengan metode konvensional. Instrumen data menggunakan tes objektif pilihan ganda sebanyak 10 butir soal yang valid dan reliabel. Data peningkatan (N-Gain) tidak terdistribusi normal melalui uji Shapiro-Wilk, pengujian hipotesis dialihkan menggunakan uji statistik non-parametrik. Hasil analisis deskriptif menunjukkan rata-rata nilai posttest kelas eksperimen mencapai 86,55, lebih tinggi dari kelas kontrol sebesar 77,24. Selanjutnya, uji Mann-Whitney U menunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,005 < 0,05 dengan Mean Rank kelas eksperimen 35,74 mengungguli kelas kontrol 23,26. Rata-rata N-Gain score kelas eksperimen sebesar 0,6190 (kriteria cukup efektif), sedangkan kelas kontrol sebesar 0,3747 (kriteria kurang efektif). Berdasarkan hasil tersebut, disimpulkan bahwa penggunaan media interaktif PhET Colorado berpengaruh positif dan signifikan terhadap hasil belajar kognitif IPA peserta didik kelas VI SDN 1 Tukmudal.
The Analysis Of Code Mixing In Maudy Ayunda’s Vlog “Stress Management” Nita Dianah; Hanif Nurcholish Adiantika; Susilawati Susilawati
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 1 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i1.2087

Abstract

Nowadays, many people use code-mixing in their daily lives. Therefore, content creators use it as a tool to introduce culture and provide information to audiences who may not be familiar with the language. This research decided to find the types of code-mixing in Maudy Ayunda's "Stress Management" vlog. The method used to conduct this research is descriptive qualitative method. The subject of this research is Maudy Ayunda’s utterances. This research used spoken discourse to collect the data. For collecting the data the spoken utterances in Maudy Ayunda “Stress Management” vlog were watched, read and listened. In collecting the data of code mixing was found that Hybrid Insertion is inserting foreign language elements in the mother tongue. Hybrid Insertion is found 7 times, while Word Insertion is 6 times, Phrase Insertion 2 times, Repetition Insertion 5 times, Indiom Insertion 0 times and Clause Insertion 1 time. It is concluded that Maudy most often uses Hybrid Insertion rather than other types.
Madrasah Tsanawiyah Teacher’s Formative Assessment Practices in EFL Classroom Rizqiyatul Mubarokah; Susilawati Susilawati; Eline Rozaliya Winarto
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 12 No. 1 (2026): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/v12i1.2330

Abstract

This study aims to analyze the formative assessment practices implemented by English as a Foreign Language (EFL) teachers at the Madrasah Tsanawiyah level. This focus identifies the obstacles that prevent the teacher from conducting formative assessment optimally. This could relate to time constraints, large class sizes, and student diversity. The research employs a qualitative approach with a descriptive design, where data were collected through classroom observations and document analysis. The participants consisted of one EFL teacher. The findings reveal that the teacher applied four main formative assessment techniques: (1) questioning, (2) group discussions, (3) student presentations, and (4) assignments or homework. These techniques can help monitor students' learning progress and increase their participation, although their effectiveness varies depending on classroom dynamics and student characteristics. The study contributes to the broader understanding of formative assessment implementation in Islamic junior high school settings, an area that has received limited research attention compared to other educational levels. The findings of this study contribute concretely to the field in three specific ways. First, for EFL teachers at the MTs level, it provides a validated inventory of practical, low-preparation formative assessment strategies that can be immediately applied in large classrooms to enhance student speaking and writing skills. Second, for educational practitioners and curriculum developers, it identifies the specific types of feedback that most effectively boost student engagement, offering a blueprint for revising the English curriculum to include structured formative checkpoints. Third, for the Madrasah institution itself, the results highlight critical areas for professional development, enabling the school administration to organize targeted training workshops that address the real-world challenges teachers face in implementing classroom-based assessments.
Improving IPAS Learning Outcomes through Differentiated Instruction and Assembler Edu Shofwatul Azkiya; Susilawati; Dewi Yulianawati
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 17 No. 2 (2025): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v17i2.27235

Abstract

This study aims to analyze the implementation of differentiated instruction integrated with Assemblr Edu media to enhance student learning outcomes in IPAS (Integrated Science and Social Studies). The issue addressed is the limited accommodation of students' diverse abilities and learning styles, which leads to suboptimal achievement. Differentiated instruction is considered an adaptive pedagogical approach, and the use of Assemblr Edu is expected to support its innovative application. This Classroom Action Research (CAR) employed the Kemmis and McTaggart spiral model, conducted in two cycles involving 30 fourth-grade students at UPTD SDN 1 Weru. Data were collected through learning outcome tests, observation sheets, and documentation. Quantitative data were analyzed by calculating average scores and classical completeness percentages, while qualitative data were analyzed descriptively. The results show a significant improvement in student learning outcomes. The average score increased from 52 (pre-cycle) to 63 in Cycle I and 73 in Cycle II. Classical completeness improved from 26.67% in the pre-cycle to 40% in Cycle I and 83.33% in Cycle II, surpassing the success indicator of 75%. Observations also revealed increased student engagement and more effective teacher facilitation tailored to student needs. In conclusion, implementing differentiated instruction supported by Assemblr Edu effectively enhances learning outcomes by addressing diverse learning needs and fostering interactive learning. It is recommended that teachers adopt pedagogical strategies aligned with student characteristics and leverage educational technology to optimize learning goals.
THE EFFECT OF USING SMART BOX MEDIA ON THE IPAS LEARNING OUTCOMES OF FOURTH-GRADE STUDENTS Ulya Dorazatun; Muhammad Khozinul Huda; Susilawati
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18575

Abstract

This study was motivated by the low learning outcomes in the IPAS learning subject among fourth-grade elementary school students, which were attributed to the lack of innovative learning media and the prevalence of conventional teaching methods. The study aimed to determine the effect of using the Smart Box media on the learning outcomes of fourth-grade students in the IPAS learning subject regarding the topic “Me and My Needs”,as assessed from cognitive, affective, and psychomotor learning outcomess. This study employs a quantitative approach using a quasi-experimental design with an unequal control group. The sample consists of two groupes: an experimental group and control group and a control group, each comprising 21 students. Data collection techniques included tests, observations, and documentation. Data analysis was conducted using normality tests, homogeneity tests, N-Gain tests, and t-tests for independent samples with the assistance of SPSS. The results showed that the average posttest score for the experimental group was 81.90, higher than that of the control group, which was 67.14. The results of the t-test for independent samples showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant effect of the use of the Smart Box media on IPAS learning outcomes.
MONOPOLY POP-UP MEDIA AS INSTRUCTIONAL INNOVATION FOR GRADE V ELEMENTARY IPAS LEARNING Vellena Brendawati; Muhammad Khozinul Huda; Susilawati
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18635

Abstract

The low learning outcomes in IPAS at the elementary school level indicate the need for learning media capable of increasing student engagement in the learning process. Although various game-based media have been widely developed, media that integrate the Monopoly game with pop-up visualizations for IPAS learning are still rarely used. This study aims to determine the effect of the Monopop (Monopoly Pop-Up) media on the IPAS learning outcomes of fifth-grade students at SD Negeri 1 Kasugengan Kidul. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design involving 29 students. Data were collected using multiple-choice tests that met validity and reliability criteria and were then analyzed using the Shapiro-Wilk test, the paired-sample t-test, and the N-Gain measure. The results showed a significant difference between learning outcomes before and after the use of the Monopop medium (Sig. = 0.000 < 0.05), with an average N-Gain of 0.6356, which falls into the moderate category. These findings indicate that the Monopop (Monopoly Pop-Up) medium is effective in improving IPAS learning outcomes through more active, interactive, and collaborative learning. The contribution of this study lies in the development of a Game-Based Learning medium that integrates elements of the Monopoly game and pop-up visualizations into a single learning medium. In practice, the Monopop (Monopoly Pop-Up) medium can serve as an alternative for elementary school teachers to support student-centered IPAS learning and create more meaningful learning experiences.
Co-Authors Aan Kunaevi Cahya Khoirotun Nisa Defi Agustiaputri Desy Lusiyana, Desy Dewi Yulianawati Dewi Yulianawati Dina Yuliya Bestiyana Djajuli Djajuli Fikriyah, Fikriyah Fitri Aprianti Hanif Nurcholish Adiantika Hanif Nurcholish Adiantika Ika Novitasari Jajuli Kiki Nur Ais Krista Renggana Labudasari, Erna M. Nur Iskandar Muhammad Khozinul Huda Nina Indriyani Nita Dianah Novi Resti Hemayati Nugraha Permana Nur Asyiah, Nur Puteri Apriani Putri Novella Rahayu Rahayu Reza Oliviranti Rizki Tri Noviani Rizqiyatul Mubarokah Rochmah, Eliya Rodiatul Ismayanah Shofwatul Azkiya Sirniawati Sofiyah Andaningrum Tari Pujiantika Hastuti Ulya Dorazatun Vellena Brendawati Wahyuningsih, Asih Widia Nur Janah Widia Nur Jannah, Widia Nur Winarto, Eline Rozaliya