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All Journal Mimbar PGSD Undiksha Dinamika Pendidikan Jurnal Prima Edukasia KEMBARA Mimbar Sekolah Dasar Jurnal Elemen Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah International Journal of Elementary Education Kasuari: Physics Education Journal (KPEJ) Educatif: Journal of Education Research Studies in Learning and Teaching FOUNDASIA Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Journal Of Educational Research and Review International Journal of Learning Reformation in Elementary Education Educatif: Journal of Education Research JIPI (Jurnal IPA dan Pembelajaran IPA) Kreano, Jurnal Matematika Kreatif Inovatif
Ikhlasul Ardi Nugroho
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Integration Internet of Things (IoT) and ChatGpt in The Teaching of Photosynthesis and Water Quality at SDN 2 Lebo Aspin; Ikhlasul Ardi Nugroho; Abubakar; Muh Asharif Suleman
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.12156

Abstract

This study aims to develop a learning model integrating the Internet of Things (IoT) and Chat Generative Pre-trained Transformer (ChatGPT) in teaching photosynthesis and water quality at SDN 2 Lebo. The research is grounded in the need to enhance early science and technology literacy, particularly in understanding abstract concepts such as photosynthesis and its environmental influences. IoT is used to monitor real-time environmental parameters—light intensity, temperature, pH, and water turbidity. ChatGPT functions as an AI-based virtual assistant providing interactive explanations of the data. The study adopts a Research and Development (R&D) method using the ADDIE model. IoT devices were developed with cloud-connected sensors, and the ChatGPT chatbot was tailored to the learning context of elementary students. Implementation involved 60 fourth- and fifth-grade students. Results showed a 32% increase in students’ understanding of photosynthesis and improved participation in scientific discussions. This research recommends the integration of IoT and AI as an innovative approach to foster critical thinking, digital literacy, and environmental awareness in primary education.
Exploring the Impact of Reading Motivation on Academic Achievement Among 3rd Grade Students Using Univariate and Bivariate Analysis Widyaningsih, Yuli; Nugroho, Ikhlasul Ardi
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.86491

Abstract

This study explores the impact of reading motivation and academic performance among third-grade students. The problem addressed in this research is the limited understanding of how reading motivation influences students' performance, particularly in the context of early education. The background highlights the importance of intrinsic motivation in learning, with previous studies indicating that motivated students are more likely to engage with educational materials and perform better academically. This study employs a quantitative approach, using both univariate and bivariate analyses to assess the distribution of reading motivation and its effect on academic performance. A total of 27 third-grade students were surveyed on their reading motivation, and their academic performance was analyzed. The findings reveal that 59.3% of students exhibited high reading motivation, with 63% showing high academic performance. The logistic regression analysis further shows a significant association between reading motivation and performance (p-value = 0.004), with students exhibiting high motivation more likely to perform well academically. This research contributes to the growing body of literature on the role of motivation in educational outcomes, emphasizing the need for fostering intrinsic reading motivation to improve academic performance. It also provides practical implications for educators and policymakers, encouraging the creation of supportive environments that promote reading engagement and motivation.
How to learn science in an enviromentally friendly inclusive school? Ikhlasul Ardi Nugroho; Pradita Rizky Wirawan
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116911

Abstract

Knowledge of good practices of science learning in inclusive and environmentally friendly schools is currently not well presented. This study aims to find patterns of planning activities, learning activities, and assessment patterns of science learning in environmentally friendly and inclusive schools. The research method used is an explanatory case study using Spradley analysis where the research subjects were determined through purposive sampling and consisted of the principal, class teachers, and special assistant teachers at Giwangan State Elementary School, Yogyakarta. Data collection techniques used interviews, observations, and documentation studies with the instruments used being interview guides, observation sheets, and document study sheets. The conclusions of this study are: (1) Learning planning begins with transformational leadership and comprehensive policies and collaborative planning; (2) Collaborative learning activities that realize physical, social, and teaching integration and train science process skills; and (3) learning assessment is carried out collaboratively and fulfills students' rights. The implications of this study are in the form of affirmation of ecological theory and the concept of deep ecology.
Optimizing the Science Literacy Abilities of Elementary School Teacher Education Students Through Electrical Material Practicum Gita Senja Sari; Ali Mustadi; Ikhlasul Ardi Nugroho; Kintan Limiansih
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5726

Abstract

This research aims to determine the optimization of students' scientific literacy abilities through practical electricity material. The sample in this research was Elementary School Teacher Education students. This research uses a quantitative descriptive approach with a survey method. The research results show that students' scientific literacy is 64.49%, which is categorized as moderate. Based on the results of a review of research results, the competency that is classified as low is competency b with a score of 65.05 and the highest competency is competency c with a score of 73.45. In this research, the indicator that needs to be improved in scientific literacy is indicator 4 at 38.5%.
The Influence of the Problem Based Learning Model on the Scientific Attitudes and Science Learning Outcomes of Fifth Grade Elementary School Students Vania Desiyanti; Ikhlasul Ardi Nugroho
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.8623

Abstract

This research aims to determine the significant influence of the PBL model on the scientific attitudes and science learning outcomes of fifth grade elementary school students. The method used is quasi experimental design with pretest non-equivalent control group design. The research population was SDN Hugus II Kapanewon Sewon, Bantul Regency, with a sample of several class V students from SD Negeri 2 Blunyahan, SD Negeri 3 Jarakan, SD Negeri Jarakan, and SD Negeri Sawit. The experimental group used the PBL model in science learning. The normality test was carried out using Kolmogrov Smirnov, the homogeneity test was carried out using Levene's test, and the hypothesis test was carried out using the independent sample t-test and MANOVA. The research results show that PBL has a positive and significant effect on scientific attitudes with a value of (0.000 < 0.005) and on learning outcomes with a value of (0.000 < 0.005). Data analysis shows that there is a significant influence of the PBL model on students' scientific attitudes and science learning outcomes with a value of (0.000 < 0.005).
Penerapan Rating Scale Observasi Penerapan Rating Scale Observasional terhadap Keaktifan Mahasiswa PGMI dalam Diskusi Analisis Soal IPA Destiana Puanda Ashari; Ikhlasul Ardi Nugroho; Anita Ekantini; Uun Febriyani; Yanti Kumala Sembiring; Waode Sitti Fatimah; Annisa Rifah Rahman
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13581

Abstract

This study aims to develop, validate, and examine the practicality of a rating-scale–based observation instrument designed to assess the activeness of PGMI students during science question analysis discussions. A quantitative descriptive approach was employed, involving 40 fifth-semester PGMI students. The instrument was developed based on learning activity theory and a multidimensional student engagement framework, consisting of 9 indicators and 27 items rated on a 1–4 scale. Content validity was evaluated by three experts using Aiken’s V index. At the same time, instrument practicality was assessed by five trained observers acting as instrument users through a user satisfaction questionnaire based on a 1–5 Likert scale. The results indicated very high content validity, with an average Aiken’s V value of 0.97, and excellent practicality, reflected by a mean user satisfaction score of 4.36 out of 5. The application of the instrument revealed that student activeness fell into the high category, with an average activity score of 89.70 (SD = 11.22), and 90% of students were classified as active to very active. These findings demonstrate that the developed observation instrument is valid and practical for evaluating student activity in discussion-based learning, particularly within teacher education contexts.
Differences in Understanding Basic Social Studies Concepts among Students Reviewed from Learning Motivation and Learning Style Perspectives Aurelya Andini Putri; Inggit Dyaning Wijayanti; Ikhlasul Ardi Nugroho; Fery Muhamad Firdaus; Sherly Ika Savitri
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001771

Abstract

This study examines differences in students' understanding of basic social studies concepts in the Islamic Elementary Teacher Education Program (PGMI) according to learning motivation and learning styles. A 2×3 factorial quantitative design was employed, and data were analyzed using the Kruskal–Wallis nonparametric test followed by post hoc analysis. The results show that learning motivation does not significantly affect students’ understanding of social studies concepts (p = 0.921 > 0.05). In contrast, learning style has a significant effect (p = 0.037 < 0.05). Further post hoc analysis with a Bonferroni correction reveals a significant difference between the auditory (A2) and kinesthetic (A3) learning styles (p = 0.039 < 0.05). Descriptive findings indicate that students with a kinesthetic learning style achieved higher average scores (95.86) compared to those with an auditory style (89.92). This suggests that kinesthetic learners demonstrate better conceptual understanding. Overall, the findings confirm that motivation level does not differentiate students’ conceptual understanding, while learning styles—particularly kinesthetic—play a significant role. The study highlights the importance of considering diverse learning styles in instructional design to improve students’ conceptual mastery in social studies.
Social Studies Repetitive? Exploring the Correlation between Student Perceptions, Motivation, and Learning Interest among PGSD Students Celine Widyaningrum Kusumawardani; Dholina Inang Pambudi; Woro Sri Hastuti; Ikhlasul Ardi Nugroho; Supartinah
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.95955

Abstract

This study is motivated by the tendency of Social Studies learning to focus on memorization and repetitive material without being accompanied by meaningful and contextual learning experiences. The aim of this study is to analyze the influence of students' perceptions of repetitive learning on their motivation and interest in learning Social Studies. A quantitative approach with a correlational method was employed, involving 42 elementary teacher education (PGSD) students selected through purposive sampling. The research instrument used was a questionnaire that had been tested for validity and reliability, and the data were analyzed using Pearson Correlation techniques. The results show that there is no positive relationship between perceptions of repetitive learning and learning motivation (r = 0.198; p = 0.209), nor with learning interest (r = 0.115; p = 0.467). However, a significant positive relationship was found between motivation and learning interest (r = 0.686; p = 0.000), indicating that motivation contributes to increased student interest in Social Studies learning. These findings suggest that repetitive learning alone is not sufficient to foster students' interest; therefore, learning strategies are needed that can enhance intrinsic motivation through more varied, contextual, and learner-centered approaches.
Penerapan Visual Scaffolding Berbasis Discovery Learning untuk Meningkatkan Keterampilan Proses Sains Dasar Murid dengan Hambatan Intelektual : Implementation of Visual Scaffolding Based on Discovery Learning to Improve Basic Science Process Skills of Students with Intellectual Disabilities Upo Junarsih; Ikhlasul Ardi Nugroho
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9308

Abstract

This study aims to improve the basic science process skills of a student with an intellectual disability by applying visual scaffolding based on discovery learning during science lessons on the digestive system. The study employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model and was conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subject was an eighth-grade student with an intellectual disability at SMP Negeri 5 Sandaran. Data were collected through observation, performance tests, and documentation. Quantitative data were analysed descriptively using percentages and average learning outcomes.In contrast, qualitative data were analysed through data reduction, data presentation, and conclusion drawing to describe changes in the learning process during the intervention. The results indicate that applying visual scaffolding based on discovery learning incrementally improved students' basic science process skills across the cycles. The percentage of science process skills rose from 35% at the initial stage to 55% in Cycle I and reached 75% in Cycle II. Performance test scores also increased from 60 in Cycle I to 75 in Cycle II, thereby surpassing the Minimum Mastery Criterion (KKM) of 69. Improvements were observed in the abilities to observe, classify, draw conclusions, communicate observations, and follow learning steps more independently. Thus, applying visual scaffolding based on discovery learning effectively enhances the basic science process skills of a student with an intellectual disability while fostering active participation and learning independence in science lessons.
Co-Authors Abubakar Ali Mustadi Andania, Ruqoyyah Amilia Andri Anugrahana Anita Ekantini Annisa Rifah Rahman Aprilia Tina Lidyasari Aspin Asri Widia Ningrum Aurelya Andini Putri Banu Setyo Adi Bekti Lestari Buaga, Garib Firman Celine Widyaningrum Kusumawardani Damayanti*, Ika Danuri , Danuri Destiana Puanda Ashari Dholina Inang Pambudi Edy Mawardi Endah Susilowati Fatikasari, Addina Nasihah Firdaus, Fery Muhamad Galih Kusumo Garib Firman Buaga Gita Senja Sari Gushmanida, Gugun Haliem, Theresa Dwita Herwin Yogo Wicaksono Ika Sri Wulandari Inggit Dyaning Wijayanti Kartono Kevin Alvianto Khoiriyah, Zulfatul Kinanti Pangestu Kintan Limiansih Kurniasari, Herlin Kurniawan, Hendra Listya Lilis Suryani Luhanarky, Ayu Mapandi, Rohanie D Muh Asharif Suleman Nurul Annisa Pradita Rizky Wirawan Pratiwi Pujiastuti Puji Lestari Purwanti, Siwi Putri Nurhaliza Retno Wulan Santosa, Sedya Sekar Purbarini Kawuryan Setiawan Edi Wibowo Sherly Ika Savitri Siti Nurhidayati Sujarwo Supartinah Supartinah Supartinah Supartinah Unik Ambarwati Upo Junarsih Uun Febriyani Vania Desiyanti Vinta Angela Tiarani Viviani Nurmala, Viviani Wahyu Kurniawati Waode Sitti Fatimah Widyaningsih, Yuli Woro Sri Hastuti Wuri Wuryandani Yanti Kumala Sembiring YENI FITRIYA