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All Journal AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Al Ishlah Jurnal Pendidikan Gondang: Jurnal Seni dan Budaya International Journal of Applied Sciences in Tourism and Events Gulawentah:Jurnal Studi Sosial CARADDE: Jurnal Pengabdian Kepada Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian Masyarakat Indonesia Journal Evaluation in Education (JEE) Jurnal Pendidikan Terapan SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA Prosiding Konferensi Ilmiah Dasar Tamilis Synex: Multidimensional Collaboration
Yudi Hartono
Universitas PGRI Madiun
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Konstruksi Keaktifan Belajar Siswa Kelas V SDN Ngegong Kota Madiun dalam Pembelajaran IPS Berbasis Flipped Classroom Pada Ruang Mediasi Quizizz Sri Wahyuni; Nurhadji Nugraha; Yudi Hartono
Tamilis Synex: Multidimensional Collaboration Vol. 3 No. 2 (2025): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.v3i2.1064

Abstract

Student learning engagement in elementary social studies instruction demonstrates considerable variation influenced by instructional approaches and the learning media employed. This condition indicates the need for a deeper understanding of the dynamics of student engagement when instruction is organized through flipped classroom learning within the mediation space of Quizizz. This study adopted a descriptive qualitative approach and was conducted with fifth-grade students at SDN Ngegong, Madiun City. Data were collected through classroom observations, interviews with teachers and students, and documentation of learning activities, and were analyzed using data reduction, data display, and conclusion drawing procedures. The findings indicate that student learning engagement in social studies emerged in diverse forms of participation reflecting cognitive, social, and responsive involvement throughout the learning process. The flipped classroom approach enabled classroom time to be utilized more intensively for interaction and discussion, while Quizizz functioned as a mediating space that facilitated immediate responses and active student participation.
A Study on EduTainment: Enhancing Learning Activity in Science Learning Andrie Kriesna Susilowaty; Nurhadji Nugraha; Yudi Hartono
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2656

Abstract

Purpose of the study: This study investigates the effectiveness of Edutainment-based learning devices in enhancing learning activity in elementary school science learning. Methodology: A quantitative approach with a quasi-experimental posttest non-equivalent control group design was employed. The participants consisted of 14 fifth-grade students from an elementary school in Madiun City, Indonesia, divided into an experimental group (n = 7) and a control group (n = 7). The experimental group was taught using Edutainment-based learning devices, while the control group received conventional instructional tools. Data on students’ learning activity were collected using observation sheets based on a four-point Likert scale and analyzed using descriptive statistics, independent sample t-tests, and N-gain analysis at a significance level of 0.05. Main Findings: The findings reveal that students in the experimental group predominantly reached good (71.4%) and very good (28.6%) categories of learning activity, whereas the control group was dominated by not good (71.4%) and not very good (14.3%) categories. Inferential analysis confirmed a significant difference between the two groups (t = 4.167 > t_table = 2.145), indicating that Edutainment-based learning devices significantly outperform traditional approaches in promoting active learning. Moreover, an N-gain score of 0.6 suggests a moderate but meaningful improvement in students’ learning activity. Novelty/Originality of this study: The novelty of this study lies in its empirical validation of Edutainment-based learning devices specifically for IPAS at the elementary level, using learning activity as a core outcome rather than solely cognitive achievement.
Enhancing Students' Creativity and Social Studies Learning Outcomes through Discovery Learning Nur Dwi Sukaruniawati; Muhammad Hanif; Yudi Hartono
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1231

Abstract

Purpose: This study aims to enhance students' creativity and social studies learning outcomes through the implementation of the Discovery Learning model in Grade VII students. Methods: This study employed Classroom Action Research (CAR) conducted in two cycles at SMPN 14 Madiun during the 2025/2026 academic year. The participants consisted of 30 Grade VII students. Each cycle included the stages of planning, action, observation, and reflection. Data were collected through observation sheets to assess students' creativity and achievement tests to measure social studies learning outcomes. The data were analyzed using descriptive quantitative techniques based on percentage achievement and learning mastery. Findings: The results showed a significant improvement in students' creativity and social studies learning outcomes after the implementation of Discovery Learning. The percentage of students achieving good and very good creativity levels increased from the pre-cycle stage to Cycle II. Similarly, social studies learning mastery improved substantially, reaching complete learning mastery by the end of Cycle II. The findings indicate that Discovery Learning encourages students to actively construct knowledge, explore concepts, and engage in meaningful learning experiences. Research Implications: The findings imply that Discovery Learning can be effectively implemented as an instructional model to enhance students' creativity and social studies learning outcomes. The study provides practical guidance for social studies teachers in creating student-centered learning environments that promote active participation, creative thinking, and academic achievement. Originality: This study contributes to the existing literature by providing empirical evidence on the simultaneous improvement of students' creativity and social studies learning outcomes through the implementation of Discovery Learning within a Classroom Action Research framework. The study highlights the dual impact of Discovery Learning on both creativity and academic achievement in social studies learning.
Co-Authors Ainur Rosikin Andri Saputra Andrie Kriesna Susilowaty Anjar Mukti Wibowo Bambang Soemardiono Bella Merly Farohmatul Ummah Dewi Sugiarti Dodeik Phrasetyo Dwi Galih Aji Wibowo Elsa Devi Arsitha Esthi Puspitasari Farah Wahyuni Idha Salasin Farida Handayani Hadi Kusnanto Ininik Endrawati Intan Permata Sari Johan Setiawan Karni Khoirul Huda Khoirul Huda Koffifah Indaka Darajati Muhammad Hanif Nila Kharismaputri Ninik Endrawanti Novi Triana Habsari Nugroho Romdhoni Nur Dwi Sukaruniawati Nurdianti Siti Rukmana Nurfayatun Khasanah Nurhadji Nugraha Rani Lily Arseat Rida Fahas Rohmaul Listyana S Soebijantoro Setya Yoga Pratama Sieva Inda Nurdianti Siti Nur Kholipah Siti Nurkholipah Siti Nurkholipah Siti Nurkholipah Soebijantoro Soebijantoro Soebijantoro Soebijantoro Sri Wahyuni Vicky Diliana Sagita Putri Yara Ardiningtyas Yuli Astutik Zulfa Khoirun Nisa`