Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Prakarsa Paedagogia JIIP (Jurnal Ilmiah Ilmu Pendidikan) Journal of Innovation and Research in Primary Education
Endang Setiyowati
Universitas Sriwijaya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pengembangan Media Pembelajaran Video Power Director pada Materi IPA Subtema Siklus Air Setiyowati, Endang; Widhyahrini, Khusna
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (811.146 KB) | DOI: 10.54371/jiip.v5i12.1227

Abstract

Tujuan dari penelitian ini adalah mengembangkan media video pembelajaran berbantuan Power Director pada subtema Daur Air. Penelitian ini menggunakan jenis penelitian dan pengembangan (R&D), dengan menerapkan langkah ADDIE. Subyek penelitian ini adalah 23 siswa kelas V MI Ma'arif Watuagung Kecamatan Tuntang Kabupaten Semarang. Hasil analisis data menggunakan teknik deskriptif dengan menggunakan instrumen angket yang dibagikan kepada masing-masing responden penelitian mengenai media yaitu siswa kelas V dan guru kelas V MI Ma'arif Watuagung Kecamatan Tuntang Kabupaten Semarang. Menghitung Hasil Belajar Siswa Pretest dan Posttest Kelas V MI Ma'arif Watuagung Kecamatan Tuntang Kabupaten Semarang. Hasil penelitian ini menunjukkan bahwa: 1) siswa membutuhkan media dalam proses pembelajaran khususnya subtema Siklus Air agar hasil belajar maksimal, hal ini terlihat dari hasil angket yang diberikan kepada siswa yaitu 84,43 %, 2) bentuk pengembangan media video dampingan Power Director pada subtema Water Cycle analysis, design, development, implement dan evaluasi, dan 3) pengembangan media video pembelajaran dampingan Power Director terbukti efektif dalam meningkatkan hasil belajar yaitu hasil post test lebih tinggi dari hasil pre test yaitu meningkat dari 56,52% menjadi 86,95%. Nilai signifikansi uji t sampel berpasangan (sig. 2-tailed) kurang dari 0,05 (p=0,00 < 0,05).
PEMBELAJARAN PADA ERA COVID-19 DI SEKOLAH DASAR NEGERI GUGUS JAYA BAYA KECAMATAN DEMPET KABUPATEN DEMAK Setiyowati, Endang; Kanzunuddin, Moh
Journal Prakarsa Paedagogia Vol 5, No 2 (2022): Desember 2022
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v5i2.8774

Abstract

This study aims to describe: 1) the implementation of learning, 2) the problems of the teacher during learning, 3) the solutions made by the teachers on the implementation of learning during the covid-19 pandemic and 4) the role of parents in assisting children at home. This study uses a qualitative approach. Sources of data were obtained from interviews with teachers and parents of SD Negeri Gugus Jayabaya students, Dempet District. The data analysis technique used interactive analysis by Miles and Huberman. The results of this study indicate that: 1) The implementation of learning has been going well despite the Covid-19 pandemic, 3) There are several problems, namely (a) The location of the house is far from the internet network and the students' internet quota is limited, (b) The learning media is monotonous, (c) Learning is not yet interactive, (d) The character of students is difficult to monitor, (e) The learning tends to be online assignments, (f) The assignments given by students are piled up. (g) Absorption of subject matter is very minimal, (h) Assessment lacks integrity, 4) Solutions, namely (a) temporarily moving locations and joining friends, (b) using varied and interactive learning media. (c) using zoom meetings, google meet, webinars (d) giving material early, (e) submitting assignments early. (f) use of varied and live online media (h) use of varied and live online media, 5) The role of parents as educators, motivators, facilitators and mentors.
Teachers' Pedagogical Competence in Designing Deep Learning and HOTS Assessment in Elementary Schools: A Systematic Literature Review Setiyowati, Endang; Puspita, Ari Metalin Ika; Mariana, Neni
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2633

Abstract

This systematic literature review examines teachers' pedagogical competence in designing deep learning and Higher-Order Thinking Skills (HOTS) assessment in elementary schools. The study analyzed 27 peer-reviewed articles published between 2020 and 2025, focusing on three primary dimensions: pedagogical competence in HOTS-based learning design, assessment development, and impact on student learning outcomes. The findings reveal that elementary school teachers demonstrate moderate to good pedagogical competence in designing HOTS-based learning, with strengths in lesson planning and implementation but challenges in assessment development and consistent application. Key factors influencing successful HOTS implementation include professional learning communities, continuous training programs, technology integration, and institutional readiness. The review identifies significant gaps in teachers' ability to develop creative and evaluative assessment instruments, with most teachers relying on analytical-level questions. Furthermore, the integration of HOTS assessment with deep learning approaches shows positive impacts on students' critical thinking skills and learning outcomes. The study recommends establishing systematic professional development programs, strengthening teacher learning communities, developing comprehensive HOTS assessment instruments, and fostering collaboration between stakeholders. This review contributes to understanding the current state of pedagogical competence in HOTS implementation and provides evidence-based recommendations for improving elementary education quality through enhanced teacher competence in deep learning and assessment practices.
Co-Authors Kanzunuddin, Moh Neni Mariana Puspita, Ari Metalin Ika Widhyahrini, Khusna