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Fatmawati Fatmawati
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INTEGRATING CHARACTER VALUES INTO PANCASILA EDUCATION: A DESCRIPTIVE STUDY OF LOWER-GRADE STUDENTS IN ELEMENTARY SCHOOL Rizki Arum Sari; Fatmawati Fatmawati; Ainul Marhamah Hasibuan; Yusrizal Yusrizal
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.557

Abstract

Penelitian ini bertujuan untuk menggambarkan bagaimana nilai-nilai karakter diintegrasikan ke dalam mata pelajaran Pendidikan Pancasila pada siswa kelas III SD Swasta PAB 29 Manunggal. Kajian ini didasarkan pada pentingnya pembinaan karakter sejak jenjang sekolah dasar melalui proses pembelajaran yang tidak hanya menekankan penguasaan pengetahuan, tetapi juga pembentukan sikap dan perilaku peserta didik. Penelitian menggunakan pendekatan deskriptif kualitatif dan dilaksanakan pada semester genap tahun ajaran 2025/2026. Subjek dalam penelitian ini meliputi guru kelas III dan siswa kelas III, sedangkan kepala sekolah diwawancarai sebagai sumber data pendukung. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Selanjutnya, data dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Berdasarkan hasil penelitian, integrasi nilai-nilai karakter ke dalam Pendidikan Pancasila telah terlaksana dengan baik pada tahap perencanaan, pelaksanaan, evaluasi, dan penguatan pembelajaran. Nilai karakter yang tampak dalam proses pembelajaran meliputi tanggung jawab, disiplin, kerja sama yang santun, kepedulian, dan kepercayaan diri. Siswa juga menunjukkan respons positif melalui sikap yang tertib, aktif, dan antusias selama pembelajaran berlangsung. Dengan demikian integrasi nilai-nilai karakter dalam Pendidikan Pancasila berperan positif dalam membentuk karakter siswa di sekolah dasar
Pengaruh Model Pembelajaran Project Based Learning Dalam Pembelajaran Pratikum IPA Terhadap Keterampilan Berpikir Kritis Siswa kelas 5 SD Swasta PAB 15 Klambir Lima Miftahul Jannah; Fatmawati Fatmawati; Ainul Marhamah Hasibuan
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.780

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project Based Learning (PjBL) dalam pembelajaran praktikum IPA terhadap keterampilan berpikir kritis siswa kelas V SD Swasta PAB 15 Klambir Lima. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi experiment) dan desain pretest-posttest control group design. Sampel penelitian terdiri dari dua kelas yaitu kelas eksperimen yang memperoleh pembelajaran menggunakan model PjBL dan kelas kontrol yang memperoleh pembelajaran konvensional. Teknik pengumpulan data dilakukan melalui tes keterampilan berpikir kritis yang diberikan sebelum dan sesudah perlakuan. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji hipotesis menggunakan uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berpikir kritis antara siswa yang belajar menggunakan model PjBL dan siswa yang belajar dengan pembelajaran konvensional. Rata-rata hasil posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Hasil uji hipotesis menunjukkan bahwa model pembelajaran Project Based Learning dalam pembelajaran praktikum IPA berpengaruh signifikan terhadap keterampilan berpikir kritis siswa kelas V SD Swasta PAB 15 Klambir Lima. Dengan demikian, model PjBL dapat menjadi alternatif pembelajaran yang efektif dalam meningkatkan keterampilan berpikir kritis siswa.
The Influence of the VCT (Value Clarification Technique) Learning Model Based on Local Wisdom on the Character Values of Elementary School Students Fira Astika Wanhar; Nurlia Ginting; Fatmawati Fatmawati; Yusrizal Yusrizal
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1228

Abstract

This study investigates the effect of a local wisdom-based Value Clarification Technique (VCT) model on elementary students’ personality character values in geometry learning. The research addresses the limited integration of character education within cognitively oriented mathematics instruction. The objective is to examine differences in personality character values between students taught using the VCT model integrated with the ulos sadum cultural motif and those receiving conventional instruction. A quantitative true experimental design with a posttest-only control group was employed. A total of 120 fourth-grade students were randomly assigned to experimental and control groups. Data were collected using a validated questionnaire measuring moral knowing, moral feeling, and moral action. Instrument validity and reliability were confirmed through confirmatory factor Analysis using PLS-SEM. Statistical analyses included normality and homogeneity tests, Pearson correlation, and simple linear regression. The results indicate a significant difference between groups, with the experimental group achieving higher character scores. The VCT model accounted for 54.5% of the variance in personality character values. The findings demonstrate that integrating value clarification with culturally contextualised mathematics learning effectively strengthens students’ character development.
The Effect of Environment-Based Experiential Learning on Students’ Science Literacy and Ecological Awareness Fatmawati Fatmawati; Yunus Abidin; Anita Yus; Yusrizal Yusrizal; Fira Astika Wanhar
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1452

Abstract

Science literacy and ecological awareness are essential competencies in 21st-century education; however, elementary learning often emphasizes conceptual understanding rather than real-life application, resulting in low student engagement and limited environmental awareness. Previous studies have examined experiential learning or inquiry approaches separately, but comparative studies integrating both cognitive and affective outcomes remain limited. This study aims to analyze and compare the effects of an experiential learning approach grounded in the environment and an inquiry approach on students’ science literacy and ecological awareness. This research employed a quantitative posttest-only design involving two experimental groups with a total of 144 elementary students. Data were collected using a science literacy test adapted from the PISA framework, an ecological awareness questionnaire, and a student response questionnaire. Data were analyzed using multiple linear regression. The results show that the experiential learning approach has a significant positive effect on both science literacy and ecological awareness and is more effective than the inquiry approach. In contrast, student responses do not significantly influence learning outcomes. These findings highlight the importance of direct and contextual learning experiences in improving both cognitive and environmental competencies. This study contributes to the development of experiential learning in elementary education and provides practical implications for designing more meaningful and sustainability-oriented learning.
Learning Outcomes and Inclusive Character Among Elementary Students: A MANOVA Analysis Based on Visual, Auditory, and Kinesthetic Learning Preferences Restu Syahtini; Yusrizal Yusrizal; Azizah Yusra Amaliyah Harahap; Fatmawati Fatmawati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1773

Abstract

Learning outcomes and inclusive character are essential indicators of quality elementary education, yet their relationships across students with different learning preferences remain insufficiently understood. Previous studies have generally examined these variables separately, providing limited evidence within an integrated framework. This study analyzed the relationships between learning outcomes and inclusive character based on visual, auditory, and kinesthetic learning preferences among elementary school students. A quantitative cross-sectional comparative design was employed involving 54 fourth-grade students selected through saturated sampling. Learning outcomes were measured using essay tests, while inclusive character and learning preferences were assessed through questionnaires. PLS-SEM was used exclusively to evaluate instrument validity and reliability, whereas MANOVA examined group differences and hypothesis testing. The multivariate results showed no significant simultaneous effect of learning preferences on learning outcomes and inclusive character (Wilks' Lambda = 0.406–0.712, p > 0.05). However, auditory learning preference demonstrated a significant partial effect on learning outcomes (F = 2.183, p < 0.05), while visual and kinesthetic preferences showed no significant effects. These findings suggest that learning outcomes and inclusive character are influenced more by overall instructional quality than by learning preference classifications alone. The study extends understanding of learning preferences in inclusive elementary education and supports adaptive, student-centered instructional practices.
Pengembangan Media Komik Sebagai Sarana Pembelajaran untuk Meningkatkan Kemampuan Membaca Permulaan Bagi Siswa Anisa Ihwani; Ahmad Calam; Fatmawati Fatmawati
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.890

Abstract

Kemampuan membaca permulaan merupakan keterampilan dasar yang harus dikuasai peserta didik sekolah dasar karena menjadi fondasi dalam memahami berbagai materi pembelajaran. Hasil observasi di SD PAB 1 Klumpang menunjukkan bahwa kemampuan membaca permulaan peserta didik kelas II masih rendah akibat penggunaan media pembelajaran yang kurang menarik. Penelitian ini bertujuan mengembangkan media komik sebagai sarana pembelajaran yang valid, praktis, dan efektif untuk meningkatkan kemampuan membaca permulaan peserta didik kelas II SD PAB 1 Klumpang. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan 4-D yang meliputi tahap define, design, develop, dan disseminate. Data dikumpulkan melalui observasi, wawancara, lembar validasi, angket respons peserta didik, dan tes kemampuan membaca permulaan. Hasil penelitian menunjukkan bahwa media komik memperoleh persentase validasi ahli materi sebesar 90,6%, validasi ahli media sebesar 93,75%, dan validasi ahli bahasa sebesar 90% dengan kategori sangat layak. Hasil angket respons peserta didik memperoleh persentase 88,5% dengan kategori sangat praktis. Keefektifan media ditunjukkan oleh peningkatan nilai rata-rata peserta didik dari 60,5 pada pretest menjadi 86,7 pada posttest dengan nilai N-Gain sebesar 0,66 yang termasuk kategori sedang. Berdasarkan hasil tersebut, media komik dinyatakan valid, praktis, dan efektif sehingga layak digunakan sebagai alternatif media pembelajaran untuk meningkatkan kemampuan membaca permulaan peserta didik sekolah dasar.
Development of Illustrated Interactive Basic Literacy Media to Enhance Early Grade Students’ Writing Skills Alaida fitri; Ahmad Calam; Fatmawati Fatmawati
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v6i1.1098

Abstract

This study was conducted to develop an interactive illustrated basic literacy media that demonstrates validity, practicality, and effectiveness in improving the writing skills of lower grade elementary school students. This study uses a Research and Development (R&D) approach using ADDIE as a development model design that involves several systematic stages, including needs analysis, product design, media development, expert validation, revision, and field testing. Participants involved in this study were 21 lower grade elementary school students in Kwala Langkat Village. Data collection techniques included expert validation sheets, student response questionnaires, and writing assessments given through pretests and posttests. The feasibility of the developed media was examined using percentage-based analysis, while the improvement in students' writing performance was determined through N-Gain calculations. The results show that the interactive illustrated literacy media meets the required feasibility standards. Evaluations conducted by material and media design experts categorized the product as highly valid, indicating that the product is suitable for instructional use. In terms of practicality, students expressed very positive responses, indicating that the media is interesting and easy to use. In addition, the effectiveness test showed a significant improvement in students' writing performance, as reflected in the increase in the average score between the pre-test and post-test, with the N-Gain results classified in the moderate category. These findings indicate that the developed media can serve as an alternative instructional resource to support the development of students' basic literacy skills with an average proficiency level above 70, so it can be concluded that this media is valid, feasible, and practical to use.
The Internalization of Discipline Values in Daily Learning: A Case Study of First-Grade Elementary School Students Sholiha Indah Rahayu; Yusrizal Yusrizal; Fatmawati Fatmawati
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v6i1.1110

Abstract

This study aims to describe the internalization of discipline values in the daily learning activities of first-grade elementary school students. The research employed a qualitative descriptive approach conducted at SD Swasta PAB 29 Manunggal. The participants consisted of one first-grade teacher and five students selected purposively based on their active involvement in classroom activities. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and technique triangulation as well as member checking. The findings reveal that the internalization of discipline values is implemented through five main aspects: teacher modeling, classroom management, rule enforcement and supervision, habituation, and guidance and reinforcement. Teacher modeling plays a fundamental role as students tend to imitate behaviors demonstrated by the teacher. Structured classroom management helps students understand learning routines and expected behaviors. Rule enforcement and consistent supervision ensure that students adhere to classroom norms. Habituation through repetitive daily activities fosters the development of disciplined behavior. In addition, guidance and positive reinforcement encourage students to maintain appropriate behavior and improve their self-regulation. Overall, the integration of these five aspects creates a systematic and continuous process in developing students’ discipline. The study contributes both theoretically and practically by providing insights into effective strategies for fostering discipline in early-grade elementary education through contextual and humanistic approaches.
Analisis Kemampuan Guru Dalam menggunakan Media Pembelajaran Berbasis Teknologi Dan Pengaruhnya Terhadap Kemandirian Belajar Siswa Kelas 4 SD Hakmi, Maulidina; Fatmawati; Yusrizal
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/84m1ek76

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan guru dalam menggunakan media pembelajaran berbasis teknologi serta menguji pengaruhnya terhadap kemandirian belajar siswa kelas IV sekolah dasar. Perkembangan teknologi informasi menuntut guru untuk menguasai media digital guna menciptakan proses belajar yang efektif, interaktif, dan berpusat pada peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif korelasional. Populasi penelitian adalah seluruh siswa kelas IV dan guru di tiga sekolah dasar, dengan sampel yang ditentukan secara purposive sampling. Pengumpulan data dilakukan melalui lembar observasi dan angket yang telah diuji validitas isi serta reliabilitasnya (Alpha Cronbach > 0,80). Analisis data menggunakan statistik deskriptif dan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa rata-rata kemampuan guru dalam memanfaatkan teknologi pembelajaran berada pada kategori sedang (total skor 116,7), dengan kekuatan tertinggi pada penggunaan internet dan kelemahan pada pembuatan media PowerPoint. Hasil uji regresi membuktikan bahwa kemampuan guru memberikan pengaruh positif dan signifikan terhadap kemandirian belajar siswa (t = 4,512; p < 0,05), dengan kontribusi efektif sebesar 41,2%. Temuan ini menegaskan bahwa peningkatan kompetensi digital guru, terutama dalam merancang materi interaktif, menjadi faktor strategis untuk menumbuhkan kemandirian belajar siswa sejak jenjang pendidikan dasar.
Pengaruh Model Kolaboratif Terhadap Hasil Belajar Pkn Siswa Kelas IV SD Muhammadiyah Desa Pon Fadlilah, Intan; Fatmawati; Wanhar, Fira Astika; Yusrizal
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/3ez63860

Abstract

Rendahnya hasil belajar PKn siswa kelas IV SD Muhammadiyah Desa Pon serta pembelajaran yang masih didominasi oleh metode konvensional seperti ceramah menjadi latar belakang perlunya inovasi dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kolaboratif terhadap hasil belajar PKn siswa kelas IV SD Muhammadiyah Desa Pon. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi eksperimen dan desain nonequivalent control group design. Sampel penelitian berjumlah 46 siswa yang terdiri dari kelas IVA sebagai kelas eksperimen dan kelas IVB sebagai kelas kontrol. Teknik pengumpulan data menggunakan tes hasil belajar berbentuk pilihan ganda. Data dianalisis menggunakan uji normalitas uji homogenitas dan uji t independen. Hasil penelitian menunjukkan bahwa nilai rata-rata pre test kelas eksperimen sebesar 60,65 meningkat menjadi 83,70 pada post test. Sementara itu nilai rata-rata pre test kelas kontrol sebesar 58,91 meningkat menjadi 76,30 pada post test. Hasil uji hipotesis menunjukkan nilai signifikansi sebesar 0,004 (< 0,05) dan selisih rata-rata antara kelas eksperimen dan kontrol sebesar 7,40. Hal ini mengindikasikan bahwa peningkatan hasil belajar pada kelas eksperimen tidak terjadi secara kebetulan, melainkan benar-benar dipengaruhi oleh penerapan model pembelajaran kolaboratif. Dengan demikian, model ini terbukti lebih efektif dibandingkan model konvensional dalam meningkatkan hasil belajar PKn siswa kelas IV SD Muhammadiyah Desa Pon. Dengan demikian dapat disimpulkan bahwa model pembelajaran kolaboratif berpengaruh positif terhadap hasil belajar PKn siswa. Secara praktis, temuan ini memberikan implikasi bahwa guru PKn di sekolah dasar disarankan untuk mulai mengadopsi model pembelajaran kolaboratif sebagai alternatif strategi pembelajaran. Guru tidak lagi berperan sebagai satu-satunya sumber informasi, melainkan sebagai fasilitator yang mendorong siswa untuk bekerja sama, berdiskusi, dan saling membantu dalam memahami materi.
Co-Authors Abdi Hary Agid Pratama, Febriano Agung Arjuna Agustine, Mentari Ahmad Calam Ahmad Calam Alaida fitri Ali Mustadi Amelia Putri, Anggi Angie Trivana Anisa Ihwani Anita Yus Arief Amdani Ayu Pratiwi, Novia Azizah Yusra Amaliyah Harahap Baihaqi Siddik Lubis Davi Fatdilah, Muhammad Delima Muzdalifah Dewi Purnama Sari Dhini Aulia Dian Arianto Diana Putri, Selvi Dina Syalbillah Nst Dinda Puspita Eka Yusnaldi Eva Musdalifah Zein Fadlilah, Intan Fathyah Sauma Rafiqah FAUZI Felina Azzahra Fira Astika Wanhar Fira Astika Wanhar Fira Astika Wanhar Hadijah Nst Hakmi, Maulidina Hasibuan, Ainul Marhamah Hayani, Maulida Indah Syasmita Indah Syasmita Intan Jelita Syuhada Ira Ira Irsani, Salsabila Latifa Anisa M. Arif M. Arif Abdillah M. Izhar Marhamah Hasibuan, Ainul Marsanda, Sarla Martan, Algy Maulidina Hakmi Mei Yanti Simamora Micky Amanda Miftahul Jannah Miranda, Ayu Muhammad Ikhsan Muhammad Raihan Muhammad Yusuf Mustika, Nanda Nabilah Marwah Nazaruddin, Ilham NURLIA GINTING Nurul Zannah Puspita, Dinda Restu Syahtini Reza, M Fachru Rizki Arum Sari Rizki Handayani, Rizki Rizky Ayuanita Putri Samsidar Tanjung Saputra, Gunawan Sholiha Indah Rahayu Siti Juriah Sri Handayani, Fitri Suriati Dalimunte Syahrina Anisa Pulungan Syahrina Anisa Pulungan Syahrina Anisa Pulungan Syahrina Anisa Pulungan Syahrina Anisah Pulungan Tia Wulandari Tumiyem Tumiyem Wahyu Iskandar WANHAR, FIRA ASTIKA Wulandari, Auliya Yunus Abidin Yusrizal Yusrizal Yusrizal Yusrizal Zaira Nur Ayu