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All Journal Widya Wacana : Jurnal Ilmiah Jurnal Ilmiah Pendidikan Dasar SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED JURNAL SINEKTIK EDUPEDIA Jurnal Keperawatan Suaka Insan Jurnal Pendidikan dan Konseling Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Cokroaminoto Journal of Primary Education Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Lentera Anak : Jurnal Pendidikan dan Perkembangan Anak Usia Dini Innovative: Journal Of Social Science Research Action Research Journal Indonesia (ARJI) Journal of Language Education and Development (JLed) Journal of Social and Scientific Education EduBase: Journal of Basic Education International Journal of Education and Learning Studies
Elinda Rizkasari
Universitas Slamet Riyadi
Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Other

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PENGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMEN (TGT) MELALUI MEDIA FLASHCARD PADA PEMBELAJARAN BAHASA INDONESIA KELAS 2 SD Dian Wulansari; Feri Faila Sufa; Elinda Rizkasari
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 15 No. 4 (2025): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v15i4.71828

Abstract

This study aims to determine the effectiveness of the Teams Games Tournament (TGT) cooperative learning model combined with flashcards in improving Indonesian language learning outcomes among second-grade students at SDN Kleco 1 Surakarta. The approach used was quantitative, with a pre-experimental method and a One-Group Pretest-Posttest research design. All 112 second-grade students served as the population in this study, while class IId, consisting of 28 students, served as the sample, using a non-probability sampling technique. Data collection was conducted through several methods, such as observation, interviews, tests, and documentation. Furthermore, the data were analyzed using a normality test and a Paired Sample T-test for hypotheses. The results showed a significant change in Indonesian language learning outcomes after the use of flashcards. This is evident from the comparison of pretest and posttest scores, where the Paired Sample T-test yielded a significance value (2-tailed) of 0.000, which is less than α (0.05). This means there was a significant difference between the scores before and after the treatment. The average student pretest score of 50.71 increased to 79.10 in the posttest. This increase indicates that learning using flashcards positively impacts students' understanding of Indonesian. Based on these findings, it can be concluded that the TGT cooperative learning model supported by flashcards positively contributes to improving student learning outcomes in grade II of SDN Kleco 1 Surakarta.
Teachers’ Perceptions of Deep Learning Pedagogy in Indonesian Primary Schools: Evidence from the Wahidin Sudiro Husodo Cluster Elinda Rizkasari; Ema Butsi Prihatsari; Anggit Grahito Wicaksono; Jumanto Jumanto; Hanifah Hanifah
EduBase : Journal of Basic Education Vol. 7 No. 1 (2026): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v7i1.3855

Abstract

Deep learning pedagogy has recently been promoted as a strategic response to the evolving demands of Indonesian basic education under the Merdeka Curriculum, which emphasizes student-centered learning, meaningful projects, and the cultivation of 21st-century competencies. Objective: This study investigates primary school teachers’ perceptions of deep learning pedagogy within the Wahidin Sudiro Husodo Cluster, Jumapolo Subdistrict, Karanganyar Regency. Novelty: Implications for developing a teacher training model and future research directions are discussed. Methods: Using a descriptive survey design, data were collected from 30 teachers across eight schools through a structured questionnaire (Likert scale) and complemented by short interviews and documentation review. The survey assessed three major dimensions: conceptual understanding of deep learning, classroom enactment, and school-level readiness for implementation. Results: Findings show that teachers’ conceptual understanding reached a “good” level (M = 3.65 on a 1–4 scale), while classroom enactment was “fairly good” (M = 3.40) and readiness for implementation remained “moderate” (M = 3.25). Qualitative evidence indicates that teachers commonly interpret deep learning as meaningful learning and higher-order thinking, yet some still conflate it with general active learning. Teachers reported constraints related to time allocation, learning media availability, class size, and limited technical training, despite acknowledging the relevance of project-based and problem-based learning for deep learning pedagogy. Conclusions: The study concludes that deep learning pedagogy is viewed positively but requires systemic support through structured professional development, school leadership facilitation, and practical guidance for authentic assessment and reflective learning routines.
Pengaruh Pembelajaran Demonstrasi Berbasis Media Video Animasi Terhadap Hasil Belajar Siswa Sekolah Dasar Ahmad Fahresi Putra Ardiansyach; Oktiana Handini; Elinda Rizkasari
Cokroaminoto Journal of Primary Education Vol. 9 No. 3 (2026): Juli - September 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.3.2026.8758

Abstract

Riset ini bermaksud guna memahami pengaruh model pembelajaran demonstrasi berbasis media video animasi pada hasil belajar peserta didik pada mata pelajaran IPAS kelas IV SDN Cengklik Surakarta. Riset ini latar belakangnya ialah kecilnya temuan belajar peserta didik yang diakibatkan teknik pembelajaran serta penggunaan media yang kurang interaktif. Metode riset yang dipergunakan ialah kuantitatif dengan desain quasi experimental jenis Nonequivalent Control Group Design. Populasi riset adalah keseluruhan siswa/i kelas IV SDN Cengklik Surakarta yang jumlahnya 58 peserta didik. Sampel penelitian terdiri dari kelas IVA selaku kelas eksperimen serta kelas IVC selaku kelas kontrol, tiap-tiap jumlahnya 29 peserta didik. Cara mengumpulkan temuan mempergunakan tes, observasi, wawancara, serta dokumentasi. Cara analisa data mempergunakan pengujian normalitas, homogenitas, dan pengujian hipotesis Paired Sample t-test berbantuan SPSS versi 25. Temuan riset memperlihatkan bahwa rerata nominal posttest kelas eksperimen sejumlah 83,10 lebih besar ketimbang kelas kontrol sejumlah 76,90. Hasil pengujian hipotesis menunjukkan nilai signifikansi 0,000 (< 0,05), sehingga hipotesis alternatif dapat diterima. Pengujian N-Gain memperlihatkan peningkatan hasil belajar pada kelompok eksperimen sebesar 51,93% (kategori sedang), yang lebih unggul dibandingkan kelompok kontrol sebesar 44,81%. Lebih lanjut, nilai effect size sebesar 0,791 mengklasifikasikan pengaruh intervensi tersebut pada tingkat sedang hingga besar.
THE INFLUENCE OF THE SOCIODRAMA-BASED PROJECT BASED LEARNING MODEL ON JAVANESE LANGUAGE LEARNING IN GRADE V STUDENTS OF SD NEGERI SAMBIREJO SURAKARTA FOR THE 2022/2023 ACADEMIC YEAR Fadzilah Nurlaili; Oktiana Handini; Elinda Rizkasari
Journal Of Language Education and Development (JLed) Vol. 5 No. 2 (2023): Journal of Language Education and Development( JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v6i1.1377

Abstract

This research is a quantitative research with the method used is the pre-experimental design method and using the one group pretest-posttest research design. The subjects in this study were students of class V, totaling 28 students. The data analysis technique used is the normality test with the one-sample Kolmogorov-Smirnov formula, Paired Sample t-tets. Based on data analysis on the effect of using sociodrama-based Project Based Learning on Javanese language learning, the average pretest result was 54.46, after being given the sociodrama-based Project Based Learning treatment the posttest results obtained an average of 78.04. Based on the paired sample t-test table, the t_count value is 30.797, this t_count value can be compared with t_table with dk = (N-1) so (28-1) = 27 at a 5% significance level, namely 2.056. Which means H_0 is rejected and H_a is accepted. So the hypothesis states that "there is an effect of using sociodrama-based Project Based Learning on Javanese language learning in class V SD Negeri Sambirejo Surakarta Academic Year 2022/2023" can be stated as true.
Effectiveness of Video-Based Self-Management Education in Reducing Psychological Stress and Blood Pressure among Hypertensive Patients in Primary Healthcare: A Quasi-Experimental Study Prima Trisna Aji; Muhammad Nur Hasbi; Elinda Rizkasari
JURNAL KEPERAWATAN SUAKA INSAN (JKSI) Vol. 11 No. 1 (2026): Jurnal Keperawatan Suaka Insan (JKSI)
Publisher : Institut Kesehatan Suaka Insan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51143/jksi.v11i1.1092

Abstract

Video-Based Self-Management Education Reduces Psychological Stress and Blood Pressure in Hypertensive Patients. Hypertension is closely associated with psychological stress, which can impair blood pressure control and self-management capacity. This studyaimed to evaluate the effect of video-based self-management education on psychological stress and blood pressure among hypertensive patients. A quasi-experimental one-group pretest–posttest design was conducted involving 60 hypertensive patients who received a structured video-based self-management education intervention for four weeks. Psychological stress was measured using the Depression Anxiety Stress Scale-21 (DASS- 21), and blood pressure was assessed using a calibrated digital sphygmomanometer. Data normality was evaluated using the Shapiro–Wilk test. The results demonstrated a significant reduction in blood pressure based on the Paired Samples t-test (p < 0.001; 95% CI: ?55.83 to ?50.33), while psychological stress significantly decreased according to the Wilcoxon Signed Rank Test (p < 0.001). Video-based self-management education is aneffective and practical nursing intervention for improving both psychological and physiological outcomes among hypertensive patients in primary healthcare settings.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN IPAS SISWA KELAS IV SD NEGERI 01 BUNTAR TAHUN PELAJARAN 2025/2026 Mita Dyah Ayu Wulandari; Elinda Rizkasari; Dite Hastini
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.5828

Abstract

Hasil analisis data dalam penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan antara kemampuan berpikir kritis siswa sebelum dan sesudah diterapkannya model pembelajaran kooperatif tipe Think Pair Share. Hal ini dibuktikan melalui hasil uji Paired Samples t-Test yang memperoleh nilai signifikansi sebesar 0,000 (< 0,05), sehingga dapat disimpulkan bahwa hipotesis nol (H₀) ditolak dan hipotesis alternatif (H₁) diterima. Dengan demikian, terdapat pengaruh yang signifikan dari penerapan model pembelajaran Think Pair Share terhadap kemampuan berpikir kritis siswa. Rata-rata nilai kemampuan berpikir kritis siswa sebelum pembelajaran (pretest) sebesar 58,88, sedangkan setelah pembelajaran (posttest) meningkat menjadi 68,77. Peningkatan ini menunjukkan bahwa setelah diterapkannya model pembelajaran Think Pair Share, kemampuan siswa dalam menganalisis, mengevaluasi, serta menyimpulkan suatu permasalahan mengalami peningkatan yang cukup baik. Peningkatan kemampuan berpikir kritis tersebut terjadi karena model pembelajaran Think Pair Share memberikan kesempatan kepada siswa untuk melalui tiga tahap pembelajaran, yaitu berpikir secara mandiri (think), berdiskusi dengan pasangan (pair), dan menyampaikan hasil diskusi kepada kelas (share). Ketiga tahapan ini mendorong siswa untuk lebih aktif dalam proses pembelajaran, tidak hanya menerima informasi dari guru, tetapi juga mengolah, mendiskusikan, dan mengkomunikasikan kembali hasil pemikirannya. Selain itu, pembelajaran dengan model Think Pair Share juga menciptakan suasana kelas yang lebih interaktif, kolaboratif, dan menyenangkan. Siswa menjadi lebih berani mengemukakan pendapat, mampu menghargai pendapat teman, serta lebih terlibat dalam proses pembelajaran. Hal ini menunjukkan bahwa model pembelajaran tersebut tidak hanya berpengaruh terhadap hasil belajar, tetapi juga terhadap proses belajar siswa. Dengan demikian, dapat disimpulkan bahwa model pembelajaran kooperatif tipe Think Pair Share berpengaruh positif dan efektif dalam meningkatkan kemampuan berpikir kritis siswa kelas IV pada mata pelajaran IPAS materi Keanekaragaman Hayati di SD Negeri 01 Buntar.
From Meal Acceptance to Plate Waste Reduction: An Integrated School Nutrition Promotion Framework for Indonesia’s Free Nutritious Meal Program Prima Trisna Aji; Elinda Rizkasari
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.104

Abstract

School feeding programs require integrated strategies that address both food provision and children's eating behaviours to improve meal acceptance and reduce plate waste. This study aimed to formulate an Integrated School Nutrition Promotion Framework within Indonesia's Free Nutritious Meal Program (MBG). A Design-Based Research approach was conducted through five phases: needs assessment, framework design, expert validation, pilot implementation, and refinement. The study involved 70 participants from five public primary schools, including students, teachers, school personnel, and parents. Data were collected through questionnaires, interviews, observations, and document analysis, while content validity was assessed using the Content Validity Index. The findings identified six interrelated components: nutrition literacy, teacher engagement, active learning, peer support, parental engagement, and a supportive school food environment. Expert evaluation demonstrated excellent content validity (S-CVI/Ave = 0.97), while pilot implementation indicated that the framework was feasible for integration into school routines and supported stakeholder engagement in nutrition promotion activities. Unlike approaches that address nutrition education or food provision separately, this framework integrates educational, behavioural, social, and environmental dimensions within a unified whole-school approach. The framework provides a context-responsive strategy for improving meal acceptance, reducing plate waste, and strengthening the sustainability of school feeding programs.
Analisis Kemampuan Guru MengimplementasikanPembelajaran Mendalam pada Desain Pedagogis Jumanto Anto; Anggit Grahito Wicaksono; Elinda Rizkasari
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.789

Abstract

Implementasi Pembelajaran Mendalam di sekolah dasar menuntut guru tidak hanya memahami prinsip berkesadaran, bermakna, dan menggembirakan, tetapi juga mampu menerjemahkannya secara konsisten ke dalam Perencanaan Pembelajaran Mendalam (PPM). Penelitian ini bertujuan menganalisis tingkat kesesuaian PPM yang disusun guru sekolah dasar dengan karakteristik Pembelajaran Mendalam serta mengidentifikasi kekuatan dan kelemahan integrasi ketiga prinsip tersebut dalam desain pembelajaran. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan desain quantitative descriptive content analysis terhadap 24 dokumen PPM yang disusun guru kelas V sekolah dasar negeri dan swasta di Surakarta yang telah mengikuti pelatihan Pembelajaran Mendalam. Data dikumpulkan melalui analisis dokumen menggunakan rubrik tervalidasi yang mencakup 10 aspek perencanaan dan 20 indikator prinsip berkesadaran, bermakna, dan menggembirakan; pengodean dilakukan secara independen oleh dua penilai dan dianalisis menggunakan rerata, frekuensi, persentase, distribusi skor, serta weighted Cohen’s kappa. Hasil penelitian menunjukkan bahwa kualitas 10 aspek utama PPM memperoleh rerata 1,58 dari 4 atau 39,38% dari skor ideal; sebanyak 79,17% dokumen berada pada kategori belum memadai dan 20,83% pada kategori terbatas. Prinsip menggembirakan memperoleh skor tertinggi (M = 1,74), diikuti bermakna (M = 1,64) dan berkesadaran (M = 1,56), tetapi seluruhnya masih dalam kategori belum memadai. Guru relatif lebih mampu memasukkan tujuan, konteks, media, dan aktivitas menarik, tetapi masih lemah dalam asesmen diagnostik dan proses, diferensiasi, regulasi diri, refleksi metakognitif, masalah autentik, serta transfer pengetahuan. Temuan ini menunjukkan bahwa keikutsertaan dalam pelatihan Pembelajaran Mendalam dan pernyataan guru telah menerapkannya belum selalu tercermin dalam desain pedagogis yang terdokumentasi secara kuat. Oleh karena itu, pengembangan profesional guru perlu diarahkan dari pelatihan berbasis pengenalan konsep menuju pendampingan berbasis desain, telaah dokumen kolaboratif, dan perbaikan pembelajaran berbasis bukti.
Co-Authors Ahmad Fahresi Putra Ardiansyach Anggit Grahito Wicaksono Apriliana Wulandari Dian Wulansari Dite Hastini Ema Butsi Prihastari Ratna Widyaningrum, Ema Butsi Prihastari Ema Butsi Prihatsari Fadzilah Nurlaili Feri Faila Sufa Habib Abdurrasyid Hanifah Hanifah Hera Heru Sri Suryanti Ifa Hanifa Rahman Jumanto Anto Jumanto Jumanto Lucky Damar Fawwazi Mariana Juni Indah Sundari Mita Dyah Ayu Wulandari Muhammad Nur Hasbi Oktiana Handini Prima Trisna Aji Prima Trisna Aji Prima Trisna Aji Priska Febitasari Qorry Wulan Desnia Rio Adi Syahputra Satria Gigih Jatikusumo Sawitri Ayuningtyas Sri Handayani Sugiaryo Sugiaryo Viera Nur Khalifah Virliana Mareta Wahab Cahya Saputra