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All Journal Al Ishlah Jurnal Pendidikan 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.
Co-Authors Atikah Syamsi Cholifah Tur Rosidah Imada Cahyani Elvirawati Muhamad Afandi Risma Azizah Via Yustitia