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All Journal Jurnal Dikdas Mimbar PGSD Undiksha JINOP (Jurnal Inovasi Pembelajaran) JIPF (Jurnal Ilmu Pendidikan Fisika) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ulul Albab JMM (Jurnal Masyarakat Mandiri) ORBITA: Jurnal Pendidikan dan Ilmu Fisika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) Ibtida'iy : Jurnal Prodi PGMI Jurnal Ilmiah Telaah Jurnal Elementary : Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Pendekar : Jurnal Pendidikan Berkarakter Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Journal of Educational Research and Evaluation Jurnal Ilmiah Sekolah Dasar Biota SOSIO EDUKASI Jurnal Studi Masyarakat dan Pendidikan Indonesian Journal of Educational Science (IJES) Jurnal Ilmiah Mandala Education (JIME) Al-Fatih: Jurnal Pendidikan dan Keislaman JIPD (Jurnal Inovasi Pendidikan Dasar) Journal of Classroom Action Research Didaktik : Jurnal Ilmiah PGSD STKIP Subang JPIn : Jurnal Pendidik Indonesia Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) AR-RIAYAH : Jurnal Pendidikan Dasar Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Renjana Pendidikan Dasar Dharmas Education Journal (DE_Journal) Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Research in Instructional BIOCHEPHY: Journal of Science Education Jurnal Warta Desa (JWD) Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Basicedu Jurnal Pendidikan Dasar Madako Elementary School Kartika: Jurnal Studi Keislaman Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Journal of Community Empowerment Journal of Authentic Research Bima Journal of Elementary Education EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Journal Pesona Indonesia Contemporary Education and Community Engagement El Midad: Jurnal Jurusan PGMI
Haifaturrahmah, Haifaturrahmah
Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Mataram, Mataram, Indonesia
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Mbolo Weki of Mbojo Tribe: Discussion Culture for Cooperative Learning Model for Elementary School Students Anisaturahma; Nizaar, Muhammad; Haifaturrahmah
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.90122

Abstract

Indonesia is known as a country with various ethnicities and cultures, but currently, the distinctive culture of each region is starting to be forgotten by the younger generation. This research aims to reveal the discussion values contained in each stage of the mbolo wiki activity. These values are then used to design a cooperative learning design for elementary school students. This research used a descriptive qualitative approach. Data collection techniques used in-depth interviews, observations, and documentation. This research used an interactive model data analysis technique. The results showed that generally, students are quite interested in cooperative learning that has harmony with Mbolo Weki activities.Meanwhile, there is no difference between cooperative learning and Mbolo Weki activities. This research also shows that there is a strong alignment between mbolo weki activities and cooperative learning principles. Mbolo Wiki prioritizes the principles of togetherness and mutual respect in deliberation. The results of this study have implications for cultural internalization that are still implemented by the surrounding community in the learning process in the classroom. The traditional values of mbolo weki are very similar to group discussion activities in cooperative learning.
SCIENCE PROJECTS FOR INTROVERTED STUDENTS: HOW DO THEY IMPACT SELF-CONFIDENCE? Muhammad Nizaar; Haifaturrahmah; Rahman, Nanang; Nursina
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.v13i2.90204

Abstract

Introverted students often face challenges in project-based learning, particularly in building self-confidence, which is crucial for academic success. This study aimed to improve the self-confidence of introverted elementary school students through specially designed science-based project activities. The project was tailored to encourage active participation among introverted students. A quasi-experimental one-group pretest-posttest design was applied, involving 22 elementary school students. Data collection methods included questionnaires, observation sheets, and documentation. Self-confidence was assessed based on six indicators: optimism, self-efficacy, rationality, objectivity, responsibility, and courage to undertake projects. Data analysis was conducted using a paired sample t-test. The results revealed that science-based project activities significantly enhanced students’ self-confidence (p-value = 0.015). Students showed improved confidence in trying new activities, collaborating in groups, and expressing emotions. These findings indicate that project-based learning can effectively support the emotional and social development of introverted students. Specific tasks included setting time limits, encouraging exploration of new activities, conducting group work, and expressing emotions after learning sessions. This study emphasizes the importance of inclusive learning designs that provide equal opportunities for introverted and extroverted students to collaborate. It recommends adapting traditional science-based projects to align with the unique characteristics of diverse classrooms. Such adjustments enable all students to actively participate and benefit from project-based learning. Overall, the findings highlight the role of project-based learning as an effective strategy to foster self-confidence and holistic development in introverted students, while ensuring equitable participation in collaborative learning environments.
The Effect of Teams Games Tournament Method Assisted by Card Sort Media to Improve Student Creative Thinking Skill Karisma, Rosa; Nizaar, Muhammad; Haifaturrahmah, Haifaturrahmah
Contemporary Education and Community Engagement (CECE) Vol. 1 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/cece.v1i1.819

Abstract

This research aims to determine the influence of the Teams Game Tournament (TGT) method, assisted by card sort media, on enhancing creative thinking skills among fourth-grade students. The research design employed in this study is a quasi-experimental design with a pre-test and post-test design. The research was conducted at SDN 15 Mataram, with a population of 40 fourth-grade students from two classes, consisting of 20 students in each class. The researchers used random sampling to select the experimental group and the control group, drawing lots conducted by the class teacher using a lottery system. Data collection methods in this study involved both test and non-test techniques. Based on the results of the data analysis, it can be concluded that the t-test result (t-value) is 8.692, while the t-table value is 2.042. Since the t-value is greater than the t-table value (t-value > t-table), the null hypothesis is rejected, and the alternative hypothesis is accepted. This indicates that the cooperative learning model of the make-a-match type can improve creative thinking skills among fourth-grade students.
PELATIHAN INTEGRASI QUIZIZZ DAN EDUCAPLAY UNTUK PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS GAMIFIKASI Rezkillah, inang irma; Husen, Husen; Izzah, Namia; Kholifi, Nadia Al; Fajria, Siti; Rahmawati, Suci; Andriani, Wiwit; Safutri, Wini Aulia; Bilal, Arpan Islami; Haifaturrahmah, Haifaturrahmah; Mariyati, Yuni
Journal of Community Empowerment Vol 4, No 2 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i2.34301

Abstract

ABSTRAK                                                                                     Media pembelajaran berbasis digital merupakan aktualisasi guru dalam meningkatkan kompetensi terkhusus untuk mengembangkan media pembelajaran interaktif berbasis gamifikasi. Hal ini menjadi pertimbangan kepala sekolah SDN 3 Jerowaru selaku mitra untuk melaksanakan pelatihan integrasi platform quizizz dan educaplay untuk pengembangan media pembelajaran interaktif berbasis gamifikasi. Pelaksanaan pelatihan dilakukan di SDN 3 Jerowaru untuk 14 guru disekolah. Tahap awal pelatihan dengan pembagian angket pretest sebelum memberi pelatihan oleh pemateri. Penyampaian materi terkait pengenalan aplikasi dan demonstrasi cara mengoperasikan aplikasi. Tidak sampai disana, guru-guru mempraktikan secara langsung pada laptop masing-masing. Tahap akhir yaitu pemberian postest sebagai evaluasi untuk mengetahui peningkatan komptensi guru. Hasil pretest menunjukkan bahwa 8 dari 14 guru masih memiliki keterbatasan dalam pemanfaatan aplikasi digital untuk pembelajaran. Setelah mengikuti pelatihan, terjadi peningkatan signifikan pada rata-rata skor posttest guru, dari 62,1 menjadi 90,7, serta peningkatan kepercayaan diri dan motivasi dalam mengembangkan media interaktif di kelas. Guru juga menunjukkan antusiasme tinggi dan kolaborasi aktif selama pelatihan. Kegiatan ini membuktikan bahwa pelatihan integrasi Quizizz dan Educaplay efektif dalam meningkatkan pengetahuan, keterampilan, dan sikap guru terhadap inovasi pembelajaran digital. Diharapkan, model pelatihan ini dapat menjadi rujukan dalam pengembangan profesionalisme guru di era digital. Kata kunci: Quiziz; Educaplay, Elementary, Interaktif  ABSTRACTDigital-based learning media serve as a means for teachers to actualize and enhance their professional competencies, particularly in developing interactive gamified learning tools. This consideration prompted the principal of SDN 3 Jerowaru, as the partner institution, to organize a training program focused on the integration of Quizizz and Educaplay platforms for the development of interactive gamified learning media. The training was conducted at SDN 3 Jerowaru and involved 14 teachers from the school. The initial stage of the training began with the distribution of a pre-test questionnaire to assess baseline knowledge prior to the delivery of material by the instructors. The content covered an introduction to the applications and a demonstration of how to operate them effectively. Importantly, teachers were also given the opportunity to directly practice using the platforms on their respective laptops. In the final stage, a post-test was administered to evaluate improvements in teacher competence. The pre-test results revealed that 8 out of 14 teachers still faced significant limitations in utilizing digital applications for instructional purposes. However, following the training, there was a marked improvement in the teachers’ average post-test scores, increasing from 62.1 to 90.7. In addition, teachers reported increased confidence and motivation in developing interactive media for classroom use. High levels of enthusiasm and active collaboration were also observed throughout the training sessions. This activity demonstrated that training on the integration of Quizizz and Educaplay is effective in enhancing teachers’ knowledge, skills, and attitudes toward digital learning innovation. It is hoped that this training model can serve as a reference for the ongoing professional development of teachers in the digital era. Keywords: Quizizz; Educaplay; Elementary; Interactive
Tinjauan Pustaka Tentang Pemanfaatan Permainan Tradisional Congklak Sebagai Media Etnomatematika Untuk Meningkatkan Kemampuan Berhitung Siswa Sekolah qonita, qonita; Haifaturrahmah, Haifaturrahmah; Rezkillah, Inang Irma
Ibtida'iy : Jurnal Prodi PGMI Vol 10, No 2 (2025): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ibtidaiy.v10i2.35634

Abstract

Penelitian ini adalah analisis literatur yang menggunakan metode Tinjauan Literatur Sistematis (TLS), dengan tujuan untuk mengkaji pemanfaatan permainan tradisional Congklak sebagai alat etnomatematika dalam meningkatkan kemampuan aritmatika di kalangan siswa sekolah dasar. Sumber literatur yang diteliti diambil dari berbagai database terindeks, yaitu Google Scholar, Scopus, ERIC, ResearchGate, DOAJ, dan Garuda, dengan rentang waktu publikasi dari tahun 2018 sampai 2025. Temuan dari penelitian ini menunjukkan bahwa permainan Congklak memiliki potensi yang besar sebagai media etnomatematika dalam pendidikan matematika, karena permainan ini menggabungkan berbagai konsep seperti aritmatika, geometri, serta cara berpikir logis dan strategis yang membantu pengembangan kemampuan aritmatika siswa. Selanjutnya, penelitian terdahulu menunjukkan bahwa penggunaan Congklak dapat meningkatkan semangat, keterlibatan aktif, dan kemampuan non-kognitif, seperti berpikir kritis, komunikasi, serta kerja sama. Media yang berbasis Congklak dan sudah divalidasi oleh ahli terbukti praktis serta efisien ketika digunakan di kelas, sehingga skema ini pantas dijadikan pilihan pembelajaran yang relevan, menyenangkan, dan bernilai budaya. Untuk studi di masa mendatang, disarankan agar melibatkan sampel yang lebih beragam, menerapkan desain eksperimental dengan kelompok kontrol, dan menggunakan instrumen penilaian yang mencakup aspek kognitif dan afektif. Di samping itu, penggabungan Congklak dengan teknologi digital serta pengembangannya dalam mata pelajaran lain seperti ilmu sosial, seni, budaya, dan pendidikan karakter berpotensi untuk memperluas kontribusi terhadap pendidikan modern. 
PERANAN LITERASI MEMBACA DALAM MENGEMBANGKAN SIKAP MANDIRI BELAJAR SISWA SEKOLAH DASAR Wiliwirman, Wiliwirman; Haifaturrahmah, Haifaturrahmah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v5i4.7286

Abstract

This research is motivated by the crucial role of reading literacy as a foundation for independent learning in the information age. However, there is a gap between the ideal potential for literacy and the low reading ability and independent learning attitudes of elementary school students in Indonesia, as reflected in the PISA results. This research focuses on an in-depth analysis of the role of reading literacy in developing independent learning attitudes in elementary school students through a synthesis of previous research. This study used the Systematic Literature Review (SLR) method with a qualitative approach. A systematic literature search was conducted in the Google Scholar, ERIC, ResearchGate, and DOAJ databases (2020-2025), followed by article selection based on inclusion and exclusion criteria. The analysis was conducted through the stages of identification, screening, eligibility, and analysis using content analysis techniques. The synthesis results indicate that reading literacy significantly fosters independent learning by increasing students' intrinsic motivation, active engagement in learning, and self-reflection. Key findings confirm that this positive relationship is strongly influenced by the role of teachers as facilitators, a literacy-rich learning environment, and active support from parents and schools. It was concluded that strengthening reading literacy is an effective strategy for developing independent learners in elementary schools. ABSTRAKPenelitian ini dilatarbelakangi oleh peran krusial literasi membaca sebagai fondasi kemandirian belajar di era informasi, namun terdapat kesenjangan antara potensi ideal literasi dengan rendahnya kemampuan membaca dan sikap mandiri belajar siswa sekolah dasar di Indonesia, sebagaimana tercermin dalam hasil PISA. Fokus penelitian ini adalah menganalisis secara mendalam peranan literasi membaca dalam mengembangkan sikap mandiri belajar siswa sekolah dasar melalui sintesis penelitian terdahulu. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan pendekatan kualitatif. Pencarian literatur sistematis dilakukan pada database Google Scholar, ERIC, ResearchGate, dan DOAJ (rentang 2020-2025), diikuti seleksi artikel berdasarkan kriteria inklusi dan eksklusi. Analisis dilakukan melalui tahapan identification, screening, eligibility, dan analysis dengan teknik content analysis. Hasil sintesis menunjukkan bahwa literasi membaca secara signifikan menumbuhkan kemandirian belajar dengan meningkatkan motivasi intrinsik, keterlibatan aktif dalam pembelajaran, dan kemampuan refleksi diri siswa. Temuan utama menegaskan bahwa hubungan positif ini sangat dipengaruhi oleh peran guru sebagai fasilitator, lingkungan belajar yang kaya literasi, serta dukungan aktif dari orang tua dan sekolah. Disimpulkan bahwa penguatan literasi membaca merupakan strategi efektif untuk membentuk pembelajar mandiri di sekolah dasar.
Strategi Pembelajaran Inovatif untuk Meningkatkan Keterampilan Abad 21 pada siswa di Sekolah Dasar Elly Nurfitriani; Haifaturrahmah
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.v10i04.34534

Abstract

Penelitian ini bertujuan untuk mengkaji dan menganalisis strategi pembelajaran inovatif yang diterapkan di Sekolah Dasar dalam rangka meningkatkan keterampilan abad 21 siswa. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan sumber literatur yang diperoleh dari berbagai basis data terindeks seperti Google Scholar, Science Direct, SpringerLink, dan Garuda, serta dibatasi pada artikel yang diterbitkan antara tahun 2015 hingga 2025 . Proses seleksi dilakukan berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan, dengan fokus pada strategi pembelajaran yang relevan dan implementatif pada jenjang pendidikan dasar. Hasil analisis menunjukkan bahwa beberapa strategi, pembelajaran inovatif yang dominan digunakan meliputi Project-Based Learning, Problem-Based Learning, Collaborative Learning, Inquiry-Based Learning, dan Blended Learning. Strategi-strategi tersebut terbukti efektif dalam mengembangkan keterampilan berpikir kritis, kreativitas, komunikasi, dan kolaborasi siswa. Selain itu, ditemukan bahwa keberhasilan implementasi strategi pembelajaran inovatif sangat dipengaruhi oleh peran guru, dukungan kurikulum, serta integrasi teknologi yang sesuai. Penelitian ini merekomendasikan perlunya pelatihan berkelanjutan bagi guru serta pengembangan model pembelajaran yang adaptif terhadap konteks lokal untuk mendukung penguatan keterampilan abad 21 secara optimal di lingkungan Sekolah Dasar.
Pengaruh Lingkungan Fisik Sekolah Terhadap Motivasi Belajar dan Perilaku Siswa di Sekolah Dasar Nurkhalifah; Haifaturrahmah; Nursina Sari
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Amin Vol. 4 No. 2 (2025): October
Publisher : STAI AL-AMIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54723/ejpgmi.v4i2.483

Abstract

The physical condition of a school plays a crucial role in supporting a conducive learning process, particularly at the elementary school level. A comfortable, clean, well-organized physical environment, supported by adequate facilities, can influence students' motivation to learn and their behavior. This community service activity was conducted at an elementary school with the aim of raising awareness among teachers, students, and school officials regarding the importance of managing the school's physical environment as a supporting factor in fostering positive behavior and student motivation to learn. The methods used included observing school conditions, providing outreach, and providing assistance in reorganizing the physical environment of classrooms and learning areas. The results of the activity showed increased student enthusiasm for learning, improved discipline, and a higher enthusiasm for learning after the school environment was properly organized. Therefore, optimal management of the school's physical environment can be an effective strategy in supporting increased learning motivation and fostering positive behavior in elementary school students.
Pengembangan Rencana Pelaksanaan Pembelajaran (RPP) Berdiferensiasi Berbasis Merdeka Belajar Pada Siswa Sekolah Dasar Muhardini, Sintayana; Haifaturrahmah, Haifaturrahmah; Khosiah, Khosiah; Milandari, Baiq Desi; Setiawan, Irma
Jurnal Ilmiah Mandala Education (JIME) Vol 9, No 1 (2023): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v9i1.4174

Abstract

Penelitian ini bertujuan untuk (1) Menganalisis kevalidan Perangkat Pembelajaran Berbasis merdeka belajar berupa RPP berdiferensiasi di SD Hadi Sakti Mataram pada siswa kelas IV. (2) Menganalisis kepraktisan RPP berdiferensiasi. (3) Menganalisis keefektifan RPP berdiferensiasi Metode penelitian yang digunakan dalam penelitian ini adalah model 4D dengan empat tahapan yaitu; 1) Define (pendefinisian), 2) Design (perancangan), 3) Development (pengembangan), dan 4) Dissemination (penyebaran). Pengembangan perangkat pembelajaran berbasis contextual teaching learning ini telah menghasilkan produk yang telah dinyatakan valid oleh ahli materi, ahli perangkat dan praktisi pembelajaran. Hasil kevalidan yang didapat dari ahli materi dengan persentase 88% atau dapat dikategorikan sangat valid, kevalidan yang didapatkan dari ahli perangkat pembelajaran yaitu, RPP dengan persentase 85% atau dapat dikategorikan sangat valid. Sedangkan berdasarkan uji kepraktisan yang diperoleh dari hasil respon siswa Kelas IVA SD Hadi Sakti Mataram mendapatkan nilai persentase 96% dengan kriteris skor sangat praktis. Penelitian ini bertujuan untuk (1) Menganalisis kevalidan Perangkat Pembelajaran Berbasis merdeka belajar berupa RPP berdiferensiasi di SD Hadi Sakti Mataram pada siswa kelas IV. (2) Menganalisis kepraktisan RPP berdiferensiasi. (3) Menganalisis keefektifan RPP berdiferensiasi Metode penelitian yang digunakan dalam penelitian ini adalah model 4D dengan empat tahapan yaitu; 1) Define (pendefinisian), 2) Design (perancangan), 3) Development (pengembangan), dan 4) Dissemination (penyebaran). Pengembangan perangkat pembelajaran berbasis contextual teaching learning ini telah menghasilkan produk yang telah dinyatakan valid oleh ahli materi, ahli perangkat dan praktisi pembelajaran. Hasil kevalidan yang didapat dari ahli materi dengan persentase 88% atau dapat dikategorikan sangat valid, kevalidan yang didapatkan dari ahli perangkat pembelajaran yaitu, RPP dengan persentase 85% atau dapat dikategorikan sangat valid. Sedangkan berdasarkan uji kepraktisan yang diperoleh dari hasil respon siswa Kelas IVA SD Hadi Sakti Mataram mendapatkan nilai persentase 96% dengan kriteris skor sangat praktis.   
Dampak Integrasi Technological Pedagogical Content Knowledge dan Ice breaking dalam Pengajaran Literasi Baca dan Tulis di Sekolah Dasar Haifaturrahmah, Haifaturrahmah; Muhdar, Syafruddin; Bilal, Arpan Islami
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2425

Abstract

This study aims to analyze the impact of integrating Technological Pedagogical Content Knowledge (TPACK) and ice breaking in teaching reading and writing literacy at the elementary school level. Employing a quantitative approach with a quasi-experimental design, the research involved fourth-grade students from SDN Mataram Regency, divided into experimental and control groups. Data collection instruments included literacy tests and observation sheets measuring student engagement. The results revealed that the experimental group receiving instruction with integrated TPACK and ice breaking showed a significant improvement in literacy scores, with an average increase of 31.2%, compared to only 11.7% in the control group. Furthermore, this integration enhanced student engagement during the learning process. In conclusion, the TPACK and ice breaking approach not only improved students' academic outcomes but also created a more interactive and enjoyable learning environment. This study recommends adopting this strategy as an innovative solution to enhance literacy quality in elementary schools, particularly in Indonesia.
Co-Authors -, Ibrahim - Abdillah Abdillah Abdillah Abdillah Adellia, Ayu Dwi Afriati Affiati Agus Herianto Agus Herianto Ahmad Afandi Ahyar, Imam Akhmad H. Mus Alfah, Alfah Aliahardi Winata Amaliah, Atika Rizki Amri Apriansyah Anas Setiawan anasti, tasya febri Andini Puteri Andini Puteri Andriani, Wiwit Anisaturahma Anisaturahman, Anisaturahman Annisa, Dira Apranita, Della Ardilansari Arif Rahman Armi delvia oktaviani Arpan Islami Bilal Arpan Islami Bilal Arya Abdul Bari Arya Abdul Bari Ashri, Shafira Ulil Asmahul Husnah Asrilda Aeni Astuti, Risma Junita Astuty, Dwi Atika Malahilla Aulia, Wina Fadila Azizah Azizah Azizah Azizah Azrina Ratna Masriani Bahtiar, Rizki Baiq Anggun Maisarah Baiq Diana Safitri Baiq Frecilia Dwi Syara Baiq Sarlita Kartiani, Baiq Sarlita Kartiani Baiq Yuliatin Ihsani Bilal, Arpan Islami Bulandari, Siti Cantika Kutari, Marsya Chinta Shaqila Dani, Jeni Rahma Dela Anggra Yanti Deviana Mayasari Dewi Pramita Dina Fadilah Diva Islami, Nadila Rizka Dwi Hastuti, Intan Eka Kurniati Elly Nurfitriani Elya Sulistia Safitri Emese K Nagy Emese K. Nagy Ersa Winny, Ersa Erwin Erwin Fachry Abda El Rahman Fajria, Siti Fauzan . Febriani, Febi Ferdiansyah Fira Fira Fitri Indah Rahmawati fitri, Fitrianingsih Fujiaturahman, Sukron Fujiaturrahman, Sukron Haeruni Haeruni Hairi Habibullah Hajar, St Halifa Halus Mandala Hamdani, Mia Hamzah Hamzah Hardi, Rahmat Sulhan Hardianti, Siti Fansuri Hardianti, ST Hariyana, Baiq Hasana, Uswatun Herly Yuniarti Hidayat Hidayat Hidayati Hidayati Hidayatullah Hidayatullah, Romi Hijril Ismail, Hijril husen husen I Komang Wisnu Budi Wijaya I.K. M. Wisnu Budi Wijaya Ibrahim Ibrahim Ilham Ilham Ineng Irma Rezkillah Intan Dwi Hastuti Intan Dwi Hastuti Irma Rezkillah, Inang Irma Setiawan, Irma irma, Irma Auliya irwand irwandi Islahudin Islami, Nadila Rizka Diva Isnaini Isnaini Izzah, Namia Jayawarsa, A.A. Ketut Julia Ayu Diski Julia Ayu Diski juniati Karisma, Rosa Khaerul Anam Khaerunnisa Khaerunnisa, Khaerunnisa Kholifi, Nadia Al Khosiah Khosiah Khosiah Khosiah, Khosiah Kinasih, Dinda Sekar Lale Novi Laela Purnama Lale Novi Laela Purnama Larastrisagita Linda Ayu Darmurtika Linda Sekar Utami M. Iqbal M. Isnaini Maemunah Maemunah Maesarah Mahsup Mahsup Mahsup, Mahsup Mardia, Ainun Mariyati , Yuni Mariyati, Yuni Mariyati, Yuni Mas’ad, Mas’ad Maula Fatihal Ikhlas Mayasari, Deviana Maysa ayu Ma’ruf, Amar Miftahul Jannah Milandari, Baiq Desi Milandari, Baiq Desi Mita Mita Aswatun Muhammad Erfan Muhammad Nizaar Muhammad Nizar Muhdar , Syafrudin Muhdar, Syafruddin Munawarah, Baiq Siti Musabihatul Kudsiah Muthmainah Mutia Mutia, Mutia N.W. S. Darmayanti Nagy, Emese K. Najamudin Najamudin Naura, Rafa Nelly Dwi Sabilia Ni Made Santi Pratiwi Ni Nengah Widiartini Ni Wayan Sri Darmayanti Nindia Wulandari Ningsih, Astria Nisya, Auliya Khaerun Niza Nurul Husna Niza yuliani Novi Sara Sagita Novia Karlinda Nugraha putra, Rizki Nur Johan Nur Rahmah Nur Rahmah nur, zikrina Khalifa Nurfaijan, Nurfaijan Nurhamida midut Nurhidayati Nurjannah Nurjannah Nurkhalifah Nurmalasari Nurmiwati, Nurmiwati Nurmiwati, Nurmiwati Nursina Nursina Sari Nursina, Sari Nurul Hidayanti Nurul Julaifah Peberwanti, Baiq Pratiwi, Adefia Lila Prayogi, Saiful Putri, Amanda Ihza Putri, Zulfa Jahiya Rahman, M.Pd, Nanang Rahman, Nanang Rahmaniah, Rima Rahmatika Rani Darmayanti Rani Kurniawati Rani Ratih Meiliani Rezkillah, Inang Irma Rezkillah, Ineng Irma Ria Farida Riadatul Fardhani Rima Rahmaniah Risma Rismi Rista Rizky Fitri Roby Mandalika Waluyan Romi Hidayatullah Romi Hidayatullah Roni Kurniawan Sabaryati, Johri Saddam Saddam Safutri, Wini Aulia Sahwan, Risa Ardila Sari Salsabilah, Salsabilah Sari, Linda Sari, Nursina sari, Rita Ratna Sari, Sinta Sasmita, Anggun Sastrawati, Desvina selviana, Herwinda ayu Sintayana Muhardini Sirajuddin Sirajuddin Sirajuddin Sirajuddin Siska Safitri Siti Ala Siti Alaa Siti Fansuri Hardianti Siti Sanisah Soeharto Soeharto Sri Endang Sri Maryani Sri Maryani St.Marwah Suci Rahmawati, Suci Sudarwo Sudarwo Sudarwo, Raden Sudarwo, Raden Sukron Fujiaturahmah Sukron Fujiaturrahman Sumiati Sumiati Suriandani, Suriandani Susan Octavia Ramadani Uspan Susilawati Susilawati Sutarto Sutarto Syafruddin Muhdar Syafruddin Muhdar Syafruddin Muhdar, Syafruddin Muhdar Syafrudin Muhdar Syaharuddin Syaharuddin Syaharuddin Syarif Hidayat Tri Rohana Wati Trisani, Bella Tursina Ratu Ulandari, Sri Uswatun Hasanah Vera Mandailina, Vera Vivin, Vivin Wahyu Malajusammar Wahyu Malajusammar Wanda Manulang warsita, Desi wiguna, ferdi adrista Wiliwirman, Wiliwirman Wuladari, Citra Yayu, Indah Putri Yulianti, Erni Yuni Mariati Yuni Mariyati Yuni Maryati Yuni Maryati Yunita Ratna Dewi Zedi Muttaqien Zulkarnain, Zulkarnain