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All Journal Tadrib: Jurnal Pendidikan Agama Islam Vision: Journal for Language and Foreign Language Learning ETERNAL: English Teaching Journal Jurnal Bidang Pendidikan Dasar Jurnal Educatio FKIP UNMA JELL (Journal of English Language Learning) Wiralodra English Journal (WEJ) Research and Innovation in Language Learning Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat IJPD (International Journal Of Public Devotion) English Education and Literature Journal (E-jou) International Journal of Community Service Jurnal Locus Penelitian dan Pengabdian JELL (Journal of English Language Learning Journal of Business, Social and Technology Eduvest - Journal of Universal Studies Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology SANISKALA: Jurnal Pengabdian Masyarakat Profesi Pendidikan Dasar ETERNAL: English Teaching Journal Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Eka Nurhidayat
Universitas Majalengka
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Development of Microsoft Excel-Based Templates to Analyze Skills Assessment (Project and Performance) of Elementary School Students Jejen Jaenudin; Devi Afriyuni Yonanda; Eka Nurhidayat
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i2.34244

Abstract

Assessment is a fundamental component of the learning process, particularly in elementary education, where students’ skills must be measured authentically through project and performance assessment. However, teachers often face difficulties in managing, analyzing, and reporting assessment data due to manual processing, limited time, and heavy administrative workload. This study aimed to develop a Microsoft Excel–based template to analyze students’ skill assessment and examine its feasibility and usefulness in elementary school contexts. The research used a research and development approach at Sukawana Public Elementary School, Majalengka Regency. Data were collected through interviews, observations, questionnaires, and documentation involving classroom teachers as users. The development process included needs analysis, design, development, and limited trials. Findings showed the template integrated indicators, rubrics, automated scoring, and data recap systematically. Teachers reported it was easy to use, reduced errors, and improved efficiency. The template is a practical solution, and further research should test broader implementation and online integration.
The Influence Of Blended Learning Method On Learning Outcomes In English Subject At Sekolah Indonesia Kuala Lumpur (Sikl)Malaysia Irma Nurhana; Hastri Firharmawan; Eka Nurhidayat
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.9467

Abstract

Blended Learning has become one of the most commonly used ways of classroom learning, one of which is used in English language learning due to its dual component, which integrates Face-to-Face classes with virtual learning to offer students a variety of methodologically organized materials and resources. In this era of digitalization, teachers and students have changed the way the educational process is viewed as new technologies have been implemented and teachers have to propose new ways of working to display materials that complement English learning in the classroom. The purpose of this research is to obtain clear information about the effect of blended learning model to improve students' learning outcomes and its role in the learning process, especially in English subjects. From the results of the study, it can be seen that the average value of learning outcomes in the experimental class has increased significantly, where the average value of posttest learning 71.8 is greater than the value of pretest learning 52.67, so that the blended learning model affects student learning outcomes more than the conventional model. In this study, it is clear that the blended learning model is able to provide changes in student learning outcomes, so that the blended learning model becomes one of the learning models that can be used to improve student learning outcomes.
Integration of Augmented Reality in Natural Appearance Learning to Improve The Visual-Spatial Abilities of Elementary School Students Nanis Regina Choerunnisa; Devi Afriyuni Yonanda; Eka Nurhidayat
Eduvest - Journal of Universal Studies Vol. 6 No. 7 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i7.52981

Abstract

This research aimed to investigated the effectiveness of a structured intervention program in enhancing spatial ability among twenty-one participants using a pretest-posttest design. Spatial ability was measured across four dimensions: Spatial Visualization, Spatial Orientation, Spatial Relations, and Mental Imagery. The intervention consisted of systematic training activities designed to develop multiple facets of spatial thinking. Results demonstrated substantial improvements in spatial ability following the intervention, with mean scores increasing from forty-eight point eight-nine at pretest to seventy-seven point four-six at posttest. This improvement represents a fifty-eight percent increase and yielded an exceptionally large effect size of four point three-eight, substantially exceeding the conventional threshold for large effects. The normalized gain analysis revealed a mean value of zero point five-six-five, classified as moderate effectiveness. Notably, the distribution of performance categories shifted dramatically, with all participants successfully transitioning from low to moderate or high performance levels. The paired samples t-test confirmed statistically significant differences between pretest and posttest scores. Improvements were balanced across all four spatial ability dimensions, ranging from fifty-two point nine percent to sixty-three point two percent, indicating that the intervention comprehensively addressed multiple aspects of spatial cognition rather than focusing narrowly on specific components. These findings provide robust evidence that spatial ability is a malleable cognitive competency that can be systematically developed through targeted instruction, with important implications for educational practice, particularly in STEM fields where spatial thinking is fundamental to success.
Development of Social Studies E-Module Based on Culturally Responsive Teaching Containing Local Wisdom Ngalaksa Baliung: A Study Of Validity, Practicality, and Effectiveness in Improving The Collaboration Ability of Elementary School Students Uu Ubadulloh; Eka Nurhidayat; Yuyun Dwi Haryanti; Devi Ariyuni Yonanda
Eduvest - Journal of Universal Studies Vol. 6 No. 7 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i7.52983

Abstract

This research aimed to develop a Social Studies e-module based on Culturally Responsive Teaching incorporating the local wisdom of Ngalaksa Baliung to improve elementary school students’ collaboration skills. The study employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The research subjects consisted of subject matter experts, media experts, teachers, and elementary school students. Data were collected through validation questionnaires, practicality questionnaires, collaboration skill tests, and observations. Data analysis techniques included Aiken’s V, Cronbach’s alpha, and the N-gain index. The results showed that the developed e-module had a high level of validity in terms of content, construct, and instructional design. The product also demonstrated a high level of practicality based on teacher and student responses and was effective in improving students’ collaboration skills, with improvements in the medium to high category. The integration of local wisdom values and culture-based learning approaches was proven to enhance students’ social engagement and interaction. This study contributes to the development of culturally based digital teaching materials that support the implementation of deep learning within the Independent Curriculum and strengthen elementary students’ collaborative character.
The effectiveness of local wisdom based science and social teaching materials on character development: a pre-experimental study Ila Susilawati; Yayat Hidayat; Eka Nurhidayat; Aji Septiaji; Devi Afriyuni Yonanda
Jurnal Bidang Pendidikan Dasar Vol 10 No 1 (2026): January
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jbpd.v10i1.13292

Abstract

The integration of local wisdom into elementary IPAS (science and social studies) learning remains limited, resulting in less contextual instruction and weaker support for character development. This study examined the effectiveness of Local Wisdom–Based IPAS teaching materials in improving fourth-grade students’ conceptual understanding and character. A pre-experimental one-group pretest–posttest design was conducted with 30 students. Data were collected through conceptual understanding tests and character assessment instruments. Results showed a significant improvement in learning outcomes, with mean scores increasing from 74.33 to 81.30 (p < 0.05) and a large effect size (Cohen’s d = 1.29). Shapiro–Wilk tests confirmed normal data distribution (pretest p = 0.150; posttest p = 0.081). The findings indicate that activating prior knowledge rooted in local wisdom, supported by culturally responsive and multimodal learning approaches, promotes meaningful learning. This study provides empirical evidence that local wisdom–based materials enhance both academic achievement and character development in elementary education.
Deep Learning-based Interactive E-module to Enhance English Learning Motivation in Elementary School Eka Nurhidayat; Afief Fakhruddin; Yummi Budiarti; Eka Kurnia
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2165

Abstract

This study investigates the impact of a Deep Learning-based interactive e-module on the motivation of primary school students learning English as a foreign language. A quasi-experimental design with a pre-test and post-test control group was employed, involving 60 fifth-grade students in West Java, Indonesia. The experimental group (n=30) used the Deep Learning-based module, while the control group (n=30) received traditional instruction. Motivation levels were measured using a validated questionnaire based on Self-Determination Theory, supported by interviews and classroom observations for qualitative insight. Quantitative analysis revealed a statistically significant increase in motivation among students in the experimental group (t(29) = 10.45, p < 0.001, d = 2.17), whereas the control group showed no significant change. Thematic analysis of interviews and observations confirmed higher engagement, enjoyment, and autonomy among students using the e-module. These findings demonstrate that Deep Learning technology, when applied thoughtfully, can create personalized, responsive learning experiences that foster intrinsic motivation in young learners. This study contributes to the limited body of research on AI-powered educational interventions at the primary level and offers practical implications for digital learning design in EFL contexts. Future research is recommended to explore long-term effects and broader implementation across diverse educational settings.
Effectiveness of the OPAK Flow Academic Supervision Model (Observation Training Action Collaboration) Based on Microsite in Improving Elementary School Teachers' Pedagogical Competence Dede Rina Andriani; Lalan Soeherlan; Eka Nurhidayat; Devi Ariyuni Yonanda
Journal of Business, Social and Technology Vol. 7 No. 3 (2026): Journal of Business, Social and Technology
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jbt.v7i3.617

Abstract

Background: Improving primary education quality depends on teachers’ pedagogical competence, yet conventional academic supervision often fails to produce meaningful changes in classroom practice. Objective: This study examined the effectiveness of the Microsite-based OPAK Flow Academic Supervision Model (Observation, Training, Action, Collaboration) in improving elementary school teachers’ pedagogical competence. Methods: A quasi-experimental nonequivalent control group design was used. Sixty teachers were assigned to an experimental group (n = 30) receiving the OPAK-Microsite intervention or to a control group (n = 30) receiving conventional supervision. Data were analyzed using a paired t-test, an independent-samples t-test, and N-gain scores. Results: The experimental group showed significant improvement (pretest: M = 68.55, SD = 7.21; posttest: M = 85.92, SD= 5.88; t = 14.78, p < 0.001; Cohen’s d = 2.49). The control group showed minimal gains (pretest: M = 67.83; posttest: M= 73.40). Between-group comparison confirmed the superiority of the experimental group (t(58) = 8.34, p < 0.001). Conclusion: The OPAK-Microsite model significantly improves teachers’ pedagogical competence compared to conventional supervision and is recommended for broader implementation.
Strengthening Students' Basic Productive Skills Through Integration Of Skimming Techniques In Reading And Speaking Activities Iip Miftahudin; Aji Septiaji; Eka Nurhidayat; Irfan Nurhidayat; Muhammad Asyraf Abdul rahman
International Journal Of Community Service Vol. 6 No. 3 (2026): August 2026 ( Indonesia - Malaysia - Thailand)
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v6i3.1039

Abstract

This community engagement program aimed to enhance Grade 5 students’ productive language skills through integrating skimming techniques in reading and speaking at SD IT Tazkia Insani (17 students). The focus was on identifying and explaining cause-and-effect information in Indonesian texts. A descriptive-evaluative approach was implemented through four stages: pre-reading introduction, guided practice, independent application, and reflection. Student performance was assessed using reading and speaking rubrics covering fluency, vocabulary, sentence structure, comprehension, main ideas, conclusions, contextual connections, and oral expression. Results showed 52.9% of students achieved “Good” and 41.2% “Very Good” in reading, while 64.7% reached “Very Good” in speaking. Findings indicate that skimming supports efficient comprehension and improves students’ confidence in oral communication.
The Role of STEAM-Integrated Virtual Reality Media in Improving Cultural and Social Understanding of Elementary School Students Dendi Irawan; Lalan Soeherlan Soekatma; Eka Nurhidayat; Devi Afriyuni Yonanda
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.v9i1.37

Abstract

This study aims to analyze the implementation of Virtual Reality (VR) media integrated with the STEAM approach (VR-STEAM) in improving students' learning understanding. Significant research gaps in this study include the limited availability of VR learning media explicitly aimed at improving elementary school students' sociocultural understanding, as well as the suboptimal integration of the STEAM approach in developing VR media oriented toward sociocultural learning. This study used a quantitative approach with a quasi-experimental design. Data collection techniques were carried out through pre-test and post-tests as well as observations, which involved an experimental group and a control group. Participants were fifth-grade students who were selected through simple random sampling. A total of 18 students participated, with 9 students in the experimental group (A) and 9 students in the control group (B). Group A receiving learning through VR-STEAM, while Group B learned by using conventional methods. The results indicate that the use of VR-STEAM can improved student engagement, clarify socio-cultural concepts through immersive visualizations, and encourage collaborative and creative skills through STEAM-based projects. Students appeared more focused, engaged in discussions, and enthusiastic about completing group assignments after experiencing learning through VR. This study concludes that structured VR-STEAM integration not only strengthens cognitive understanding but also creates a more contextual and reflective social learning experience.
Co-Authors Afief Fakhruddin Afief Fakhruddin Afief Fakhrudin Agus Rofi’i Aji Septiaji Aulia Rahmawati, Aulia Dadang Sudirno Dede Rina Andriani Dede Salim Nahdi Dendi Irawan Devi Ariyuni Yonanda Eka Kurnia Endah Prihartini Erik Santoso Fakhrudin, Afief Febriyanto, Budi firharmawan, Hastri Hanifah . . Hartono, Rudi Haryanti, Yuyun Dwi Hastri firharmawan Hastri Firharmawan Herdiawan, Rama Dwika Iip Miftahudin Ila Susilawati Irfan Nurhidayat Irma Nurhana Islahuddin, Islahuddin Issy Yuliasri Januarius Mujiyanto Jejen Jaenudin Lalan Soeherlan Lalan Soeherlan Soekatma Muhammad Asyraf Abdul rahman Nanis Regina Choerunnisa Neci Siti Aliyah Ramadhani, Fauziah Aulia Ramadhian, Ayudha Saputra, Dudu Suhandi Somara, Rakaisa Sudjana, Muhammad Ridwan Saleh Syarifah, Eva Fitriani Uu Ubadulloh YAYAH NURHIDAYAH, YAYAH Yayat Hidayat Yonanda, Devi Afriyuni Yuliana, Nanda Yuliati, Yuyu Yummi Budiarti