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All Journal Al Ishlah Jurnal Pendidikan EDUHUMANIORA: Jurnal Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Jendela Pendidikan Proceedings of The ICECRS Jurnal Cakrawala Pendas Jurnal Elementaria Edukasia Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Mahpudin
Universitas Majalengka
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Developing a PBL-Based Interactive Storybook to Improve Reading Comprehension of Grade III Elementary School Students Rahma Halipah; Mahpudin; Budi Febriyanto; Yuyun Dwi Haryanti; Aji Septiaji
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20412

Abstract

This study aims to develop, test the feasibility, measure the practicality, and examine the effectiveness of a PBL-based interactive storybook entitled “Misteri Bola Kertas” in improving students’ reading comprehension skills as measured by Barrett’s Taxonomy. The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate) and a mixed-methods design. Data were collected from 26 third-grade students using reading comprehension tests, expert validation questionnaires, and user response questionnaires, and were analyzed using descriptive statistics, N-gain scores, and paired-sample t-tests. The results reveal a significant improvement in students’ mean scores from 67.81 to 83.65 (N-gain = 0.56, moderate category; p < 0.001). This improvement was supported by expert validation of 81.53% (feasible), student responses of 93.75%, and teacher responses of 88.5% (both categorized as very practical). Although the learning media addresses all five levels of Barrett’s Taxonomy, it places particular emphasis on higher-order comprehension skills, specifically reorganization, inferential, and evaluative comprehension, which were identified as the most critical areas of student difficulty. These higher-order thinking processes are facilitated through interactive physical features, including pull-tab mechanisms that support information sequencing, flip-the-flap prompts that encourage synthesis of implicit narrative cues, and Velcro-based activities that engage students in kinesthetic evaluation of moral decisions, each operationalizing a distinct level of Barrett’s Taxonomy. These findings contribute to the literature by demonstrating that the structural integration of PBL phases into physical interactive print media constitutes an effective pedagogical approach. The study also offers practical implications for the development of technology-independent instructional media suitable for elementary education contexts in Indonesia.
Development of Project-Based Digital Teaching Modules in Social Studies Learning on the Critical Thinking Skills of Elementary School Students Yuyun Dwi Haryanti; Devi Afriyuni Yonanda; Ani Rosidah; Mahpudin; Minnatul Maula
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 34 No. 1 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v34i12025p36-49

Abstract

Abstract: Critical thinking skills are used by students to face global challenges. This study aims to develop project-based digital teaching modules through social studies learning on students' critical thinking skills in elementary schools. This study is a developmental study using the Borg and Gall model. The subjects of the study are teachers and students of phase C of class V in social studies learning in Majalengka district. Data was collected through interviews, questionnaires, and critical thinking tests, and SPSS was used to analyze them. Data was collected through interviews, questionnaires, and critical thinking tests, with SPSS used for analysis. The results of the study show that teachers need project-based digital teaching modules in social studies learning. The products produced are valid for 86% material experts, 87% media experts, 87% linguists. The Ngain value in the experimental class was 0.73 while the average Ngain value in the control class was 0.24, which means that project-based digital teaching modules are more effectively used in social studies learning. The practicality of project-based digital teaching modules from the overall results of teacher and student questionnaires showed that a score of 91% of the category was very good for use in social studies learning. The project-based digital teaching module developed helps teachers in the social studies teaching process so that it significantly impacts the improvement of students' critical thinking skills.Abstrak: Keterampilan berpikir kritis digunakan oleh siswa untuk menghadapi tantangan global. Penelitian ini bertujuan untuk mengembangkan modul pembelajaran digital berbasis proyek melalui pembelajaran ilmu sosial guna meningkatkan keterampilan berpikir kritis siswa di sekolah dasar. Penelitian ini merupakan penelitian pengembangan yang menggunakan model Borg dan Gall. Subjek penelitian adalah guru dan siswa kelas V fase C dalam pembelajaran ilmu sosial di Kabupaten Majalengka. Data dikumpulkan melalui wawancara, kuesioner, dan tes berpikir kritis, dan dianalisis menggunakan SPSS. Data dikumpulkan melalui wawancara, kuesioner, dan tes berpikir kritis, dengan SPSS digunakan untuk analisis. Hasil penelitian menunjukkan bahwa guru membutuhkan modul pembelajaran digital berbasis proyek dalam pembelajaran sejarah. Produk yang dihasilkan valid untuk 86% ahli materi, 87% ahli media, dan 87% ahli bahasa. Nilai Ngain di kelas eksperimen adalah 0,73 sementara nilai Ngain rata-rata di kelas kontrol adalah 0,24, yang berarti modul pembelajaran digital berbasis proyek lebih efektif digunakan dalam pembelajaran sejarah. Kegunaan modul pembelajaran digital berbasis proyek dari hasil keseluruhan kuesioner guru dan siswa menunjukkan skor 91% dalam kategori sangat baik untuk digunakan dalam pembelajaran ilmu sosial. Modul pembelajaran digital berbasis proyek yang dikembangkan membantu guru dalam proses pengajaran ilmu sosial sehingga secara signifikan mempengaruhi peningkatan keterampilan berpikir kritis siswa.
Analisis Pengaruh Model Realistic Mathematics Education dengan Media Konkret Terhadap Kemampuan Numerasi Siswa Sekolah Dasar: Systematic Literature Review Tiara Khoerunnisa; Ujiati Cahyaningsih; Mahpudin Mahpudin
JURNAL JENDELA PENDIDIKAN Vol. 6 No. 01 (2026): Jurnal Jendela Pendidikan: Edisi Februari 2026
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v6i01.2333

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan model Realistic Mathematics Education (RME) yang dipadukan dengan media konkret dalam konteks pembelajaran matematika di sekolah dasar, khususnya pada penguatan kemampuan numerasi siswa kelas rendah. Kajian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA untuk menelusuri, menilai, dan mensintesis berbagai hasil penelitian empiris terkait efektivitas model RME dan peran media konkret dalam membangun pemahaman konseptual siswa. Fokus utama kajian ini adalah untuk mengidentifikasi pola penerapan RME, variasi jenis media konkret yang digunakan, serta keterkaitannya dengan indikator kemampuan numerasi seperti pemahaman bilangan, operasi aritmetika, representasi simbolik, dan pemecahan masalah kontekstual. Penelitian ini juga menelaah kesenjangan empiris dan metodologis dalam literatur yang ada guna menghasilkan sintesis teoretis yang komprehensif mengenai efektivitas RME berbantuan media konkret di sekolah dasar. Hasil telaah diharapkan dapat memberikan kontribusi bagi guru, peneliti, dan pembuat kebijakan dalam merancang strategi pembelajaran numerasi yang kontekstual, interaktif, dan bermakna sesuai karakteristik perkembangan kognitif siswa sekolah dasar.
Co-Authors Abdul Karim Agus Rofi’i Aida Azzahrah Aji Septiaji Al Thof Dzafif Nuryana Firdaus Alpian, Yayan Ani Rosidah Ansori, Yoyo Zakaria Budi Febriyanto Cicih Rukasih De&#039;tiar Purnama Febriyanto, Budi Haryanti, Yuyun Dwi I&#039;malul Ikhsan Indra Adi Budiman Irfan Fauzi Rahmat Karismayanti Diana Putri Liyana Sunanto Liyana Sunanto Minnatul Maula Purnomo, Halim Rahma Halipah Ramadhan, Cahyo Setiadi Repa Fajriyani Sunarya Saputra, Dudu Suhandi Siti Priatin Sri Wulan Anggraeni Tiara Khoerunnisa Ujiati Cahyaningsih Yonanda, Devi Afriyuni Yuyu Yuliati