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All Journal Jurnal Pendidikan dan Pengajaran Primary: Jurnal Pendidikan Guru Sekolah Dasar Auladuna Journal of Research and Advances in Mathematics Education Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran POLYGLOT Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PGSD: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Perspektif Ilmu Pendidikan Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Jurnal Basicedu Journal of Education Technology Jurnal EDUTECH Undiksha Journal of Humanities and Social Studies SAP (Susunan Artikel Pendidikan) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Didaktika: Jurnal Kependidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Majalah Ilmiah Tabuah: Ta`limat, Budaya, Agama dan Humaniora Jurnal Ilmiah SEMANTIKA Jurnal Cakrawala Pendas Journal of General Education and Humanities INCOME: Indonesian Journal of Community Service and Engagement Jurnal Pendidikan Indonesia (Japendi) JGK (Jurnal Guru Kita) JS (Jurnal Sekolah) EduBase: Journal of Basic Education Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia

Gusti Yarmi

Department Of Primary School Teacher Training, Universitas Negeri Jakarta

Author-ID : 3563502

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Pengaruh Model Problem Based Learning dan Motivasi Belajar Siswa terhadap Kemampuan Berpikir Kritis Siswa Kelas V di Sekolah Dasar Wilayah 3 Kecamatan Koja Anda Habibah Siregar; Gusti Yarmi; Astri Dwi Jayanti Suhandoko
Jurnal Pendidikan Indonesia Vol. 6 No. 5 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i5.7790

Kemampuan berpikir kritis merupakan keterampilan penting dalam pendidikan dasar untuk menghadapi tantangan global abad ke-21. Penelitian ini bertujuan untuk menganalisis pengaruh model Problem Based Learning (PBL) dengan dua pendekatan sintaks – orientasi siswa pada masalah yang ditemukan sendiri dan masalah yang difasilitasi guru – serta interaksinya dengan motivasi belajar terhadap kemampuan berpikir kritis siswa kelas V. Penelitian ini menggunakan metode kuasi-eksperimen dengan sampel 56 siswa dari SDN Rawa Badak Utara 07. Instrumen yang digunakan berupa angket motivasi dan tes kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa siswa yang belajar dengan model PBL orientasi masalah yang mereka temukan sendiri memiliki kemampuan berpikir kritis lebih tinggi dibanding kelompok yang diberi masalah oleh guru. Temuan lain menunjukkan bahwa siswa dengan motivasi tinggi memperoleh peningkatan signifikan dalam berpikir kritis bila mereka diberikan kebebasan menemukan masalah sendiri. Sebaliknya, siswa dengan motivasi rendah lebih unggul jika difasilitasi guru dalam menemukan masalah. Penelitian ini mengimplikasikan pentingnya pemilihan strategi pembelajaran berbasis masalah yang disesuaikan dengan karakteristik motivasi siswa untuk mengoptimalkan pengembangan keterampilan berpikir kritis. Hasil ini mendukung teori konstruktivisme yang menekankan peran aktif siswa dalam membangun pengetahuan melalui pengalaman langsung.

PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI MODEL LEARNING CYCLE 7E DI KELAS IV SDN RAWAJATI 03 PAGI Riri Tohari Putri; Dudung Amir soleh; Gusti Yarmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.33807

This classroom action research applied the Learning Cycle 7E model as an effort to enhance mathematics learning in Grade IV-B of SDN Rawajati 03 Pagi. The study was conducted in the second semester of the 2025/2026 academic year with 31 students as participants. The research design followed the Kemmis and McTaggart model, which involves four stages: planning, implementation, observation, and reflection, carried out in two cycles. Data were collected through teacher and student activity observations, written tests to measure learning achievement, and documentation of classroom practices. The analysis revealed that in Cycle I, only 58% of students achieved mastery, with teacher activity at 77% and student activity at 72%. After improvements were made in Cycle II, student mastery increased to 84%, while teacher and student activities rose to 97% and 91%, respectively. These findings demonstrate that the Learning Cycle 7E not only improves mathematics learning outcomes but also fosters a more active, interactive, and meaningful classroom atmosphere. The model therefore holds strong potential as an alternative learning strategy to promote student participation, conceptual understanding, and positive learning experiences in elementary education.

MENULIS TEKS DESKRIPSI BERTEMAKAN LINGKUNGAN SOSIAL Risnandar Sudarman; Gusti Yarmi; Siti Ansoriyah
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 19 No 1 (2023)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/1wzxa660

ABSTRAK: Penelitian ini bertujuan untuk menjelaskan pembelajaran menulis teks deskripsi bertemakan lingkungan sosial di kelas V sekolah dasar. Menulis sebagai salah satu wujud penggunaan bahasa dengan bermediakan bahasa tulis. Untuk itu, belajar menulis suatu belajar berkomunikasi dengan menggunakan bahasa tulis, sehingga menulis suatu kemampuan seseorang menuangkan hasil pikirannya menjadi suatu ungkapan dan perasaan dituangkan dalam bentuk tulisan. Teks deskripsi sebagai suatu untuk menggambarkan, melukiskan dan mendeskripsikan objek dengan kata-kata. Lingkugan sosial sebagai suatu faktor individu (peseta didik) dalam menuangkan gagasan atau ide kedalam bentuk tulisan. Menulis teks deskripsi bertemakan lingkungan sosial dipandang sebagai pembelajaran berbahasa diajarkan dan dilatihkan untuk menghasilkan bahasa tulis, sehingga pembelajaran menulis menjadi penambahan pengetahuan, pembentukan sikap dan pengembangan keterampilan pada aktivitas ruang maupun waktu. Metode penelitian ini menggunakan sistematika literature review. Sebanyak 25 jurnal direview, dari empat database dicari untuk pembelajaran menulis di sekolah dasar, pembelajaran bahasa berbasis genre teks, menulis teks deskripsi, lingkungan sosial dan model pembelajaran. Hasil review ini akan memberikan informasi tentang menulis teks deskripsi bertemakan lingkungan sosial di kelas V sekolah dasar, sehingga dapat mengembangkan pembelajaran apa saja dapat dikembangkan dalam konteks pembelajaran menulis di sekolah dasar.

Interactive Multimedia in Physical Education: The Effectiveness of Powtoon in Improving Learning Outcomes in Elementary Schools Oman; Shofiatul Khusnah; Arita Marini; Gusti Yarmi; Desy Safitri; Sujarwo; Musril Zahari; Leola Dewiyani
Jurnal Edutech Undiksha Vol. 12 No. 2 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v12i2.85687

The low learning outcomes in physical education among elementary school students are attributed to the use of less interactive and engaging learning media. This condition hinders students' engagement in the learning process, necessitating media innovation to enhance their interest and comprehension. This study aims to develop Powtoon-based interactive multimedia to improve the learning outcomes of fourth-grade elementary school students in physical education. The research employed a research and development (R&D) method by adapting a development model encompassing needs analysis, design, development, and product evaluation stages. Data were collected through pretest and post-test learning outcome assessments conducted before and after the use of interactive media. Data analysis included normality tests using the Kolmogorov-Smirnov test and homogeneity tests using SPSS version 24, indicating that the data were normally distributed and homogeneous. The t-test results demonstrated a significant difference between pretest and post-test learning outcomes, showing that students' learning outcomes improved significantly after using Powtoon-based interactive multimedia. These findings indicate that Powtoon-based interactive multimedia is effective in enhancing physical education learning outcomes. Therefore, it can be concluded that the use of Powtoon-based interactive multimedia has a positive impact on improving the physical education learning outcomes of fourth-grade elementary school students.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i5.7790

Enhancing Fourth-Grade Students’ Creative Thinking in Fictional Narrative Writing Through Project-Based Learning Ngainul Faidah; Gusti Yarmi; Indra Jaya
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.602

This study was conducted to address the lack of creative thinking skills in writing fictional narrative texts among fourth-grade students at SDN Jurang Mangu Timur 03 in Banten, Indonesia. The issue was evident in their low performance across the indicators of fluency, flexibility, originality, and elaboration. To overcome this challenge, the Project-Based Learning (PjBL) model was implemented. The research adopted a Classroom Action Research design with three cycles, each consisting of planning, implementation, observation, and reflection phases. A total of 29 fourth-grade students participated in the study. The results showed a gradual and significant improvement in students’ creative thinking abilities: only 10% of students scored ≥70 in the pre-cycle, which increased to 45% in Cycle 1, 62% in Cycle 2, and 86% in Cycle 3. These findings indicate that the PjBL model effectively enhanced students' creative thinking skills throughout the intervention cycles.

Enhancing Elementary Students’ Procedural Writing through a Hybrid Approach of Problem-Based Learning and Differentiated Instruction Yulia Yulia; Gusti Yarmi; Linda Zakiah
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.v7i1.4066

Objective: This study aims to examine the effectiveness of a hybrid instructional model integrating Problem-Based Learning (PBL) and Differentiated Instruction (DI) to improve procedural writing skills among fifth-grade elementary students in Indonesia. Novelty: The study introduces a combined PBL–DI framework within a Classroom Action Research (CAR) design, specifically applied to genre-based procedural writing instruction in diverse elementary classrooms. Methods: The research employed a two-cycle Classroom Action Research (CAR) design involving 31 students. Learners engaged in real-world writing tasks tailored to their readiness levels, interests, and learning profiles. Data were collected through writing assessments, observation sheets, reflection journals, field notes, and interviews, and analyzed using descriptive statistics and thematic analysis. Results: Student writing mastery improved significantly from 32% in the pre-action stage to 84% at the end of Cycle II. Qualitative findings indicated increased engagement, greater autonomy in writing, and enhanced self-efficacy. Contextual problem-solving tasks, scaffolded support, and iterative teacher reflection contributed to both cognitive and affective development. Conclusions: Integrating PBL and DI provides an effective, student-centered framework for enhancing procedural writing skills and offers a promising approach for genre-based writing instruction in diverse elementary school settings.

Pengembangan Model Pembelajaran Berdiferensiasi Membaca Teks Eksposisi Berbasis Activity-Based Learning: Development of an Activity-Based Learning Model for Differentiated Reading Instruction of Expository Texts Maimunah Maimunah; Miftahulkhairah Anwar; Gusti Yarmi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9174

Instruction in reading expository texts at the junior high school level (SMP/MTs) continues to face various challenges, particularly students' low reading comprehension in interpretative and critical aspects. Furthermore, conventional teaching methods—often applied uniformly to all students—fail to accommodate differences in learning readiness, interests, and learning styles. This situation necessitates the development of an instructional model capable of addressing the diverse learning needs of students in heterogeneous classrooms. This study aimed to develop a differentiated reading instruction model for exposition texts for Grade VIII students at MTs Attaqwa Pusat Putri. The study employed the Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The developed products included a teaching module, student learning materials, a teacher's handbook, and "EXPO CARD" learning media; these were designed based on principles of content, process, and product differentiation, integrated with an Activity-Based Learning strategy. Data were collected through diagnostic assessments, interest and learning style questionnaires, expert validation (covering subject matter, language, and media), and product trials involving teachers and students. Validation results showed a 100% feasibility rate for subject matter and language (highly feasible), 90% for media (highly feasible with revisions), 91% for teacher trials (highly feasible), and 80.95% for student trials (feasible). Students' average scores improved from 59.64 (pre-test) to 78.93 (post-test). The developed differentiated instruction model for reading exposition texts is theoretically valid, practical to implement, and effective in enhancing students' reading skills, self-confidence, and learning motivation, while also assisting teachers in managing heterogeneous classrooms.

Pengaruh Strategi KWL (Know-Want to Know-Learned) Berbantuan Website Let's Read Terhadap Keterampilan Membaca Pemahaman Siswa Kelas IV SD di Kecamatan Kemayoran Nursifa Fauziah; Gusti Yarmi; Dina Rahmi Darman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.7245

Penelitian ini bertujuan untuk melihat pengaruh strategi KWL (Know-Want to Know-Learned) berbantuan website Let’s Read terhadap keterampilan membaca pemahaman siswa kelas IV SD. Fokus pada penelitian ini adalah pada pemahaman interpretatif. Metode penelitian yang digunakan adalah kuantitatif dengan desain penelitian Posttest Only Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa di SD Negeri Kecamatan Kemayoran. Sampel dipilih dengan teknik cluster random sampling dan didapatkan SDN Kemayoran 11. Kelas IV-B terpilih menjadi kelompok eksperimen dan IV-A terpilih menjadi kelompok kontrol dengan masing-masing kelas berjumlah 25 siswa. Teknik pengumpulan data dengan instrumen tes berbentukan pilihan ganda. Data dianalisis dengan uji hipotesis Mann-Whitney U taraf signifikansi 0.05. hasil analisis data menunjukkan bahwa nilai Asymp. Sig. (2-tailed) sebesar 0.021 < 0.05 sehingga H0 ditolak. Dapat disimpulkan bahwa strategi KWL (Know-Want to Know-Learned) berbantuan website Let’s Read memberikan pengaruh yang signifikan terhadap keterampilan membaca pemahaman interpretatif siswa kelas IV di Kecamatan Kemayoran.

MENINGKATKAN KETERAMPILAN MENULIS NARASI DENGAN MENGGUNAKAN MEDIA GAMBAR BERSERI DI KELAS III A SDN MENTENG ATAS 14 Oktavia Bella Ariyani; Gusti Yarmi; Endang M. Kurnianti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17260

This study was motivated by the low narrative writing skills of third-grade students at SDN Menteng Atas 14. The objective of the study was to improve students' narrative writing skills through the use of sequential image media. The study employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, comprising two cycles. The results demonstrated a significant improvement in the students' narrative writing skills. The class performance score rose from 66.67% in Cycle I to 87.50% in Cycle II. Teacher activity also increased from 75% to 93.3%, while student learning activity rose from 76% to 97%. Thus, the implementation of sequential image media proved effective in enhancing the narrative writing skills of third-grade students at SDN Menteng Atas 14.

Co-Authors Akbar Sri Nugroho Alfina Firda Azzahra Alfina Nurul Huda Amin Muzaki Anda Habibah Siregar Annisa Arma Harningrum Aprianti Derlis Apriliana, Anggi Citra Ardiasih, Lidwina Sri Arita Marini Arita Marini Astri Dwi Jayanti Suhandoko Astri Sutisnawati Chrisnaji Banidra Yudha David Darwin Desy Safitri Dina Rahmi Darman Dudung Amir S. Dudung Amir Soleh Edwita Edwita Endang M. Kurnianti Febriari Triswanti Hana Triana Hardian Mei Fajri Hasanah, Uswatun Imaningtyas Indra Jaya Iva Sarifah Jayadi Jayadi Jessica Levina Juhana Juhana Karsih Leola Dewiyani Linda Zakiah Maimunah Maimunah Manurung, Alberth Supriyanto Maratun Nafiah Maulida Rizka Yulianti Miftahulkhairah Anwar Mochamad Widi Santoso Mochammad Hanif Rachman Mohamad Syarif Sumantri Musril Zahari Nafia Wafiqni Ngainul Faidah Nidya Chandra Muji Utami Nina Nurhasanah Nursifa Fauziah Oktavia Bella Ariyani Oman Perawati Bte Abustang Prayuningtyas Angger Wardhani Prayuningtyas Wardhani Raihan Suhailah Fadjrin Rais Hidayat Rieska Ramadhani Rima Rahmawati Riri Tohari Putri Risnandar Sudarman Rista Trihandayani Sardjiyo Sesrita, Afridha Shofiatul Khusnah Siti Aisyah Siti Ansoriyah Siti Fatimah Azzahra Siti Gomo Attas Soekisno, R. Bambang Aryan Sonia Yulia Friska Sonya Sinyanyuri Sri Aryati Sujarwo Tri Suryaningsih tuti T adi syam Vina Iasha Waluyo Hadi Hadi Yofita Sari Yulia Yulia Yurniwati Yurniwati YUYUN ELIZABETH PATRAS, YUYUN ELIZABETH Zuhairi, Aminudin Zuleha Zulela M S Zulela Ms Zulela S

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