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All Journal Abjadia, International Journal of Education Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) AR-RIAYAH : Jurnal Pendidikan Dasar EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi JGK (Jurnal Guru Kita) Action Research Journal Indonesia (ARJI) Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan PAEDAGOGIE AI and Developmental Insights in Education (AIDIE)
YULI YANTI
Universitas Islam Negeri Raden Intan Lampung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Physics 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)
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.
Pengaruh Model Pembelajaran Visual Auditori Kinestetik (VAK) melalui Strategi Pembelajaran Aktif Berbantuan Diorama terhadap Pemahaman Konsep IPAS Siswa Kelas IV SDN 01 Gedung Ketapang Lampung Utara Citra Muhara Billa; Siti Zulaikhah; Yuli Yanti
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2247

Abstract

Understanding science concepts is defined as the skills students need to understand, connect, and apply concepts in everyday life. However, based on the results of a pre-study conducted on fourth-grade students at SDN 01 Gedung Ketapang, it is still relatively low. Therefore, a learning model that can engage students actively and improve their conceptual understanding is needed. The purpose of this study was to determine whether the Visual Auditory Kinesthetic (VAK) learning model through an active learning strategy assisted by dioramas has an effect on the conceptual understanding of fourth-grade students at SDN 01 Gedung Ketapang, North Lampung. The research method used in this study was quantitative and a quasi-experimental research design. Class IVA was used in this study as the experimental class, receiving the VAK model with dioramas as the medium, and the control class, receiving the SAVI model, which was used for class IVB. Pretest and posttest results were collected as research data, and analysis was conducted using descriptive statistics, normality tests, homogeneity tests, and independent sample t-tests using SPSS. The average result of the posttest score of the experimental class was 83.5, while the experimental class obtained an average score of 56.5, lower than the experimental class. In the hypothesis testing, the Sig value was 0.000 (<0.05), so it can be said that H0 was rejected and H1 was accepted, which means that the Visual Auditory Kinesthetic (VAK) learning model through active learning strategies assisted by dioramas has a significant influence on and is effective in improving students' understanding of science concepts.
EFEKTIVITAS MODEL STAD BERPENDEKATAN SOSIAL EMOSIONAL BERBANTUAN AUGMENTED REALITY TERHADAP PEMAHAMAN KONSEP MATEMATIKA Dwi Mardhatillah Yolistiani; Baharudin Baharudin; Yuli Yanti
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.11995

Abstract

Low levels of students’ mathematical concept understanding are influenced not only by cognitive factors but also by social-emotional aspects and the use of learning media that support engagement in the learning process. This study aimed to analyze the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model integrated with a social-emotional approach and supported by Augmented Reality in improving elementary school students’ mathematical concept understanding. The study employed a quantitative approach using a quasi-experimental method with a Non-Equivalent Control Group Design. The sample consisted of 71 fifth-grade students of SD Negeri 5 Jatimulyo, South Lampung, divided into an experimental group and a control group. Data were collected through a mathematical concept understanding test and analyzed using normality testing, homogeneity testing, an Independent Sample t-test, and N-Gain analysis. The findings revealed that students who participated in STAD learning integrated with a social-emotional approach and Augmented Reality achieved better improvement in mathematical concept understanding than those who received conventional instruction. The integration of cooperative learning, social-emotional competencies, and interactive visualization through Augmented Reality created a more active, collaborative, and meaningful learning environment. These findings suggest that the proposed learning model has strong potential as an innovative alternative for enhancing mathematical concept understanding at the elementary school level. ABSTRAK Rendahnya pemahaman konsep matematika peserta didik tidak hanya dipengaruhi oleh faktor kognitif, tetapi juga oleh aspek sosial-emosional dan penggunaan media pembelajaran yang mendukung keterlibatan belajar. Penelitian ini bertujuan menganalisis efektivitas model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) berpendekatan sosial-emosional berbantuan Augmented Reality terhadap pemahaman konsep matematika peserta didik sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experimental dan desain Non-Equivalent Control Group Design. Sampel penelitian terdiri atas 71 peserta didik kelas V SD Negeri 5 Jatimulyo Lampung Selatan yang terbagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes pemahaman konsep matematika dan dianalisis menggunakan uji normalitas, uji homogenitas, Independent Sample t-test, serta N-Gain. Hasil penelitian menunjukkan bahwa peserta didik yang mengikuti pembelajaran menggunakan model STAD berpendekatan sosial-emosional berbantuan Augmented Reality memperoleh peningkatan pemahaman konsep matematika yang lebih baik dibandingkan peserta didik yang mengikuti pembelajaran konvensional. Integrasi pembelajaran kooperatif, penguatan kompetensi sosial-emosional, dan visualisasi interaktif melalui Augmented Reality mampu menciptakan pembelajaran yang lebih aktif, kolaboratif, dan bermakna. Temuan ini menunjukkan bahwa model tersebut berpotensi menjadi alternatif inovatif dalam meningkatkan pemahaman konsep matematika pada jenjang sekolah dasar.
PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY BERBANTUAN PICTORIAL RIDDLE TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV PADA PEMBELAJARAN IPAS Nevilia Nevilia; Ida Fiteriani; Yuli Yanti
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12605

Abstract

This study successfully demonstrated that the application of the Guided Inquiry model assisted by Pictorial Riddle media exerts a significant influence on the critical thinking skills of fourth-grade students in the IPAS subject. The group receiving treatment through this model exhibited a greater improvement in critical thinking skills compared to the group that underwent learning using the Discovery Learning model, as corroborated by the hypothesis testing results and N-Gain analysis. These findings affirm that the integration of the Guided Inquiry model and Pictorial Riddle media is capable of creating a more active, contextual, and meaningful learning experience, thereby effectively encouraging students to think critically in examining and resolving the problems they encounter. In terms of implications, this study offers an alternative learning strategy that can serve as a reference for teachers in designing IPAS learning oriented toward strengthening higher-order thinking skills. For future researchers, it is recommended to examine this model across a wider range of subject matter, more diverse educational levels, and more representative samples, while also exploring its impact on other dimensions of 21st-century skills, such as creativity, problem-solving ability, and scientific literacy. ABSTRAK Penelitian ini berhasil membuktikan bahwa penerapan model Guided Inquiry berbantuan media Pictorial Riddle memberikan pengaruh yang signifikan terhadap kemampuan berpikir kritis peserta didik kelas IV dalam mata pelajaran IPAS. Kelompok yang mendapatkan perlakuan dengan model ini memperlihatkan peningkatan kemampuan berpikir kritis yang lebih tinggi dibandingkan kelompok yang mengikuti pembelajaran dengan model Discovery Learning, sebagaimana dikuatkan oleh hasil uji hipotesis dan analisis N-Gain. Hal ini menegaskan bahwa perpaduan antara model Guided Inquiry dan media Pictorial Riddle mampu menciptakan pengalaman belajar yang lebih aktif, kontekstual, dan bermakna, sehingga secara nyata mendorong peserta didik untuk berpikir kritis dalam menelaah dan menyelesaikan permasalahan yang dihadapi. Dari sisi implikasi, penelitian ini menawarkan sebuah alternatif strategi pembelajaran yang dapat dijadikan rujukan oleh guru dalam merancang pembelajaran IPAS yang berorientasi pada penguatan keterampilan berpikir tingkat tinggi. Bagi para peneliti berikutnya, disarankan untuk menguji model ini pada cakupan materi yang lebih variatif, jenjang pendidikan yang lebih beragam, dan sampel yang lebih representatif, sekaligus mengeksplorasi dampaknya terhadap dimensi keterampilan abad ke-21 lainnya, seperti kreativitas, kemampuan pemecahan masalah, dan literasi sains.
Co-Authors Ahmad Sodiq Ana Fatimah Anggi Widiarni Aulia Maharani Baharudin Baharudin Chairul Amriyah Citra Muhara Billa Dwi Mardhatillah Yolistiani Farida, Farida Hasna Ghoitsa Shofa Ida Fiteriani Lisa Rosdayanti MARATUL QIFTIYAH Muhammad Akmansyah Nevilia Nevilia Novita Sari Nurul Hidayah Putri Maesaturofiqoh Qonita Shabira RISKA DEWI HANDAYANI Satya Yulian Nur Azizah Siti Zulaikhah Syamsuri Ali Syifa Fauziah