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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Edukasia: Jurnal Pendidikan dan Pembelajaran
Kustiyowati Kustiyowati
Universitas PGRI Argopuro Jember
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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PEMANFAATAN AUGMENTED REALITY UNTUK MATERI BANGUN RUANG SISI DATAR UNTUK SMP/MTS eges triwahyuni; Kustiyowati Kustiyowati; Pascalian Hadi Pradana
Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS Vol 10 No 2 (2021): Edisi Desember
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pgsdunars.v10i2.1446

Abstract

Penelitian ini menggunakan pendekatan kualiatif deskriptif. Penelitian ini bertujuan untuk mendeskripsikan yang memhami fenomena tentang apa yang dialami oleh subjek penelitian. Augmented Reality untuk media pembelajaran disekolah mata pelajaran matematika kelas VIII. Lokasi penelitian yang ditetapkan oleh peneliti SMPN 1 Kencong Kabupaten Jember. Data yang dikumpulkan oleh peneliti yang didapatkan secara langsung. Pengidentifikasian sumber data dilakukan dengan prinsip snow ball, dimana informasi dari informan pertama akan dijadikan sebagai informasi kunci untuk menentukan informan selajutnya yang memberikan data penelitian. Teknik pengumpulan data dalam penelitian ini seperti penelitian studi kasus pada umumnya. Teknik pengumpulan data yang digunakan sebagai berikut (1). Reduksi Data (2) Penyahian Data (3) Menarik Kesimpulan. Kesimpulan bahwa pemanfaatan Augremed Reality untuk kemandirian materi bangun ruang sisi datar untuk SMP/Mts di SMPN 1 Kencong Kabupaten Jember meliputi (1) untuk mendaftar akun Augmented Reality (2) untuk mengoprasikan Augmented Reality (3) Kendala yang dihadapi dalam pemanfaatan Augremed reality adalah siswa cara mengoprasikan dalam software Augmented Reality karna belum terbiasa mengoprasikannya karna merupakan pertama kali menggunakanya dalam kegiatan pembelajaran sehingga siswa didampingi oleh guru untuk saat menggunakan Augmented Reality dalam pembelajaran.
Pemanfaatan Metode SAS (struktural analitik sintetik) Dalam Meningkatkan Kemampuan Membaca Permulaan Dan Menulis Permulaan Siswa Tunarungu Wicara Maria Agustina Mera; Rudy Sumiharsono; Kustiyowati Kustiyowati
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.515

Abstract

The purpose of this study is to describe the use of the SAS (Synthetic Structural Analytical) method in improving the beginning reading and writing skills of first graders with speech impairments. This research is a class action research (CAR). Data collection techniques are carried out through observation, documentation, and tests. Data analysis was carried out in this study using descriptive analysis, namely data reduction, data presentation, and drawing conclusions. The results of the study show that: 1) using the synthetic structural analytic method (SAS) can improve the beginning reading and writing skills of grade 1 students, 2) using the synthetic structural analytic method (SAS) in learning to read beginning and start writing is carried out in stages, namely two cycles experienced a significant increase where students in cycle 1 were categorized as 'less' than the average value of 66.6 and in cycle II they increased to the category of 'very good' with an average value of 81.1. Thus the synthetic structural analytic method (SAS) needs to be used as a reference by teachers in early reading and writing learning activities in elementary schools.
The Effect of the Field Trip Learning Method on Student Activeness and Learning Outcomes at Junior high school Titik Supaida; Kustiyowati Kustiyowati; Eges Triwahyuni
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12662

Abstract

This study aimed to examine the effect of the Field Trip learning model on student activeness and learning outcomes in English subjects. The research employed a quasi-experimental design with two groups, namely the experimental class that received Field Trip-based instruction and the control class that used conventional teaching methods. Data were collected through observation sheets to measure student activeness and pretest–posttest instruments to assess cognitive learning outcomes. The findings revealed that students in the experimental class demonstrated higher levels of participation, especially in asking questions, discussing, and drawing conclusions, compared to the control class. Furthermore, the posttest scores of the experimental group were significantly higher, indicating that the Field Trip model effectively enhanced students’ cognitive achievement. These results suggest that learning through direct experience can foster meaningful engagement and strengthen conceptual understanding. Practically, the Field Trip model can serve as an alternative strategy to improve classroom interaction and academic performance. Theoretically, this study supports the constructivist view that knowledge is better constructed through contextual and experiential learning. It is concluded that the Field Trip learning model not only improves academic outcomes but also contributes to the development of twenty-first century skills
The Pengembangan Model Pembelajaran MOOC Berbasis Kecerdasan Buatan (AI) untuk Meningkatkan Literasi Digital  Kustiyowati Kustiyowati; Rina Sugiarti Dwi Gita; Annisaa Dwi Ayu Permatasari; Ichwan Zarkasi Brillyano Gunawan
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12952

Abstract

This study develops and implements a novel Artificial Intelligence (AI)-based MOOCs learning model specifically designed to enhance students’ digital literacy in higher education. Unlike previous studies that focused mainly on content delivery or platform usability, this research integrates adaptive AI algorithms and personalized feedback features into MOOCs to foster more effective and measurable digital literacy development. Using a Research and Development (R&D) approach, the process comprised needs analysis, planning, prototype design, field trials, revisions, and dissemination. The research involved 135 students. Data were collected through observations, questionnaires, interviews, and documentation, and analyzed using both quantitative and qualitative methods. The findings reveal that the AI-based MOOCs model significantly improved students’ digital literacy across all testing phases, with consistent gains shown by the 135 participating students. User feedback confirmed that the model is efficient, adaptive, and practical for classroom application. Furthermore, dissemination activities received a positive response from institutions, lecturers, and students, highlighting its potential for wider adoption. The study concludes that the proposed AI-enhanced MOOCs model provides a scalable and sustainable framework for strengthening digital literacy in higher education, offering empirical evidence for its broader institutional adoption.
Co-Authors Annisaa Dwi Ayu Permatasari Eges Triwahyuni Ichwan Zarkasi Brillyano Gunawan Maria Agustina Mera Pascalian Hadi Pradana Rina Sugiarti Dwi Gita Rudy Sumiharsono Titik Supaida