Garuda - Garba Rujukan Digital

IMPLEMENTATION OF A PRACTICUM-BASED INQUIRY LEARNING MODEL TO IMPROVE STUDENT LEARNING OUTCOMES ON TEMPERATURE AND HEAT: CLASSROOM ACTION RESEARCH Lestari, Ayu Resti; Aviyanti, Lina; Gani, Amalia Weka; Rahmayani, Erni; Ratri, Safitri Yosita
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.34461

This study aims to determine the enhancement of student learning outcomes by employing a practicum-based inquiry learning model focusing on temperature and heat. This classroom action research was conducted involving 36 students in grade XI at SMAN 2 Lembang 2022-2023 school year. The instruments consist of tests, questionnaires, and observations were utilized for data collection. Data analysis involved calculating the mean scores for affective, psychomotor, and cognitive domains, along with the percentage of students meeting or surpassing the KKM. Findings revealed improvements in learning outcomes across all domains throughout the pre-cycle, cycle 1, and cycle 2. Furthermore, the percentage of students achieving above the KKM in the cognitive domain, increased from the pre-cycle by 66%, in cycle 1 by 77%, and in cycle 2 by 92%. The teaching and learning implementation scores for cycles 1 and 2 were 3.0 and 3.3 respectively, both of which fall into the high category.

Relationship Between Critical Thinking and Scientific Argumentation in Science Learning An Nuril Maulida Fauziah; Wasis; Ahmad Fauzi Hendratmoko; Mahdiannur, M. A.; Mochammad Zumar Firdaus Ermawan; Suwandi, E.; Ratri, Safitri Yosita
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pwqxcp96

This study aims to examine the relationship between critical thinking and scientific argumentation in the context of science learning. This research method is a systematic literature review of articles published between 2012 and 2022 and indexed in Scopus at least Quartile 2 (Q2), so the quality of the articles is high. This research found 17,800 articles in the search results for related articles published in the last decade, but only 11 met the criteria. Findings from the literature review indicate an interdependent relationship between critical thinking and scientific argumentation, and both make significant contributions to science learning. Other information obtained from this research is that there are several methods for training and developing critical thinking and scientific argumentation in science learning: argument maps and concept maps, essential reading activities, argumentative texts or discourse, discussion activities, analytical questions, learning technology, and specific learning strategies. Based on the research results, it can be concluded that critical thinking and scientific argumentation are interconnected skills and contribute to learning. The complexity of the relationship between critical thinking and scientific argumentation in science learning can encourage deeper learning and understanding of concepts.

Self-Efficacy in Elementary School Digital Competence: A Bibliometric Analysis of 21st Century Learning Research Putri, Irni Rachmawati; Ratri, Safitri Yosita; Kawuryan, Sekar Purbarini
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9azrzf72

This study aims to analyze bibliometric mapping of research on self-efficacy and digital competence in Scopus-indexed journals published between 2015 and 2025. The dataset was retrieved from the Scopus database in March 2025 using the query “keywords” with a filter for elementary school, covering a time span of 2015–2025. After screening, a total of 127 documents were included. Bibliometric data were processed using Microsoft Excel and VOS Viewer version 1.6.20 with parameters set at a minimum of five keyword occurrences and full counting method. The annual distribution of publications shows an increasing trend in recent years, reflecting growing academic attention to the topic. Analysis by country indicates that Spain and Germany are the most productive contributors, with active collaboration networks identified at regional and institutional levels. Co-authorship analysis confirms the presence of collaborative research, though large-scale international collaboration remains limited. Document type analysis shows that most outputs are journal articles, followed by conference papers. Keyword co-occurrence mapping highlights “self-efficacy,” “human,” and “digital competence” as the most frequently used terms. Less explored but emerging themes include “digital technology,” “human experimental,” and “questionnaire,” suggesting potential research gaps. Overall, the findings indicate that while research on self-efficacy in students’ digital competence is expanding, opportunities remain for broader international collaboration and exploration of underrepresented themes in 21st century educational practices.

PELATIHAN PEMANFAATAN ARTIFICIAL INTELLIGENCE (AI) DALAM PEMBELAJARAN BAGI GURU SD SE-KECAMATAN TEMPEL Ratri, Safitri Yosita; Putri, Irni Rachmawati; Noor, Alfansi Rouf
Jurnal Pekayunan Vol. 1 No. 8 (2025): PEKAYUNAN Agustus 2025
Publisher : LPPM STMIK Lombok

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36595/th8mg551

Perkembangan teknologi digital, khususnya Kecerdasan Buatan (AI), menuntut adaptasi guru dalam menciptakan pembelajaran yang relevan. Namun, kompetensi digital guru dalam memanfaatkan AI masih terbatas. Kegiatan ini bertujuan untuk meningkatkan kompetensi guru Sekolah Dasar se-Kecamatan Tempel dalam memanfaatkan AI untuk mendukung implementasi Kurikulum Merdeka. Metode yang digunakan adalah pelatihan intensif satu hari berbasis workshop interaktif yang melibatkan 24 guru. Pelatihan mencakup sesi pemaparan konsep AI dan literasi digital, praktik penyusunan prompt di platform ChatGPT dan Gemini, serta praktik integrasi hasil AI ke dalam media pembelajaran menggunakan Canva dan Quizizz. Hasil evaluasi menunjukkan seluruh peserta (100%) berhasil mencapai target keterampilan, dengan 91,7% mengalami peningkatan kepercayaan diri menggunakan AI. Peserta mampu membuat prompt efektif, menghasilkan media pembelajaran visual, dan menyusun kuis interaktif. Kegiatan ini berhasil meningkatkan kompetensi dan kepercayaan diri guru dalam memanfaatkan AI untuk pembelajaran, sekaligus mengidentifikasi kebutuhan pelatihan lanjutan yang lebih mendalam dan berkelanjutan.

Self-Efficacy in Elementary School Digital Competence: A Bibliometric Analysis of 21st Century Learning Research Putri, Irni Rachmawati; Ratri, Safitri Yosita; Kawuryan, Sekar Purbarini
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/9azrzf72

This study aims to analyze bibliometric mapping of research on self-efficacy and digital competence in Scopus-indexed journals published between 2015 and 2025. The dataset was retrieved from the Scopus database in March 2025 using the query “keywords” with a filter for elementary school, covering a time span of 2015–2025. After screening, a total of 127 documents were included. Bibliometric data were processed using Microsoft Excel and VOS Viewer version 1.6.20 with parameters set at a minimum of five keyword occurrences and full counting method. The annual distribution of publications shows an increasing trend in recent years, reflecting growing academic attention to the topic. Analysis by country indicates that Spain and Germany are the most productive contributors, with active collaboration networks identified at regional and institutional levels. Co-authorship analysis confirms the presence of collaborative research, though large-scale international collaboration remains limited. Document type analysis shows that most outputs are journal articles, followed by conference papers. Keyword co-occurrence mapping highlights “self-efficacy,” “human,” and “digital competence” as the most frequently used terms. Less explored but emerging themes include “digital technology,” “human experimental,” and “questionnaire,” suggesting potential research gaps. Overall, the findings indicate that while research on self-efficacy in students’ digital competence is expanding, opportunities remain for broader international collaboration and exploration of underrepresented themes in 21st century educational practices.

Lembar Kerja Mahasiswa based on Tri N Ki Hadjar Dewantara in science education Yohana Baptista; Safitri Yosita Ratri
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.2108

This study addresses the limited development of teaching materials integrating the Tri N philosophy of Ki Hadjar Dewantara (Niteni, Nirokke, and Nambahi) in science education, particularly for prospective elementary school teachers. The research aims to develop Tri N-based Lembar Kerja Mahasiswa (LKM) and evaluate its feasibility and effectiveness in supporting science learning. A research and development (R&D) approach was employed using the 4D model, consisting of define, design, develop, and disseminate stages. Data were collected through validation questionnaires completed by subject matter and media experts, and analyzed quantitatively. The results indicate that the developed LKM achieved a very high validity score, with an average of 93%, categorized as highly feasible. Furthermore, effectiveness testing using a t-test showed a significance value of 0.02 (< 0.05), indicating a significant improvement in student learning outcomes in the experimental group compared to the control group. These findings suggest that Tri N-based LKM is effective in promoting active, meaningful, and contextual learning, and can enhance students’ understanding and engagement in science education.

Deep Learning (Pembelajaran Mendalam) dalam Pendidikan Indonesia: Tinjauan Sistematis Teori dan Praktik Safitri Yosita Ratri; Wagiran Wagiran; Andrian Riyadi; Fery Muhamad Firdaus; Jovelyn Delosa
Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 4 No. 2 (2026): April 2026
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/jipp.v4n2.p176-191

Transformasi pendidikan Indonesia menuntut pergeseran dari pembelajaran hafalan menuju Pembelajaran Mendalam (Deep Learning) yang bermakna dan kontekstual. Tujuan penelitian ini adalah mengidentifikasi dan menganalisis penerapan pembelajaran mendalam di Indonesia, mencakup landasan teoretis, paradigma pembelajaran, strategi inovatif, implementasi lokal (kesiapan guru, infrastruktur, kurikulum), relevansi dengan Outcome-Based Education (OBE), asesmen autentik, serta pilar meaningful, mindful, dan joyful. Penelitian ini menggunakan tinjauan sistematis berbasis PRISMA terhadap 45 artikel yang dianalisis secara tematik dan menghasilkan tujuh tema utama. Hasil menunjukkan bahwa meskipun kerangka global seperti DELC dan 6Cs berkembang, implementasi di Indonesia masih menghadapi tantangan pada konsistensi kebijakan, kesiapan pedagogis guru, dan penguatan asesmen autentik. Temuan ini menegaskan bahwa keberhasilan penerapan pembelajaran mendalam di Indonesia memerlukan sinergi kebijakan, peningkatan kapasitas guru, dan sistem asesmen kontekstual berkelanjutan. Dampak penelitian ini memberi kontribusi konseptual dan praktis sebagai dasar pengembangan kebijakan, penyempurnaan Naskah Akademik, serta perancangan pembelajaran dan asesmen yang lebih kontekstual, adaptif, dan berkelanjutan.

Lembar Kerja Mahasiswa based on Tri N Ki Hadjar Dewantara in science education Yohana Baptista; Safitri Yosita Ratri
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.2108

This study addresses the limited development of teaching materials integrating the Tri N philosophy of Ki Hadjar Dewantara (Niteni, Nirokke, and Nambahi) in science education, particularly for prospective elementary school teachers. The research aims to develop Tri N-based Lembar Kerja Mahasiswa (LKM) and evaluate its feasibility and effectiveness in supporting science learning. A research and development (R&D) approach was employed using the 4D model, consisting of define, design, develop, and disseminate stages. Data were collected through validation questionnaires completed by subject matter and media experts, and analyzed quantitatively. The results indicate that the developed LKM achieved a very high validity score, with an average of 93%, categorized as highly feasible. Furthermore, effectiveness testing using a t-test showed a significance value of 0.02 (< 0.05), indicating a significant improvement in student learning outcomes in the experimental group compared to the control group. These findings suggest that Tri N-based LKM is effective in promoting active, meaningful, and contextual learning, and can enhance students’ understanding and engagement in science education.

Pengembangan bahan ajar persiapan PPL untuk mahasiswa PGSD yang mengakomodasi diverse learners Rahayu Condro Murti; Unik Ambarwati; Safitri Yosita Ratri
Jurnal Penelitian Ilmu Pendidikan Vol. 10 No. 1 (2017): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Tujuan penelitian ini adalah mengembangkan bahan ajar pembelajaran Sekolah Dasar yang mengakomodasi Diverse Learners yang layak untuk dosen Pendidikan Guru Sekolah Dasar. Subyek dalam penelitian ini adalah dosen Pendidikan Guru Sekolah Dasar (PGSD) yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Penelitian ini dilaksanakan di PGSD UNY dengan menggunakan metode penelitian dan pengembangan (R&D). Tahapan dalam penelitian ini terdiri dari: 1) analisis kebutuhan, 2) pengembangan desain produk, 3) evaluasi formatif produk awal. Proses validasi dilakukan oleh 1 orang ahli materi dan 1 orang ahli media. Subyek uji coba yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Pengumpulan data evaluasi formatif dilakukaan dengan menggunakan lembar penilaian untuk aspek kualitas tampilan, penyajian materi, dan proses belajar. Hasil penelitian menunjukkan bahwa: Pengembangan bahan ajar ini melalui uji validasi materi, uji validasi media, dan focus group discussion (FGD) layak untuk digunakan. Pada validasi materi diperoleh skor rata-rata 2,35 (cukup) pada uji pertama dan rata-rata menjadi 2,6 (baik) pada uji kedua, sedangkan pada uji validasi oleh ahli media diperoleh skor rata-rata 2,6 (kategori baik) pada uji pertama dan 3,6 (kategori sangat baik) pada uji validasi kedua. Adapun rata-rata hasil penilaian keterbacaan pengguna, dalam hal ini, dosen PGSD yang terkait dengan isi bahan ajar, yaitu dosen tentang konsep diverse learners (3,0–baik), pendidikan matematika SD (3,53-kategori sangat baik), dan Pembelajaran IPS di SD (3,0–baik). Dengan demikian diharapkan bahan ajar ini menunjang pelaksanaan PPL mahasiswa PGSD dalam mempersiapkan mereka melaksanakan pembelajaran yang mengakomodasi diverse learners di sekolahnya masing-masing.

Digital Storytelling pada Pembelajaran IPS di Sekolah Dasar Safitri Yosita Ratri
Jurnal Pena Karakter : Jurnal Pendidikan Anak dan Karakter Vol. 4 No. 1 (2022): Jurnal Pena Karakter (Jurnal Pendidikan Anak dan Karakter)
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jpk128

The use of innovative learning media is still especially in elementary school (SD). This will address the problem in Social Science (IPS) which until now still assumed as a tedious lesson and demands memorization, as well as less material in accordance with the development of society again. The solution is to develop Digital Storytelling or known in the Indonesian language as a digital fairy tale. The use of Digital Storytelling for IPS in elementary school, which is one of the objectives is to develop affective aspects of students, will give the meaning that IPS as a subject that is able to improve students' feelings about acceptance, response, assessment, and character development. For students, Digital Storytelling will attract attention so that will be more motivated to learn IPS. Students need to be trained as early as possible in the future to be able to have a high understanding and empathy in facing social problems in their environment.

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