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All Journal Journal of Elementary School (JOES) Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Journal of Social Responsibility Projects by Higher Education Forum Jurnal Basicedu Linggau Journal of Elementary School Education PRIMARY EDUCATION JOURNAL SILAMPARI Bidar Education: Journal of Educational Research and Innovation SERUNTING SAKTI: Jurnal Pengabdian Masyarakat Berbasis Kearifan Lokal
Asep Sukenda Egok
Universitas PGRI Silampari
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PENERAPAN MODEL KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 59 LUBUK LINGGAU Putrika Septiana Sari; Ahmad Gawdy Prananosa; Asep Sukenda Egok
Linggau Journal of Elementary School Education Vol. 6 No. 1 (2026): Linggau Journal of Elementary School Education
Publisher : LP3MKIL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55526/ljese.v6i1.885

Abstract

Penelitian ini bertujuan untuk mengetahui hasil belajar IPS kelas IV SD Negeri 59 Lubuklinggau setelah diterapkan model pembelajaran kooperatif tipe Jigsaw signifikan tuntas. Metode penelitian yang digunakan adalah eksperimen semu (quasi experiment) dengan desain one group pretest-posttest. Subjek penelitian adalah seluruh siswa kelas IVA yang berjumlah 24 orang, dipilih dengan teknik simple random sampling. Data diperoleh melalui tes hasil belajar yang diberikan sebelum (pretest) dan sesudah (posttest). Uji normalitas menunjukkan data signifikan normal, dan data dianalisis dengan menggunakan rumus uji–t menghasilkan thitung sebesar 3,87 > ttabel 1,96 pada taraf signifikansi 5%, sehingga Ho ditolak dan Ha diterima. Dengan demikian, penerapan model pembelajaran kooperatif tipe Jigsaw signifikan terhadap peningkatan hasil belajar IPS siswa kelas IV SD Negeri 59 Lubuklinggau setelah mengikuti pembelajaran IPS menggunakan model pembelajaran kooperatif tipe jigsaw secara signifikan tuntas.
Strategi Pedagogis Guru dalam Mengelola Interaksi pada Pembelajaran Virtual Agus Susilo; Asep Sukenda Egok; Sarkowi
Bidar Education: Journal of Educational Research and Innovation Vol. 1 No. 2 (2026): Bidar Education: Journal of Educational Research and Innovation
Publisher : SUSILO ACADEMIC PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67200/bidar.v1i2.44

Abstract

This study aims to analyze teachers' pedagogical strategies in managing interactions in virtual learning and their implications for student engagement in the learning process. The development of digital technology and changes in post-pandemic learning patterns require teachers to be able to create effective, communicative, and participatory interactions in virtual classrooms. This study used a qualitative approach with descriptive methods. Data collection techniques were carried out through observation, in-depth interviews, and documentation of teachers implementing virtual learning at the secondary school level. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results showed that teachers' pedagogical strategies in virtual learning were implemented through the use of interactive media, strengthening two-way communication, providing regular feedback, utilizing collaborative discussion methods, and managing a flexible and humanistic learning atmosphere. In addition, teachers also implemented a reflective and adaptive approach to overcome obstacles to student participation during online learning. These strategies were able to increase learning engagement, motivation, and the quality of interactions between teachers and students in the virtual environment. This study confirms that the success of virtual learning is determined not only by technological mastery but also by teachers' pedagogical abilities in building meaningful educational interactions.
Pendampingan Literasi Sejarah bagi Guru dan Siswa melalui Digital Heritage Learning Agus Susilo; Ahmad Marsehan; Sarkowi; Asep Sukenda Egok
Serunting Sakti: Jurnal Pengabdian Masyarakat Berbasis Kearifan Lokal Vol. 1 No. 3 (2026): SERUNTING SAKTI: Jurnal Pengabdian Masyarakat Berbasis Kearifan Lokal
Publisher : Susilo Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67200/serunting.v1i3.34

Abstract

Low historical literacy among teachers and students presents a challenge in history teaching in the digital era. Conventional teaching makes historical material less engaging and contextual for students. This mentoring activity aims to improve the historical literacy of teachers and students through the implementation of Digital Heritage Learning. The program is implemented through training, mentoring, and practical use of digital media based on local cultural heritage in history teaching. Teachers and students are actively involved in exploring digital historical sources, introducing cultural sites, and using interactive learning technology. The results of the activity indicate that the implementation of Digital Heritage Learning can improve historical understanding, historical thinking skills, and student interest in learning. Teachers also gain the ability to integrate digital technology into history teaching in a more innovative and contextual way. In addition, the use of digital media based on local cultural heritage provides a more engaging learning experience while strengthening students' cultural awareness. Thus, historical literacy mentoring through Digital Heritage Learning can be an effective alternative learning strategy to support the transformation of history education in the digital era and improve the quality of learning to be more interactive and meaningful.
Co-Authors Agus Susilo Ahmad Gawdy Prananosa Ahmad Marsehan Andriana Sofiarini Aswarliansyah Fajar Isnaini Fitria Lestari Frima, Aren Juniarti Pasessha Putri Nidya Pratiwi Nur Fitriyana Nurhayati Nurhayati Prandini Dianita Riski Putrika Septiana Sari Sandy Aulia Sarkowi Tri Juli Hajani Vena Renata Vilia Santika