Garuda - Garba Rujukan Digital

Transformasi Kompetensi TPACK Guru melalui Pengembangan Bahan Ajar Interaktif Berbasis Articulate Storyline Ahmad Fauzi; Bramianto Setiawan; Septian Mukhlis; Wiwi Nurjanah; Giskha Fatikah Ainy
Indonesian Journal of Community Service in Education Vol. 2 No. 2 (2026): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v2i2.80

Transformasi digital pendidikan seringkali menghadapi hambatan infrastruktur berat, sebagaimana dialami SDIT Attaqwa Nurul Fahmi yang tidak memiliki akses internet. Kegiatan pengabdian masyarakat ini bertujuan memberdayakan guru dalam mengembangkan bahan ajar digital interaktif berbasis Articulate Storyline yang dioperasikan sepenuhnya secara luring. Metode pelaksanaan menggunakan Participatory Action Research (PAR) dengan teknik analisis data deskriptif-komparatif untuk mengukur efektivitas intervensi melalui perbandingan skor sebelum dan sesudah pelatihan. Hasil evaluasi menunjukkan peningkatan kompetensi TPACK guru yang substansial, dengan kenaikan skor rata-rata dari 62 menjadi 84. Kebaruan program ini terletak pada model integrasi media interaktif luring sebagai solusi konkret untuk menjembatani kesenjangan digital pada sekolah tanpa akses internet, yang berhasil menghasilkan 12 prototipe bahan ajar siap pakai. Kesimpulannya, pelatihan ini efektif meningkatkan kualitas pengajaran melalui inovasi teknologi yang tidak bergantung pada koneksi internet.

Dari Pesisir ke Kelas: Penguatan Pembelajaran Bermakna Berbasis STEM dan Deep Learning bagi Guru Sekolah Dasar Pulau Untung Jawa Bramianto Setiawan; Ahmad Fauzi; Septian Mukhlis; Haikal Alparizji; Herlina Herlina; Vina Iasha
Indonesian Journal of Community Service in Education Vol. 2 No. 3 (2026): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v2i3.88

Guru sekolah dasar di wilayah kepulauan menghadapi tantangan dalam mengintegrasikan pembelajaran kontekstual yang memanfaatkan potensi lokal serta menerapkan pendekatan STEM dan Deep Learning. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru Sekolah Dasar Pulau Untung Jawa dalam merancang pembelajaran bermakna berbasis STEM dan Deep Learning melalui pemanfaatan aset lokal. Program menggunakan pendekatan Asset-Based Community Development (ABCD) yang meliputi identifikasi aset dan kebutuhan, pelatihan, workshop pengembangan perangkat pembelajaran, implementasi, pendampingan, serta evaluasi. Peserta kegiatan terdiri atas 20 guru sekolah dasar. Hasil evaluasi menunjukkan peningkatan kompetensi guru dengan rata-rata skor pretest sebesar 57,38 meningkat menjadi 87,28 pada posttest, dengan nilai N-Gain sebesar 0,70 pada kategori tinggi. Program juga menghasilkan modul ajar, LKPD, dan proyek pembelajaran berbasis potensi lokal yang mengintegrasikan STEM dan Deep Learning. Temuan ini menunjukkan bahwa pemanfaatan aset lokal efektif mendukung pengembangan pembelajaran yang kontekstual, bermakna, dan berkelanjutan.

Big Bergaya-Steam In Improving Scientific Reasoning Of Elementary School Students Senja Pertiwi; Bramianto Setiawan
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.402

The scientific reasoning ability of elementary school students still needs to be improved, particularly in understanding cause-and-effect relationships, making predictions, and drawing conclusions based on observational results. This problem was identified in science learning on the topic of forces in Grade IV of SDN Taman Rahayu 04, where most students tended to memorize concepts without being able to explain phenomena logically. This study aims to develop STEAM-based Big Bergaya media as a learning medium capable of helping students understand the concept of forces while training their scientific reasoning skills. The research employed a Research and Development (R&D) method using the 4D model, consisting of the define, design, develop, and disseminate stages. The research subjects comprised 21 Grade IV students of SDN Taman Rahayu 04. Data were collected through expert validation sheets, observations, teacher and student response questionnaires, and pretest and posttest assessments. The results showed that the developed media had a very high validity level with CVR and CVI values of 1.00. The media also achieved a practicality level of 91.19%, categorized as very practical. Furthermore, the effectiveness test results indicated an N-Gain value of 0.71 in the high category and Cohen's d effect size of 1.583. These findings indicate that STEAM-based Big Bergaya media is effective in improving students' scientific reasoning ability in elementary school science learning.

Pre-Service Elementary Teachers’ Perceptions of Sustainable Development Goals (SDGs)-Oriented Learning Bramianto Setiawan; Farid Ahmadi; Sarwi Sarwi
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigates pre-service elementary teachers’ perceptions of Sustainable Development Goals (SDGs)-oriented learning by examining four key dimensions: relevance, pedagogical value, feasibility, and readiness. Employing a quantitative descriptive survey design, the study involved 75 students enrolled in the Elementary School Teacher Education (PGSD) program at a higher education institution located in Bekasi Regency, Indonesia. Data were collected through a validated questionnaire using a five-point Likert scale and analyzed through descriptive statistics, complemented by inferential analysis using Welch’s independent-samples t-test and effect size estimation. The findings reveal that pre-service elementary teachers perceive SDGs-oriented learning as highly relevant to elementary education goals and as having strong pedagogical value, particularly in promoting meaningful, contextualized, and interdisciplinary learning experiences. However, perceptions related to feasibility and readiness were comparatively moderate. Participants expressed concerns regarding curriculum integration, availability of instructional resources, and confidence in designing and implementing SDGs-oriented learning activities. Despite these challenges, respondents demonstrated high willingness to apply SDGs-oriented learning in their future classrooms and strong interest in receiving further professional training. Inferential analysis indicated no statistically significant differences in perceptions based on gender, and effect size analysis confirmed that observed differences were minimal in practical terms. Overall, the results suggest a clear gap between conceptual acceptance and practical preparedness among pre-service elementary teachers. These findings highlight the need for teacher education programs to strengthen practice-oriented approaches, including concrete instructional models and experiential learning opportunities, to enhance readiness for effective SDGs integration in elementary education.

The Use of Interactive Multimedia Learning Media to Enhance Concept Understanding for Visual Learners at SDIT Attaqwa Nurul Fahmi Ahmad Fauzi; Bramianto Setiawan; Misbah Misbah; Julia Anis Handayani; Sifa Fauziah
Jurnal Inovasi dan Riset Pendidikan Dasar Vol. 1 No. 2 (2026): Jurnal Inovasi dan Riset Pendidikan Dasar
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/jirpd.v1i2.109

The integration of educational technology is essential for accommodating students’ cognitive preferences and enhancing conceptual understanding in elementary education. This study examined the effectiveness of interactive multimedia in improving conceptual understanding among visual learners at SDIT Attaqwa Nurul Fahmi. A quantitative quasi-experimental design with a non-equivalent control group was employed. Sixty fifth-grade students identified as visual learners using the VARK questionnaire were equally assigned to experimental and control groups. Data were collected through validated conceptual diagnostic pre- and post-tests. An independent-samples t-test revealed a significant difference in post-test scores (p < .001). N-Gain analysis showed greater improvement in the experimental group (g = 0.66; moderate–high) than in the control group (g = 0.21; low). These findings demonstrate that interactive multimedia effectively enhances conceptual understanding through visual representations and optimized information processing, supporting inclusive, differentiated, and meaningful learning in elementary education.

Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.

Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.

Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.

Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.

STEM Based Flash Card dalam Meningkatkan Literasi Sains Siswa Sekolah Dasar Linda Novi Ardana; Bramianto Setiawan
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 3 (2026): August: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i3.2898

This study aims to develop and determine the effectiveness of STEM-based flash cards in enhancing the scientific literacy of elementary school students regarding the topic of animal habitats. The study employs the Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 35 third-grade elementary school students. Data collection was conducted through expert validation as well as pre-test and post-test assessments. Validation results indicate that the STEM-based flashcards fall into the "highly feasible" category for use. Improvements in students' scientific literacy were evident from N-Gain scores across all indicators, which ranged from the medium to high categories. Paired Sample t-Test results also revealed a significant difference between pre-test and post-test scores. The use of STEM-based flashcards encouraged students to be more active in observing, discussing, creating mini animal habitats, and understanding the material through hands-on activities. Thus, STEM-based flashcards serve as a viable alternative learning medium to help improve the scientific literacy of elementary school students regarding animal habitats.

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