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E-Modul Interaktif Berbasis Joyful Learning sebagai Solusi Peningkatan Membaca Pemahaman di Sekolah Dasar Indrayani, Ni Kadek Manik; Tristiantari, Ni Ketut Desia; Yudiana, I Kadek Edi
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/dva07d04

Abstract

Rendahnya kemampuan membaca pemahaman siswa berdampak pada pencapaian kompetensi belajar Bahasa Indonesia yang belum optimal. Penelitian ini bertujuan untuk menganalisis rancang bangun, validitas, dan efektivitas e-modul interaktif berbasis Joyful Learning pada mata pelajaran Bahasa Indonesia kelas III SD. Penelitian pengembangan ini menggunakan model ADDIE dengan melibatkan ahli materi, ahli media, guru, dan siswa. Data dikumpulkan melalui tes dan non tes, kemudian dianalisis secara deskriptif kualitatif, deskriptif kuantitaif, dan inferensial menggunakan uji paired sample t-test. Hasil penelitian menunjukkan penilaian validitas dari ahli materi dan ahli media sebesar 3,95 dan 3,90, serta uji coba perorangan, uji kepraktisan respon siswa dan respon guru secara berurutan sebesar 91%; 93%; 83%. Pada uji efektivitas diperoleh nilai signifikansi sebesar 0,000. Dapat disimpulkan bahwa, e-modul interaktif berbasis Joyful Learning sangat layak dan efektif digunakan. Implikasi penelitian ini adalah e-modul interaktif berbasis Joyful Learning dijadikan sebagai alternatif media pembelajaran untuk meningkatkan keterlibatan dan kemampuan membaca pemahaman siswa SD.
The Panca Pramana Learning Model for Scientific Literacy and Critical Reasoning in Fourth Grade Elementary School Students Ni Made Alit Arisandi; I Gede Astawan; Ni Ketut Desia Tristiantari
Thinking Skills and Creativity Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v8i2.98045

Abstract

The low level of scientific literacy and critical reasoning among elementary school students indicates that learning practices have not yet optimally fostered active engagement and meaningful conceptual understanding. Instruction that is predominantly teacher-centered tends to limit students’ opportunities to observe, reason, and construct knowledge independently. This study aims to analyze and examine the effectiveness of the Panca Pramana learning model on students’ scientific literacy and critical reasoning skills at the elementary school level. This research employed a quasi-experimental approach using a nonequivalent pretest–posttest control group design. The research subjects consisted of 34 students divided into an experimental group and a control group selected through random sampling. Data were collected using multiple-choice and essay tests designed to measure scientific literacy and critical reasoning skills. Inferential statistical analysis was applied to determine differences in learning outcomes between the two groups. The findings indicate that the implementation of the Panca Pramana learning model has a significant positive effect on improving students’ scientific literacy and critical reasoning compared to conventional instruction. These results suggest that the Panca Pramana model can serve as an effective innovative learning alternative to support the development of 21st-century competencies in elementary education.