Article Per Year (5 Year)
p-Index From 2021 - 2026
3.886
P-Index
This Author published in this journals
All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Mimbar PGSD Undiksha Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini REiD (Research and Evaluation in Education) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Sekolah Dasar Kwangsan: Jurnal Teknologi Pendidikan SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Pendidikan dan Kebudayaan Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pengabdian UNDIKMA Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Innovation and Research in Primary Education Karimah Tauhid Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Pengabdian Kepada Masyarakat Indonesia Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Supartinah
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
Effects of index card match and card sort on reading comprehension and collaboration Fatma Atik Mulyani; Supartinah Supartinah
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.92279

Abstract

This study investigated the effects of Index Card Match (ICM) and Card Sort (CS) learning models on fourth-grade students’ reading comprehension and collaboration skills. Using a quasi-experimental pretest–posttest non-equivalent group design, the study involved 54 students from SDN 1 Depok, assigned to ICM (n = 27) and CS (n = 27) groups. Data were collected through reading comprehension tests, collaboration questionnaires, observations, and interviews, and validated using expert judgment, Pearson product–moment correlation, and Cronbach’s Alpha. Data analysis employed descriptive statistics, paired t-tests, independent t-tests, and MANOVA. Results showed that both models significantly improved students’ reading comprehension and collaboration. ICM produced greater gains in comprehension, while CS more effectively enhanced collaboration. These findings highlight the value of cooperative learning in supporting literacy and social skills within the Merdeka Curriculum, and position ICM and CS as effective instructional strategies for strengthening primary students’ academic and collaborative competencies.
Social Studies Repetitive? Exploring the Correlation between Student Perceptions, Motivation, and Learning Interest among PGSD Students Celine Widyaningrum Kusumawardani; Dholina Inang Pambudi; Woro Sri Hastuti; Ikhlasul Ardi Nugroho; Supartinah
MIMBAR PGSD Undiksha Vol. 13 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i2.95955

Abstract

This study is motivated by the tendency of Social Studies learning to focus on memorization and repetitive material without being accompanied by meaningful and contextual learning experiences. The aim of this study is to analyze the influence of students' perceptions of repetitive learning on their motivation and interest in learning Social Studies. A quantitative approach with a correlational method was employed, involving 42 elementary teacher education (PGSD) students selected through purposive sampling. The research instrument used was a questionnaire that had been tested for validity and reliability, and the data were analyzed using Pearson Correlation techniques. The results show that there is no positive relationship between perceptions of repetitive learning and learning motivation (r = 0.198; p = 0.209), nor with learning interest (r = 0.115; p = 0.467). However, a significant positive relationship was found between motivation and learning interest (r = 0.686; p = 0.000), indicating that motivation contributes to increased student interest in Social Studies learning. These findings suggest that repetitive learning alone is not sufficient to foster students' interest; therefore, learning strategies are needed that can enhance intrinsic motivation through more varied, contextual, and learner-centered approaches.
Development of Canva-Based Digital Teaching Materials Integrated with Flipbook for Reading Comprehwnsion in Multigrade Classroom at CLC SD Ladong, Kuching, Serawak Kaissa Melian; Supartinah Supartinah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.411

Abstract

Multigrade learning at CLC SD Ladong, Simunjan, Kuching, Sarawak still faces challenges related to the limited availability of teaching materials that meet students’ learning needs, which affects students’ reading comprehension skills. This study aimed to develop Canva-based digital teaching materials integrated with Flipbook that are feasible, practical, and effective in supporting reading comprehension learning. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of the stages of analysis, design, development, implementation, and evaluation. The research subjects were students in multigrade classes III and IV at CLC SD Ladong. Data were collected through observations, interviews, questionnaires, and reading comprehension tests. Product feasibility was evaluated through material and media expert validation, while practicality was measured through teacher and student response questionnaires. Effectiveness was analyzed using a one-group pretest–posttest design, followed by the Wilcoxon Signed Rank Test and N-Gain analysis. The findings revealed that the developed teaching materials achieved the category of highly feasible, with material expert validation scores of 61/70 and media expert validation scores of 73/80. Teacher responses reached 93% and student responses 97.2%, indicating a highly practical category. The Wilcoxon test results showed a value of Z = −4.429 with Asymp. Sig. (2-tailed) = 0.000 (< 0.05), indicating a significant improvement. The N-Gain score was 0.82 (81.7%), categorized as high. Therefore, the Canva–Flipbook-based digital teaching materials were proven to be feasible, practical, and effective in improving reading comprehension skills among multigrade students.
Persepsi Mahasiswa tentang Pentingnya Mendongeng dalam Pembentukan Kompetensi Abad ke-21 dan Nilai Pembangunan Berkelanjutan Intan Purnama Dewi; Apri Damai Sagita Krissandi; Supartinah Supartinah; Juliati Juliati; Mar&#039;atu Zahra
DISASTRA: PENDIDIKAN BAHASA DAN SASTRA INDONESIA Vol 8, No 1 (2026): JANUARI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/disastra.v8i1.7917

Abstract

Penelitian ini bertujuan untuk mengeksplorasi persepsi mahasiswa Program Studi Pendidikan Guru Sekolah Dasar Universitas Sanata Dharma terhadap pentingnya mendongeng dalam pengembangan kompetensi abad ke-21 dan kontribusinya pada Sustainable Development Goals (SDGs). Metode yang digunakan adalah deskriptif kualitatif dengan pendekatan analisis isi. Data dikumpulkan melalui wawancara terbukadengan 70 mahasiswa PGSD mengenai manfaat mendongeng, kemudian dianalisis menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa 70% responden menilai mendongeng menumbuhkan imajinasi dan kreativitas, 61% menyebutkan nilai moral dan pelajaran hidup, 59% menganggap penting untuk pengembangan keterampilan bahasa, 37% menyatakan dapat meningkatkan kepercayaan diri dan kemampuan public speaking, 19% berperan dalam menumbuhkan minat baca dan literasi, 16% menekankan pembentukan karakter, 10% mengaitkan dengan pengembangan daya pikir kritis, 7% menyoroti penguatan hubungan emosional, serta 6% mencatat peran dalam pelestarian budaya lokal. Temuan ini mengindikasikan bahwa mendongeng bukan hanya metode pedagogis yang efektif untuk mengembangkan 4C skills (critical thinking, creativity, communication, collaboration), tetapi juga berdampak pada pembentukan karakter dan nilai-nilai keberlanjutan. Oleh karena itu, direkomendasikan agar program pelatihan calon guru Sekolah Dasar (SD) memasukkan keterampilan mendongeng secara terstruktur dan kontekstual dalam kurikulum Sekolah Dasar (SD) untuk mendukung pendidikan holistik dan berkelanjutan.
Analisis Materi Semantik dalam Puisi "Kuhentikan Hujan" Karya Sapardi Djoko Damono A.S. Almunawwarah; Setiawan Edi Wibowo; Supartinah
Karimah Tauhid Vol. 4 No. 9 (2025): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v4i9.21311

Abstract

Kajian ini bertujuan untuk menganalisis makna semantik yang terdapat pada puisi. "Kuhentikan Hujan" karya Sapardi Djoko Damono. Peneliti mengkaji berbagai jenis makna yang ada dalam puisi ini, termasuk makna leksikal, gramatikal, referensial, dan non-referensial. Metode yang diterapkan dalam penelitian ini adalah pendekatan deskriptif dengan metode kualitatif. Adapun analisis menunjukkan bahwa puisi ini mengandung beragam makna, termasuk leksikal, gramatikal, referensial, dan non-referensial. Penelitian semantik dalam puisi ini menunjukkan bahwa kata yang digunakan dapat dianalisis secara mendalam, mulai dari tingkat kosakata hingga pada makna tiap baris. Puisi "Kuhentikan Hujan" mengisahkan perjalanan emosional seseorang dari kesedihan menuju harapan dan perubahan positif, di mana simbol "Hujan" mewakili beban emosional dan "Matahari" melambangkan harapan serta kebahagiaan yang baru.
Number sense profile of prospective elementary school teachers in blended Mathematics learning Welly Novitasari; Herwin Herwin; Supartinah Supartinah; Putri Wulandari; Budiharti Budiharti
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.51394

Abstract

Number sense is a skill that contributes significantly to learning mathematics. However, number sense is often positioned as a fundamental skill whose development is more focused on children. The contribution of number sense in mathematics is even more apparent at higher levels of education. Ironically, number sense seems ignored and has become a rarely studied topic in higher education. Thus, the student's number sense ability profile seems buried with various problems. This study aims to reveal the profile of prospective elementary school teachers' number sense abilities and the factors causing their failure in solving math problems during the implementation of blended learning. This study uses a qualitative approach with 37 prospective elementary school teachers as research subjects. The observation of the test and lecture activities is the data collection method. The results showed that the prospective elementary school teachers' number sense ability was still relatively low. Based on the components, the order of number sense abilities is from the highest, namely: (1) knowledge and number facilities with the achievement of 14.41%; (2) knowledge and facilities for number operations with the achievement of 8.12%; and (3) knowledge and facilities of numbers and operations for computing settings with an achievement of 1.8%. The low number sense ability is caused by the habit of solving problems procedurally and the failure to solve problems due to misconceptions, not understanding concepts, inaccuracy, inability to understand questions, and difficulty representing fractions. Various factors causing the failure arose due to the limitations of implementing blended learning.
FIFTH GRADE STUDENTS’ SCIENCE LITERACY PROFILE AS A BASIS FOR DEVELOPING EDUCATIONAL GAMES Dewi Astuti; wuri wuryandani; Supartinah
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8244

Abstract

Scientific literacy is a fundamental skill that must be developed from elementary school level so that students are able to understand and solve problems based on scientific evidence. This study aims to describe the profile of scientific literacy, identify factors causing low achievement, and formulate recommendations. Using a qualitative case study approach at Kalibawang Public Elementary School, data were collected through questionnaires, observations, and interviews with 30 fifth-grade students and one teacher selected by purposive sampling, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that the profile of students' scientific literacy is in the sufficient category (average 3.16) with gaps between aspects: scientific responsibility competency is the highest (3.29), while science career information (2.85) and environmental responsibility (2.86) are the lowest. Low scientific literacy is caused by three interlocking factors: teachers' limitations in developing textbook-based assessment instruments, the lack of interactive media, and the scarcity of project-based learning due to the dominance of the transmissive pattern. The implication is that teacher training is needed to develop contextual digital instruments and media, allocate time for integrated STEM projects, school policies that support innovative models, and the development of mission-based educational games to improve scientific literacy sustainably.
Co-Authors A.S. Almunawwarah Agung Hastomo Ali Mustadi Anwar Senen Apri Damai Sagita Krissandi Aruna Ngesti Lestari Bayu Rachman Budiharti Budiharti Celine Widyaningrum Kusumawardani Dewi Astuti Dexani Widyasari Dholina Inang Pambudi Dwi Wijayanti Fatma Atik Mulyani Haprilia Cahyaningsih Herwin Herwin Anggraini Herwin Yogo Wicaksono Ikhlasul Ardi Nugroho Intan Purnama Dewi Intan Purnama Dewi Irfan Wahyu Prananto Jasminawati Juliati Juliati Kaissa Melian Mar&#039;atu Zahra Mita Saputri Muh Saidil Ikhwan Nur Afifah Nuranjani Octavian Muning Sayekti Pratiwi Pujiastuti Putri Wulandari Rashika Ardafa Sahila Sekar Purbarini Kawuryan Septia Sugiarsih Setiawan Edi Wibowo Setyo Eko Atmojo Sulfadli Sulrifka Tunnisa Ujang Sugara Ulfa Khoirotul Rosidah Urmila Umardianti Wahyu Kurniawati Welly Novitasari Woro Sri Hastuti Wuri Wuryandani Yogi Aldias Zakariyah Yopi Malagola