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All Journal Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Ilmiah Pendidikan Dasar ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED JPsd ( Jurnal Pendidikan Sekolah Dasar ) Jurnal Bidang Pendidikan Dasar Journal of Teaching and Learning in Elementary Education EQUILIBRIUM: Jurnal Ilmiah Ekonomi dan Pembelajarannya Journal on Education Jurnal Educatio FKIP UNMA Bubungan Tinggi: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Pengabdian Masyarakat (ABDIRA) Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Jurnal Ilmu Pendidikan Dasar Indonesia Information Technology Education Journal Edumaspul: Jurnal Pendidikan Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Putri Rachmadyanti
Universitas Negeri Surabaya
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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Membangun Kesadaran Sosial dan Lingkungan Siswa SD Melalui Pembelajaran Berbasis Isu Nyata  Vita Rahmawati; Raden Roro Nanik Setyowati; Putri Rachmadyanti
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol. 15 No. 1 (2026): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/eshc8r97

Abstract

Rendahnya kepedulian lingkungan siswa masih menjadi permasalahan di sekolah dasar, terutama pada pembelajaran IPS yang belum sepenuhnya memanfaatkan permasalahan nyata di lingkungan sekitar sebagai sumber belajar. Penelitian ini bertujuan mendeskripsikan penerapan pembelajaran IPS berbasis isu nyata dalam membangun kesadaran sosial dan kepedulian lingkungan siswa sekolah dasar. Penelitian menggunakan metode kualitatif deskriptif dengan pendekatan studi kasus. Subjek penelitian meliputi guru kelas dan 20 siswa kelas V SD Negeri Pandan. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket responss siswa, dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa lebih aktif berdiskusi, berani menyampaikan pendapat, serta mulai memahami hubungan antara perilaku manusia dan kondisi lingkungan sekitar. Hasil angket menunjukkan pemahaman masalah lingkungan memperoleh persentase 94%, kepedulian terhadap kebersihan lingkungan 100%, pemahaman dampak membuang sampah sembarangan 98%, keberanian menyampaikan pendapat 89%, dan keinginan menerapkan kebiasaan menjaga lingkungan 100%. Pembelajaran IPS berbasis isu nyata membantu menciptakan pembelajaran yang lebih kontekstual, reflektif, dan bermakna bagi siswa.
Pengembangan Media Pembelajaran Berbasis Audio Visual Materi Peta pada Pembelajaran Ilmu Pengetahuan Sosial Durrotun Nafisah; Asnimawati Asnimawati; Putri Rachmadyanti
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.105942

Abstract

Media pembelajaran menjadi elemen penting dalam konteks pembelajaran, kurangnya inovasi media pembelajaran menjadikan rendahnya minat siswa terhadap pembelajaran khususnya materi peta. Penelitian ini bertujuan mengetahui kelayakan dan resposn siswa terhadap media pembelajaran audio visual pada pembelajaran peta di sekolah dasar. Jenis penelitian yang digunakan adalah penelitian pengembangan Research & Development (R&D) dengan menerapkan model pengembangan ADDIE, yang terdiri atas tahapan analisis (analyze), perancangan (design), pengembangan (development), penerapan (implementation), dan  evaluasi  (evaluation). Subjek penelitian yakni peserta didik kelas V sebanyak 28 peserta didik di SDN Jeruk. Analisis data yang digunakan selama pengembangan adalah analisis deskriptif, analisis kelayakan media pembelajaran audio visual berdasarkan skor kriteria. Hasil dari proses validasi menunjukkan bahwa ahli media memberikan persentase kelayakan sebesar 89,3%, dan ahli materi sebesar 92%. Hasil respon dari peserta didik dengan persentase 95%. Sehingga semuanya masuk dalam kategori sangat layak. Berdasarkan data tersebut dapat disimpulkan bahwa pengembangan media pembelajaran audio visual materi peta pada pembelajaran IPS sangat digunakan menjadi media pembelajaran.
Pembelajaran IPS berbasis praksis kritis melalui film Jumbo untuk mengembangkan critical social awareness antibullying di sekolah dasar Firda Annisa Humaira; Putri Rachmadyanti; Raden Roro Nanik Setyowati
EQUILIBRIUM : Jurnal Ilmiah Ekonomi dan Pembelajarannya Vol. 14 No. 2 (2026): Equilibrium : Jurnal Ilmiah Ekonomi dan Pembelajarannya
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/equilibrium.v14i2.24736

Abstract

Bulliying merupakan problematika sosial yang menjadi tantangan serius di lingkungan sekolah karena dapat menyebabkan dampak fisik maupun emosional. Kondisi ini menegaskan perlunya intervensi pembelajaran yang secara khusus mampu menumbuhkan Critical Social Awareness antibullying murid. Salah satu penyelesaikan masalah yang dapat diimplementasikan dalam memberikan kesadaran kepada murid adalah dengan mengimplementasikan pendekatan praksis kritis menggunakan media digital salah satunya adalah Film.  Tujuan dari penelitian ini adalah  mendeskripsikan implementasi pembelajaran IPS berbasis praksis kritis melalui film Jumbo di SDN Pakis V Surabaya dan menganalisis perkembangan Critical Social Awareness antibullying murid. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus untuk memahami implementasi pembelajaran IPS berbasis praksis kritis melalui film Jumbo serta dampaknya terhadap perkembangan Critical Social Awareness antibullying murid kelas IV di SDN Pakis V Surabaya. Secara keseluruhan, hasil penelitian menguatkan gagasan bahwa pendekatan Praksis Kritis dapat mampu menghadirkan pembelajaran kontekstual yang mengintegrasikan pemahaman konsep sosial, kemampuan berpikir kritis, serta Critical Social Awareness antibullying. Murid tidak hanya memahami konsep interaksi sosial secara teoritis, tetapi juga mampu mengembangkan kesadaran sosial, empati, dan sikap reflektif terhadap perilaku bullying sehingga mendorong terciptanya lingkungan sosial yang lebih positif dan saling menghargai.
The multicultural e-comics: innovative media to improve elementary school students' social studies learning achievement Yuni Suprapto; Popi Monika; Putri Rachmadyanti; Sugiantoro Sugiantoro; Ferani Mulianingsih; Abdul Ghofur
Jurnal Ilmiah Pendidikan Dasar Vol 13, No 2 (2026): Jurnal Ilmiah Pendidikan Dasar
Publisher : Prodi PGSD FKIP Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/pendas.13.2.341-357

Abstract

In the form of a multicultural-based educational e-comic, to improve the learning achievement of fourth-grade IPAS students at Kaliwadas 01 State Elementary School. This type of research is Research and Development (R&D), which was developed referring to the 4D development stage; the e-comic learning media developed is feasible to be applied in learning. The subjects in this study were fourth-grade students at Kaliwadas 01 State Elementary School. The data sources in this study were primary data and secondary data. Data collection techniques used interviews, observations, tests, questionnaires, and documentation. Data analysis techniques used were interview data analysis, expert validation assessment questionnaire data, and student responses. The results of the study obtained that multicultural-based educational e-comic media is feasible and valid to use, based on the results of media validation by media experts getting 80% in the “good” category and material experts getting 81.1% in the “good” category, and the assessment given by students getting 90% in the “good” category. The development of multicultural-based educational e-comic media is feasible to use in learning, and the results of understanding the overall score for the pretest of 940 and post-test of 1650, while the average pretest score is 47 and the average post-test score is 82.5. So it can be concluded that there is an increase in students' understanding of IPAS subjects related to the material of Indonesia, which is rich in culture using multicultural-based educational e-comic media.
PENGEMBANGAN MEDIA GAME EDUKASI JELAJAH DISTRIK (JETRIS) BERBASIS GAME-BASED LEARNING TERHADAP KEMAMPUAN SPASIAL SISWA KELAS IV SEKOLAH DASAR PADA PEMBELAJARAN IPS MATERI PETA Muhammad Alif Nur Shafwan Laksono; Putri Rachmadyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15498

Abstract

The dominance of passive learning methods has resulted in the low spatial abilities of fourth-grade elementary school students, particularly in interpreting directions, relative positions, and navigation routes in map materials. Responding to this issue, the focus of this research is to produce the Jelajah Distrik (JETRIS) educational game media based on Game-Based Learning, and to evaluate its validity, effectiveness, and practicality upon use. This research applies a Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. Data collection involved 22 fourthgrade students at SDN Kramatjegu 1 as subjects for a limited trial. The feasibility analysis indicates that this media is highly valid, achieving a percentage of 82.14% from material experts and 91.67% from media experts. In terms of practicality, JETRIS achieved a score of 89.61%, categorized as highly practical based on the accumulation of educator and student response questionnaires. Furthermore, the media successfully provided a tangible improvement in spatial ability scores, marked by a surge in the average pre-test score from 59.32 to a post-test average of 80.91, alongside a class N-Gain test score of 0.53 in the medium (quite effective) category. In conclusion, the developed JETRIS media has proven its validity, effectiveness, and practicality as an interactive learning tool innovation to train students' spatial abilities contextually
Pelatihan dan Pendampingan Pembuatan Media Pembelajaran Interaktif Lectora Inspire Bagi Guru SD Ria Fajrin Rizqy Ana; Leny Suryaning Astutik; Dya Ayu Agustina Putri; Putri Rachmadyanti; Zuni Eka Tiyas Rifayanti
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 2 (2026): Abdira, April
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i2.1948

Abstract

Advances in science and technology require teachers to creatively use interactive learning media. In reality, teachers rarely use interactive learning media during classroom instruction, resulting in low student motivation. To address this issue, a training program on creating technology-based learning media using Lectora Inspire was conducted. The objective of this training is to enhance teachers’ competencies in creating, developing, and implementing technology-based learning media. This training program consists of the following stages: 1) field survey (partners); 2) Coordination with school principals and teachers; 3) Program Socialization; 4) Program Implementation; and 5) Activity Evaluation. The results of the activities showed an increase in teachers’ knowledge and skills in designing innovative learning media. Additionally, teachers were able to produce learning media products that can be used in the classroom learning process. This program is expected to support more interactive learning, increase student motivation, and encourage the use of technology in elementary school education.
Improving IPAS Learning Outcomes Through STEAM-Based Scratch Media with the Suroboyoan Dialect Context for Fifth-Grade Elementary School Students Safriana Ika Pratiwi; Suryanti Suryanti; Putri Rachmadyanti; Neni Mariana
Information Technology Education Journal Vol. 5, No. 3, August (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i3.12820

Abstract

Purpose - The primary objective of this empirical inquiry centers on evaluating how digital materials utilizing a specific local linguistic framework relate to variations in the educational achievements of fifth-grade pupils regarding regional historical traditions. Methodologically, a non-randomized group approach under a non-experimental framework was deployed, involving forty elementary school pupils who were distributed equally into two distinct cohorts. Information gathering relied on pre-intervention and post-intervention evaluations alongside structured behavioral rubrics. Analytical procedures incorporated exploratory indicators, distribution verification through mathematical non-parametric tests, variance consistency evaluations, progress metrics, and a comparative mean assessment. Findings: metrics indicated that the cohort exposed to the interactive framework achieved an average final evaluation of 78.03 alongside a moderate progress index of 0.588. Conversely, the traditional cohort reached an average final score of 55.00 with a minimal progress index of 0.188. A directional comparison confirmed a statistically meaningful divergence between the two groups, t(38) = -8.470, p < 0.001, proving that the digital intervention co-occurred with distinct variations in the educational metrics of the participants. Classroom observations indicated that the integration of the local Suroboyoan dialect functioned as a contextual scaffold that supported active student participation and natural communication. Implications - The integration of Scratch programming, interdisciplinary STEAM design parameters, and local vernacular may provide a responsive instructional alternative under the Merdeka Curriculum framework. However, generalized claims of effectiveness are limited due to a small, localized sample from a single school and a relatively short intervention timeframe. Originality - This study contributes to elementary educational technology models by combining digital visual block programming, STEAM frameworks, and regional dialects into a single contextual scaffold for IPAS learning.
An Analysis of the Implementation of Multiliteracy Learning in Third-Grade Elementary School Classes Using Google Maps to Teach Materials on the Surrounding Environment Bella Rahma Damayanti; Putri Rachmadyanti; Hendratno Hendratno
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 3 (2026): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i3.5706

Abstract

The digital and spatial literacy skills of elementary school students still require improvement, as Social Studies instruction often fails to make full use of digital media to help students understand their surrounding environment in a contextual way. Consequently, students find it difficult to identify the locations of specific regions, grasp spatial relationships, and relate the concepts they learn to the real-world conditions around them. This study aims to examine the implementation, use, and student responses toward multiliteracy learning assisted by Google Maps on material related to the surrounding environment in third-grade elementary school classrooms. This qualitative research applied a case study approach at SDN Kaliasin VII/286 in Surabaya, involving 24 third-grade students from Class 3B as participants. Data were gathered through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, consisting of data reduction, data presentation, and conclusion drawing. The findings show that all four stages of multiliteracies learning, namely location-based practice, open-ended instruction, critical framing, and transformative practice, were successfully carried out. Students showed enthusiasm and were able to operate Google Maps, trace routes, and understand the functions of regional administrative structures through critical reasoning. Nevertheless, during the transformative practice stage, 12 students still had difficulty transferring their spatial understanding from digital maps to hand-drawn maps. In conclusion, Google Maps substantially supports and facilitates students' digital and spatial literacy in recognizing their local surroundings. Teachers are advised to provide focused guidance when training students to draw maps by hand in order to address obstacles in their spatial understanding.
Eco-School Activities as Ecopedagogical Practices in Developing Environmental Responsibility among Primary School Students Yulia Agustin; Ganes Gunansyah; Putri Rachmadyanti
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.30

Abstract

This study aims to investigates the eco-school activities function as ecopedagogical practices in developing environmental responsibility among primary school students. Employing a qualitative case study design, data were collected through observations, in-depth interviews, and document analysis involving the principal, fourth-grade teacher, eco-school coordinator, students, and parents. The findings reveal that students’ environmental responsibility is primarily developed through consistent, action-based activities embedded in daily school practices, including waste management, water conservation, and habitual ecological behaviors. These practices enable students to construct environmental awareness through direct experience rather than theoretical instruction. The effectiveness of the program is supported by strong leadership, active parental involvement, and collaboration with external environmental organizations, while challenges are reflected in limited facilities and occasional inconsistency in students’ behavior. It can be concluded that this study contributes to the field of ecopedagogy and environmental education by demonstrating that sustained, experience-based eco-school practices. It plays a significant role in shaping students’ environmental responsibility. It also offers empirical insights into how school culture and community involvement strengthen the internalization of environmental values in primary education contexts
A Bullying and Peer Victimisation in Elementary Schools: Teachers’ Perspectives Chingngaihmuan Ngaihte; Raden RoRo Nanik Setyowati; Putri Rachmadyanti
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.18739

Abstract

Bullying and peer victimisation are important social concerns in elementary school settings, with potential implications for students’ emotional well-being, social interaction, and participation in learning activities. This study aimed to explore teachers’ perceptions regarding the forms, causes, impacts, and prevention strategies associated with bullying among elementary school students. A qualitative descriptive approach was used, comprising semi-structured interviews with four elementary school teachers teaching Grades 2–5 at a private elementary school in Surabaya, Indonesia. Teachers perceived verbal bullying as the most commonly reported form, while physical and social or relational forms were also described. They identified several perceived contributing factors, including students’ family backgrounds, lack of parental attention, peer influence, emotional difficulties, social media exposure, and limited empathy. Teachers generally described victims as shy, passive, less confident, socially isolated, or perceived as different from their peers. Teachers also described role-play, classroom discussion, teamwork, character education, individual guidance, and parental involvement as approaches they considered useful for addressing bullying and supporting empathy among students. These findings represent the perceptions and experiences of four teachers within one private elementary school and should not be interpreted as evidence of the measured effectiveness of these approaches. The study provides contextual insight into teachers’ perspectives on bullying and the approaches they use to promote supportive and respectful classroom environments.
Co-Authors Abdul Ghofur Anggara Dwinata Aristya Nuraini Arum Astiningati Asnimawati, Asnimawati Asriana Kibtiyah Bella Rahma Damayanti Chingngaihmuan Ngaihte Delia Indrawati Dina Putri Hariyati Durrotun Nafisah Dya Ayu Agustina Putri Elsinora Mahananingtyas Emilia Emilia Epit Ruliani Fadjarwati Fadjarwati Farida Istianah Ferani Mulianingsih Fiena Saadatul Ummah Firda Annisa Humaira Ganes Gunansyah HENDRATNO Hendrik Pandu Paksi Ika Rahmawati Leny Suryaning Astutik Lita Ariyanti M Bambang Edi Siswanto Muhammad Alif Nur Shafwan Laksono Muhammad Nuruddin Mulyani Mulyani Nasution, Nasution Neni Mariana Popi Monika Raden Roro Nanik Setyowati Raharja, Hawwin Fitra Ria Fajrin Rizqy Ana Roni Rodiyana Safriana Ika Pratiwi Sugiantoro Sugiantoro Suprayitno Suprayitno Suryanti Vicky Dwi Wicaksono Vita Rahmawati Wiryanto Wiryanto Yulia Agustin Yuni Suprapto Zuni Eka Tiyas Rifayanti