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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana JURIDIKDAS (Jurnal Riset Pendidikan Dasar) Didaktik : Jurnal Ilmiah PGSD STKIP Subang DEDIKASI: Community Service Reports Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D) Journal of Integrated Elementary Education Kajian Pendidikan Dasar (KAPEDAS) Journal of Primary Education
Osa Juarsa
Universitas Bengkulu
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

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PENGARUH e-LKPD BERBANTUAN WEBSITE WIZER.ME BERBASIS MODEL INQUIRY BASED LEARNING (IBL) TERHADAP HASIL BELAJAR KOGNITIF DAN SIKAP DEMOKRATIS PESERTA DIDIK KELAS III SEKOLAH DASAR Emisda Noprianti; Osa Juarsa; Neza Agusdianita
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13841

Abstract

This study was motivated by the low cognitive learning outcomes and democratic attitudes of third-grade elementary school students in Pancasila Education, particularly on the topic of rights and obligations. Teacher-centered learning and the use of conventional worksheets caused students to be less active and less able to understand the application of rights and obligations in daily life. This study aimed to determine the effect of e-LKPD assisted by the Wizer.Me website based on the Inquiry Based Learning (IBL) model on students’ cognitive learning outcomes and democratic attitudes, as well as the relationship between both variables. The study used a quantitative approach with a quasi-experimental method and The Matching-Only Pretest-Posttest Control Group Design. Samples were selected using cluster random sampling consisting of an experimental class and a control class. Data were collected through cognitive learning outcome tests and democratic attitude questionnaires. The results showed that the use of e-LKPD based on Inquiry Based Learning (IBL) significantly improved students’ cognitive learning outcomes, with an N-Gain score of 0.58 in the experimental class, higher than 0.23 in the control class. In terms of democratic attitudes, the experimental class achieved an N-Gain score of 0.52, while the control class obtained 0.20. Furthermore, there was a positive and significant relationship between cognitive learning outcomes and democratic attitudes, with a Pearson correlation value of 0.476 and a significance value of 0.002 < 0.05. Therefore, e-LKPD assisted by Wizer.Me based on Inquiry Based Learning (IBL) was effective in improving students’ cognitive learning outcomes and democratic attitudes.
The effect of Domino Card-assisted problem-based learning on elementary school students' responsibilities and learning outcomes Elfrina Mayroja Pratika; Osa Juarsa; Endang Widi Winarni; Abdul Muktadir; Neza Agusdianita
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v6i1.29882

Abstract

The implementation of problem-based learning (PBL) assisted by domino cards has the potential to enhance elementary school students’ responsibility character and cognitive learning outcomes. This study aimed to examine the effect of PBL assisted by domino cards on students’ responsibility character and cognitive achievement. A quantitative approach with a quasi-experimental design was employed. The participants consisted of 63 fourth-grade students, with 31 students in the experimental group and 32 students in the control group. The groups were relatively homogeneous in terms of age, grade level, and academic ability. Data were collected through observation, pre-test and post-test, interviews, and documentation. The test instruments were piloted with 36 students to ensure validity and reliability. Data analysis involved descriptive statistics, prerequisite tests (normality and homogeneity), ANCOVA, and Pearson correlation analysis. The prerequisite tests indicated that the data were normally distributed and homogeneous. The ANCOVA results showed that PBL assisted by domino cards had a significant effect on students’ responsibility character (Sig. = 0.012; Partial Eta Squared = 0.100) and cognitive learning outcomes (Sig. < 0.001; Partial Eta Squared = 0.253). In addition, Pearson correlation analysis revealed a positive and significant relationship between responsibility character and cognitive learning outcomes (r = 0.463; Sig. = 0.009). These results imply that schools and educational stakeholders may consider implementing PBL supported by contextual media as an effort to improve learning quality and strengthen the Pancasila Student Profile, particularly the dimension of responsibility.
Co-Authors Abdul Muktadir Afrijawidiya Afrijawidiya Afriwilda, Mayang T Agusdianita, Neza Agusmiati Agusmiati Ahmad Dani Aliman Aliman Anissyahmai Anissyahmai Bambang Abdul Mutalib Cintia Fraditha Setia Diningrum Setia Diningrum Daimun Hambali Debi Heryanto Dias Novian Saputra Dwi Anggraini Edwar Edwar Eka Aryista Putra Eko Risdianto Elfrina Mayroja Pratika Emisda Noprianti Endang Widi Winarni Eri Candramustika Erlina Indrawati Erviana Yulianti Feri Noperman Feridian Pribowo Fitria Komalasari Gina Ramadani Imantoro Imantoro Irma Andesmiyanti Isman Stiawan Lucy Evriani Lukman Lukman Lusiana Lusiana Maman Ariansyah Mely Ledyta Monaliza Monaliza Murtiana Nani Yuliantini Puspa Djuwita Puspa Juwita Rambat Nur Sasongko Ria Apriani Rohiat Rohiat Siti Latifah Somantri, Manap Sri Yuliarti Su’ainah Su’ainah Tono Sugihartono Winda Lestari Zakaria Zakaria