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All Journal WARTA Dinamika Jurnal Pendidikan Dasar EDUHUMANIORA: Jurnal Pendidikan Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Wiralodra English Journal (WEJ) Jurnal Inovasi Pendidikan Dasar BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal PGSD Didaktik : Jurnal Ilmiah PGSD STKIP Subang jurnal syntax admiration CONCEPT Cokroaminoto Journal of Primary Education Proceedings Series on Social Sciences & Humanities Pedagogy : Jurnal Pendidikan Matematika JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal Cakrawala Pendas Jurnal Ilmiah Pendidikan Dasar (JIPDAS) INCOME: Indonesian Journal of Community Service and Engagement 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
Religion Aerospace Engineering Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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STUDENTS' PSYCHOLOGICAL PERCEPTION OF EXAM BROWSER CLIENT AS A DIGITAL ASSESSMENT TOOL Alvita Octavia; Susilawati Susilawati; Eline Rozaliya Winarto
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.515

Abstract

This study investigates junior high school students' psychological perceptions of using the Exam Browser Client (EBC) as a digital tool for English summative assessment. Although digital assessment tools are increasingly adopted for efficiency and exam integrity, their psychological impact on younger EFL learners remains underexplored. This study examines five internal factors: student interest, anxiety, perceived usefulness, perceived ease of use, and attitude toward technology. Using a descriptive qualitative case study design, data were collected from 33 students through questionnaires and from 12 students and one English teacher through semi-structured interviews at a junior high school in Cirebon, Indonesia. Questionnaire responses were analyzed descriptively, while interview data were analyzed qualitatively by category. The findings show that most students held positive perceptions of EBC, viewing it as enjoyable, efficient, and supportive of exam fairness. Some students initially felt anxious due to technical issues, but this anxiety decreased with familiarity and teacher support. Students also expressed positive attitudes toward technology, believing EBC improved their digital literacy. The study concludes that psychological factors should be considered alongside technical factors when implementing digital assessment tools for junior high school students.
Implementation of PhET-Supported Inquiry Learning to Support Elementary School Students' Learning Motivation in Simple Electric Circuits Nanda Ikrimah Margaret; Susilawati Susilawati; Dewi Yulianawati
Cokroaminoto Journal of Primary Education Vol. 9 No. 4 (2026): Oktober - Desember 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.4.2026.9644

Abstract

This study is urgent because there is a need to enhance elementary students’ learning motivation in understanding simple electric circuits through interactive PhET-supported inquiry learning. This study aimed to describe the implementation of PhET-supported inquiry learning, changes in student activity and adaptation across cycles, and changes in learning motivation while learning about simple electric circuits. The study employed a two-cycle Classroom Action Research design based on the Kemmis and McTaggart model and involved 19 fifth-grade students at a private Islamic elementary school in Cirebon Regency, Indonesia. Data were collected through teacher and student activity observations, a 20-item learning motivation questionnaire, field notes, collaborative reflection, and documentation. In Cycle I, student activity reached 80%, while the mean learning motivation score was 71.84, with 47.37% of students reaching at least the high-motivation category. Reflection on Cycle I indicated that some students were still adapting to the simulation and required technical guidance and support during the inquiry process. Cycle II therefore included more systematic PhET instructions, clearer worksheet procedures, adjusted time allocation for experimentation and discussion, and more targeted teacher support. Following these refinements, student activity reached 100%, the mean motivation score increased to 86.18, and all students (100%) were classified in the high or very high motivation categories. All five motivation indicators also showed higher values in Cycle II. These findings suggest that PhET-supported inquiry learning can support student engagement and learning motivation when the simulation is integrated with structured activities, scaffolding, reflection-driven refinements, and sufficient opportunities for adaptation. The findings are not interpreted as evidence of an isolated causal effect of PhET because the study did not include a control group or a quantitative motivation measure before Cycle I.
Transforming Science Learning through Coding: Preservice Teachers’ Adaptive Experiences in 21st-Century Education Susilawati Susilawati; Dewi Yulianawati; Asep Saefudin; Farah Mohamad Zain; Ega Sugiarti; Roihatun Zakkiyah
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 2 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i2.30553

Abstract

Coding and computational thinking are increasingly important in contemporary teacher education, yet their integration into science learning remains insufficiently understood as an adaptive pedagogical process. This study examined how preservice elementary school teachers experienced coding-based science learning, the challenges they encountered, and the strategies they developed in response. A qualitative descriptive design was used with 22 students enrolled in an Elementary School Teacher Education program. Data were generated from classroom observations, semi-structured interviews, reflective journals, documentation, and supplementary pretest-posttest records. Qualitative data were analyzed thematically, while the pretest-posttest records were used descriptively to contextualize patterns in participants’ learning. The findings were organized around three connected themes: evolving learning experiences, implementation challenges, and adaptive strategies. Posttest records showed higher positive-response counts for conceptual understanding, the science-coding relationship, algorithmic thinking, instructional integration, and motivation. Participants also described technical, cognitive, and pedagogical difficulties, particularly when constructing programming logic, using Scratch, and selecting science content for coding integration. In response, they adopted gradual learning, debugging, reflection, and instructional adjustment. These findings position coding-based science learning as a process of pedagogical adaptation that can support computational thinking, digital scientific literacy, and technology-integrated teaching competence among preservice elementary teachers.
Upaya Meningkatkan Motivasi Belajar Peserta Didik Melalui Metode Hypnolearning di SMPN 1 WERU Sri Wulandari; Susilawati Susilawati; Tiara D. Oktaviani; Suci Hidayati; Suri C. Amri; Tri Afeni; Tasya P. Pratama; Iis Rosyanti
INCOME: Indonesian Journal of Community Service and Engagement Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v4i2.1457

Abstract

The problem with this service is the low motivation of students to learn, as indicated by the fact that student attendance has not been maximised and many students are late to school. This article presents the results of a study investigating the impact of the Hypnolearning method on students' learning motivation at SMPN 1 Weru. The explanatory survey method was used in this research, with 90 respondents. Data analysis showed that students' learning motivation was in the medium category. This demonstrates the effectiveness of the Hypnolearning method in generating motivation and enthusiasm for learning.
PENGARUH PEMBELAJARAN BERDIFERENSIASI BERBASIS LEARNING STATIONS TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V SEKOLAH DASAR Assyifa Indar Apriana; Cahya Khoirotun Nisa; Bezella Naomi Qurrota Ayuni; Andi Ali Kisai; Susilawati
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 4 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cgp1m346

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berdiferensiasi berbasis Learning Stations terhadap hasil belajar matematika siswa kelas V sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain nonequivalent control group design. Penelitian dilaksanakan di SDN Pelandakan 1 Kota Cirebon dengan melibatkan 44 siswa, yang terdiri atas 24 siswa kelas V B sebagai kelompok eksperimen dan 20 siswa kelas V A sebagai kelompok kontrol. Pengumpulan data dilakukan melalui pretest dan posttest, kemudian dianalisis menggunakan uji paired samples t-test dan independent samples t-test dengan bantuan SPSS. Hasil analisis menunjukkan adanya peningkatan hasil belajar yang signifikan pada kelompok eksperimen, dengan nilai signifikansi kurang dari 0,001. Uji perbandingan antarkelompok juga menunjukkan perbedaan hasil belajar yang signifikan dengan nilai signifikansi 0,039. Hasil tersebut menunjukkan bahwa pembelajaran berdiferensiasi berbasis Learning Stations berpotensi menjadi alternatif pembelajaran untuk mendukung peningkatan hasil belajar matematika siswa sekolah dasar.
Co-Authors Aan Kunaevi Alvita Octavia Andi Ali Kisai Asep Saefudin Assyifa Indar Apriana Bezella Naomi Qurrota Ayuni Cahya Khoirotun Nisa Defi Agustiaputri Desy Lusiyana, Desy Dewi Yulianawati Dewi Yulianawati Dina Yuliya Bestiyana Djajuli Djajuli Ega Sugiarti Farah Mohamad Zain Fikriyah, Fikriyah Fitri Aprianti Hanif Nurcholish Adiantika Hanif Nurcholish Adiantika Iis Rosyanti Ika Novitasari Jajuli Kiki Nur Ais Krista Renggana Labudasari, Erna M. Nur Iskandar Muhammad Khozinul Huda Nanda Ikrimah Margaret 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 Roihatun Zakkiyah Shofwatul Azkiya Sirniawati Sofiyah Andaningrum Sri Wulandari Suci Hidayati Suri C. Amri Tari Pujiantika Hastuti Tasya P. Pratama Tiara D. Oktaviani Tri Afeni Ulya Dorazatun Vellena Brendawati Wahyuningsih, Asih Widia Nur Janah Widia Nur Jannah, Widia Nur Winarto, Eline Rozaliya