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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar WAPFI (Wahana Pendidikan Fisika) Phenomenon : Jurnal Pendidikan MIPA JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Physics Communication Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Ta'dib Unnes Science Education Journal Profesi Pendidikan Dasar Prosiding Seminar Nasional Pengabdian Masyarakat Physics Communication Eduma : Mathematics Education Learning and Teaching
Sarwi Sarwi
Universitas Negeri Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Application of the Lok-R Learning Strategy to Science Literacy Ikhwan Kurniawan; Sarwi Sarwi; Sri Sukasih
Ta'dib Vol 26 No 2 (2023)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v26i2.8890

Abstract

This study aims to determine whether or not there is an influence of LOK-R (Literacy, Orientation, Collaboration, Reflection) learning strategies on scientific literacy skills. This type of research includes pre-experimental research with a one-group pre-test and post-test research design. This research was conducted at MI Islamiyah Kalimukti with a sample of 15 students. Data were collected by conducting a pre-test to determine students' initial scientific literacy skills and a post-test to determine the increase in students' scientific literacy abilities after implementing the LOK-R learning strategy. Research data were analyzed using descriptive and quantitative analysis. The n-gain study showed an increase in the average pretest and posttest results. Before implementing the LOK-R learning strategy, the average pretest of students was 56.47; then, it increased to 81.33 in the posttest results of students after implementing the LOK-R learning strategy. Likewise, the paired sample test results obtained a significant value of 0.000 <0.05, which means that H0 is rejected and Ha is accepted. This shows that applying the LOK-R learning strategy increases students' scientific literacy skills. Therefore, the LOK-R learning strategy can be an alternative in science learning activities on heat material and its transfer. 
Development of Teaching Devices Based on Ethnomathematics and RME to Enhance Mathematical Literacy: Bibliometric Salman Hanafi; Sarwi Sarwi; Onwardono Rit Riyanto
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.20127

Abstract

This study aims to examine the development of teaching materials based on ethnomathematics and Realistic Mathematics Education (RME) to enhance students' mathematical literacy. The research employs the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), encompassing the stages of identification, screening, eligibility, and inclusion of relevant literature. The literature review focuses on studies related to the integration of local culture into mathematics instruction through an ethnomathematics approach and the application of RME as a pedagogical strategy. The findings indicate that teaching materials incorporating ethnomathematics and RME are effective in improving students' conceptual understanding, critical thinking skills, and mathematical literacy. This study provides recommendations for curriculum developers and educators to integrate local cultural values into contextual and relevant mathematics learning.    
The Rise of Ecopedagogy in Elementary Science: A Five-Year Bibliometric Mapping Septina Rahmawati; Woro Sumarni; Sarwi Sarwi; Sri Wardani; Alwy Ahmed Mohammed
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.14358

Abstract

Ecopedagogy has gained increasing attention in science education, particularly at the elementary school level, due to the growing need to enhance students' environmental awareness and sustainability literacy. The objective of this study is to analyse research trends and the development of ecopedagogy in elementary science education. The study is based on Scopus-indexed publications from 2020 to 2025. This study employs a bibliometric analysis combined with a systematic literature review approach to map publication trends, journal sources, international collaborations, and country contributions related to ecopedagogy research. The data were analysed using VOSviewer and Biblioshiny to visualise relationships among key concepts. The findings reveal a significant increase in ecopedagogy-related publications, with major contributions from countries such as the United States and China. Furthermore, technology integration and interdisciplinary approaches have emerged as dominant themes in the development of ecopedagogy in science education. This study emphasises the significance of incorporating ecopedagogy as a pedagogical approach within elementary science curricula, particularly through teacher professional development and cross-disciplinary collaboration to promote sustainable education. Future research is recommended to explore empirical implementations and measure their impact on students’ environmental understanding and behavior
Implementation of Problem-Based Learning Assisted by PhET Simulation  to Improve Students’ Understanding of Mirror Concepts and Learning Engagement Rizal Eko Zulianto; Ani Rusilowati; Sarwi Sarwi
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.36047

Abstract

Physics is one of the subjects that students find difficult to understand. Physics is not only a science that requires memorization, but also requires a deep understanding of its concepts. Physics studies natural phenomena physically and is written in mathematical form, thus emphasizing the aspect of conceptual understanding. In addition to conceptual understanding, another important aspect is student involvement in the learning process. One important topic that needs to be studied is mirrors. The topic of mirrors will be easier to understand if it is practiced so that students can understand it better. Therefore, Phet simulation media is needed.  The purpose of this study is to explain the differences in understanding the concept of mirrors between students who use PBL plus PhET and students who use regular PBL, as well as to analyze the differences in student engagement in learning about mirrors between students who use PBL plus PhET and students who use regular PBL. The population in this study consisted of 64 students from MA Mathalibul Huda and 64 students from MA Darul Hikmah Menganti. Data collection methods included tests, observations, and documentation. The collected data were analyzed using N-Gain and t-tests. Based on the research results, there is a difference in concept comprehension between the PBL Plus and regular PBL learning models, with the PBL Plus class achieving a higher average post-test score of 81.03, while the regular PBL class achieved an average post-test score of 62.31. The N-Gain value - Gain of the regular PBL class was 0.22, while the N-Gain value of the PBL Plus class was 0.58, which is categorized as moderate. The T-test  resulted in a sig value (2-tailed) of 0.00 < 0.05. Thus, it can be concluded that the PBL Plus learning model is effective in improving students’ conceptual understanding of mirror material. In addition, there is also a difference in student learning engagement between the PBL Plus class and the regular PBL class, where PBL Plus shows that the category of active students is higher than that of the regular PBL class based on 4 indicators of student learning engagement.
Literature Review: The Application of Think Talk Write (TTW) Model to the Writing Skills of Learners in Elementary School Binta Risqia Estafasari; Sarwi Sarwi; Syaiful Amin; Sri Sumartiningsih; Agus Yuwono
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 1 (2025): VOLUME 8, NUMBER 1, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i1.85328

Abstract

Writing is one of the four main components of language skills, namely speaking, listening, reading and writing. Writing has a very important role in conveying concepts and ideas in depth and structure, both in the form of fiction and non-fiction. This confirms that the ability to write is not only a basic skill in communication, but also an important means of expressing human thoughts and emotions. This research is a literature review that involves analysis of various articles that examine the Think Talk Write (TTW) model and writing skills. The articles used are sourced from Google Scholar and Scopus.  The articles used were articles published between 2019 and 2024 and 25 relevant articles were found. This research aims to analyze the application of the Think Talk Write (TTW) learning model to the writing skills of elementary school students in several types of text writing material in Indonesian language subjects. Apart from that, this research also discusses the application of the Think Talk Write (TTW) model with the help of several types of learning media. Based on data analysis, it is proven that the Think Talk Write (TTW) model improves students' writing skills in elementary schools.
Implementation of School Co-Curricular Activities through the Saturday Program (PROSA) Rujiani Rujiani; Sarwi Sarwi; Ani Rusilowati
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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

Abstract

The Saturday Program (PROSA) at SD Negeri Tlogowungu 02 is a co-curricular innovation designed to support 21st-century educational transformation. This program responds to the school’s limited resources, small number of students, and need for more contextual, meaningful, and character-building learning experiences. PROSA is conducted every Saturday through five rotating activities: Sarijo, Sariman, Sarijan, Sadolan, and Saguta. These activities integrate healthy living habits, environmental awareness, gardening, entrepreneurship, and career introduction through the involvement of teachers, students, parents, and the local community. The program applies a Deep Learning approach based on the principles of honoring students, awareness, meaningful learning, and joyful learning. Assessment is carried out formatively and summatively through observation, reflection journals, portfolios, documentation, student products, and feedback from parents and the community. The implementation results show that PROSA improves students’ responsibility, collaboration, creativity, independence, healthy living awareness, environmental care, and entrepreneurial skills. The program also strengthens partnerships among the school, families, and the community. However, the use of technology and parental participation still need further improvement. Overall, PROSA can serve as a relevant co-curricular model for developing students’ competencies holistically in elementary schools.
Pre-Service Elementary Teachers’ Perceptions of Sustainable Development Goals (SDGs)-Oriented Learning Bramianto Setiawan; Farid Ahmadi; Sarwi Sarwi
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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

Abstract

This study investigates pre-service elementary teachers’ perceptions of Sustainable Development Goals (SDGs)-oriented learning by examining four key dimensions: relevance, pedagogical value, feasibility, and readiness. Employing a quantitative descriptive survey design, the study involved 75 students enrolled in the Elementary School Teacher Education (PGSD) program at a higher education institution located in Bekasi Regency, Indonesia. Data were collected through a validated questionnaire using a five-point Likert scale and analyzed through descriptive statistics, complemented by inferential analysis using Welch’s independent-samples t-test and effect size estimation. The findings reveal that pre-service elementary teachers perceive SDGs-oriented learning as highly relevant to elementary education goals and as having strong pedagogical value, particularly in promoting meaningful, contextualized, and interdisciplinary learning experiences. However, perceptions related to feasibility and readiness were comparatively moderate. Participants expressed concerns regarding curriculum integration, availability of instructional resources, and confidence in designing and implementing SDGs-oriented learning activities. Despite these challenges, respondents demonstrated high willingness to apply SDGs-oriented learning in their future classrooms and strong interest in receiving further professional training. Inferential analysis indicated no statistically significant differences in perceptions based on gender, and effect size analysis confirmed that observed differences were minimal in practical terms. Overall, the results suggest a clear gap between conceptual acceptance and practical preparedness among pre-service elementary teachers. These findings highlight the need for teacher education programs to strengthen practice-oriented approaches, including concrete instructional models and experiential learning opportunities, to enhance readiness for effective SDGs integration in elementary education.
The Effectiveness of Canva-Based IPAS Learning Media on Elementary School Students' Learning Motivation Triyono Triyono; Sarwi Sarwi; Cepi Kurniawan
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

This study examined the effectiveness of Canva-based Natural and Social Sciences (IPAS) learning media in enhancing elementary school students’ learning motivation. A pre-experimental one-group pretest-posttest design was implemented at SD Negeri Karangmalang involving 15 students selected through saturated sampling. Data were collected through observation, documentation, and a four-point Likert-scale learning motivation questionnaire. Descriptive statistics were used to summarize students’ motivation scores, while inferential analysis included the Shapiro-Wilk normality test and paired-samples t-test. The mean motivation score increased from 63.87 in the pretest, categorized as sufficient, to 84.40 in the posttest, categorized as very good. The pretest and posttest scores were normally distributed, with p-values of 0.200 and 0.167, respectively. The paired-samples t-test indicated a statistically significant improvement in students’ learning motivation after the implementation of Canva-based IPAS learning media, t (14) = -11.284, p < 0.001, with a large within-subject effect size (Cohen’s dz = 2.91). Classroom observations further indicated improvements in students’ attention, enthusiasm, and participation during IPAS learning. These findings suggest that visually structured and interactive Canva-based media can support motivational engagement in elementary IPAS classrooms. However, because this study involved a small sample and did not include a control group, further research using a more rigorous comparative design is recommended.
Co-Authors Agung Tri Prasetya Agus Yuwono Ainin Trifilia Mukhoiriyah Alwy Ahmed Mohammed Ani Rusilowati Bayu Tri Prasojo Bhekti Kumorowati, Bhekti Binta Risqia Estafasari Bramianto Setiawan Budi Astuti Cepi Kurniawan Dwi Septiaseh Edy Cahyono Eko Handoyo Farid Ahmadi Fatin Noor Ulya Fitrianingrum, Aufa Maulida Fuad Ardani Rahman Hartono Hartono Hermin Nurhayati Ida Zulaeha Ikhwan Kurniawan Indah Urwatin Wusqo Laela Rahma Agustin Mahardika Prasetya Aji Margaretha Novita Rupa Lobemato Mufid Eska Nurcahya Murbangun Nuswowati Nurlailatin Ni’mah Nurul Apriani Susanti Nurul Hanifah Onwardono Rit Riyanto Rizal Eko Zulianto Rujiani Rujiani Salman Hanafi Septina Rahmawati Siti Fathonah Sri Haryani Sri Sukasih, Sri Sri Sumartiningsih SRI WARDANI Sutikno Madnasri Syaifuddin Syaifuddin Syaiful Amin Teguh Darsono Tri Suminar Triyono Triyono Woro Sumarni Yeti Tiara