Articles
<![CDATA[PELATIHAN DAN PENDAMPINGAN MERANCANG INSTRUMEN ASSESSMENT FOR LEARNING BERBASIS PORTOFOLIO PADA GURU-GURU SEKOLAH ]]>
<![CDATA[Poerwanti, Jenny Indrastoeti Siti]]>;
<![CDATA[Winarni, Retno]]>
<![CDATA[ JURNAL WIDYA LAKSANA Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jwl.v10i1.28423
<![CDATA[Kegiatan pengabdian ini bertujuan untuk memberikan pelatihan dan meningkatkan kompetensi guru dalam merancang maupun menyusun instrumen assessment for learning berbasis portofolio yang dilengkapi dengan rubric penilaian bagi guru-guru SD di kecamatan Laweyan Surakarta. Kegiatan pelatihan dilaksanakan dalam tiga tahapan yaitu: 1). pemaparan materi asesmen, 2) pelatihan menyusun instrumen penilaian berbasis porofolio, 3) pendampingan dalam mengimplementasikan instrumen penilaian portofolio dalam kelas, 4) Evaluasi kegiatan. Metode yang digunakan adalah pelatihan partisipatif, dan pendampingan terdiri atas tahapan analisis kebutuhan peserta pelatihan, merancang instumen assessment for learning berbasis portofolio dan melakukan pendampingan di sekolah. Subjek yang dilibatkan sebanyak 20 guru SD di Kecamatan Laweyan Kota Surakarta. Pengumpulan data yang digunakan adalah memberian tugas dalam merancang instrumen penilaian portofolio. Hasil pengabdian menunjukkan respon positif guru dalam mengikuti kegiatan pelatihan dan meningkatnya kompetensi guru dalam menyusun assessment for learning berbasis portofolio. Hal ini dapat dilihat dari persentase kehadiran peserta latihan 90 %, dan 82.% dari total peserta telah berhasil menyusun dan mempresentasikan instrumen penilaian portofolio.]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENULIS KREATIF BERMUATAN PENDIDIKAN BUDI PEKERTI PADA GURU-GURU SEKOLAH DASAR MELALUI HYBRID LEARNING ]]>
<![CDATA[Winarni, Retno]]>;
<![CDATA[Slamet, St Y]]>;
<![CDATA[Poerwanti, Jenny IS]]>;
<![CDATA[Sriyanto, Muhammad Ismail]]>;
<![CDATA[Yulisetiani, Septi]]>;
<![CDATA[Syawaludin, Ahmad]]>
<![CDATA[ JURNAL WIDYA LAKSANA Vol 11 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jwl.v11i1.37151
<![CDATA[This service activity aims to improve creative writing skills with character education for elementary school teachers through face-to-face and virtual training. The participatory method was used in this training to stimulate teachers to be active in practicing poetry writing both in theory and practice. Face-to-face meetings were held twice for theoretical training, while virtual meetings were held for practical training in writing poetry and presenting it. Based on the results of scoring the ability to write poetry in the posttest session, the classical ability in writing poetry was 84.90%, where at the pretest stage it was 70.79%. The results show that poetry writing training containing character education through a mixed face-to-face and virtual method (Hybrid Learning) is able to improve the ability of elementary school teachers in writing creative poetry types. The improvement in the poetry writing skills of the participants was seen in all aspects of writing poetry, including themes and meanings, the power of imagination, accuracy of diction, and the message.]]>
<![CDATA[The Implementation of Civic Education as a Means of Internalizing Nationalism to Primary School Students ]]>
<![CDATA[Saputro, Inoe]]>;
<![CDATA[Winarni, Retno]]>;
<![CDATA[Indriayu, Mintasih]]>
<![CDATA[ International Journal of Elementary Education Vol 5 No 1 (2021): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v5i1.33364
<![CDATA[Globalization not only affects positively the technology development, but also can affect negatively the character of young generation. It is here that civic education is very desirable as a measure of internalizing nationalism values, so that although young generations have global competencies, they remain to maintain nationalistic values. This research aims to describe the role of teachers as the instructor of civic education in internalizing nationalism values to primary school students. This was a descriptive qualitative research with 25 5th (fifth) graders in public primary schools in Surakarta, Central Java, Indonesia being the sample. Techniques of collecting data used were observation, questionnaire, and interview. Source and technique triangulations were used to validate the data. The result of research showed that teachers’ intervention is very vital to students’ nationalistic values. The data shows that 72% of students have high enthusiasm with discussion, 82% are very tolerant to diversity, and 80% love Indonesian original products. It indicates that teachers’ intervention also contributes to reducing the negative effect of globalization, directly determining the students’ nationalistic attitude.]]>
<![CDATA[Coffee, Community, and Capitalism: Analyzing Worker Economic Strategies at Blawan Plantation in East Java (2016-2022) ]]>
<![CDATA[Winarni, Retno]]>;
<![CDATA[Widuatie, Mrr. Ratna Endang]]>;
<![CDATA[Sasmita, Nurhadi]]>;
<![CDATA[Endrayadi, Eko Crys]]>
<![CDATA[ Yupa: Historical Studies Journal Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sejarah FKIP Universitas Mulawarman ]]>
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DOI: 10.30872/yupa.v9i1.3166
<![CDATA[This article is written to discuss and describe the influence of the Blawan coffee plantation on the economic resilience of the workers' families in Kalianyar Village, Ijen Subdistrict, Bondowoso Regency (2016-2022) with an economic sociology approach. The theoretical framework used in this article is the theory of social change. Methodologically, the article uses the historical method, which includes heuristics, criticism, interpretation, and historiography. From the results of the research, it is known that the Blawan coffee plantation became the foundation of hope for workers in Kalianyar village to meet the economic needs of the family and the workers can be involved in activities in the plantation starting from the production process, plant maintenance, coffee harvesting process, and post-harvest coffee handling. From these major activities, the laborers get income to help the family economy. The conclusion is that the Blawan coffee plantation is the foundation of the laborers' hopes to improve the family economy.]]>
<![CDATA[MODEL PjBL DAN KETERAMPILAN BERPIKIR KRITIS PADA ERA DIGITAL: UPAYA MENINGKATKAN KEMAMPUAN MENULIS ESAI PESERTA DIDIK ]]>
<![CDATA[Satuti, Retno]]>;
<![CDATA[Winarni, Retno]]>;
<![CDATA[Santosa, Eka Budhi]]>
<![CDATA[ JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Bhinneka PGRI ]]>
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DOI: 10.29100/jp2m.v11i1.7728
<![CDATA[Mastery of essay writing constitutes a critical component in the development of higher-order thinking skills among elementary school students in the digital age. The observed difficulties of students in organizing ideas and constructing logical arguments highlight the pressing need for innovative instructional approaches that promote active participation and reflective reasoning. The study employs a quasi-experimental design, 60 fifth-grade students from the Gajah Mada Giriwoyo Cluster. The primary instrument used for data collection was an essay assessment tool, developed based on coherence, cohesion, sentence structure, and idea development criteria. Data analysis procedures included independent t-tests, two-way ANOVA tests, and N-Gain index calculations to evaluate the magnitude of learning improvement. The findings demonstrate a statistically significant distinction between the experimental and control groups, indicated by a p-value of 0.0208 and an average N-Gain of 0.24 for the experimental group. Moreover, critical thinking proficiency among students was found to exert a substantial effect on their progress in essay writing skills. Based on these results, the study recommends that educators incorporate project-based methodologies as a strategy to enrich literacy instruction practices in elementary education settings.]]>
<![CDATA[Implementation of Reading Aloud Methods to Improve Early Reading Skills: A Case Study Analysis in Elementary School ]]>
<![CDATA[Ningsih, Srihandayani]]>;
<![CDATA[Winarni, Retno]]>;
<![CDATA[Rukayah, Rukayah]]>
<![CDATA[ Journal of Basic Education Research Vol 6 No 2 (2025): May ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/jber.v6i2.1700
<![CDATA[Purpose of the study: This study aims to examine the implementation of the reading aloud method to improve early reading skills among first-grade students at public alementary school 1 Talesan. The focus includes the instructional process, student responses, skill development, and challenges faced during the intervention. Methodology: This research used a qualitative approach with a case study design. Data were collected using observation sheets, semi-structured interviews, and documentation analysis. The study involved one Grade I teacher and 19 students. Data were analyzed using Miles and Huberman’s interactive model, and data validation employed triangulation of sources and techniques. Main Findings: The reading aloud method significantly improved students' prosodic reading skills, particularly intonation and vocal clarity. Students demonstrated increased participation and reading confidence. Challenges included varied reading proficiency levels and limited instructional time, which were mitigated through adaptive strategies such as visual aids and individual mentoring. Novelty/Originality of this study: This study presents a contextualized model for implementing the reading aloud method in early-grade classrooms using socio-emotional scaffolding. The findings contribute new insights into integrating expressive reading with adaptive teaching to enhance early literacy in post-pandemic learning environments.]]>
<![CDATA[Representation of Kimberle Crenshaws intersectionality in the novel Rara Mendut by Y. B. Mangunwijaya ]]>
<![CDATA[Lestari, Sri]]>;
<![CDATA[Winarni, Retno]]>;
<![CDATA[Sumarwati, Sumarwati]]>
<![CDATA[ Studies in English Language and Education Vol 12, No 2 (2025) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v12i2.36973
<![CDATA[Intersectionality studies are gaining increasing attention in the humanities and literary research, especially in the context of feminist literary analysis and gender studies. This research aimed to describe the representation of intersectionality in the novel Rara Mendut by Y. B. Mangunwijaya. The research method used was descriptive qualitative, guided by Kimberle Crenshaws intersectionality theory. The data in this study were collected using reading and writing techniques and analysed using content analysis. The results demonstrated that, in the context of structural intersectionality, the novel depicted the complex layers of Rara Menduts identity, including age, gender, social class, and economic conditions. Rara Menduts experiences reflected inequality and the exploration of gender identity at a young age, while her mothers economic condition and widow status showed the impact of social class. Political intersectionality was reflected in Rara Menduts marriage demands, which reflect the social and political norms of the time. This highlighted how womens identities were trapped within power structures and social norms. Representational intersectionality was seen in Rara Menduts achievements as a symbol of victory for women. The character of Nyai Ajeng showed how womens intelligence and beauty could transcend gender stereotypes, but are constrained by traditional expectations. The analysis of intersectionality in the novel offers perspectives into the complexity of individual experiences. Understanding the interconnectedness of identities is necessary for designing more inclusive solutions and policies in society. This research contributes to the understanding of intersectionality in a literary context, supporting efforts towards a more just and inclusive society.]]>
<![CDATA[Enhancing Short Story Writing through Experiential Learning Integrated with Wordwall Budaya: Unveiling the Role of Learning Motivation ]]>
<![CDATA[Azmi, Muhammad Fauzi]]>;
<![CDATA[Winarni, Retno]]>;
<![CDATA[Yulisetiani, Septi]]>
<![CDATA[ International Journal of Elementary Education Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v9i2.94393
<![CDATA[The low proficiency in short story writing among elementary school students, coupled with limited learning motivation in literacy-based instruction, remains a critical issue in educational practice. The absence of instructional models that effectively integrate cognitive and affective aspects contributes to this condition. This study aims to analyze the effectiveness of the Experiential Learning model integrated with Cultural Wordwall in enhancing students’ short story writing skills and fostering their learning motivation. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The study involved 27 fifth-grade students selected through cluster random sampling. Data were collected using a short story writing test and a learning motivation questionnaire. The data were analyzed using descriptive statistics and independent t-tests to examine differences between the experimental and control groups. The findings indicate that the implementation of Experiential Learning integrated with Cultural Wordwall significantly improves students’ narrative writing abilities while simultaneously enhancing their learning motivation. These results suggest that the instructional model can serve as an effective alternative strategy for developing both cognitive and affective competencies in elementary literacy education.]]>
<![CDATA[Enhancing Students' Reading Comprehension of Intrinsic Story Elements through the Implementation of the Reading Thinking Activity (DRTA) Model Assisted by Flash Cards ]]>
<![CDATA[Setyawati, Indah]]>;
<![CDATA[Winarni, Retno]]>;
<![CDATA[Yulisetiani, Septi]]>
<![CDATA[ International Journal of Elementary Education Vol 9 No 2 (2025): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v9i2.94406
<![CDATA[Understanding the intrinsic elements of a story remains a challenge because conventional methods do not train students' critical thinking skills while reading. This study aims to analyze the effectiveness of the Directed Reading Thinking Activity (DRTA) model assisted by flash cards in enhancing students’ understanding of intrinsic story elements. The research employed a quasi-experimental method with a posttest-only control group design. The participants consisted of 64 students, divided into an experimental group of 32 students and a control group of 32 students, selected through cluster random sampling. Data were collected using a multiple-choice test measuring comprehension of story elements, including theme, characters, characterization, plot, setting, point of view, moral message, and language style. Data analysis involved descriptive statistics and an independent t-test. The findings revealed that the experimental group taught using the DRTA model with flash cards achieved higher post-test scores in the good category, while the control group taught through conventional methods remained in the fair category. The independent t-test confirmed a significant difference between the two groups. These results indicate that the DRTA model assisted by flash cards is effective in improving students’ reading comprehension of intrinsic story elements. The implication suggests that this model should be integrated into reading instruction to promote interactive, meaningful learning experiences and foster students’ critical thinking skills.]]>
<![CDATA[PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM MENGATASI HAMBATAN MEMBACA PERMULAAN SISWA FASE B PADA MATERI IPAS ]]>
<![CDATA[Trenggono, Yusuf]]>;
<![CDATA[Winarni, Retno]]>;
<![CDATA[Triyanto, Triyanto]]>
<![CDATA[ EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Bhinneka PGRI ]]>
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DOI: 10.29100/.v7i3.8669
<![CDATA[Kesulitan membaca di kelas dasar awal menimbulkan tantangan yang signifikan bagi perkembangan akademik siswa di seluruh mata pelajaran, khususnya IPAS yang memerlukan kemampuan literasi untuk memahami konsep sains dan sosial. Penelitian ini bertujuan menerapkan dan mengevaluasi strategi pembelajaran berdiferensiasi untuk mengatasi hambatan membaca awal di kalangan siswa fase B pada mata pelajaran IPAS. Pendekatan deskriptif kualitatif menggunakan desain studi kasus eksplorasi digunakan untuk memeriksa perencanaan, implementasi, dan evaluasi reflektif dari strategi pembelajaran berdiferensiasi pada mata pelajaran IPAS. Delapan siswa kelas tiga yang mengalami kesulitan membaca materi IPAS berpartisipasi, bersama tiga guru kelas. Studi ini mengungkapkan bahwa strategi pembelajaran berdiferensiasi secara efektif mengubah siswa dari keadaan learned helplessness menjadi pembelajar mandiri yang memiliki motivasi intrinsik terhadap kegiatan membaca materi IPAS. Temuan utama menunjukkan bahwa diferensiasi konten IPAS yang menggunakan bahan bacaan bergambar tentang tubuh manusia dan lingkungan, diferensiasi proses yang menerapkan tutor sebaya dan dukungan individu, dan diferensiasi produk yang menggunakan metode penilaian fleksibel secara signifikan meningkatkan akurasi fonetik siswa (85%), kefasihan membaca materi IPAS, dan kepercayaan diri. Fenomena tak terduga muncul dimana tutor sebaya mengalami peningkatan membaca materi IPAS yang lebih besar daripada mereka yang dibimbing, menciptakan ekosistem pembelajaran regeneratif.]]>
