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All Journal Paramita: Historical Studies Journal REFLEKSI EDUKATIKA Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Al Ishlah Jurnal Pendidikan Jurnal Pendidikan : Riset dan Konseptual Syntax Literate: Jurnal Ilmiah Indonesia Jurnal Pendidikan Terbuka Dan Jarak Jauh Journal of Education, Humaniora and Social Sciences (JEHSS) Academy of Education Journal Journal Civics and Social Studies Jurnal Educative: Journal of Educational Studies Jurnal Antropologi Sumatera Jurnal Pendidikan Indonesia (Japendi) EduInovasi: Journal of Basic Educational Studies Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Ary Purwantiningsih
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Terbuka
Religion Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Role Playing dan Jigsaw terhadap Hasil Belajar IPS Ditinjau dari Motivasi Belajar Rokhmad Riyadi; Retno Winarni; Ary Purwantiningsih
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v8i7.12873

Abstract

This research aims to determine the difference in the influence of the cooperative learning model Role Playing & Jigsaw methode on Social Science Major (IPS) learning result, differences in the influence of students who have high, middle, and low learning motivation on IPS learning result, and is there any interaction between learning models and learning motivation of students on Social Science Major (IPS) learning result. This research used 2*3 factorial design. Sampling is taken by purposive sampling technique. Sample of this research is student of SDIP Al Madinah Nogosari 5th grade and SDIP Al Madinah Cepogo 5th grade. The two population samples were then tested for prerequisite analysis through the normality test with the Kolmogorov-Smirnov test, the homogeneity test with Levene's test, and the balance test with the independent sample t-test. The research was continued by identifying the learning motivation of the students in the sample through a questionnaire instrument that had been tested for validity and reliability, and validated by experts. The questionnaire was made with a Likert scale of 1-4 with the results of the identification of learning motivation. Learning outcomes are obtained with test instruments that have been tested for validity, reliability, difficulty, and discriminating power, and validated by experts. Hypothesis testing was carried out using a two-way ANOVA and further testing using the Scheffe’s method using the SPSS Statistic 26 application. The results of the research showed; 1) There are no difference in the influence of the Role Playing learning model & Jigsaw on Social Science Major (IPS) learning result.; 2) There are differences in the influence of students who have high learning motivation, middle learning motivation, and low learning motivation on IPS learning result.; 3) There are no interaction of learning models and learning motivatin of students on IPS learning result.
Pendekatan Fenomenologi dalam Resolusi Konflik: Memahami Akar Konflik dengan Mendalam dan Komprehensif Sidik Puryanto; Ary Purwantiningsih
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 6, No 3 (2024): Journal of Education, Humaniora and Social Sciences (JEHSS), February
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jehss.v6i3.1917

Abstract

This paper discusses the phenomenological approach in the context of conflict resolution. Phenomenology transforms the traditional view of conflict by delving into a profound understanding of its roots, values, emotions, and the perspectives of individuals involved. In this approach, conflict is seen as a social phenomenon involving individual or group awareness, empathy, sympathy, and collective consciousness. The importance of understanding subjective meanings and individual experiences in conflict is emphasized as the key to effective conflict resolution. The conflict resolution process from a phenomenological perspective involves steps of identification, diagnosis, and treatment designed to uncover and comprehend the conflict's roots comprehensively. The role of the subjects in this process is crucial, as they must possess the ability to empathize, see from various perspectives, and facilitate effective communication. In conflict resolution methods based on the phenomenological approach, reduction also becomes a key element, involving efforts to cleanse understanding from biases and assumptions before taking action. Introspection is also vital, helping subjects become more aware of their roles and contributions in the conflict. The phenomenological approach enables us to resolve conflicts in a more profound, holistic, and sustainable manner. With a deeper understanding of conflict's roots and the emotions involved, we can develop more effective solutions and integrate various perspectives contributing to the conflict.
Validitas dan Kepraktisan Bahan Ajar IPAS Berbasis Multirepresentasi untuk Meningkatkan Keterampilan Kolaborasi Siswa Sekolah Dasar Rahayu Budi Astuti; Supeno Supeno; Ary Purwantiningsih
Jurnal Pendidikan : Riset dan Konseptual Vol 8 No 4 (2024): Volume 8, Nomor 4 Tahun 2024
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v8i4.1097

Abstract

Collaboration skills are one of the most important skills in 21st-century learning. However, in reality, collaboration skills in IPAS (Integrated Science and Social Studies) learning are still not optimal. This is because learning often only focuses on the teacher and does not provide deep learning experiences for students. Therefore, in this research, learning innovation is carried out in the form of developing teaching materials that develop collaboration skills and IPAS learning outcomes. The teaching materials that have been designed were then validated by three learning experts and tested on a limited basis on fourth-grade students of SDN 1 Bendogerit, Blitar City, East Java. However, before the teaching materials were tested, they were validated by experts and practitioners, showing validity criteria with content validity of 3.59 and construct validity of 3.71. The validators suggested improving the print quality and illustrations. In addition, the cloze test results showed practicality with a good level of readability, with 4 out of 6 students considering the test easy. The average percentage of correct answers reached 65%, with variations of 40-90%. Although no students found the test difficult, special attention is needed for students in the medium category. Thus, it can be concluded that the developed teaching materials are valid and practical, referring to the validation results and the cloze test obtained.
Redefining Character Education: A Review of Essential Goals and Values Vinna Dinda Kemala; Alil Rinenggo; Ary Purwantiningsih; Vinni Dini Pratiwi
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3382

Abstract

In one decade lastly, education character experience shift significant conceptual​ along increasing complexity challenge social, cultural, and global. This article aim for reconstruct understanding education character through review systematic to goals and values growing essentials​ in literature academic cutting-edge research this use approach systematic literature review to article journal reputable and source policy relevant education, with​ analysis thematic for identify patterns, tendencies, and redefinitions conceptual education character contemporary. Findings study show that education character no again understood as planting individual moral values that are normative and static, but rather as approach education holistic that integrates moral, social, emotional and civic dimensions in a way simultaneously. Core values such as honesty, responsibility responsibility, fairness, caring, respect, and citizenship show consistency cross context culture and country, but redefined as competence behavior that can developed through experience planned learning, culture​ supportive schools, as well as practice pedagogical reflective. This study also confirms convergence between education character and social-emotional learning, which strengthens view that character nature dynamic, relational, and evolving through interaction sustainable social. With​ thus, the article this offer framework conceptually broadening​ understanding education character as an educational process contextual and adaptive sustainability, at the same time give implications theoretical and practical for development curriculum as well as policy education characters in the 21st century.
Penguatan Keterampilan Berpikir Kritis Melalui Pengembangan Bahan Ajar Interaktif PPKn Bermuatan Kearifan Lokal di Sekolah Dasar Citra Silviani; Umar Abdullah; Ary Purwantiningsih
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.9901

Abstract

                This study aims to develop interactive teaching materials for Civic Education (PPKn) based on local wisdom as an effort to strengthen critical thinking skills of elementary school students. The background of this research stems from the need for innovation in Civic Education learning that not only emphasizes conceptual understanding, but also fosters the ability to analyze, evaluate, and make decisions grounded in cultural values. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were fourth-grade students in an elementary school in Rambutan. The findings revealed that the developed interactive teaching materials obtained a very good level of feasibility based on the assessments of subject matter experts, media experts, and educational practitioners. The implementation of the product in a limited trial indicated a significant improvement in students’ critical thinking skills, as shown by test results and positive responses toward the materials. Therefore, the development of interactive Civic Education teaching materials enriched with local wisdom is proven effective in strengthening critical thinking skills and is highly relevant for use in elementary school learning.
Perilaku Multikultural dan Komunikasi Interkultural Siswa Sekolah Menengah Atas di Yogyakarta Ary Purwantiningsih; Yos Sudarso; Kusnadi Kusnadi; Sidik Puryanto; Yunisca Nurmalisa
Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan Vol 10, No 3 (2025): November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um019v10i3p226-234

Abstract

The purpose of this study is to analyze the multicultural behavior and intercultural communication of students based on their ethnic background and gender differences. This study uses a quantitative and qualitative approach with survey methods and in-depth interviews. The results of the study show that the multicultural behavior and intercultural communication of high school students in Yogyakarta are in the positive category. The multicultural behavior of Javanese students is directed towards cultural insight and flexibility, while non-Javanese students are more dominant in communication, cultural values, and cultural awareness. The multicultural behavior of female students is directed towards cultural insight, communication, cultural values, and cultural awareness, while male students are more dominant in flexibility. The intercultural communication of Javanese students tends to be more stable in terms of communication style and competence, while non-Javanese students have a higher intensity because they are able to actively practice cross-cultural communication. Intercultural communication carried out by female students in all dimensions tends to be higher than that of male students.
The Influence Of The Flipped Classroom Model and Independent Learning on The Critical Thinking Capability Of Science and 5 Class Students in Primary School Riska Riska; Happy Karlina Marjo; Ary Purwantiningsih
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 1 (2024): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i1.8716

Abstract

The low quality of education in Indonesia can be seen, among other things, at the basic education level. According to the TIMSS & PIRLS International Study Center survey, it shows that the quality of basic education in Indonesia, especially in the field of science, is only ranked 44th out of 47 countries that took part in the assessment with an average science score of 397. Aim: This research aims to determine the extent of the influence of the flipped classroom model and independent learning on scienceas critical thinking skills. Method: This research is a type of quantitative research that discusses The influence of the flipped classroom model and independent learning on the science and science critical thinking abilities of fifth grade elementary school students. The method used in this research is a quasi-experimental method which is a development of the pure experimental method of analysis of variance (ANOVA) with a 2x2 treatment by level design. The techniques for collecting data are questionnaires, tests and documents. The sampling technique uses a stratified random sampling procedure. Results and discussions: Based on the results of the research conducted, there was an interaction between the flipped classroom model and independent learning on critical thinking skills in Science and Technology. The results of the ANOVA test showed that the Fcount value = 19.28 and the Ftable value = 4.11 at the level  = 0.05. These results show that Fh > Ft so that there is an interaction between the use of the flipped classroom model and independent learning in influencing students' science and science critical thinking abilities. Conclusion: Based on the results of data analysis, hypothesis testing and research discussion results, it can be concluded that there is a positive and significant influence of the flipped classroom model and learning independence on the thinking ability of social science students in grade V of elementary school.
Pedagogical Mechanisms of Experiential Learning: Kinesthetic Simulations for Facilitating Democratic Character Ary Purwantiningsih; Ibnu Sulaiman; M. Khanif Yusman; Heni Cahya Ramdani
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11444

Abstract

Rote-oriented civic education may provide limited opportunities for students to connect abstract democratic principles with practical experience. Although experiential learning is increasingly used in civic education, the pedagogical processes through which kinesthetic simulations encourage critical reflection and democratic learning remain insufficiently explained. This qualitative case study examined how an outdoor collaborative kinesthetic simulation supported democratic learning among secondary school students. Data were collected through participant observation, semi-structured interviews with 18 purposively selected students, and documentation of learning artifacts. The data were analyzed thematically and compared across sources through triangulation. The findings showed that the simulation enabled students to experience cooperation, make collective decisions under time constraints, and participate in inclusive dialogue. These experiences encouraged reflection on power relations, shared responsibility, participation, and civic norms. The simulation therefore functioned as a bridge between physical experience and the interpretation of abstract democratic values rather than merely as a recreational activity. The study illustrates how the stages of experiential learning can be applied within civic education and provides educators with an adaptable instructional strategy for promoting reflective participation and active engagement with democratic principles
Co-Authors Ajat Sudrajat Alil Rinenggo Anita Rinawati Citra Silviani Erik Aditia Ismaya Fachry Abda El Rahman Happy Karlina Marjo Heni Cahya Ramdani Ibnu Sulaiman Irzan Tahar Iwan Iwan Jaya, Fitra Kemala, Vinna Dinda Kusnadi Kusnadi Lisa Dwi Ningtyas M. Khanif Yusman Muhammad Aswab Mahasin Ojat Darojat Pudjo Suharso Rahayu Budi Astuti Retno Winarni Retno Winarni Riska Riska Riyanti, Dwi Rokhmad Riyadi Sardjiyo Sardjiyo Septian Aji Permana Sidik Puryanto Supeno Syaeful Mikdar Syamsiar, Syamsiar Umar Abdullah Vinni Dini Pratiwi Yos Sudarso Yunisca M.Pd S.Pd Nurmalisa