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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN JPI Muallimuna : Jurnal Madrasah Ibtidaiyah Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Basicedu Journal on Education Didaktika: Jurnal Kependidikan International Journal of Educational Qualitative Quantitative Research
J. Julia
Universitas Pendidikan Indonesia
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Afirmasi positif: Booster untuk meminimalisir hambatan belajar siswa sekolah dasar Siti Annisa Nur Wahiddah; J. Julia
Jurnal Penelitian Ilmu Pendidikan Vol. 15 No. 2 (2022): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v15i2.50910

Abstract

Afirmasi secara psikologis sangat kuat dalam mempengaruhi perubahan positif terhadap pribadi seseorang. Salah satu teknik pemberian afirmasi dapat menggunakan kalimat positif, pujian, apresiasi, atau hadiah visual sederhana yang disukai oleh seseorang. Penelitian ini bertujuan untuk menganalisis dampak dari pemberian afirmasi positif  dalam membantu meminimalisir hambatan belajar yang dirasakan oleh siswa sekolah dasar. Metode penelitian yang diterapkan menggunakan penelitian kualitatif dengan desain penelitian studi kasus. Instrumen yang digunakan dalam penelitian adalah observasi lapangan, wawancara, dan kuesioner. Observasi dilakukan kepada salah satu kelas 2 SD di Kota Bandung di mana partisipan merupakan guru wali kelas (wanita) dengan 28 siswa (18 laki-laki dan 10 perempuan), wawancara dilakukan kepada guru wali kelas 2 dan kuesioner melalui google form disebarkan kepada 12 orang tua (tiga pria dan 8 wanita) dan kepada 6 guru (tiga pria dan tiga wanita). Data yang terkumpul kemudian di analisis dengan analisis induktif untuk mengidentifikasi tema bahasan yang timbul dari hasil penelitian yang dilakukan. Hasil penelitian didapatkan bahwa afirmasi positif dapat memberikan dampak baik bagi guru maupun siswa. Kepada siswa, afirmasi positif yang dilakukan orang tua dan guru dapat membantu mengatasi hambatan belajar. Kepada guru, afirmasi positif dapat menjadi bentuk evaluasi diri untuk memberikan pembelajaran yang lebih baik. Positive affirmations: Booster to minimize learning obstacles for elementary school studentsAffirmations are psychologically powerful in influencing positive changes in a person's personality. One of the techniques of giving affirmations can be using positive sentences, compliments, appreciations, or simple visual gifts that a person likes. This study aims to analyze the impact of providing positive affirmations in helping to minimize learning barriers felt by elementary school students. The research method applied uses qualitative research with a case study research design. The instruments used in the study were field observations, interviews, and questionnaires. Observations were made to one of the 2nd graders of elementary schools in the city of Bandung where participants were homeroom teachers (women) with 28 students (18 men and 10 women), interviews were conducted with the homeroom teachers of grade 2, and questionnaires through google form were distributed to 12 parents (three men and 8 women) and 6 teachers (three men and three women). The collected data were then analyzed on an inductive basis to identify the theme of the discussion arising from the research result. The results of the study found that positive affirmations can have an impact on both teachers and students. To students, positive affirmations made by parents and teachers can help overcome learning barriers. To teachers, positive affirmations can be a form of self-evaluation to provide better learning.
Education Revolution via Immersive Media: Leveraging Cultural AR Maps to Enhance Elementary Students’ Cultural Literacy Neng Wulan; J. Julia; Kusman Rukmana
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.202

Abstract

In the era of educational revolution, shifting from passive teaching to technology-driven interactive learning is crucial for cultivating cultural literacy in elementary education. This study evaluates the effectiveness of the Cultural AR Map, an innovative immersive media tool, in enhancing fourth-grade students' cultural literacy regarding socio-cultural diversity. Employing a quantitative quasi-experimental design with a nonequivalent control group, the investigation involved 60 students divided equally into experimental and control classes (n=30 each). Data gathered via standardized pretests and posttests were rigorously analyzed using Wilcoxon Signed-Rank and Mann-Whitney U tests alongside Normalized Gain (N-Gain) analysis. The results demonstrated a profound learning transformation in the experimental group, with mean literacy scores surging from 53.87 to 92.67, yielding a high N-Gain of 0.84 with an 83.62% effectiveness rating. Nonparametric analysis confirmed highly significant within-group improvements (Wilcoxon, p=0.000) and a statistically superior post-intervention performance in the AR-assisted class compared to the conventional PowerPoint-based class (Mann-Whitney, p=0.020). This study concludes that integrating immersive AR media revolutionizes cultural education by successfully translating abstract regional heritage into concrete, interactive, and explorable digital learning experiences. Practically, this research contributes a scalable technological framework for cross-disciplinary pedagogy, offering a robust model for interactive, culture-based digital curricula globally.
Co-Authors Anisa Fiola Karimah Annisa Yuliani Atep Sujana Atep Sujana Dadan Nugraha Dede Tatang Sunarya Desy Kartika Sari Diah Gusrayani, Diah Dita Yessi Amalia Ely Fitriani Karimah Tuffahati Gayo Kusman Rukmana Melly Febriani Neng Wulan Rana Gustian Nugraha Regina Lichteria Panjaitan Rizkya Fitri Anisa Sindi Silvya Dwi Putri Siti Annisa Nur Wahiddah Sofi Fadillah Hendiyani Upit Yulianti