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All Journal JURNAL PENDIDIKAN TAMBUSAI Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Jurnal Ilmiah SIGMA: Informatics Engineering Journal of UPB Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal KaLIBRASI : Karya Lintas Ilmu Bidang Rekayasa Arsitektur, Sipil, Industri Jurnal Pelita Pengabdian Review: Journal of Multidisciplinary in Social Sciences Indonesian Journal of Community Service in Education Jurnal Inovasi dan Riset Pendidikan Dasar Open Access DRIVERset
Ahmad Fauzi
Program Studi Teknik Informatika, Universitas Pelita Bangsa
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Astronomy Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Use of Interactive Multimedia Learning Media to Enhance Concept Understanding for Visual Learners at SDIT Attaqwa Nurul Fahmi Ahmad Fauzi; Bramianto Setiawan; Misbah Misbah; Julia Anis Handayani; Sifa Fauziah
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 2 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i2.109

Abstract

The integration of educational technology is essential for accommodating students’ cognitive preferences and enhancing conceptual understanding in elementary education. This study examined the effectiveness of interactive multimedia in improving conceptual understanding among visual learners at SDIT Attaqwa Nurul Fahmi. A quantitative quasi-experimental design with a non-equivalent control group was employed. Sixty fifth-grade students identified as visual learners using the VARK questionnaire were equally assigned to experimental and control groups. Data were collected through validated conceptual diagnostic pre- and post-tests. An independent-samples t-test revealed a significant difference in post-test scores (p < .001). N-Gain analysis showed greater improvement in the experimental group (g = 0.66; moderate–high) than in the control group (g = 0.21; low). These findings demonstrate that interactive multimedia effectively enhances conceptual understanding through visual representations and optimized information processing, supporting inclusive, differentiated, and meaningful learning in elementary education.
Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

Abstract

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.
Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

Abstract

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.
Co-Authors Aceng Badruzzaman Ahmad Fauzi Anastasya Sulistiawati Annisa Maulana Majid Bramianto Setiawan Dhea Egga Edora Edora Ermanto Ermanto Faqih Sidik Muttaqin Giskha Fatikah Ainy Haikal Alparizji Herlina Herlina Julia Anis Handayani M. Usman Zakaria Mely Adinda Fikriyah Misbah Misbah Muhammad Asyraf Hisyam Hidayat Muhammad Faiz Rayyan Muhammad Faiz Rayyan Muhammad Hamdan 'Ainulyaqin Muhammad Najamuddin Dwi Miharja Mukhlis, Septian Prima Trisna Aji Prima Trisna Aji Rendi Galang Ramadan Setiawan Laia Sifa Fauziah Sukron Mamun Vina Iasha Vina Iasha Vina Iasha Vina Iasha Wiwi Nurjanah Yudi Prastyo Zulela Zulela Zulela