Article Per Year (5 Year)
p-Index From 2021 - 2026
3.057
P-Index
This Author published in this journals
All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pendidikan Usia Dini Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JCES (Journal of Character Education Society) Jurnal Basicedu Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Diseminasi : Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Social Research (IJSR) Didaktika: Jurnal Kependidikan Journal of Social Research Jurnal Pendidikan Dasar Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Indonesian Journal of Integrated Science and Learning Compass: Journal of Education and Counselling
ANDAYANI ANDAYANI
Elementary School Teacher Education, Universitas Terbuka, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 20 Documents
Search

 1   2 
Analysis of Student Engagement: ECE Educators Teaching Skills Strengthening Courses in Distance Education Siti Aisyah; Widiasih; Sandra Sukmaning Adji; Andayani; Suryo Prabowo; Siti Hadianti; Zakirman
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.086 KB) | DOI: 10.21009/JPUD.162.06

Abstract

Early childhood teacher education programs must figure out how to effectively educate the workforce as classrooms become more diverse due to children varied cultural backgrounds and skills. This study aims to analyse student involvement in the Strengthening of Early Childhood Educators Teaching Skills course in distance education. The research method used is descriptive qualitative. The research participants were 405 students of the Department of Early Childhood Education, consisting of 90% women aged between 20-55 years and an average age of 31 years. The research findings show that at the level of academic challenge, most students agree that the ECE Educators Teaching Skills Strengthening (TSS) course brings new ideas and certain experiences and is very helpful in applying theory or concepts to practical problems. Indicators of active/collaborative learning indicate that hands-on experiences help students work more effectively with others. Meanwhile, the student-faculty interaction component shows that they have carried out two-way discussions regarding material assessment and practice. Additionally, online tutorials have provided quick feedback on assignments and guidance in compiling practice reports. The student learning experience is greatly helped by the TSS course. Students acquire new knowledge and skills to support their profession as teachers. Keywords: early childhood educators, engagement, teaching skill, distance education References: Ackerman, D. J. (2004). What do teachers need? Practitioners’ perspectives on early childhood professional development. Journal of Early Childhood Teacher Education, 24(4), 291–301. https://doi.org/10.1080/1090102040240409 Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041 Cherrington, S., & Thornton, K. (2013). Continuing professional development in early childhood education in New Zealand. Early Years, 33(2), 119–132. https://doi.org/10.1080/09575146.2013.763770 Duhn, I., Fleer, M., & Harrison, L. (2016). Supporting multidisciplinary networks through relationality and a critical sense of belonging: Three ‘gardening tools’ and the Relational Agency Framework. International Journal of Early Years Education, 24(3), 378–391. https://doi.org/10.1080/09669760.2016.1196578 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 Fredricks, J., Filsecker, M. K., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. Hollis, L. P. (2018). Ghost-Students and the New Wave of Online Cheating for Community College Students. New Directions for Community Colleges, 2018(183), 25–34. https://doi.org/10.1002/cc.20314 Jensen, B., Holm, A., & Bremberg, S. (2013). Effectiveness of a Danish early year preschool program: A randomized trial. International Journal of Educational Research, 62, 115–128. https://doi.org/10.1016/j.ijer.2013.06.004 Jensen, B., Jensen, P., & Rasmussen, A. W. (2017). Does professional development of preschool teachers improve children’s socio-emotional outcomes? Labour Economics, 45(C), 26–39. Jensen, P., & Rasmussen, A. W. (2019). Professional Development and Its Impact on Children in Early Childhood Education and Care: A Meta-Analysis Based on European Studies. Scandinavian Journal of Educational Research, 63(6), 935–950. https://doi.org/10.1080/00313831.2018.1466359 Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301. https://doi.org/10.1111/jcal.12005 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214 Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37(1), 52–65. Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View of Online Learning. Cengage Learning. https://books.google.co.ls/books?id=dU8KAAAAQBAJ Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: Students’ experience of online learning over time. Distance Education, 40(2), 262–277. https://doi.org/10.1080/01587919.2019.1600367 Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359 Quin, D. (2017). Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434 Schachter, R. E. (2015). An Analytic Study of the Professional Development Research in Early Childhood Education. Early Education and Development, 26(8), 1057–1085. https://doi.org/10.1080/10409289.2015.1009335 Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner-to-learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228. https://doi.org/10.19173/irrodl.v13i4.1339 Tuovinen, J. E. (2000). Multimedia Distance Education Interactions. Educational Media International, 37(1), 16–24. https://doi.org/10.1080/095239800361473 Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605–632. https://doi.org/10.1007/s11159-019-09792-3
Pengaruh Interactive Read Aloud Berbantuan Literacy Cloud Terhadap Kemampuan Berpikir Kritis dan Keterampilan Kolaborasi Syahda Ayu Nurmaya; Rabiatul Adawiyah; Andayani
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1969

Abstract

Rendahnya kompetensi literasi siswa, sebagaimana terlihat dari hasil Asesmen Nasional Berbasis Komputer (ANBK), menjadi permasalahn utama dalam penelitian ini. Penelitian ini bertujuan untuk menganalisis pengaruh metode Interactive Read Aloud berbantuan platform Literacy Cloud terhadap kemampuan berpikir kritis dan keterampilan kolaborasi siswa kelas III Sekolah Dasar. Metode penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (Quasi Experimental) jenis non-equivalent control group. Sampel terdiri atas dua kelompok yaitu kelas eksperimen yang diajarkan dengan menggunakan metode Interactive Read Aloud dan kelas kontrol yang menggunakan metode pembelajaran konvensional. Teknik pengumpulan data yang digunakan dalam penelitian ini berupa tes, serta observasi, dan uji hipotesis yang digunakan adalah uji-t serta MANOVA (Multivariate Analysis of Variance). Hasil penelitian menunjukkan bahwa kelas eksperimen memiliki rata-rata nilai post-test berpikir kritis sebesar 83,08 (kategori sangat tinggi), lebih tinggi dibandingkan kelas kontrol dengan nilai 67,88 (kategori sedang). Sementara itu, untuk keterampilan kolaborasi pada kelas eksperimen mencapai nilai rata-rata 82,84, lebih tinggi dibandingkan kelas kontrol yang bernilai 71,68. Berdasarkan hasil analisa uji statistik MANOVA, menunjukkan nilai Wilks’ Lambda signifikan (0,000 < 0,05), yang mengindikasikan bahwa metode Interactive Read Aloud berbantuan platform Literacy Cloud berpengaruh signifikan secara simultan terhadap kemampuan berpikir kritis dan keterampilan kolaborasi siswa. Hasil ini diperkuat oleh uji t-test independent dan paired t-test, yang menunjukkan signifikansi serupa pada setiap variabel. Dengan demikian, metode Interactive Read Aloud berbantuan platform Literacy Cloud terbukti berpengaruh signifikan dalam meningkatkan kemampuan berpikir kritis dan keterampilan kolaborasi siswa kelas III Sekolah Dasar, khususnya dalam konteks pembelajaran tingkat dasar.
IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) DALAM MENINGKATKAN MOTIVASI BELAJAR PERMAINAN BOLA KASTI PESERTA DIDIK KELAS V SD NEGERI 003 AIR LENGIT Eko Suryana; Kms Muhammad Amin Fauzi; Andayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36229

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implemetasi Pembelajaran berbasis project based learning (PjBL) pada permainan bola kasti untuk meningkatkan motivasi belajar siswa kelas 5 SD Negeri 003 Air Lengit. Model ini disusun untuk mendorong terciptanya ekosistem pembelajaran yang dinamis, kreatif, dan interaktif serta kolaboratif. Hal ini dilakukan melalui penerapan penyelesaian proyek yang terkait dengan pemahaman, penguasaan kompetensi dan implementasi dalam permainan bola kasti . Tahap penelitian ini dilaksanakan melalui pendekatan deskriptif kualitatif yang terdiri dari lima tahap Pembelajaran Berbasis Proyek (PjBL), yaitu: Penentuan proyek, Perencanaan proyek, Pelaksanaan proyek, Pemantauan dan Evaluasi, Presentasi Hasil serta Refleksi. Metode pengumpulan data mencakup observasi, wawancara, dan dokumentasi mengenai kegiatan siswa saat belajar PJOK. Hasil penelitian mengindikasikan bahwa penerapan PjBL mampu meningkatkan motivasi, kreativitas, serta keterlibatan aktif siswa. Siswa memperlihatkan antusiasme dan peningkatan kompetensi dalam permainan bola kasti. Kendala yang sangat umum dihadapi adalah perbedaan tingkat kompetensi awal siswa dalam penguasaan dan praktik permainan kasti.
PENERAPAN MODEL DISCOVERY LEARNING BERBASIS GAME EDUKASI DALAM PEMBELAJARAN IPAS KELAS IV SDN 6 METRO PUSAT: PENERAPAN MODEL DISCOVERY LEARNING BERBASIS GAME EDUKASI DALAM PEMBELAJARAN IPAS KELAS IV SDN 6 METRO PUSAT Oky Prayogi; Kms.M.Amin Fuzi; Andayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36353

Abstract

Penelitian ini bertujuan untuk menggambarkan implementasi model pembelajaran Discovery Learning berbasis game edukasi pada materi “Sumber Energi dalam Kehidupan Sehari-hari” di kelas IV SDN 6 Metro Pusat dengan jumlah siswa 17 orang (8 laki-laki dan 9 perempuan) menggunakan Kurikulum Merdeka. Studi ini menggunakan jenis penelitian deskriptif guna mengeksplorasi proses belajar yang melibatkan game edukatif sebagai sarana untuk mendorong keterlibatan aktif siswa dalam membangun pemahaman konsep. Partisipan dalam penelitian ini adalah siswa kelas IV di SDN 6 Metro Pusat. Teknik pengumpulan data meliputi observasi dan wawancara. Hasil penelitian mengindikasikan bahwa penggunaan Game Based Learning meningkatkan partisipasi siswa dalam kegiatan belajar, mendorong kerja sama, serta memperkuat pemahaman konseptual melalui pengalaman belajar yang nyata. Dari hasil penyajian data melalui Observasi menunjukan 65% atau kriteria skor A sangat baik dan wawancara menunjukan sebanyak 87% siswa dengan jawaban setuju terhadap model pembelajaran Discovery Learning berbasis game edukasi atau dikatakan sangat kuat. Dengan demikian model pembelajaran Discovery Learning berbasis game edukasi terbukti mampu menciptakan lingkungan belajar yang menyenangkan dan merangsang motivasi belajar siswa. Temuan ini menyiratkan bahwa penerapan Game edukatif yang terintegrasi dengan model Discovery Learning berpotensi menjadi strategi pembelajaran yang efektif untuk meningkatkan mutu pembelajaran IPAS di sekolah dasar. Kata Kunci: Discovery Learning, Energi, Game Edukasi, Kurikulum Merdeka
Looking at Differentiated Learning from the Lens of Underachiever Students: Viewpoints, Experiences, and Impacts Andayani Andayani; Vina Iasha
Journal of Social Research Vol. 3 No. 1 (2023): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v3i1.1679

Abstract

This research aimed to comprehensively examine the implementation of differentiated learning strategies for underachiever students—those with untapped potential not commensurate with their academic performance. Employing a descriptive qualitative approach, the study focused on fourth-grade students chosen for their underachieving characteristics. Data collection involved in-depth interviews with the underachieving students, exploring their perspectives on differentiated learning, experiences during the learning process, and the impact on their comprehension of study materials. The analysis revealed valuable insights into the students' opinions regarding the benefits and challenges associated with differentiated learning. It delved into how this approach influenced their understanding of the subject matter, shedding light on the nuanced responses of underachiever students to the application of differentiated learning. The findings from this study offer a profound understanding of how underachiever students perceive and engage with differentiated learning methods. The implications extend to providing educators with crucial insights for designing effective learning strategies tailored to meet the unique needs of underachiever students. By incorporating these insights, educators can enhance academic performance, support the unfolding potential of underachieving students, and contribute to their overall development. This research contributes to the ongoing discourse on improving educational practices for diverse learning needs.
Peningkatan Hasil Belajar Matematika Materi Pembagian melalui Media Sedotan pada Siswa Kelas III SD Al Islam Yogyakarta Asvinirmala Fitri Kusuma Mahardhika; Andayani
Indonesian Journal of Integrated Science and Learning Vol 3 No 1 (2025): Indonesian Journal of Integrated Science and Learning
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/ijisl.v3i1.442

Abstract

This study was motivated by the low learning outcomes of students in the topic of whole-number division, as indicated by the large number of students who had not achieved learning mastery and their lack of concentration during mathematics lessons. The study aimed to improve the learning outcomes of third-grade students of SD Al Islam Yogyakarta on whole-number division through the use of straws as a teaching aid. This research employed Classroom Action Research conducted in two cycles. The subjects of the study were 15 third-grade students, while the object of the study was students’ mathematics learning outcomes on whole-number division material. Data were collected through formative tests of student learning outcomes. The data were analyzed using descriptive quantitative analysis by comparing the percentage of learning mastery and the mean scores across cycles. The results showed an improvement in student learning outcomes, with the mastery level in Cycle I reaching 66.67% and a mean score of 82.00, then increasing in Cycle II to 86.67% with a mean score of 87.33. These findings indicate that the use of straws as a teaching aid was effective in improving students’ mathematics learning outcomes. The implication of this study is that concrete teaching aids can be used as an alternative instructional medium to enhance understanding and learning outcomes in elementary school mathematics.
Penguatan Literasi Mitigasi Bencana dan Ketahanan Sanitasi melalui Pendekatan Multi-Grade Lintas Generasi di Desa Sekumur, Kecamatan Sekerak, Kabupaten Aceh Tamiang Mudayat Mudayat; Andayani Andayani; Tepati Hak Kewajiban; Ichwan Ichwan; Izzul Fatawi; Heri Kurniawan; Elang Krisnadi; Eka Wirajuang Daurrohmah; Ikhsan Ikhsan; Muhammad Daud
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2082

Abstract

Sekumur Village, Sekerak District, Aceh Tamiang Regency is a highly vulnerable area to flash floods and acute environmental sanitation problems. The hydrometeorological disaster at the end of 2025 destroyed almost all residential infrastructure, leaving approximately 300 households in extreme emergency conditions with minimal access to clean water and basic sanitation facilities. This Community Service Program (PkM) aims to strengthen disaster mitigation literacy and community sanitation resilience through an intergenerational multi-grade approach involving children, adolescents, parents, and the elderly. Methods applied include Participatory Rural Appraisal (PRA)-based participatory education, family hygiene kit distribution, psychosocial intervention through trauma-informed pedagogy, and communal asset governance assistance. The program is implemented over ten months (February–November 2026) through four systematic phases. Expected outcomes include enhanced community knowledge on disaster mitigation and healthy sanitation practices, sustainable formation of clean and safe living behaviors, and the establishment of a replicable intergenerational community education model for other disaster-prone areas
Implementasi Program Makan Bergizi Gratis (MBG) Melalui Kolaborasi Akademisi Universitas Terbuka Di Yayasan Pondok Pesantren Al-Kautsar, Tangerang Selatan Elpipres Niku; Mudayat Mudayat; Imam Syafei’i; Eko Yuliastuti Endah Sulistyawati; Ichwan Ichwan; Andayani Andayani; Siti Julaeha; Ikhsan Ikhsan
KENDURI : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/kenduri.v6i1.2174

Abstract

The Free Nutritious Meals Program (MBG) is a 2026 national strategic policy aimed at improving the quality of Indonesian Human Resources (HR) from an early age. Universitas Terbuka (UT) carried out Community Service (PkM) activities at the Al-Kautsar Islamic Boarding School Foundation in Pamulang, South Tangerang, with the aim of accompanying the implementation of the program scientifically and structurally. The main problems faced were the lack of understanding among the school kitchen managers regarding the diversification of balanced nutritious menus, hygiene standardization, and food management based on local ingredients. The implementation method comprises four stages: field observation, education through the “Isi Piringku” workshop, action accompaniment in menu preparation, and regular monitoring. The results showed an 88.9% increase in nutritional literacy of managers based on pre-test and post-test results, the formation of nutritionally standardized weekly menus, and significant improvement of kitchen sanitation systems. This collaboration proves that universities can be effective catalysts in the success of government programs in religious-based educational institutions, while contributing to improving the nutritional status and learning achievement of students.
FROM SURFACE TO DEEP: FOSTERING DEEP LEARNING COMPETENCIES (6CS) THROUGH CULTURALLY-GROUNDED STEM BIG BOOKS IN INDONESIAN EARLY CHILDHOOD EDUCATION Titi Chandrawati; Sri Tatminingsih; Dian Novita; Uliya Khoirun Nisa; Monika Handayani; Susy Puspitasari; Andayani
COMPASS: Journal of Education and Counselling Vol. 3 No. 3 (2026): Compass: Journal of Education and Counselling, February 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v3i3.1498

Abstract

Early childhood STEM education often remains focused on surface learning, limiting children’s ability to transfer knowledge into meaningful behavior and long-term understanding. This study aimed to investigate how culturally grounded STEM Big Books foster deep learning competencies among children aged 4–6 years in Indonesian early childhood education settings. The study employed a Research and Development design involving 32 teachers and approximately 150 children across several ECE institutions in Indonesia, using pre-post assessment, teacher evaluation, classroom observation, and qualitative reflection data. The findings demonstrated significant improvements across multiple dimensions of the 6Cs framework, particularly character, citizenship, collaboration, communication, and critical thinking. Children showed stronger conceptual understanding, spontaneous environmental behavior, collaborative problem-solving, and transfer of learning into home contexts. The study also identified four key mechanisms supporting deep learning: cultural anchoring, narrative embedding, multimodal exposure, and social co-construction. These findings suggest that culturally responsive STEM pedagogy can support transformative learning experiences in early childhood education.
PENGEMBANGAN MODEL PEMBELAJARAN GERAK DASAR DL-ECO UNTUK PEMULIHAN PASCABENCANA SISWA SEKOLAH DASAR Mudayat; A. A. Ketut Budiastra; Dede Dwiasyah; Karisda; Siti Julaeha; Andayani; Isti Rokhiyah
COMPASS: Journal of Education and Counselling Vol. 3 No. 3 (2026): Compass: Journal of Education and Counselling, February 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v3i3.1499

Abstract

Tingginya risiko bencana di Indonesia berdampak pada penurunan kondisi fisik dan psikososial siswa sekolah dasar, sementara model pendidikan jasmani responsif bencana yang terintegrasi masih terbatas. Penelitian ini bertujuan mengembangkan Model Pembelajaran Gerak Dasar berbasis Deep Learning dan Ecopedagogy (DL-Eco) sebagai intervensi pemulihan holistik pascabencana. Penelitian menggunakan pendekatan Research and Development dengan kerangka ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Validasi model dilakukan oleh lima ahli menggunakan Aiken’s V, sedangkan efektivitas dirancang melalui desain quasi-eksperimental pada siswa sekolah dasar terdampak bencana. Hasil penelitian menunjukkan bahwa Model DL-Eco memiliki validitas tinggi (Aiken’s V = 0,81–0,93) dan mengintegrasikan empat fase pembelajaran: orientasi pengalaman, eksplorasi gerak, refleksi bermakna, dan aksi ekologis. Model ini berpotensi mendukung peningkatan keterampilan gerak dasar, kebugaran fisik, resiliensi, dan kesejahteraan psikososial siswa. Penelitian selanjutnya direkomendasikan untuk menguji efektivitas model secara longitudinal pada konteks kebencanaan yang lebih luas.
Co-Authors A. A. Ketut Budiastra Ade Mardiana Alfin Herman Saputra Alpin Herman Saputra Alpin Herman Saputra Anam, Rifat Shafwatul Asvinirmala Fitri Kusuma Mahardhika Bramianto Setiawan Budi HERMAINI Dede Dwiasyah Dian Novita Eka Wirajuang Daurrohmah Eko Suryana Eko Yuliastuti E.S Elang Krisnadi Elpipres Niku Eri Irianto Eri Irianto Hanafi Hanafi Heri Kurniawan Ichwan Ichwan Ikhsan Ikhsan Imam Syafei’i Izzul Fatawi Jaka Warsihna Karisda Khaerul Anam KMS Muhammad Amin Fauzi Kms.M.Amin Fuzi Mohamad Hariyono Monika Handayani Mudayat Mudayat, Mudayat Muhammad Daud Mukti Amini Mutiara Magta Oky Prayogi Rabiatul Adawiyah Rokhiyah, Isti Sandra Sukmaning Adji Siti Aisyah Siti Hadianti Siti Julaeha Sri Tatminingsih Suryo Prabowo Susy Puspitasari Syahda Ayu Nurmaya Tepati Hak Kewajiban Titi Chandrawati Uliya Khoirun Nisa Vina Iasha Widiasih Zakirman