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All Journal Abjadia, International Journal of Education AR-RIAYAH : Jurnal Pendidikan Dasar JGK (Jurnal Guru Kita) Action Research Journal Indonesia (ARJI) Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah PAEDAGOGIE AI and Developmental Insights in Education (AIDIE)
YULI YANTI
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media 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.
The Effect of Round Robin-Type Cooperative Learning on Elementary Students’ Speaking Skills: A Quasi-Experimental Study with Fifth-Grade Students at MIN 1 Pesawaran Ana Fatimah; Syamsuri Ali; Yuli Yanti
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.42594

Abstract

This study was motivated by the low speaking skills of elementary school students, particularly in pronunciation, vocabulary selection, sentence structure, fluency, and speech content appropriateness. These problems indicate the need for an interactive learning model that provides equal opportunities for students to actively express ideas. The research question addressed in this study was whether the Round Robin-type cooperative learning model significantly affects students’ speaking skills compared to conventional instruction. This study aimed to examine the effect of the Round Robin-type cooperative learning model on the speaking skills of fifth-grade students at MIN 1 Pesawaran. This study employed a quantitative approach using a quasi-experimental method with a posttest-only control group design. The sample consisted of 56 fifth-grade students selected through purposive sampling, including Class V A as the experimental group and Class V B as the control group, with 28 students in each class. The experimental class received instruction through the Round Robin cooperative learning model, while the control class was taught using the Direct Instruction model. Data were collected through speaking performance tests, voice recordings, and documentation. The speaking assessment rubric covered five indicators: pronunciation, vocabulary, sentence structure, fluency, and speech content. Data analysis included normality, homogeneity, and Independent Sample t-Test analyses. The findings revealed that the experimental class achieved a higher mean posttest score (84.00) than the control class (72.00). The hypothesis test showed a significance value of 0.000 < 0.05, indicating that the Round Robin-type cooperative learning model had a significant effect on students’ speaking skills. In addition, the effect size analysis indicated a strong practical effect (Cohen’s d > 0.80). The novelty of this study lies in the application of the Round Robin cooperative learning model to improve elementary students’ speaking skills in the context of Islamic elementary education. Therefore, this model can serve as an effective alternative for enhancing students’ confidence, participation, and speaking performance in elementary language learning.
Efektivitas Penggunaan Model Cooperative Script Berbantuan  Flash card Terhadap Kemampuan Berbicara Bahasa Indonesia Peserta Didik Kelas III Lisa Rosdayanti; Chairul Amriyah; Yuli Yanti
Paedagogie Vol 21 No 2 (2026): In Progress
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/v3f02b15

Abstract

This study aims to analyze the effect of the Cooperative Script learning model assisted by flashcard media on elementary students’ speaking skills. This research employed a quantitative approach with a quasi-experimental design, specifically a posttest-only control group design. The sample consisted of two groups, namely the experimental class and the control class, using saturated sampling technique, in which all members of the population were included as research subjects. The research instrument was a speaking test based on indicators of fluency, pronunciation, vocabulary, grammar, and comprehension. Data were analyzed using t-test and effect size. The results showed that the average speaking ability of students in the experimental class was higher than that of the control class. Furthermore, hypothesis testing indicated a significant difference between the two groups, with the effect size categorized as moderate to high. These findings suggest that the Cooperative Script model assisted by flashcards is effective in improving students’ speaking skills. This study implies that the integration of cooperative learning models with visual media can be an effective strategy in teaching Bahasa Indonesia at the elementary level.
Pengaruh Metode Guided Reading Berbantuan Media Story Book terhadap Kemampuan Membaca Pemahaman Peserta Didik Kelas V Sekolah Dasar Novita Sari; Nurul Hidayah; Yuli Yanti
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.74231

Abstract

Penelitian ini bertujuan mengetahui pengaruh metode Guided Reading berbantuan Story Book terhadap kemampuan membaca pemahaman peserta didik kelas V SD Islam Unggulan Hidayatul Mubtadiin Dayamurni. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-experimental nonequivalent control group, melibatkan 43 peserta didik 21 siswa kelas eksperimen dan 22 siswa kelas kontrol. Kedua kelas menerima materi pembelajaran yang sama, namun berbeda dalam metode. Kelas Eksperimen menggunakan Guided Reading berbantuan Story Book sedangkan Kelas kontrol menggunakan metode Shared Reading berbantuan teks cerita sebagai pembanding. Data dikumpulkan melalui tes membaca pemahaman (pretest dan posttest) dan dianalisis menggunakan uji normalitas, uji homogenitas, serta Independent Sample T-Test. Hasil menunjukkan rata-rata posttest kelas eksperimen lebih tinggi (77) dibanding kelas kontrol (69), dengan signifikansi 0,000 < 0,05, menandakan pengaruh signifikan metode Guided Reading berbantuan Story Book. Temuan ini menegaskan bahwa metode ini meningkatkan efektivitas pembelajaran membaca, mendorong keterlibatan aktif peserta didik, dan memberikan hasil lebih baik dibanding metode Shared Reading.
Examining the Association Between AI-Supported Cognitive Scaffolding and Conceptual Understanding in Secondary Science Learning Anggi Widiarni; Yuli Yanti
AI and Developmental Insights in Education Vol. 2 No. 1 (2026): AI and Developmental Insights in Education
Publisher : CV. FoundAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/aidie.v2i1.156

Abstract

Artificial intelligence (AI) is increasingly used to support adaptive feedback, prompts, and learning analytics in science education, yet the mechanisms linking AI-supported scaffolding to conceptual understanding remain underexplored. This study examined whether metacognitive awareness mediated the association between AI-supported cognitive scaffolding and conceptual understanding, and whether prior knowledge moderated the scaffolding–metacognition pathway. A quasi-experimental pretest–posttest control-group design was conducted with 214 Grade 9–10 students from four intact science classes in Bandar Lampung, Indonesia. Students were assigned to either an AI-scaffolding condition (n = 108) or a conventional instruction condition (n = 106) over a 12-week intervention. Conceptual understanding was assessed using a 40-item curriculum-aligned test (α = .87), while metacognitive awareness was measured using a 30-item adapted inventory (α = .82). Results showed that students in the AI-scaffolding condition achievedhigher post-test scores and greater learning gains. Metacognitive awareness partially mediated this association, and the indirect effect was stronger among students with lower prior knowledge.
Co-Authors Ahmad Sodiq Ana Fatimah Anggi Widiarni Aulia Maharani Baharudin Baharudin Chairul Amriyah Farida, Farida Lisa Rosdayanti MARATUL QIFTIYAH Novita Sari Nurul Hidayah Putri Maesaturofiqoh Qonita Shabira RISKA DEWI HANDAYANI Satya Yulian Nur Azizah Syamsuri Ali Syifa Fauziah