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Implementasi Model Pembelajaran Problem Based Learning (PBL) Terhadap Hasil Belajar IPS SD Maya Sari; Ani Rosidah
Jurnal Ilmiah Pendidik Indonesia Vol. 2 No. 1 (2023): June
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jipi.v2i1.307

Tujuan dilakukan penelitian ini adalah untuk mengidentifikasi, memaparkan dan menganalisa hasil beberapa studi terkait implementasi model problem based learning (PBL) terhadap hasil belajar IPS SD. Metode systematic literature review (SLR) digunakan dalam penelitian ini. Data dikumpulkan dengan cara menyeleksi beberapa studi berdasarkan kriteria inklusi dana diperoleh sebanyak 15 artikel yang qualified. Penelitian ini mengklasifikasikan studi primer yang qualified berdasarkan kategori seperti jenjang pendidikan, materi ajar, metode penelitian serta efektivitas penerapan model problem based learning (PBL) terhadap hasil belajar IPS SD. Hasilnya adalah secara keseluruhan implementasi pembelajaran dengan model Problem Based Learning (PBL) berpengaruh terhadap hasil belajar IPS siswa terutama pada siswa sekolah dasar, sehingga ditemukan 3 hasil utama dari penelitian yaitu mendorong keaktifan siswa, menumbuhkan motivasi siswa, dan meningkatkan hasil belajar siswa. Selain itu, metode kuantitatif merupakan metode penelitian yang sering digunakan untuk melihat efektivitas penerapan model Problem Based Learning (PBL) terhadap hasil belajar IPS SD dengan desain penelitian adalah eksperimen atau kuasi eksperimen.

Enhancing Project-Based Learning through Digital E-Modules in Elementary Schools Haryanti, Yuyun Dwi Haryanti; I Gusti Agung Ayu Wulandari; Ni Ketut Desia Tristiantari; Ani Rosidah; Devi Afriyuni Yonanda; Minnatul Maula
Jurnal Ilmiah Sekolah Dasar Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i2.93786

The development of technology in the world of education requires innovation in learning, one of which is the use of project-based digital teaching modules in elementary schools. Project-based learning, commonly called Project-Based Learning, has been shown to improve students' critical thinking skills, creativity, and collaboration. However, the implementation of project-based learning still faces obstacles, such as limited digital learning resources that suit the needs of teachers and student learning characteristics. This research aims to identify the need for the development of project-based digital teaching modules that can increase student engagement and understanding in the learning process. This research is qualitative descriptive with a needs analysis approach. Data collection through interviews, observations, and questionnaires to teachers and students in elementary schools involved 100 participants. Data analysis techniques through the process of data collection, data reduction, data presentation, conclusion drawn, and verification. The results of the study show that teachers need digital teaching modules that are interactive, easy to use, and support students' critical and collaborative thinking skills. Students are more motivated when using digital-based learning media that is challenging and engaging. The conclusion of this study emphasizes that the development of project-based digital teaching modules must pay attention to the needs of teachers and students, and be supported by adequate facilities and infrastructure in schools. These findings are the basis for the development of project-based digital teaching modules that are relevant to 21st century learning needs.

MODEL PEMANFAATAN CERITA RAKYAT DALAM PENGEMBANGAN LITERASI BUDAYA SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Rina Sapro'ah; Devi Afriyuni Yonanda; Ari Yanto; Ani Rosidah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43978

This study aims to examine and synthesize a model for utilizing folktales in developing cultural literacy among elementary school students through a Systematic Literature Review (SLR) approach. The study is grounded in the need to strengthen cultural literacy amid globalization, which may erode students’ local identity. The method follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including identification, screening, eligibility, and inclusion stages of scholarly articles published between 2020 and 2025 from various academic databases. A total of 15 selected articles were analyzed using content analysis and thematic synthesis techniques. The findings indicate that the use of folktales in learning can be conceptualized into three main components: cultural content, instructional strategies, and cultural literacy outcomes. Instructional strategies are classified into three categories: exploratory, reflective, and applicative, which systematically support the internalization of cultural values. This model results in three dimensions of cultural literacy: cultural knowledge, literacy skills, and cultural disposition. These findings highlight that folktales serve as an integrative, contextual, and effective learning medium in fostering cultural literacy among elementary school students. This study contributes to the development of a conceptual model of culturally responsive learning applicable to primary education.

Efektivitas Media Audio Visual dalam Meningkatkan Pemahaman Konsep IPA Siswa Sekolah Dasar Giatul Khodijah Almazmar; Yeni Dwi Kurino; Ani Rosidah
Cokroaminoto Journal of Primary Education Vol. 9 No. 1 (2026): Januari - Maret 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.1.2026.7996

Rendahnya permasalahan konsep IPA disekolah dasar seringkali diakibatkan leh sifat materi yang abstrak dan penggunaan metode konvensional terus menerus. Jika hal ini terus dibiarkan, dapat menghambat pemahaman konsep IPA siswa secara jangka panjang. Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan media audio visual meningkatkan pemahaman konsep IPA di tingkat sekolah dasar. Metode yang digunakan dalam penelitian ini adalah Systematic Literature Review (SLR) dengan menyaring dan menganalisis sembilan artikel ilmiah relevan dari basis data Google Scholar dan Smantic Scholar terbitan tahun 2021 hingga 2025. Hasil penelitian menunjukan baha penggunaan media audio visual, seperti video inteaktif dan video animasi mampu menyajikan materi yang bersifat abstrak menjadi lebih konkret, dinamis, dan menarik bagi siswa. temuan data mengungkapkan bahwa rata-rata pemahaman konsep IPA meningkat secara signifikan laporan kenaikan mencapai rentan 25% hingga 40% setelah penerapan media tersebut. Secara khusus, media video interaktif menunjukan keunggulan tertinggi dalam efektivitas pembelajaran media dibandingkan media statis lainya. Dengan demikian, integrasi media audio visual dalam pembelajaran IPA sangat direkomendasikan untuk meningkatkan kualitas pendidikan dan ketuntasan hasil belajar siswa di sekolah dasar. Penelitian ini memberikan kontribusi teoritis dan praktis bagi pengembangan metode pembelajaran yang lebih inovatif, efektif, serta mampu meningkatkan motivasi belajar siswa pada materi sains yang kompleks.

Pemanfaatan Augmented Reality dalam Pembelajaran Sains di Sekolah Dasar: Systematic Literature Review Sudianto, Andi; Ani Rosidah; Yuyu Yuliati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46585

Science learning in elementary schools still faces challenges in delivering abstract concepts, which affects students’ understanding and engagement. This study aims to analyze the use of Augmented Reality (AR) in science learning through a Systematic Literature Review (SLR) approach. The method follows the PRISMA framework, including identification, screening, eligibility, and inclusion stages. Data were collected from various scientific databases, resulting in 120 articles, which were reduced to 30 articles after screening, and 15 articles were selected for analysis. The results indicate that AR has a positive impact on improving conceptual understanding, learning outcomes, student motivation, and engagement. In addition, AR contributes to the development of higher-order thinking skills, scientific literacy, and science process skills. Therefore, AR can be considered an innovative and effective learning medium to enhance the quality of science learning at the elementary school level.

INTEGRATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IN SCIENCE LEARNING: A SYSTEMATIC LITERATURE REVIEW Nurul Laily Maghfiroh; Yuyu Yuliati; Ani Rosidah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50771

Education for Sustainable Development (ESD) is an educational approach that plays a crucial role in supporting the achievement of the Sustainable Development Goals (SDGs), particularly through science education. However, the integration of ESD into science education remains suboptimal and has not been comprehensively studied. This study aims to analyze the integration of ESD into science education, the instructional models used, and research trends related to ESD integration during the 2020–2026 period. The study employed a Systematic Literature Review (SLR) method using the PRISMA 2020 guidelines. Data were obtained by searching for articles in the Google Scholar and Scopus databases using the Publish or Perish application. Following the selection process, 15 articles meeting the inclusion criteria were identified for analysis. The results of the study indicate that the integration of ESD into science education is implemented through various approaches such as STEM/STEAM, Problem-Based Learning (PBL), Project-Based Learning (PJBL), active learning, ecoliteracy, critical thinking, and systems thinking. The STEM and STEAM approaches are the most dominant learning models used because they are capable of enhancing students’ scientific literacy, creativity, critical thinking skills, and sustainability awareness. Furthermore, the implementation of ESD in science education has also proven effective in improving students’ environmental literacy and problem-solving skills through active and contextual learning. Research publication trends indicate that studies on the integration of ESD in science education have increased during the 2020–2025 period and are predominantly published in SINTA-indexed national journals.

Efektivitas Model Pembelajaran Paired Storytelling Terhadap Keterampilan Bercerita Siswa di Sekolah Dasar: Systematic Literature Review Apriliyanti, Ria; Budi Febriyanto; Ani Rosidah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58289

Storytelling skills are an important competency in Indonesian language learning in elementary schools because they support students' communication skills, critical thinking, and self-confidence. However, students' storytelling skills are still low due to teacher-centered learning that provides few opportunities for speaking practice. One learning alternative that can be implemented is the Paired Storytelling model, which actively involves students through information exchange and retelling of story content in pairs. This study aims to determine the effectiveness of the Paired Storytelling learning model on elementary school students' storytelling skills using the Systematic Literature Review (SLR) method. The study was conducted with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through article searches on Google Scholar using the Publish or Perish application. Based on the selection process according to inclusion and exclusion criteria, 15 articles published in 2021–2026 were obtained. The synthesis results show that the Paired Storytelling model is effective in improving the ability to construct a storyline, speaking fluency, skill mastery, use of intonation and expression, as well as students' self-confidence and active participation. Thus, the Paired Storytelling model can be an effective learning alternative to improve elementary school students' storytelling skills.

EFEKTIVITAS MEDIA PETA INTERAKTIF TERHADAP PEMAHAMAN SISWA PADA PEMBELAJARAN IPS DI SEKOLAH DASAR Cahaya, Revania Zaniatul; Ani Rosidah; Ari Yanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61790

The research was motivated by students' low understanding of maps and the geographical location of Indonesia in social studies learning in elementary schools. One of the causes is teacher-centered learning and the lack of use of interactive learning media. This study aims to analyze the effectiveness of interactive map media on students' understanding of maps and the geographical location of Indonesia in elementary schools. The type of research used was a quasi-experimental study, with a non-equivalent control group design. The study was conducted in grade V of Pasanggrahan I Elementary School as the experimental class and grade V of Cipicung I Elementary School as the control class. The research sample consisted of 50 students selected using a purposive sampling technique. Data were collected using an understanding test based on the six aspects of McTighe and Wiggins' understanding. Data analysis was carried out using a normality test, a homogeneity test, an N-Gain calculation, and an Independent Sample T-Test. The results showed that the average posttest score of the experimental class was 81.20, higher than the control class at 70.08. The average N-Gain value of the experimental class was 82.62, which is categorized as high with an effective level of effectiveness, while the control class was 46.93, which is categorized as medium with a less effective level of effectiveness. Based on the results of the Independent Sample T-Test, a significance value of 0.000 <0.05 was obtained, indicating that interactive map media is effective in improving student understanding. Thus, interactive map media is effective in improving student understanding of map material and the geographical location of Indonesia compared to learning that does not use interactive map media.

MODEL PEMBELAJARAN QUANTUM TEACHING BERBASIS BOARD GAME TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DI SEKOLAH DASAR Nurdianti, Putri; Ani Rosidah; Wina Dwi Puspitasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62295

This study aims to examine the effect of the Quantum Teaching learning model assisted by Board Game media on the critical thinking skills of fourth-grade students in the Social Studies content of IPAS learning. The study was motivated by the low level of students’ critical thinking skills at SDN Cijati 1 Majalengka, which is attributed to the predominance of rote-based instruction and the limited use of engaging learning media. This research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The population consisted of all fourth-grade students at SDN Cijati 1, while the sample was selected through purposive sampling, resulting in 23 students in the experimental class Quantum Teaching assisted by Board Game and 23 students in the control class Direct Instruction. Data were collected using a ten-item essay test developed based on Facione critical thinking indicators, which had been tested for validity, reliability, difficulty level, and discrimination index. Data analysis was conducted using IBM SPSS Statistics version 31, including descriptive analysis, normality test, homogeneity test, paired sample t-test, independent sample t-test, and effect size analysis using Cohen’s d. The results showed that the mean Posttest score of the experimental class (84.587) was higher than that of the control class (80.326). The independent sample t-test yielded a significance value of 0.039 (p < 0.05), indicating a statistically significant difference between the two groups. Furthermore, the effect size analysis produced a Cohen’s d value of 0.627, which falls into the medium category. These findings indicate that the implementation of the Quantum Teaching model assisted by Board Game media has a significant effect on improving students’ critical thinking skills in elementary IPAS learning.

PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Muhammad Fahri Rizqi; Ani Rosidah; Ari Yanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62705

This study aims to describe the application of the Discovery Learning model in social studies learning in fifth grade elementary school to improve students' critical thinking skills. The research approach used is descriptive qualitative with a sample of one class consisting of 13 students, using data collection techniques in the form of observation, interviews, and documentation of student worksheets. The results show that the application of Discovery Learning increases student activity in exploring, discussing, and analyzing the causes and effects of social and cultural phenomena. Students are able to formulate critical questions, connect concepts with everyday experiences, and make simple inferences and recommendations. The stages of identification, exploration, data processing, and reflection systematically encourage metacognition and self-evaluation, which are indicators of advanced critical thinking. The obstacles found include time constraints, teacher readiness, and learning tools, which require adjustments in classroom management and school support. Overall, this study confirms that the application of the Discovery Learning model is effective in improving critical thinking skills in social studies learning in elementary schools, while also providing practical contributions for teachers in designing more constructive, reflective, and discovery-oriented learning. These findings are expected to form the basis for the development of learning strategies that further foster critical thinking skills.

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