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All Journal JURNAL PENGABDIAN KEPADA MASYARAKAT IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Metodik Didaktik EDUHUMANIORA: Jurnal Pendidikan Dasar DWIJA CENDEKIA: Jurnal Riset Pedagogik BUAH HATI Pendas : Jurnah Ilmiah Pendidikan Dasar Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Riset Pendidikan Dasar Social, Humanities, and Educational Studies (SHEs): Conference Series Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal PGSD Community Empowerment Jurnal Kajian Ilmu Pendidikan (JKIP) Bestari: Jurnal Pendidikan dan Kebudayaan Journal of Innovation and Research in Primary Education Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Cendikia: Jurnal Pendidikan dan Pengajaran Jurnal Pengabdian Masyarakat dan Riset Pendidikan Edutary Lensa Pendas J-CEKI
Labudasari, Erna
Universitas Muhammadiyah Cirebon
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Pengaruh Penggunaan Gadget Terhadap Minat Belajar Peserta Didik Kelas V di SDN Klampok Anandhita Stefhanie; Widia Nur Jannah; Erna Labudasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.30706

Abstract

Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh penggunaan gadget terhadap minat belajar peserta didik kelas V di SDN Klampok. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan teknik nonprobability sampling yang secara khususnya menggunakan purposive sampling. Intrumen pengumpulan data menggunakan angket dan dokumentasi selama kegiatan penelitian. Dengan jumlah populasi yaitu seluruh peserta didik SDN Klampok dan sampel yang diambil adalah peserta didik kelas V SDN Klampok yang berjumlah 36 peserta didik. Sedangkan untuk pengolahan data dilakukan melalui tahap uji normalitas, uji linear, selanjutnya dilakukan analisis data menggunakan uji regresi linear sederana. Hasil penelitian menunjukkan bahwa Hasil perhitungan diperoleh nilai probabilitas (Sig) sebesar 0,000 (sig. ≤ α0,05) dan uji t diperoleh thitung 5,600 >t tabel 2,032 dengan demikian Ha diterima. Artinya, ada pengaruh penggunaan gadget terhadap minat belajar peserta didik kelas V di SDN Klampo
ANALISIS KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA MELALUI MODEL CONTEXTUAL TEACHING AND LEARNING Hastuti, Sri Sundhea; Labudasari, Erna; Jannah, Widia Nur
JRPD (Jurnal Riset Pendidikan Dasar) Vol. 7 No. 2: OKTOBER 2024
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jrpd.v7i2.15165

Abstract

Penelitian ini dilakukan dengan tujuan untuk mendeskripsikan kemampuan pemahaman konsep matematika siswa kelas IV B B SDN I Keduanan dengan materi luas melalui model Contextual Teaching and Learning, adapun indikator dari kemampuan pemahaman konsep matematika, yaitu menyatakan ulang sebuah konsep, mengklarifikasi objek menurut sifat-sifat tertentu sesuai dengan konsepnya, memberikan contoh dan bukan contoh dari sebuah konsep, menyajikan konsep dalam berbagai bentuk representasi matematika, mengembangkan syarat perlu atau syarat cukup dari suatu konsep, menggunakan dan memanfaatkan serta memilih prosedur atau operasi tertentu, dan mengaplikasikan konsep atau alogaritma pada pemecahan masalah. Metode penelitian ini yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Sumber dari penelitian ini adalah siswa Kelas IV B B SDN I Keduanan yang berjumlah 19 siswa yang kemudian diambil 9 siswa berdasarkan kriteria penilaian tes kemampuan pemahaman konsep matematika. Instrumen yang digunakan untuk pengambilan data yaitu tes. Tes digunakan untuk menentukan kemampuan pemahaman konsep matematika siswa. Teknik analisis data terbagi menjadi 3 tahapan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi model Contextual Teaching and Learning terhadap kemampuan pemahaman konsep matematika siswa dapat berjalan efektif dengan menggunakan 5 tahapan diantaranya yaitu Relating (Menghubungkan), Experiencing (Pengalaman), Applying (Penerapan), Coorperating (Berkoordinasi) dan Transfering (Menstranfer). Kemampuan pemahaman konsep matematika siswa yang masuk kriteria tinggi (47%), kriteria sedang (37%) dan kriteria rendah (16%). Mayoritas siswa mengalami kesulitan pada soal nomor 9 dan 10 dengan indikator kemampuan pemahaman konsep yang terdapat pada indikator ke 7 yaitu mengaplikasikan konsep atau alogaritma pada pemecahan masalah.Kata kunci : Kemampuan Pemahaman Konsep Matematika, Model Contextual Teaching And Learning, Materi Luas.
Analisis Upaya Guru Dalam Mengatasi Kesulitan Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Pancasila Kelas II Di SDN 1 Keraton Halimah, Siti Nur; Labudasari, Erna; Dianasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31361

Abstract

Education is the process of acquiring knowledge, understanding, and behavior that is in accordance with the needs known as education. High-quality human resources are the main goal of education. This study aims to analyze the learning difficulties of students in the subject of Pancasila Education class II at SD Negeri 1 Keraton, these learning difficulties are characterized by the inability of students not to master the subject matter within the specified time, not achieving learning outcomes that are in accordance with their abilities, showing a low level of achievement compared to other students and showing bad personalities such as being impolite, naughty, and not adapting to the scope of the lesson, identifying factors causing learning difficulties originating from internal factors of students which include disorders or psycho-physical deficiencies, such as cognitive, affective, psychomotor and external factors of students include every situation and environmental conditions that do not support student learning activities including family, community, and school. In dealing with this, teachers make various efforts, both as educators who adjust learning methods, as mentors who provide individual attention and motivation, and as assessors to evaluate the process and learning outcomes of students fairly and comprehensively. Pancasila education is very important for every citizen and serves as a guideline for living life as a good citizen and in accordance with the values of Pancasila. Learning difficulties are when students do not achieve the expected learning outcomes. This study also uses a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and questionnaires. The object of the study was conducted at SDN 1 Keraton, Class II. The results of the study indicate that the teacher's efforts in overcoming students' learning difficulties in the Pancasila education subject can be seen from the results of the questionnaire about the factors that influence learning difficulties obtained 15 students who experienced learning difficulties is 68.18% and 7 students who did not experience learning difficulties is 31.82%.
Teachers' Strategies for Addressing Learning Disabilities in Second-Grade Pancasila Education Halimah, Siti Nur; Dianasari; Labudasari, Erna
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2328

Abstract

Learning disabilities represent significant challenges in elementary education, with teachers playing crucial roles in identifying and addressing these difficulties. Understanding teachers' intervention strategies is essential for improving educational outcomes for students with learning disabilities, particularly in Indonesian elementary school contexts where research remains limited. This qualitative descriptive study was conducted at SDN 1 Keraton, involving 22 second-grade students and their homeroom teacher. Data collection utilized systematic classroom observations during Pancasila Education lessons on school rules and in-depth interviews with the teacher. Triangulation techniques ensured data validity, while inductive analysis identified learning disability patterns and teacher intervention strategies across educator, mentor, and assessor roles. The study revealed that 68.2% of students (15 out of 22) experienced learning disabilities, categorized into four types: material comprehension difficulties (54.5%), assignment completion challenges (45.5%), low classroom engagement (59.1%), and behavioral adaptation issues (36.4%). Teacher intervention strategies showed mixed effectiveness, with successful implementation of supportive classroom environments but limited provision of individualized guidance, emotional support, and competency-based assessments. The teacher demonstrated awareness of varied instructional approaches but struggled with systematic implementation, particularly in addressing social-emotional aspects of learning disabilities. The higher prevalence rate compared to international standards suggests contextual factors unique to this educational environment. While teachers employed multi-faceted approaches encompassing educator, mentor, and assessor roles, significant implementation gaps existed. The findings align with previous research emphasizing the importance of comprehensive support systems but highlight challenges in translating theoretical knowledge into consistent practice. These results contribute to understanding learning disability prevalence in Indonesian elementary contexts and reveal the complexity of teacher intervention strategies in resource-limited settings.
PENERAPAN CULTURALLY RESPONSIVE TEACHING UNTUK MENINGKATKAN HASIL BELAJAR MAKNA SILA-SILA PANCASILA KELAS IV SD Prayitno, Edy; Labudasari, Erna; Nurningsih, Ade
Bestari: Jurnal Pendidikan dan Kebudayaan Vol. 6 No. 2 (2025): Oktober 2025
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/bjpd.v6i2.3665

Abstract

Abstract: Classroom Action Research is a research method conducted by teachers with the aim of improving the quality of learning. The study aimed to assess how much improvement students' learning outcomes or cognitive levels were.  The data collection method used in this study is a test. The testing method was applied to collect information about the learning outcomes of grade IV students in Pancasila education lessons about the meaning of Pancasila precepts before, during, and after research. The increase in the completeness of students from pre-cycle action to cycle I action increased by 9 students. The action of cycle I to cycle II increased by 12 students (36.37%), so that in the action of cycle II students who experienced an increase in learning completeness which in cycle I the number of students who completed was 17 students (51.51%) increased to 29 students who completed (87.88%). Based on the research that has been conducted, it can be concluded that the application of the Culturally Responsive Teaching approach can improve the learning outcomes of students in Pancasila Education lessons on the Meaning of Pancasila Precepts. Keywords:Classroom Action Research, Culturally Responsive Teaching, Pancasila Education, The Meaning of Pancasila Precepts.   Abstrak: Penelitian Tindakan Kelas yaitu sebuah metode penelitian yang dilakukan oleh guru dengan tujuan untuk memperbaiki kualitas pembelajaran. Studi ini bertujuan untuk menilai seberapa besar peningkatan hasil belajar siswa atau tingkat kognitif mereka.  Metode pengumpulan data yang digunakan dalam penelitian ini adalah tes. Metode pengujian diterapkan untuk mengumpulkan informasi mengenai hasil belajar siswa kelas IV dalam pelajaran pendidikan pancasila tentang makna sila-sila Pancasila sebelum, selama, dan setelah penelitian. Peningkatan ketuntasan peserta didik dari tindakan pra siklus ke tindakan siklus I meningkat yakni sebanyak 9 siswa. Tindakan siklus I ke siklus II meningkat sebanyak 12 siswa (36,37%), sehingga pada tindakan siklus II siswa yang mengalami peningkatan ketuntasan belajar yang pada siklus I  jumlah siswa yang tuntas adalah 17 siswa (51,51%) meningkat menjadi 29 siswa yang tuntas (87,88%).Berdasarkan penelitian yang telah dilakukan maka dapat disimpulkan bahwa penerapan pendekatan Culturally Responsive Teaching dapat meningkatkan hasil belajar siswa pelajaran Pendidikan Pancasila materi Makna Sila-Sila Pancasila. Kata Kunci: Penelitian Tindakan Kelas, Culturally Responsive Teaching, Pendidikan Pancasila, Makna Sila-Sila Pancasila.  
PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA PENJUMLAHAN DAN PENGURANGAN SISWA KELAS III DI SDN 2 SARABAU Maulina, Minhatul; Labudasari, Erna; Sumiati, Anih
Cendikia: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 10 (2024): Cendikia: Jurnal Pendidikan dan Pengajaran
Publisher : Cendikia: Jurnal Pendidikan dan Pengajaran

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

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana implementasi PJBL sekolah menyenangkan dalam mengembangkan kemampuan anak dengan menggunakan proyek kantong bilangan siswa kelas sangat rendah di SDN 2 Sarabau dan untuk mengetahui pengaruh pembelajaran materi penjumlahan dan pengurangan menyenangkan dalam mengembangkan kemampuan belajar siswa kelas rendah di SDN 2 Sarabau. Penelitian ini menggunakan jenis penelitian kualitatif teknik pengumpulan data menggunakan modul ajar, wawancara guru, soal tes, dan dekumentasi.data yang diperoleh dari soal tes penelitian ini di SDN 2 Sarabau. Dengan hasil penelitian implementasi PJBL sekolah menyenangkan diterapkan dengan baik di SDN 2 Sarabau. Guru harus menciptakan suasana belajar yang menyenangkan. Didalam PJBL sekolah menyenangkan terdapat 4 area perubahan yakni lingkungan belajar positif, perkembangan diri dan berbasis penalaran dan juga keterhubungan sekolah, mayoritas, siswa sudah memiliki kecerdasan yang baik dilihat dari hasil tes soal yang dibagikan. Dalam pelaksanaanya tidak dipungkiri mengalami beberapa hambatan seperti masalah konsistensi diri untuk menerapkan PJBL untuk mengembangkan pembelajaran soal tes materi penjumlahan dan pengurangan siswa dan juga semua guru mengikuti P3k, PPG yang tentunya menghambat proses implementasi PJBL sekolah menyenangkan secara menyeluruh dan tentunya akan menghasilkan nilai soal tes yang berbeda. Semoga PJBL sekolah menyenangkan ini dapat diikuti oleh banyak sekolah lain di indonesia agar pendidikan di indonesia terus maju dan berkembang.
The Effect of The Montessori Method Using Large Movable Alphabet Media in Improving Beginning Reading Skills of Grade 1 Students at State Elementary School Lusianah, Vinah; Widia Nur Jannah; Erna Labudasari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7903

Abstract

This study aims to determine the effect of the Montessori method, using the Large Movable Alphabet (LMA), on improving the beginning reading skills of first-grade students. A quantitative approach with a one-group pretest-posttest pre-experimental design was employed. The subjects were 20 first-grade students at State Elementary School 1 Pasuruan in the even semester of the 2024/2025 academic year, selected via saturated sampling. The intervention was implemented for four weeks through Montessori-based learning sessions using the LMA. Results showed a significant increase in the mean score from 57.75 (SD = 8.12) in the pretest to 83.25 (SD = 6.47) in the posttest. A paired-samples t-test confirmed a statistically significant difference (t(19) = -12.47, p < .001). The effect size was very large (Cohen's d = 2.79), and the N-Gain score was 0.586 (58.6%), categorized as moderate. This indicates that the Montessori method using the LMA effectively improved students' beginning reading skills. The practical implication is that this method can be an alternative, motivating strategy for early reading instruction in elementary schools, actively engaging students through multisensory media. Recommendations for future research include testing the method with a larger sample, a control group, and over a longer duration.
Tantangan yang Dihadapi Sekolah Inklusi dalam Menciptakan Pembelajaran setara di SD Muhammadiyah 6 Surabaya: Penelitian Faniar Sesara Maharani; Apriyanto; Febi Andriyani; Lia Widiastuti; Erna Labudasari
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i3.431

Abstract

This research aims to explore the challenges faced by SD Muhammadiyah 6 Surabaya in implementing inclusive education and creating an equal learning environment for both regular and special needs students. The study employs a descriptive qualitative research design to analyze the dynamics of inclusive education, focusing on the interaction between teachers, special needs students, and regular students. Data were collected through in-depth interviews, direct observation, and documentation involving school principals, teachers, and parents of inclusive students. The findings reveal that the main challenges faced by the school include limitations in human resources, lack of teacher readiness, and varied student needs. Despite these challenges, the school has adopted various strategies to create an inclusive learning environment, such as assigning specialized assistant teachers, developing adaptive learning methods, and conducting regular evaluations to monitor student progress. Collaborative efforts between teachers, parents, and school administrators play a crucial role in supporting inclusive education. The study concludes that adaptive teaching strategies, consistent teacher training, and strong collaboration among stakeholders are essential in ensuring the success of inclusive education at SD Muhammadiyah 6 Surabaya.
Peningkatan Keterampilan Berbicara Siswa pada Pembelajaran Bahasa Indonesia dengan Menggunakan Metode Bermain Peran di Kelas IV SDN 2 Benda Adinda Putri Salsahbilla; Widia Nur Jannah; Erna Labudasari
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 6 No. 3 (2025): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v6i3.1539

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berbicara siswa kelas IV Sekolah Dasar, khususnya dalam pembelajaran materi teks percakapan. Keterampilan berbicara merupakan salah satu komponen penting dalam pembelajaran Bahasa Indonesia yang perlu dikembangkan melalui metode yang interaktif dan menyenangkan. Tujuan dari penelitian ini adalah untuk meningkatkan keterampilan berbicara siswa dengan menerapkan metode bermain peran. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian adalah siswa kelas IV SDN 2 Benda, Kecamatan Karangampel, Kabupaten Indramayu, yang berjumlah 36 siswa. Teknik pengumpulan data dilakukan melalui observasi aktivitas guru, tes keterampilan berbicara, dan angket respon siswa. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam keterampilan berbicara siswa. Pada pra siklus, hanya 11 siswa (31%) yang mencapai ketuntasan. Pada siklus I meningkat menjadi 21 siswa (58%), dan pada siklus II mencapai 32 siswa (89%). Aktivitas guru dalam penerapan metode juga menunjukkan peningkatan dari 75% (kategori baik) pada siklus I menjadi 98% (kategori sangat baik) pada siklus II. Respon siswa terhadap metode bermain peran juga meningkat dari 56% pada siklus I menjadi 85% pada siklus II. Dengan demikian, penerapan metode bermain peran terbukti efektif dalam meningkatkan keterampilan berbicara siswa kelas IV SD.
Co-Authors Adinda Putri Salsahbilla Alsha Maulinda Amalia, Nurani Amalia, Nurani Ana Agnisia Nada Nada Anandhita Stefhanie Andi Ali Kisai Anggra Oktaviani Anih Sumiati Anih Sumiati Ani Apriyanto Arief Hidayat Afendi, Arief Hidayat Dianasari Dzaimatun Atikah Edy Prayitno Eliya Rochmah Eva Fauziyah Faniar Sesara Maharani Fatah, Panji Rizalul Febi Andriyani Firda Fauziah Rakhmah Fitriani, Sri Rahayu Fitriyah, Sri Rohana Fivo Nugraha Halimah, Siti Nur Hastuti, Sri Sundhea Intan Nur Endah Lestari Intan Nuraeni Ira Masijawati Khaerunnisa Kholifah Kholifah Kisai, Andi Ali Lia Widiastuti Liesse Lisnawati Lusianah, Vinah Mauliani Azzahra Maulina, Minhatul Meli Ameliya Nur Asyiah Nurani Amalia Nurkholis Nurkholis Nurkholis Nurningsih, Ade Panji Rizalul Fatah Rahayu, Fanny Septiany Rizki Tri Noviani Rochmah, Eliya Rosmala Dewi Sartika, Mia Dera Setyaningsih, Vani Sri Rohana Sri Sundhea Hastuti Sumiati, Anih Susilawati Susilawati Susilawati Susilawati Susilawati Trio Adi Kusuma Widia Nur Jannah, Widia Nur