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All Journal Al Ishlah Jurnal Pendidikan Visipena Jurnal Ilmiah Sekolah Dasar Proceeding International Conference on Digital Education and Social Science
Reza Rachmadtullah
Universitas PGRI Adi Buana
Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of the Multi-Representational Discourse Learning Model and Student Involvement in Applying Multiculturalism Values Muhamad Afandi; Reza Rachmadtullah; Atikah Syamsi
Jurnal Ilmiah Sekolah Dasar Vol 6 No 2 (2022): May 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i2.46225

Abstract

Multiculturalism is the initial foundation in educating students to become citizens who can respect and appreciate diversity in Indonesia. Therefore, multicultural education is very important to be implemented in schools, especially elementary schools. This study aims to analyze the involvement of elementary school students in applying the values ​​of multiculturalism education with the Multi-Representational Discourse learning model. This study uses a mixed research method (mix-method). Data was collected through observation, interviews, and distributing questionnaires. The data collection instruments used were observation sheets, interview guidelines, and questionnaires. The data analysis process was carried out qualitatively and quantitatively. The results showed that the involvement of students in applying the value of multicultural education is the application of the value of learning to live in differences and mutual respect and honor. The application of multicultural values ​​with the Multi-Representation Discourse learning model invites to accept the differences that exist in fellow human beings as natural things (natural sunnatullah). In addition, multicultural education instills awareness in students about equality, justice, plurality, nationality, race, ethnicity, language, tradition, and respect for religion.
Development of Edu-Monopoly Based on Numeration of Mixed Arization Operation Materials for Elementary School Via Yustitia; Risma Azizah; Reza Rachmadtullah
Proceeding International Conference on Digital Education and Social Science Vol. 2 No. 1 (2024): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v2i1.94

Abstract

Research purposes development This (1) knows the process of developing educational media - based on monopoly numeracy material operation count mixture , (2) knowing eligibility development of edu -monopoly based media numeracy material operation count mixture . (3) knowing implementation and response student against development of edu -monopoly based media numeracy material operation count mix . Research development This adapted from the ADDIE development model (Analysis , Design, Develop, Implementation, Evaluation), but limited to the stage Implementation (Implementation). Data collection method using instrument study questionnaire validation material , questionnaire media validation , and questionnaires response students . Data analysis techniques used in the study This use quantitative data analysis For know eligibility products and analysis descriptive For describe the process and results development product . The result of study This show that (1) product results development of edu -monopoly based media numeracy material operation count mixture developed through four stage that is stage Analyze ( analysis beginning , analysis students , analysis material , analysis objective learning ) , Design ( designing appropriate learning media with need students ), Development ( in the form of product results development of edu -monopoly based media numeracy material operation count mix ), Implementation (trial ) product ). (2) Results of the feasibility test product development through validation media experts get results percentage 79% with “Eligible” category , results validation expert material get results percentage 82.5% with “Eligible” category , then validation Language experts get results percentage 85% with “Eligible” category . Then the results from development edu -monopoly based media products numeracy as Supporter in activity learn on the material operation count mixture For student Class IV. (3) Implementation process media and response games student to product development of edu -monopoly based media numeracy material operation count mixture.
Developing Immersive Virtual Reality-Based Experiential Learning to Improve Communication and Problem-Solving Skills of Slow Learners in Inclusive Elementary Schools Imada Cahyani Elvirawati; Reza Rachmadtullah; Cholifah Tur Rosidah
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8804

Abstract

Slow learners in inclusive elementary schools often experience difficulties in communication and problem-solving, partly due to limited access to interactive and contextual learning media. This study aimed to develop and evaluate an Immersive Virtual Reality (IVR)-based experiential learning model to enhance these skills.The study employed a Design-Based Research approach comprising needs analysis, design, implementation, and reflection phases. Participants included accompanying teachers and slow learner students from several inclusive elementary schools in East Java. Data were collected through expert validation sheets, observations, interviews, questionnaires, and pre-test and post-test instruments. Quantitative data were analyzed using paired sample t-tests, while qualitative data supported the refinement of the intervention.Expert validation indicated high feasibility, with average scores ranging from 4.7 to 4.8 across all aspects, categorized as “very worthy,” including content suitability, visual design and interactivity, integration of experiential learning principles, usability, and appropriateness for slow learners. Effectiveness testing revealed significant improvements in students’ communication skills (mean scores increasing from 66.7 to 83.0) and problem-solving skills (from 69.4 to 87.7), with p = 0.000 0.05 for both variables.The findings demonstrate that IVR-based experiential learning is both feasible and effective in enhancing communication and problem-solving skills among slow learners. By offering immersive, interactive, and meaningful learning experiences, this approach supports skill development in inclusive settings and highlights the potential of technology-enhanced pedagogy for diverse learners.
THE INFLUENCE OF ANDROID-BASED MUSIC MEDIA AND CONVENTIONAL MUSICAL INSTRUMENTS AND LEARNING MOTIVATION ON THE RESULTS OF JUNIOR HIGH SCHOOL STUDENTS' MUSIC ENSEMBLE Trisia Santi Parlina; Rufi'i Rufi'i; Reza Rachmadtullah
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3502

Abstract

This study aims to analyze the influence of learning media (Android-based music applications and conventional musical instruments) and learning motivation on the learning outcomes of junior high school students' music ensembles. The study used a quantitative approach with a 2×2 factorial quasi-experimental design on 60 students grouped by media type and learning motivation level. The research instruments included a learning outcome test and a motivation questionnaire (Cronbach's Alpha 0.85–0.87). Data analysis included normality, homogeneity, and two-way ANOVA tests. The results showed a significant increase between pretest and posttest scores (t = 12.84; p = 0.000). The ANOVA test revealed that learning media had a significant effect on learning outcomes (F(1,56) = 14.62; p = 0.000; η² = 0.21). Learning motivation also had a significant effect (F(1,56) = 32.45; p = 0.000; η² = 0.37). In addition, there was a significant interaction between media and motivation (F(1,56) = 4.18; p = 0.046; η² = 0.07). Highly motivated students using the Android application obtained the highest average score (Mean = 88.75), while lowly motivated students using conventional media showed the lowest score (Mean = 64.38). This finding confirms that Android-based music applications can significantly improve the effectiveness of music ensemble learning, especially for students with high motivation. The integration of digital technology is recommended as an alternative learning strategy that is interactive, flexible, and supports the improvement of students' musical performance.
THE EFFECT OF THE USE OF WORDWALL AND CANVA LEARNING MEDIA AND LEARNING MOTIVATION ON THE COGNITIVE DEVELOPMENT OF 5-6 YEAR-OLD CHILDREN AT DHARMA WANITA PUGERAN KINDERGARTEN Finisya Seffy Christiyanti; Rufi'i Rufi'i; Reza Rachmadtullah
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3530

Abstract

Cognitive development is an important aspect in the learning process, so choosing the right media is a key factor in supporting the effectiveness of early childhood learning. This study aims to analyze the effect of the use of Wordwall and Canva media and learning motivation on the cognitive development of children aged 5–6 years at Dharma Wanita Pugeran Kindergarten. The research design used a quasi-experiment with Two-Way ANOVA, involving 30 students divided into two treatment groups. The results showed that learning media had a significant effect on cognitive development (F = 55.60; p < 0.05), where Wordwall produced a higher increase than Canva. Conversely, learning motivation did not have a significant effect (F = 0.310; p > 0.05) and there was no interaction between learning media and motivation (F = 2.737; p > 0.05). The research model explained 73% of the variation in cognitive development. These findings confirm that Wordwall is more effective in improving children's cognitive abilities, regardless of their initial motivation level. Practically, these results recommend that teachers integrate gamification media such as Wordwall in early childhood learning to maximize cognitive achievement consistently.
Co-Authors Atikah Syamsi Cholifah Tur Rosidah Finisya Seffy Christiyanti Imada Cahyani Elvirawati Muhamad Afandi Risma Azizah Rufi&#039;i Rufi&#039;i Rufi&#039;i Rufi&#039;i Trisia Santi Parlina Via Yustitia