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All Journal AR-RIAYAH : Jurnal Pendidikan Dasar Action Research Journal Indonesia (ARJI) Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
YULI YANTI
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Education Social Sciences Other

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Pengaruh Model Pembelajaran Take And Give Berbantuan Media Audio Visual Terhadap Hasil Belajar Kelas III Yuli Yanti; Syifa Fauziah; Nurull Hidayah
AR-RIAYAH : Jurnal Pendidikan Dasar Vol 6, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v6i2.5516

Abstract

The learning process carried out by educators is varied in using learning models, but student learning outcomes are still low. Based on these problems, the researchers tested the learning process using a learning model that educators had never used, namely the take and give model. This study aims to determine the effect of the take and give learning model assisted by audio-visual media on learning outcomes for class III MIN 10 Bandar Lampung. The type of research used is quantitative research, with a quasi-experimental design (nonequivalent control group design). The place where this research was carried out was at MIN 10 Bandar Lampung. This research was conducted in class III, using two classes as the experimental class and the control class and one class as the validation class. The instruments used to collect data in this study were tests, interviews, and documentation. Data analysis technique using t-test. The results showed that there was an effect of using the take and give learning model assisted by audio-visual media on the learning outcomes of class III MIN 10 Bandar Lampung
Analisis Literatur Blended learning di Era Abad ke-21 pada sekolah dasar: Tinjauan Bibliometrik Aulia Maharani; Baharudin Baharudin; Yuli Yanti; Qonita Shabira
Action Research Journal Indonesia (ARJI) Vol. 7 No. 1 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i1.298

Abstract

Perkembangan teknologi informasi membuat penerapan Blended Learning semakin relevan dalam Pendidikan abad ke-21, khususnya di sekolah dasar. Model ini menggabungkan pembelajaran tatap muka dan e-learning untuk meningkatkan efektivitas dan aksesbilitas. Namun, tantangan seperti infrastruktur teknologi yang tidak merata, keterbatasan kompetensi guru, dan kesiapan siswa masih menjadi kendala dalam implementasinya. Penelitian ini bertujuan untuk menganalisis literatur terkait Blended learning di sekolah dasar menggunakan pendekatan bibliometrik guna memahami tren, potensi, dan tantangan yang ada. Penelitian ini menggunakan metode Systematic Literature Review (SLR), 173 publikasi yang relevan ditemukan di database Publish or Perish yang terindeks Scopus. Dari jumlah tersebut, 78 dokumen yang diterbitkan antara tahun 2019-2023 dipilih berdasarkan kriteria inklusi. Proses tinjauan literatur mengikuti pedoman PRISMA untuk memastikan kualitas hasil yang valid, dan analisis data dilakukan dengan menggunakan metode Bibliometrik dengan bantuan perangkat lunak VOSviewer 1.6.20. Hasil penelitian menunjukkan fluktuasi signifikan dalam jumlah publikasi artikel tentang Blended Learning di Pendidikan dasar, dengan penurunan pada tahun 2022 dan 2023. Mayoritas publikasi berasal dari Amerika Serikat, Indonesia, dan Korea Selatan dengan pendekatan kuantitatif dan kualitatif yang paling dominan. Penerapan Blended Learning di Sekolah Dasar pada abad ke-21 menunjukkan kombinasi pembelajaran tatap muka dan daring dengan penekanan pada inovasi pelatihan guru dan pengembangan kurikulum yang berfokus pada adaptasi teknologi. Temuan ini menyoroti tantangan integrasi teknologi dalam pembelajaran dan peluang untuk mengatasi kesenjangan pembelajaran digital, serta memberikan wawasan untuk pengembangan Blended Learning lebih lanjut. Rekomendasi untuk praktik ke depan adalah memperkuat pelatihan guru dalam pemanfaatan teknologi serta menjamin pemerataan akses bagi siswa, agar tercipta suasana pembelajaran yang inklusif dan efisien.
Systematic Literature Review: Pembelajaran Ekolitersi di Sekolah Dasar: Systematic Literature Review: Environmental Literacy Education in Elementary Schools Satya Yulian Nur Azizah; Farida Farida; Yuli Yanti
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v9i1.1162

Abstract

. The limitations of comparative studies on ecoliteracy learning in elementary schools in Indonesia and the United States highlight conceptual and empirical gaps in understanding differences in pedagogical approaches, curriculum integration, policy support, and their impacts on the development of students’ ecological knowledge, attitudes, and behaviors from an early age. This study aims to analyze and compare ecoliteracy learning practices in both countries, assuming that systematic curriculum integration, grounded in direct experience and supported by strong policies, will yield more comprehensive and sustainable ecological literacy outcomes than practices that remain partial or incidental. The subjects of this study are national and international scientific articles on ecoliteracy learning in elementary schools published in 2020–2025, which were analyzed using the Systematic Literature Review (SLR) method with the PRISMA approach through the stages of identification, selection, feasibility evaluation, and descriptive-qualitative data synthesis. The study results show that in Indonesia, ecoliteracy implementation is mostly carried out through project-based learning, integration of local wisdom, and school programs such as Adiwiyata. At the same time, in the United States, it is more structured through standards such as the Next Generation Science Standards, which emphasize experiential learning, STEM integration, and strengthening systemic thinking. The discussion of the findings confirms that the effectiveness of ecoliteracy is greatly influenced by teacher readiness, facility support, community involvement, and consistency of education policies. Therefore, strengthening professional training and continuous curriculum integration are strategic recommendations for improving the quality of environmental education in elementary schools.
Co-Authors Ahmad Sodiq Aulia Maharani Baharudin Baharudin Farida, Farida MARATUL QIFTIYAH Nurul Hidayah Putri Maesaturofiqoh Qonita Shabira RISKA DEWI HANDAYANI Satya Yulian Nur Azizah Syifa Fauziah