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All Journal Dinamika Jurnal Pendidikan Dasar Jurnal Bimbingan dan Konseling Terapan Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi ACADEMIA: Jurnal Inovasi Riset Akademik JURNAL PENDIDIKAN DAN ILMU FISIKA Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Pelita : Jurnal Kajian Pendidikan dan Pembelajaran Indonesia Primary Didactic: Jurnal Pendidikan Sekolah Dasar Honoli of Journal Primary Teacher Education
Nathalia Yohana Johannes
Program Studi PGSD, Universitas Pattimura
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Proses dan Hasil Belajar Siswa pada Mata Pelajaran IPS Siswa Kelas V di SD Kristen Upunyor Veny, Lista; Ritiauw, Leonid; Mahananingtyas, Elsinora; Johannes, Nathalia Y.
PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 2 No 2 (2022): Primary Didactic: Jurnal Pendidikan Sekolah Dasar
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/primary-didactic.2.2.63-74

Abstract

Tujuan penelitian ini untuk mengetahui proses berjalannya pembelajaran dan hasil belajar siswa dengan menerapkan model pembelajaran inkuiri terbimbing. Sasaran utama kegiatan pembelajaran inkuiri adalah (1) keterlibatan siswa secara maksimal dalam proses kegiatan pembelajaran, (2) keterarahan kegiatan secara logis dan sistematis pada tujuan pembelajaran, dan (3) mengembangkan sikap percaya diri pada diri siswa tentang apa yang ditemukan dalam proses inkuiri. Pada hasil tes dari siklus I dari 9 siswa yang tuntas hanya 4 siswa, dengan rentang nilai tertinggi 75 sedangkan yang tidak tuntas 6 siswa dengan nilai terendah 35. Nilai rata-rata siklus I dari 9 siswa adalah 55,55%. Selanjutnya pada hasil tes siklus II sebanyak 9 siswa yang tuntas berjumlah 9 siswa dengan nilai tertinggi 90. Nilai rata-rata siklus II dari 9 siswa adalah 82,22%. Hal ini menunjukan bahwa hasil belajar siswa meningkat dan termasuk pada kategori cukup tinggi sehingga jelas pada siklus II hasil belajar siswa telah mencapai tingkat ketuntasan.
PENGARUH PERMAINAN ENGGO LARI SEBAGAI MEDIA EDUKASI DALAM MENINGKATKAN SELF-AWARENESS LOCAL WISDOM PADA KELAS V SD : Indonesia Pretty Yohana Pirsouw; Nathalia Yohana Johannes; Leonid Ritiauw
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i2.10395

Abstract

Globalization and digital technology development have displaced traditional games that previously served as vehicles for transmitting local wisdom values. This phenomenon has resulted in low self-awareness among students regarding their regional cultural identity, particularly in Maluku, which possesses rich cultural heritage. This study aimed to analyze the effect of the Enggo Lari game as an educational medium in enhancing local wisdom-based self-awareness among fifth-grade students at SD Negeri 7 Ambon. The research employed a quantitative approach with a pre-experimental One Group Pretest-Posttest design. The research sample consisted of twenty students selected through saturated sampling technique. The data collection instrument was a local wisdom-based self-awareness questionnaire that had been tested for validity and reliability, yielding a Cronbach's Alpha value of 0.844. Data analysis utilized paired sample t-test and N-Gain test. The results showed a significance value of 0.000, which was smaller than the significance level of 0.05, thus the alternative hypothesis was accepted. The average N-Gain score of 0.323 fell within the moderate category. In conclusion, the Enggo Lari game as an educational medium significantly and moderately effectively enhances local wisdom-based self-awareness among elementary school students ABSTRAK Arus globalisasi dan perkembangan teknologi digital telah menggeser eksistensi permainan tradisional yang selama ini menjadi wahana pewarisan nilai-nilai kearifan lokal. Fenomena ini berdampak pada rendahnya kesadaran diri peserta didik terhadap identitas budaya daerahnya, khususnya di wilayah Maluku yang kaya akan warisan budaya. Penelitian ini bertujuan untuk menganalisis pengaruh permainan Enggo Lari sebagai media edukasi dalam meningkatkan self-awareness berbasis kearifan lokal pada peserta didik Kelas V SD Negeri 7 Ambon. Metode penelitian menggunakan pendekatan kuantitatif dengan desain pre-eksperimental One Group Pretest-Posttest. Sampel penelitian berjumlah 20 peserta didik yang dipilih menggunakan teknik sampling jenuh. Instrumen pengumpulan data berupa angket self-awareness berbasis kearifan lokal yang telah diuji validitas dan reliabilitasnya dengan nilai Cronbach's Alpha sebesar 0,844. Analisis data menggunakan uji paired sample t-test dan uji N-Gain. Hasil penelitian menunjukkan nilai signifikansi sebesar 0,000 yang lebih kecil dari taraf signifikansi 0,05, sehingga hipotesis alternatif diterima. Rata-rata nilai N-Gain sebesar 0,323 berada pada kategori sedang. Kesimpulannya, permainan Enggo Lari sebagai media edukasi berpengaruh signifikan dan cukup efektif dalam meningkatkan self-awareness berbasis kearifan lokal pada peserta didik    
The Effect of the Student Teams Achievement Division Learning Model on Elementary School Students' Critical Thinking Skills in Social Studies Ester Julia Hendriksz; Samuel Patra Ritiauw; Nathalia Yohana Johannes
Kognisi : Jurnal Penelitian Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/kognisi.v6i1.4167

Abstract

Critical thinking is one of the key competencies required in 21st-century education, particularly in Social Studies learning, which aims to develop students’ analytical, evaluative, and problem-solving abilities. However, many elementary school students still demonstrate low levels of critical thinking due to the predominance of conventional teacher-centered learning approaches. This study aimed to examine the effect of the Student Teams-Achievement Divisions (STAD) learning model on the critical thinking skills of fifth-grade students in Social Studies learning at SDN 1 Amahusu. The study employed a quantitative approach using a quasi-experimental design involving 46 students, consisting of 23 students in the experimental group and 23 students in the control group. Data were collected through observation and essay-based test instruments that had undergone validity and reliability testing. Data analysis was conducted using SPSS version 25 and included descriptive statistics, validity testing, reliability testing, normality testing, homogeneity testing, paired-samples t-test analysis, and N-Gain analysis. The findings revealed that the STAD learning model significantly improved students’ critical thinking skills. The experimental group achieved a mean post-test score of 91.5, compared with 48.2 in the control group. The paired-samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant effect of the intervention. Furthermore, the average N-Gain score of 0.8440 was categorized as high. These findings indicate that the STAD learning model is an effective instructional strategy for enhancing elementary school students’ critical thinking skills in Social Studies learning through collaborative and student-centered learning activities.
PEMANFAATAN KECERDASAN ARTIFISIAL (KA) DALAM PEMBELAJARAN IPAS UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN DIKELAS V SD NEGERI 2 LATIHAN SPG AMBON Alberthina Permaha; Ode Abdurrachman; Nathalia Yohana Johannes
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.11591

Abstract

Limited learning media variations and low student engagement represent primary challenges in primary school IPAS instruction under the Merdeka Curriculum, necessitating adaptive technological innovations. This qualitative descriptive study aimed to analyze the utilization of artificial intelligence (AI) to enhance IPAS learning quality in Grade V at SD Negeri 2 Latihan SPG Ambon. Data were collected through participatory observation, in-depth interviews, and documentation studies involving Grade V teachers and students selected via purposive sampling, with data trustworthiness verified through source and technique triangulation. Results indicated that AI integration through interactive chatbots, adaptive media, and automated feedback features significantly enhanced student engagement, motivation, and learning personalization tailored to individual student needs. This positive impact strengthened students' mastery achievement in formative and summative assessments. Primary constraints identified included unstable internet connectivity, limited digital infrastructure, and varied student technological literacy. The main conclusion confirms that AI integration effectively improves IPAS learning quality and outcomes, with its success requiring supported digital infrastructure, structured teacher training, and student digital literacy guidance. ABSTRAK Terbatasnya variasi media pembelajaran dan rendahnya keterlibatan siswa menjadi tantangan utama pembelajaran IPAS Kurikulum Merdeka di sekolah dasar, sehingga diperlukan inovasi teknologi yang adaptif. Penelitian kualitatif deskriptif ini bertujuan menganalisis pemanfaatan kecerdasan artifisial (KA) untuk meningkatkan kualitas pembelajaran IPAS di kelas V SD Negeri 2 Latihan SPG Ambon. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi terhadap guru serta siswa kelas V yang dipilih secara purposive sampling, dengan keabsahan data diuji via triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa integrasi KA melalui chatbot interaktif, media adaptif, dan fitur umpan balik otomatis secara nyata meningkatkan keterlibatan, motivasi, serta personalisasi belajar sesuai kebutuhan individual siswa. Dampak positif ini memperkuat pencapaian ketuntasan kriteria minimun siswa pada asesmen formatif dan sumatif. Kendala utama yang dihadapi mencakup koneksi internet yang belum stabil, keterbatasan infrastruktur digital, serta variasi literasi teknologi siswa. Simpulan utama menegaskan bahwa pemanfaatan KA efektif meningkatkan kualitas dan hasil belajar IPAS, di mana keberhasilannya memerlukan dukungan penguatan infrastruktur digital, pelatihan guru yang terstruktur, serta pendampingan literasi digital siswa.    
Co-Authors Agustina Huliselan Alberthina Permaha Ariantjie Lesnussa Beruatwarin, Aprilia Mingsi Elsinora Mahananingtyas Ester Julia Hendriksz Eukaristy Stevania Taihuttu Hartini Abidin Kapitan, William Sesar Khalis, Nela Amalia Laelaem, Yopi A Lakburlawal, Herlin Leonid Ritiauw Lesnussa, Ariantje Lesnussa, Ariantjie Lisye Salamor Maipauw, Musa Marsel Merlin Olivia Dagasou Nanlohy, Monalisa Naranlele, Anna Ngabalin, Firani Nurhayati Nurhayati Ode Abdurrachman Ode, Musiyanti Pretty Yohana Pirsouw Rimawati, Irma Ritiauw, Leonid Rohadi, Windri Wulandari Ruspanah, Renni Sairiltiata, Sefanya Samuel Patra Ritiauw Sardi, Muhammad Yusran Septory, Jekriel Serna, Welhemina Yermina Sindy Seimahurua Solissa, Karmenita Solissa, Welmi Soselisa, Lientje Fresty Terry, Kustap Veny, Lista Yadi Risaldi Yoan Liliefna