Article Per Year (5 Year)
p-Index From 2021 - 2026
10.315
P-Index
This Author published in this journals
All Journal E-Tech : Jurnal Ilmiah Teknologi Pendidikan Educatio Pedagogik Journal of Islamic Elementary School JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal on Education Jurnal Pendidikan dan Konseling Holistika : Jurnal Ilmiah PGSD Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat ASANKA: Journal of Social Science And Education Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pendidikan AR-RIAYAH : Jurnal Pendidikan Dasar Jurnal Ilmiah Wahana Pendidikan Chronologia Maharot : Journal of Islamic Education Jurnal Cakrawala Pendas JURNAL PENELITIAN BIDANG PENDIDIKAN Jurnal Basicedu Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia JGK (Jurnal Guru Kita) Innovative: Journal Of Social Science Research Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Sosial Khatulistiwa: Jurnal Pendidikan IPS Demagogi: Journal of Social Sciences, Economics and Education MAXIMAL Maharot : Journal of Islamic Education EduBase: Journal of Basic Education
Tin Rustini
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 84 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 84 Documents
Search

 5   6   7   8   9 
Penerapan Model Resolusi Konflik Berbantuan Media Kain Perca Untuk Meningkatkan Sikap Menghargai Karya Orang Lain Dinda Oktaviana; Tin Rustini; Nurul Hidayah; Yona Wahyuningsih
Educatio Vol 20 No 1 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i1.29652

Abstract

Arts and Culture and Crafts (SBdP) learning in elementary schools does not only focus on cognitive aspects, but also on developing attitudes and skills. One important attitude that needs to be developed is respecting other people's work. This research aims to analyze and describe the application of a conflict resolution model assisted by patchwork media in increasing attitudes of respect for other people's work in sixth grade elementary school students. The research method used is qualitative with a descriptive approach. Participants in this research were 16 class VI students at SDN Cangkuang 03, Rancaekek District. Data collection techniques are carried out through observation, interviews, questionnaires and documentation. The results of the research show that the application of the patchwork-assisted conflict resolution model provides students with direct experience in working together and understanding the importance of respecting other people's work. This learning process encourages students to actively participate in group discussions, support each other in creating work, and appreciate the work of their friends. This study provides implications for teachers to adopt arts-based approaches and conflict resolution in SBdP learning. In this way, students not only develop creative skills but also build positive values ​​in their social life.
Perbedaan Antara Model Flipped Classroom Dengan Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Pada Pembelajaran Ips Materi Keragaman Budaya Annisa Anastasia Salsabila; Tin Rustini; Uus Kusnadi
Educatio Vol 20 No 1 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i1.30011

Abstract

Social Studies (IPS) education at the elementary level aims to foster critical thinking and problem-solving skills, yet traditional teaching methods often fall short in achieving these goals. This study compares the effectiveness of the Flipped Classroom and Problem-Based Learning (PBL) models in enhancing students’ problem-solving competencies, particularly in the context of cultural diversity. A quasi-experimental design, specifically the Nonequivalent Control Group Design, was employed, involving 4th-grade students divided into two groups: one taught via Flipped Classroom (using Google Sites for home-based learning) and the other via PBL. Data were collected through pre-tests and post-tests and analyzed using Independent Sample t-test in SPSS.Results indicated that both methods improved problem-solving skills, with post-test averages rising from 47.2 to 85.6 (Flipped Classroom) and 46.6 to 76.2 (PBL). Statistical analysis revealed a significant difference between the groups (p = 0.003 < 0.05), confirming the superiority of Flipped Classroom. The model’s flexibility in self-paced learning and structured in-class discussions enabled deeper engagement and collaboration, aligning with 21st- century educational demands. This study underscores the potential of Flipped Classroom as an innovative approach to cultivating problem-solving skills in culturally diverse settings. Educators are encouraged to integrate technology and student-centered strategies to create adaptive learning environments
Pengaruh Media Smart Box Terhadap Peningkatan Hasil Belajar Siswa SD Materi Kekayaan Budaya Indonesia Putri Zahra Alifah; Tin Rustini; Agus Mulyana
Educatio Vol 20 No 3 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i3.30578

Abstract

This study aims to determine the effect of using smart box media on improving the learning outcomes of elementary school students on the material of Indonesian Cultural Wealth. The background of this study is the low interest and learning outcomes of students in cultural materials, as well as the lack of utilization of interesting interactive learning media. The method used was a quasi-experiment with a nonequivalent control group design, involving fourth grade elementary school students in Sukabumi Regency. The subjects were divided into two groups, namely the experimental group using smart box media and the control group using interactive power point media. Data was collected through pre-test and post-test consisting of multiple choice questions and essays to measure the improvement of students' understanding. The results showed that the experimental group experienced a more significant increase in learning outcomes than the control group. The highest post-test score in the experimental group reached 100 and the lowest 75, while the control group had the highest 96 and the lowest 65. Statistical analysis with t-test showed a significant difference between the two groups (p < 0.05). These findings indicate that smart box media can effectively increase student engagement and understanding of cultural concepts. Therefore, smart box media is recommended as an alternative contextualized interactive learning media that can support the learning process in elementary schools.
Analisis Penerapan Model Pembelajaran Problem Based Learning (PBL) Terhadap Pemecahan Masalah Siswa Kelas IV Materi Keberagaman Budaya Elsa Aulia; Tin Rustini; Ranu Sudarmansyah
Educatio Vol 21 No 2 (2026): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v21i2.36628

Abstract

This study aims to describe the implementation of the Problem Based Learning (PBL) model in the topic of cultural diversity and the problem-solving skills of fourth-grade elementary school students. The research background stems from social studies learning that is still dominated by lecture methods, limited engaging media, and low student participation. This study employed a descriptive qualitative approach with fourth-grade students as the subjects. Data were collected through observation, tests, and interviews, and analyzed using data reduction, data display, and conclusion drawing. The results show that PBL was implemented according to its syntax, starting from problem orientation, group organization, guided investigation, presentation of results, to analysis and evaluation. Visual media helped students understand problems, heterogeneous grouping encouraged interaction, and the teacher’s role as a facilitator supported the investigation process. Students’ problem-solving skills varied: those in the very good category could identify problems, analyze cause-effect relationships, and formulate relevant solutions independently; those in the good category required group input; and those in the low category needed direct guidance. Overall, PBL encouraged more participatory, interactive, and contextual learning compared to conventional methods, while fostering critical thinking, collaboration, and problem-solving skills in learning about cultural diversity.
Co-Authors Acep Iyan Acil Ridwan Agus Mulyana Agus Mulyana Ai Mulyati Ai Nurul Nurohmah Alifia Mutsla Fakhruddin Aliya Putri Gunawan Alvira Oktavia Safitri Amalia Rizki Wandani Amanda Ramadhan Firdaus Amelia Putri Wulandari Ani Heryani Anisa Nurhasanah Annasa Nurhalisyah Annisa Anastasia Salsabila Annisa Annisa Annisa Dwi Hamdani Arfi Purnama Nur Indah Asep Anggi Buldani Asep Rudi Nurjaman Aulia Zahra Ihsani Auliadi Auliadi Ayu Kartini Azka Aulia Azzahrah Belva Saskia Permana Benedicta Dwi Adventyana Bunga Bhagasasih Al-Kansa Chica Awaliyah Dede Sulastri Denis Desfriyati Detania Hidapenta Devyanne Oktari Dewi Kartini Dewi, Dinie Anggraeni Dhilla Pratiwi Diaz Putri Amelia Diki Somantri Dina Amaria Sembiring Dinda Oktaviana Ega Regiani Ella Salsabila Julianti Elsa Aulia Elza Amalia Salsya Bani Endah Parawangsa Evi Maylitha Evi Setianingsih Fadilah Putri Awaliah Fani Widia Putri Fira Ayu Dwiputri Fitria Nur Auliah Fitria Rayani Rahman Frysca Amanda Putri Fuji Nurul Madaniah Furi Furnamasari, Yayang Galuh Nur Insani Gina Amalia Haldini Reygita Hanif Khotimah Hasna Salsabila Hikmah Salsyabila Aulia Husen Arifin Iga Ghufrani Juniarti Ika Pra Sauma Intan Fattimah Intan Oktaviani Agustina Irawati Nuraeni Irna Nurul Ainie Isfi Aulia Septiani Istianti, Tuti Jessica Angeline De Eloisa Tobing Karina Cahyani Karina Nur Safitri Komariah Komariah Lara Sati Leti Nur Allawiyah Lia Merianti Livia Aliyah Alfita M. Hadi Asykur Mae Afriliani Magdalena Magdalena Marsanda Claudia Parameswara Mei Nur Rusmiati Melani Khalimatu Sa’diyah Mila Lisnadiani Iswanda Mira Mutiara Hanudin Mira Nurazijah Moch Lucky Winandar Mochammad Fahmi Iskandar Mohammad Hadi Asykur Baraka Monica Oktafianti Muh. Husein Arifin MUH. HUSEN ARIFIN Muhamad Farhan Nurdiansyah Muhammad Irfan Adriansyah Mustika Khoirunnisa Kholillah Mutia Ade Syafitri Nabilla Nur Fauziah Nadya Rudianti Putri Najwa Nurhafsah Nandia Kiranti Natasya Febriyanti Neng Nisa Audina Agustina Neng Serli Nike Amelia Agustin Nishfa Syahira Azima Nofi Anggraeni Novita Dewi Nurul Hidayah Nurul Mutia Ramdhani Nurul Pebriyanti Puji Ayu Handayani Putri Amelia Adhari Putri Indah Pertiwi Putri Rizqi Tanzila Sudirman Putri Zahra Alifah Rahma Putri Andini Rahma Rahadiana Randita Lestari Ranu Sudarmansyah Ratih Novi Septian Regita Puspitasari Restu Rahayu Riana Marthalivia Jauhar Riesma Aulia Salsabila Rifqi Taufiqul Hakim Risfa Khoerunisa Harliani Riski Fauzi Amelia Roziman Roziman Sabrina Octaf Erina Salma Alvira Salma Hefty Sania Amaliyah Selvi Novitasari Selvi Triwanvi Serlina Agustin Shafarina Nidaul Aulia Shalwa Rizkya Shalsabila Shofi Nurul Hikmah Silvia Agustini Silviana Lilis Apriliani Siti Aisyah Nurfatimah Siti komala Putri Siti Zahra Al Munawaroh Sofian Abdulatif Suci Aprillia Sulistiawati , Syahla Rizkiya Putri N Syaipia Laila Nur Fitriani Syaipia Lailla Tia Lahera Tsana Nur Faridah Uum Umairoh Uus Uus Kusnadi Vania sasikirana Wahdini Rohmah Jaelani Yessi Vichaully Yohana R. U. Sianturi Yona Wahyuningsih, Yona Yulia Alda Martiana Yusuf Tri Herlambang, Yusuf Tri Zahra Amanda Koswara