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<![CDATA[MONOLISA: MEDIA BERBASIS PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN DIMENSI BERNALAR KRITIS SISWA SEKOLAH DASAR ]]>
<![CDATA[Dini Annisa Nurbaety Elsola]]>;
<![CDATA[Ana Fitrotun Nisa]]>;
<![CDATA[Heri Maria Zulfiati]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 3 (2024): Volume 09 No. 03 September 2024. ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v9i3.18197
<![CDATA[The purposes of this research are (1) create monopoly media for scientific literacy based on differentiated learning to raise elementary school students' critical reasoning dimensions; (2) assess the viability of using monopoly media for science literacy based on differentiated learning to raise elementary school students' critical reasoning dimensions; and (3) assess the efficacy of using monopoly media for science literacy based on differentiated learning to raise elementary school students' critical reasoning dimensions. This research and development using the ADDIE development model. Data collection techniques in this research include questionnaires, interviews, observations, and tests. This research uses qualitative and quantitative descriptive analysis. Based on the results of data analysis, it can be concluded: (1) the final product has elements such as a board game-style media that is intended to be visually appealing, vibrant, and long-lasting; it includes digitally and non-digitally accessible literacy materials; it is based on differentiated learning, which includes a variety of activities and materials, and it is developed to increase students' critical reasoning dimensions; (2) the product feasibility results meet the very feasible category with an average of 97.18%; and (3) effectiveness results show that the scientific literacy monopoly media developed has good effectiveness in improving students' critical reasoning. The percentage of limited trial results obtained by the critical reasoning dimension showed a score of 88.88%. The percentage of extensive trial results shows a score of 90.06%, so there is an increase in results from limited trials and is in the very critical reasoning qualification. The critical reasoning dimension is also supported by the results of a limited trial gain value of 0.62 in the medium category and a broad trial gain value of 0.63 in the medium category.]]>
<![CDATA[PENINGKATAN KEAKTIVAN PESERTA DIDIK KELAS VI MELALUI PROYEK LING BERTARU DI SEKOLAH DASAR ]]>
<![CDATA[Yuni Karsih Asmi]]>;
<![CDATA[Heri Maria Zulfiati]]>;
<![CDATA[Insanul Qisti Barriyah]]>;
<![CDATA[Sutrisna Wibawa]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Press ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.24250
<![CDATA[Tujuan dari penelitian ini adalah untuk meningkatkan kekatifan peserta didik di kelas 6 SD Negeri 1 Tlobong Klaten dengan menerapkan proyek penguatan profil pelajar Pancasila Ling Bertaru “Lingkungan Belajar tanpa Perundungan”. Penelitian tindakan kelas (PTK) ini memiliki subjek berjumlah 19 peserta didik dari kelas VI. Model putaran spiral yang dikembangkan oleh Kemmis dan Mc Taggart menjadi desain untuk menerapkan penilitian ini dalam 2 siklus. Setiap siklusnya dilaksanakan dengan 3 tahap yakni penyusunan perencanaan, pelaksanaan kegiatan, serta pengamatan dan refleksi. Wawancara, dokumentasi, dan observasi dilakukan selama kegiatan pembelajaran sebagai metode pengumpulan data yang digunakan. Kekatifan peserta didik dinyatakan berhasil meningkat jika indikator pada kategori baik mencapai 75% dari jumlah peserta didik. Hasil dari penerapan proyek penguatan profil pelajar Pancasila Ling Bertaru mampu menjadikan keaktifan peserta didik meningkat. Keaktifan peserta didik terjadi peningkatan pada setiap siklus yang dilakukan. Pada kegiatan kondisi awal rata-rata persentase keaktifan pada kategori baik adalah 14,03%, pada siklus 1 adalah 33,33%, pada siklus 2 adalah 75,44% peserta didik menunjukkan keaktifan yang baik. Penerapan proyek penguatan profil pelajar Pancasila “Ling Bertaru” mampu memberikan peningkatan keaktifan peserta didik, antara lain melalui kegiatan tanya jawab, penyelesaian lembar kerja, dan presentasi hasil kerja.]]>
<![CDATA[PENGEMBANGAN E-MODUL KERAGAMAN BUDAYA INDONESIA BERBASIS TPACK TERINTEGRASI TRI N UNTUK MENINGKATKAN DIMENSI KREATIF SISWA ]]>
<![CDATA[Sakti Dewanti, Novita]]>;
<![CDATA[Maria Zulfiati, Heri]]>;
<![CDATA[Wibawa, Sutrisna]]>
<![CDATA[ Jurnal Muara Pendidikan Vol. 9 No. 2 (2024): Jurnal Muara Pendidikan, Vol 9 No 2, Desember 2024 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/mp.v9i2.2192
<![CDATA[This development research was carried out based on the results of observations and interviews conducted at one of the elementary schools in Sleman Regency. It is known that class IV students do not yet understand the various kinds of cultural diversity that exist in Indonesia because Indonesia has a lot of cultural diversity. This happens because the teaching materials used by teachers are still limited. Teachers only focus on printed teaching materials, so learning seems a little monotonous or limited to books. This research aims to produce practical teaching materials for Indonesian cultural diversity e-modules based on Tri N Integrated TPACK to increase students' creative dimensions. The development model used is ADDIE, which consists of five stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Through the media, material, and language validation stage, a result of 82.17% was obtained so that the new module was suitable for use. while the student response was 86.5%. Acceptability at a practical level can be used by students in social studies learning and Pancasila education, which includes material about Indonesia's cultural diversity.]]>
<![CDATA[Moral Development of Grade IV Elementary School Students based on Kohlberg’s Theory ]]>
<![CDATA[Ratna Jayatri Utami]]>;
<![CDATA[Heri Maria Zulfiati]]>;
<![CDATA[Daimul Hasanah]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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DOI: 10.33487/edumaspul.v7i2.6796
<![CDATA[This study aims to measure the level of moral development of grade IV students based on Kohlberg's theory. The subjects of this study consisted of a male student, range 11-year-old elementary school students. The research uses qualitative research methods. The results showed that elementary school children aged 11 years were generally included in the pre-conventional stage. Based on the results of data analysis, it can be seen that 11-year-old children are still at the pre-conventional stage 1, which tend to want to do something not because they need results but because they are afraid of punishment. This corresponds to the stage of Kohlberg's Theory, namely at the Pre-conventional level, the stage of punishment orientation. Keywords: Morals, Grade IV students, on Kohlberg's theory.]]>
<![CDATA[THE EFFECT OF PROBLEM-BASED LEARNING MODEL WITH TARL APPROACH ON NATURAL AND SOCIAL SCIENCES LEARNING OUTCOMES AND CRITICAL THINKING SKILLS IN ELEMENTARY SCHOOL ]]>
<![CDATA[Slamet Tri Widodo]]>;
<![CDATA[Ana Fitrotun Nisa]]>;
<![CDATA[Heri Maria Zulfiati]]>
<![CDATA[ Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jcp.v11i3.13582
<![CDATA[This research investigates the effect of integrating the Problem-Based Learning (PBL) model with the Teaching at the Right Level (TaRL) approach on fifth-grade students’ critical thinking skills and learning outcomes in natural and social sciences. The background highlights low student achievement and inadequate critical thinking, often caused by conventional, teacher-centered methods that fail to accommodate individual differences. Using a quasi-experimental design with a nonequivalent control group (N=56), students were divided into experimental and control classes. The experimental class received PBL-TaRL instruction over eight weeks (16 sessions), while the control class followed conventional teaching. Pretests and posttests were used to assess both critical thinking and learning outcomes. MANOVA results (Wilks’ Lambda = 0.029; p < 0.05) revealed significant differences, with the experimental class showing greater improvement and very large effect sizes (partial eta squared: 0.970 and 0.958). These findings demonstrate that combining PBL and TaRL fosters higher-order thinking and academic achievement by promoting active engagement and adapting materials to students’ proficiency levels. This research recommends broader implementation of PBL-TaRL within the Merdeka Curriculum and highlights the need for teacher training in task design and differentiation to maximize its impact in primary schools.]]>
<![CDATA[EFEKTIVITAS MODEL PROBLEM BASED LEARNING (PBL) TERHADAP PENINGKATAN HASIL BELAJAR KOGNITIF SISWA SEKOLAH DASAR: STUDI KUASI-EKSPERIMEN ]]>
<![CDATA[Rizky Kurniati]]>;
<![CDATA[Elyas Djufri]]>;
<![CDATA[Ana Fitrotun Nisa]]>;
<![CDATA[Heri Maria Zulfiati]]>
<![CDATA[ Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Vol 14 No 1 (2026): Edutainment: Jurnal Ilmu Pendidikan dan Kependidikan ]]>
Publisher : <![CDATA[UNMUHBABEL Press ]]>
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DOI: 10.35438/xyegfh91
<![CDATA[This study aimed to examine the effectiveness of the Problem Based Learning (PBL) model in improving elementary school students’ cognitive learning outcomes. The research employed a quantitative approach with a quasi-experimental posttest-only control group design. The participants were fifth-grade students at an elementary school in Bandung, Indonesia, selected using purposive sampling technique, consisting of 20 students in the experimental group and 22 students in the control group. The experimental group was taught using the Problem Based Learning model, while the control group received conventional instruction. Data were collected through a written posttest consisting of 10 multiple-choice items, validated through expert judgment and empirically tested for validity and reliability (Cronbach’s Alpha = 0.749). Data were analyzed using descriptive statistics, an independent samples t-test, and effect size analysis. The results showed a significant difference in learning outcomes between the two groups (t = 2.49; p = 0.017). Students in the experimental group achieved higher mean scores than those in the control group. The effect size analysis produced a Cohen’s d value of 0.76, indicating a moderate to large effect. These findings suggest that the PBL model is effective in improving elementary school students’ cognitive learning outcomes and can serve as an alternative instructional strategy that promotes active student engagement in elementary education.]]>
<![CDATA[PENGGUNAAN MEDIA GOOGLE EARTH UNTUK MENINGKATKAN MOTIVASI BELAJAR IPS DI SEKOLAH DASAR ]]>
<![CDATA[Sutrisno, Tri]]>;
<![CDATA[Maria Zulfiati, Heri]]>;
<![CDATA[Solehudin, Solehudin]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v9i2.13554
<![CDATA[Students' low learning motivation can be improved by using digital technology-based learning media such as Google Earth. This research aims to describe Google Earth in social studies learning to overcome students' boredom and introduce Google Earth as a world exploration tool. The method used in this research is a descriptive qualitative approach. The research will be carried out in the even semester of 2022/2023. The data collection techniques use interviews, observation and documentation. Interviews are aimed at educators and students. Observations were carried out to find out how social studies learning about ASEAN countries in class VI was implemented at SDN Ayah Kebumen. The findings before using Google Earth were that students were less interested in learning and easily felt bored so that the teaching and learning process was less than optimal. The results of the research show that after using Google Earth media students are more active in participating in learning and do not easily feel bored and increase student interest. The use of Google Earth learning media aims to increase student learning motivation and prevent boredom in the process of teaching and learning activities. So Google Earth deserves to be used as an alternative media to achieve effective learning.]]>
<![CDATA[IMPLEMENTASI PEMBIASAAN POSITIF BERBASIS PENDIDIKAN KARAKTER UNTUK MENGUATKAN PROFIL PELAJAR PANCASILA SISWA SD ]]>
<![CDATA[Saimin, Saimin]]>;
<![CDATA[Maria Zulfiati, Heri]]>;
<![CDATA[Sutrisno, Tri]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v9i2.13652
<![CDATA[This article aims to illustrate the importance of implementing positive habits in elementary school students to strengthen the profile of Pancasila students. The research method used is a qualitative method with data collection techniques of observation, interviews and documentation. The results of this research show that there are several habituation activities that are carried out routinely in implementing these positive habits, such as instilling positive habits by greeting students, I see the trash must be picked up, lining up before entering, literacy five twelve minutes. The consistent application of positive habits by schools has a positive impact on improving the quality of children's character. In the learning process in elementary school, both in the classroom and outside the classroom, children need to be accustomed to warm situations full of familiarity, respect and empathy. A positive environment will determine the direction of a child's personality in searching for their identity.]]>
<![CDATA[PEMANFAATAN SMART APP CREATOR UNTUK MENDUKUNG LITERASI DIGITAL SISWA KELAS VI SD ]]>
<![CDATA[Fatma Nurmala, Asih]]>;
<![CDATA[Fitrotun Nisa, Ana]]>;
<![CDATA[Maria Zulfiati, Heri]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v9i2.13768
<![CDATA[This research aims to determine the use of Smart App Creator to support digital literacy for sixth grade elementary school students. The method used is descriptive qualitative. Data collection techniques use interview questionnaires and documentation. This research produces Android-based interactive learning media, namely Smart App Creator, on solar system material. The research subjects were 9 grade 6th students at JL State Elementary School, consisting of 4 male students and 5 female students. The data analysis technique uses stages of data reduction, data presentation, and drawing conclusions. The research results show that the use of Smart App Creator supports the digital literacy of sixth grade elementary school students. Students who use the Smart App Creator learning media also feel happy because they are able to use interactive Android-based applications used on their smartphones. Students become more enthusiastic and active in learning and support digital literacy activities in learning. The use of Smart App Creator in supporting digital literacy activities for sixth grade elementary school students has a positive impact because it can increase enthusiasm for learning so that researchers recommend teachers or other researchers to use or adopt and perfect this learning media.]]>
<![CDATA[ANALISIS PEMAHAMAN SISWA MELALUI MIND MAPPING DENGAN MODEL PBL PADA PEMBELAJARAN IPAS KELAS V SD ]]>
<![CDATA[Samsiyah, Siti]]>;
<![CDATA[Heri Maria Zulfiati]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v9i2.15587
<![CDATA[Many teachers' lessons only focus on material using conventional methods so that students only passively listen to the teacher explaining. In fact, learning science and social studies has now changed to science. There is a lot of science material that students must understand. The teacher determines whether a lesson will go well or not. If the method is not effective for students, the learning outcomes and student understanding will be less than optimal. The aim of the research is that students can understand the material as a whole, assisted by the PBL model, it is hoped that students can be more active in learning science and students' learning outcomes will be good. The method that will be used in this research is a qualitative method. Data sources used in this research include interviews, observations, with several class students. Students who get good learning results by making mind maps are almost the same around 20%. The student was very good at explaining the results of mind mapping. The students already understand so that the learning results are also good, the score is above 79. Students' understanding in the PBL model through mind maps empowers students in problem solving, students' understanding in problem rendering and learning outcomes]]>
