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All Journal Jurnal Tematik Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Jendela Pendidikan Bima Abdi: Jurnal Pengabdian Masyarakat EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SOCIAL : Jurnal Inovasi Pendidikan IPS Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Science and Education Journal Jurnal Edukasi Pengabdian Masyarakat: EDUABDIMAS JELEDUC
Ahmad Ipmawan Kharisma
Universitas Muhammadiyah Lamongan
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Pengembangan Media Science App Berbantuan Smart Apps Creator untuk Mendukung Atensi Siswa pada Pembelajaran IPAS di Sekolah Dasar Dwi Lailatul Khikmah; Mochammad Miftachul Huda; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2269

Abstract

The use of technology in the learning process at elementary schools still faces several issues, such as the suboptimal use of digital media, limited variety of technology-based learning media, and the continued dominance of conventional teaching methods. This study aims to develop and validate the Science App learning media assisted by a smart apps creator in fostering student attention in science learning. The method used is Research and Development (R&D) with the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages, but is limited to the development stage. Research instruments include validation sheets from material experts, media experts, and language experts. Validation results carried out by two experts showed that the media received an average score of 3.91 (material expert), an average score of 3.79 (media expert), and an average score of 3.72 (language expert). The assessment covers several aspects, namely the suitability of the material, the ease of using the media, and the clarity of the language used. The results show that the developed media has met the criteria of being very valid and feasible to use in the learning process.
Model Pembelajaran Kooperatif Tipe Two Stay Two Stray untuk Meningkatkan Keterampilan Menyimak Kelas V di SDN 1 Mantup Afriska Anggi Putri Vianto; Mochammad Mifthacul Huda; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2406

Abstract

Listening skills are one of the essential language skills that elementary school students need to master because they support the success of the learning process. Based on the preliminary observation conducted in Grade V of SDN 1 Mantup, students’ listening skills were still relatively low, indicating the need for improvement through the implementation of an instructional model that actively engages students in learning activities. This study aimed to improve the listening skills of Grade V students at SDN 1 Mantup through the implementation of the Two Stay Two Stray (TSTS) cooperative learning model. This research employed Classroom Action Research (CAR), which was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants of this study were 30 Grade V students of SDN 1 Mantup. Data were collected through observation, tests, and documentation. The findings revealed that the implementation of the Two Stay Two Stray cooperative learning model successfully improved students’ listening skills. Learning mastery increased from 53% in Cycle I to 93% in Cycle II. Teacher activity improved from 53% to 93%, while student activity increased from 61.25% to 91.25%. The improvement occurred because the Two Stay Two Stray model provided students with opportunities to discuss, exchange information, listen to the results of other groups’ discussions, and convey the information obtained to their original groups. Therefore, the Two Stay Two Stray cooperative learning model is considered effective in improving the listening skills of Grade V students at SDN 1 Mantup.
Penerapan Model Project Based Learning Berbasis Media E-Flashcard dalam Meningkatkan Pemahaman Kosakata Bahasa Indonesia pada Kelas II SDN 1 Mantup Dhea Nur Savira; Ahmad Ipmawan Kharisma; Humairah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2544

Abstract

Limited vocabulary comprehension among second-grade students at SDN 1 Mantup was caused by the use of less varied teaching models and conventional learning media. This study aimed to improve students' Indonesian vocabulary comprehension through the implementation of the Project Based Learning model supported by E-Flashcard media. This study employed Classroom Action Research (CAR) based on the model of Suharsimi Arikunto, conducted in two cycles involving 15 second-grade students at SDN 1 Mantup. Data were collected through classroom observations of teacher and student activities, vocabulary comprehension tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The findings revealed significant improvements in both the learning process and students' vocabulary comprehension. Teacher activity increased from 45% in Cycle I to 83% in Cycle II, while student activity improved from 54% to 76%. Furthermore, students' classical mastery of vocabulary comprehension increased from 40% in Cycle I to 86% in Cycle II, exceeding the predetermined success criterion. These findings indicate that the implementation of the Project Based Learning model supported by E-Flashcard media effectively enhances students' vocabulary comprehension. The study implies that this instructional approach can serve as an innovative alternative for Indonesian language learning in elementary schools by promoting active, engaging, and student-centered learning while improving vocabulary comprehension skills.
Analisis Persepsi Siswa terhadap Penerapan Deep Learning dalam Pembelajaran di Sekolah Dasar Artha Nurvia Fitri Rahayu; Mochammad Miftachul Huda; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2697

Abstract

Current educational reforms have increasingly highlighted the importance of implementing deep learning to foster meaningful learning, higher-order thinking skills, and the ability to apply knowledge in authentic situations. Although numerous studies have investigated the effectiveness of deep learning in enhancing students’ learning outcomes, research examining students’ perceptions of its implementation, particularly in elementary education, remains limited. The novelty of this study lies in exploring students’ perceptions of deep learning implementation through four interconnected dimensions: cognitive, affective, social-collaborative, and reflective-applicative within the elementary school learning context. This study aimed to investigate students’ perceptions of the implementation of deep learning in classroom instruction at MIM 05 Tegalrejo. A descriptive qualitative approach was adopted, involving one Grade V teacher and Grade V and Grade VI students selected through purposive sampling. Data were gathered through classroom observations, semi-structured interviews, questionnaires, and documentation. The trustworthiness of the data was established using source, technique, and time triangulation, while data were analyzed through the processes of data reduction, data presentation, and conclusion drawing. The results showed that students generally held positive perceptions of the implementation of deep learning across the four dimensions examined. They demonstrated the ability to understand concepts, think logically, collaborate with peers, and relate classroom learning to real-life experiences. In addition, students exhibited strong learning motivation, active participation, reflective thinking, and a willingness to apply acquired knowledge in everyday contexts. Questionnaire findings further indicated that the cognitive, affective, social-collaborative, and reflective-applicative dimensions were predominantly rated within the good and very good categories. However, perceptions related to evaluation and assessment were relatively less favorable, with only 60% of students reporting satisfaction with the fairness of assessment, while 40% indicated that the feedback provided by teachers still required improvement. These findings suggest that deep learning has the potential to promote meaningful learning experiences in elementary education. Therefore, teachers are encouraged to enhance student-centered instructional practices, implement fair and transparent assessment procedures, and provide ongoing constructive feedback to maximize the effectiveness of deep learning in primary school classrooms.
PELATIHAN PEMBUATAN MEDIA INTERAKTIF BERBASIS MODEL PROJECT BASED LEARNING PENDIDIK DI SEKOLAH DASAR Ari Susandi; Oriza Zativalen; Ahmad Ipmawan Kharisma; Rizka Novi Irmaningrum; Mochammad Miftachul Huda; Delora Jantung Amelia; Nurul Istiq’faroh
Jurnal Edukasi Pengabdian Masyarakat Vol 5 No 1 (2026): JANUARI 2026
Publisher : FIP UNIRA MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36636/eduabdimas.v5i1.8897

Abstract

The community service program that we carried out aims to train the creativity of elementary school educators in the Babat Lamongan elementary and secondary education environment through the creation of interactive media. The methods used are the planning stage, the implementation stage and the evaluation stage. Based on the results of the activity, it shows that all educators can follow and create interactive media based on the project-based learning model in community service activities with full creativity and enthusiasm. Interactive media based on project-based learning can be one of the media for educators to tell and explain their ideas in the learning process in elementary schools according to child development. Through this interactive media, students can develop writing and speaking skills through interactive media. The success and creativity of educators in the Babat Lamongan elementary and secondary education environment in creating unique and interactive interactive media as a whole, this activity can be a valuable media to support the writing and speaking skills of students at the elementary school level to the maximum.
UPAYA GURU KELAS IV DALAM PEMBENTUKAN KARAKTER DISIPLIN DAN TANGGUNG JAWAB DI SEKOLAH DASAR Windah Septi Ashari; Humairah Humairah; Ahmad Ipmawan Kharisma
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v6i3.14144

Abstract

Fostering discipline and responsibility is fundamental to primary education, yet implementation still faces challenges such as low student compliance with school rules, poor time management, and underdeveloped responsibility in school life. This study aims to describe a fourth-grade teacher's efforts in fostering students' discipline and responsibility, and to identify the supporting and inhibiting factors involved at SD Muhammadiyah 1 Pucuk. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. The results show that the teacher fosters students' character through three main mechanisms: direct modeling, continuous habituation, and ongoing mentoring combined with positive reinforcement. Supporting factors include structured school routines and the teacher's active role as a model, while inhibiting factors include some students' inconsistency in attendance, task completion, and classroom responsibilities. These findings underscore the importance of sustained collaboration among teachers, schools, and parents to strengthen the equitable development of students' discipline and responsibility. ABSTRAK Pembentukan karakter disiplin dan tanggung jawab merupakan aspek fundamental pendidikan sekolah dasar, namun implementasinya masih menghadapi kendala seperti rendahnya kepatuhan terhadap tata tertib, lemahnya pengelolaan waktu, serta belum optimalnya penyelesaian tugas dan tanggung jawab siswa. Penelitian ini bertujuan mendeskripsikan upaya guru kelas IV dalam membentuk karakter disiplin dan tanggung jawab siswa, serta mengidentifikasi faktor pendukung dan penghambat pelaksanaannya di SD Muhammadiyah 1 Pucuk. Penelitian menggunakan pendekatan kualitatif deskriptif, dengan data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru membentuk karakter siswa melalui tiga mekanisme utama, yaitu keteladanan langsung, pembiasaan berkelanjutan, serta pendampingan dan penguatan positif. Faktor pendukung meliputi program rutin sekolah yang terstruktur dan keteladanan aktif guru, sedangkan faktor penghambat meliputi inkonsistensi sebagian siswa dalam kehadiran, penyelesaian tugas, dan pelaksanaan tanggung jawab kelas. Temuan ini menegaskan pentingnya kolaborasi berkelanjutan antara guru, sekolah, dan orang tua untuk memperkuat pembentukan karakter disiplin dan tanggung jawab siswa secara merata.
Pengembangan E-LKPD Berbasis Problem Based Learning Terintegrasi Kearifan Lokal untuk Meningkatkan Keterampilan Menulis Teks Prosedur Siswa Kelas IV Sekolah Dasar Faza Ida Nurul Jannah; Linaria Arofatul Ilmi Uswatun Khasanah; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2890

Abstract

This study aims to develop Problem-Based Learning (PBL)-based Electronic Student Worksheets (E-LKPD) integrated with local wisdom to improve the procedural text writing skills of fourth-grade elementary school students. The study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research design utilized a Nonequivalent Control Group Pretest-Posttest design, with 23 students from SD Negeri 1 Babat serving as the experimental class and 23 students from SD Muhammadiyah 2 Babat serving as the control class. Data were collected through validation sheets, student response questionnaires, student activity sheets, and writing skills tests. Data analysis techniques included validity analysis based on validator assessments, practicality analysis based on student response questionnaires and student activities, and effectiveness analysis using normality tests, homogeneity tests, independent samples t-tests, N-Gain Score calculations, and effectiveness tests. The research results show that the E-LKPD developed meets the criteria for high validity, with scores of 3.69 from subject matter experts, 3.83 from design experts, 3.85 from questionnaire experts, and 3.77 from instructional materials experts. The practicality results fell into the good to very good categories, while the effectiveness results yielded a significance value of 0.000 < 0.05, an N-Gain of 70.00%, and an effectiveness score of 1.95. Thus, the PBL-based E-LKPD integrated with local wisdom is deemed valid, practical, and effective for improving the procedural text writing skills of fourth-grade elementary school students.
Pengembangan Media Gikit Berbasis Etnomatematika pada Materi Pecahan Kelas IV Sekolah Dasar Elifiah Ziadatur Rahmah; Oriza Zativalen; Ahmad Ipmawan Kharisma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.2910

Abstract

Mathematics learning on fractions still faces challenges because the concept is abstract and the use of technology-based interactive learning media remains limited. Therefore, attractive, interactive, and contextual media are needed to support students’ understanding.This study aims to develop an ethnomathematics-based Gimkit media on fraction material for fourth-grade elementary school students that is valid and practical for use in learning activities. This study employed the Research and Development (R&D) method using the ADDIE model, which consists of the Analyze, Design, Develop, Implement, and Evaluate stages. The research sample were fourth-grade students of SDN Ngayung in the field trial and MI Muhammadiyah 1 Sukodadi in the limited trial. The results showed that the media achieved a highly feasible category based on media expert validation of 92%, design expert validation of 90%, and material expert validation of 94%. The practicality test results showed that student responses in stage I reached 88% and increased to 94% in stage II, while teacher activity in stage I reached 90% and increased to 96% in stage II, all categorized as very good. The ethnomathematics-based Gimkit media was able to create an interactive, enjoyable, and contextual learning environment through the integration of local culture into fraction material, making it feasible and practical for use in fourth-grade elementary mathematics learning.
PENGEMBANGAN MEDIA GAME GENIALLY PADA MATA PEMBELAJARAN BAHASA INDONESIA MATERI UNSUR INTRINSIK CERITA PADA SISWA KELAS IV DI SEKOLAH DASAR Pradita Rahmalia Agustina; Linaria Arofatul Ilmi Uswatun Khasanah; Ahmad Ipmawan Kharisma
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i4.13344

Abstract

Indonesian language learning on intrinsic story elements in elementary schools still faces limitations in the use of interactive digital learning media. This condition makes students less active and motivated and causes difficulties in understanding intrinsic story elements. This study aimed to develop a Genially Game for teaching intrinsic story elements to fourth-grade elementary school students and to determine its validity and practicality. The study employed Research and Development (R&D) using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The subjects were fourth-grade students at SDN 4 Made Lamongan. Data were collected through observation, interviews, expert validation, student response questionnaires, and teacher activity questionnaires. The results showed that the media achieved very high validity based on assessments from subject matter experts (93.7%), media experts (93%), and design experts (92.2%). The practicality of the media was demonstrated by student responses of 92% in the limited trial and 93% in the field trial, supported by teacher activity scores of 80% and 90%, respectively. The Genially Game was therefore considered suitable for use as interactive learning media for teaching intrinsic story elements in elementary schools. ABSTRAK Pembelajaran Bahasa Indonesia pada materi unsur intrinsik cerita di sekolah dasar masih menghadapi keterbatasan penggunaan media digital yang interaktif. Kondisi tersebut menyebabkan siswa kurang aktif, kurang termotivasi, dan mengalami kesulitan memahami unsur-unsur intrinsik cerita. Penelitian ini bertujuan mengembangkan media Game Genially pada materi unsur intrinsik cerita untuk siswa kelas IV sekolah dasar serta mengetahui validitas dan kepraktisannya. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi analysis, design, development, implementation, dan evaluation. Subjek penelitian adalah siswa kelas IV SDN 4 Made Lamongan. Data dikumpulkan melalui observasi, wawancara, validasi ahli, angket respons siswa, dan angket aktivitas guru. Hasil penelitian menunjukkan bahwa media memperoleh validitas sangat tinggi berdasarkan penilaian ahli materi sebesar 93,7%, ahli media 93%, dan ahli desain 92,2%. Kepraktisan media ditunjukkan melalui respons siswa sebesar 92% pada uji coba terbatas dan 93% pada uji coba lapangan, serta aktivitas guru sebesar 80% dan 90%. Media Game Genially dinyatakan layak digunakan sebagai media pembelajaran interaktif pada materi unsur intrinsik cerita di sekolah dasar.
Optimalisasi Pembelajaran Menyenangkan dan Bermakna bagi Siswa Sekolah Dasar melalui Media Game Edukatif Educaplay di SB Kampung Baru, Kuala Lumpur A.F. Suryaning Ati MZ; Ahmad Ipmawan Kharisma; Ari Susandi; Izza Eka Ningrum; Tsania Nur Diyana; Lilik Binti Mirnawati; Dinda Ayu Angelli Putri; Reifaldy Junior Utomo; Vita Rahmasari
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 4 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i4.5504

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan mengoptimalkan pembelajaran yang menyenangkan dan bermakna bagi siswa sekolah dasar melalui pemanfaatan media game edukatif Educaplay di Sanggar Bimbingan Kampung Baru, Kuala Lumpur. Kegiatan dilatarbelakangi oleh pembelajaran yang masih didominasi metode konvensional, keterbatasan media pembelajaran interaktif, serta belum optimalnya pemanfaatan teknologi digital dalam pembelajaran. Metode pelaksanaan menggunakan pendekatan partisipatif dan pendampingan yang melibatkan pengelola, pendidik, relawan, tim pengabdi, dan siswa. Kegiatan dilaksanakan melalui lima tahapan, yaitu sosialisasi, pelatihan, penerapan teknologi, pendampingan dan evaluasi, serta keberlanjutan program. Evaluasi dilakukan melalui observasi, pre-test, post-test, dan angket respons peserta. Hasil kegiatan menunjukkan adanya peningkatan keterlibatan siswa pada aspek keaktifan, antusiasme, fokus, kerja sama, dan kemampuan menggunakan teknologi. Rata-rata nilai siswa meningkat dari 55,71 pada pre-test menjadi 91,86 pada post-test, dengan nilai N-Gain sebesar 0,82 yang termasuk kategori tinggi. Selain itu, pendidik dan relawan memperoleh pengalaman dalam menggunakan dan mengembangkan media pembelajaran berbasis Educaplay. Kegiatan ini menunjukkan bahwa Educaplay berpotensi menjadi alternatif media pembelajaran yang interaktif, menyenangkan, dan bermakna sekaligus mendukung penguatan literasi digital dan kapasitas pendidik di Sanggar Bimbingan Kampung Baru, Kuala Lumpur.
Co-Authors A.F. Suryaning Ati MZ Afriska Anggi Putri Vianto Amanah Mardika Megi Sya’adah Ari Susandi Artha Nurvia Fitri Rahayu Avicarizta Zunia Avinda Delora Jantung Amelia Dhea Nur Savira Dinda Ayu Angelli Putri Dwi Lailatul Khikmah Elifiah Ziadatur Rahmah Faza Ida Nurul Jannah Haikam Mawazir Halimatus Sa&#039;diyah Huda, Mochammad Miftachul Humairah Humairah Humairah Khasanah, Linaria Arofatul Ilmi Uswatun Lilik Binti Mirnawati Miftakhul Khasanah Mochammad Mifthacul Huda Ningrum, Izza Eka Nur Diana Mega Putri Nur Fathin Afifah Nurul Istiq’faroh Oktavia Trisiya Oriza Zativalen Pradita Rahmalia Agustina Reifaldy Junior Utomo Rizka Novi Irmaningrum Shinta Shinta Tsania Nur Diyana Vita Rahmasari Viviana Nisful Laili Windah Septi Ashari