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All Journal PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Pedagogik Journal of Islamic Elementary School GERVASI: Jurnal Pengabdian kepada Masyarakat Cokroaminoto Journal of Primary Education Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat JISOS: Jurnal ilmu sosial Jurnal Pendidikan Dasar dan Sosial Humaniora Journal of Educational Sciences Journal of Innovation and Research in Primary Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan JOP Jurnal DIKDAS
Putriwanti Putriwanti
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Penguatan Karkater Tanggung Jawab Pada Peserta Didik di SDN INPRES POH. Kec. Pagimana Kab. Banggai : Penelitian Abdi Yalida; Almutari Enteding; Putriwanti; Asnarita Nento
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1912

Abstract

Penelitian ini bertujuan untuk mengetahui dan menganalisis penguatan kepribadian bertanggung jawab pada peserta didik di SDN Inpres POH Kec. Pagimana Kab. Banggai, penelitian ini menggunakan pendekatan teori kualitatif. Pengumpulan data diperoleh melalui observasi, wawancara dan dokumen. Berdasarkan hasil penelitian dan pembahasan hasil, maka penguatan karakter tanggung jawab pada peserta didik di SDN Inpres POH Kec. Pagimana Kab. Banggai sudah terlaksana dengan baik, penguatan karakter tanggung jawab di sekolah mengacu pada IKM (Kurikulum Merdeka) dimana lebih mengutamakan karakter pada peserta didik namun perlu lebih ditingkatkan lagi. Dengan memperhatikan aturan-aturan yang ada pada satuan pendidikan, penguatan karakter tanggung jawab yang harus didorong khusus pada peserta didik di SDN Inpres POH Kec. Pagimana Kab. Banggai yaitu: a) Keteladanan, peserta didik harus mempunyai panutan yang baik agar dapat membawa karakter dalam diri lebih baik b) Motivasi, peserta didik harus selalu dimotivasi untuk melaksanakan tanggung jawabnya dengan baik, c) bimbingan, peserta didik harus selalu dibimbing agar peserta didik dapat melakukan kegiatan belajar mengajar di kelas, mengembangkan potensi yang dimilikinya. dapat mengembangankan diri yang baik untuk menetapkan agenda yang lebih baik dimasa depan. Sebagaimana dapat disimpulkan bahwa penguatan karkater tanggung jawab pada peserta didik di SDN Inpres POH Kec. Pagimana Kab. Banggai sudah baik dan masih perlu peningkatan lagi.
The Role of Teachers in Using Audio Visual Media to Improve Learning Outcomes of Grade VI Students of SD Inpres Tulo in Indonesian Language Subject Azazia, Nur; Lagandesa, Yun Ratna; Aqil, Muhammad; Hariana, Kadek; Putriwanti, Putriwanti
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2796-2805

Abstract

This research aims to explore the teacher’s role in utilizing audiovisual media to improve the learning outcomes of sixth-grade students at SD Inpres Tulo in Bahasa Indonesia lessons. A descriptive qualitative method was used, employing observation, interviews, and documentation to collect data. The results indicate that audiovisual media significantly enhance students’ cognitive abilities (understanding texts and story structures), affective aspects (learning motivation and positive attitudes), and psychomotor skills (short story writing). Teachers act as designers, facilitators, and evaluators by integrating videos, animations, and audio recordings into lessons, which create an engaging and interactive classroom atmosphere. The average percentage of students who understand narrative structures increased from 40% to 75%, while active participation in discussions rose from 30% to 65%. However, several challenges remain, such as limited facilities and teachers’ technical readiness. The study concludes that well-planned integration of audiovisual media, supported by quality materials and teacher training, can optimize learning outcomes in Bahasa Indonesia. These findings highlight the importance of innovative teaching strategies to meet students’ diverse needs in the modern learning environment. The study suggests continuous improvement in media quality and technical support to overcome existing obstacles and maximize the positive impact on students’ academic performance.
Integrasi Pembelajaran Mendalam (Deep Learning) dalam Kurikulum Sekolah Dasar: Tantangan dan Peluang Isnayanti, Andi Nur; Putriwanti, Putriwanti; Kasmawati, Kasmawati; Rahmita, Rahmita
Cokroaminoto Journal of Primary Education Vol. 8 No. 2 (2025): April - Juni 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.8.2.2025.6027

Abstract

Urgensi penelitian ini terletak pada pentingnya integrasi pembelajaran mendalam (Deep Learning) dalam kurikulum sekolah dasar sebagai strategi untuk meningkatkan kualitas pendidikan dan membentuk kompetensi abad ke-21. Kompetensi tersebut mencakup penguatan karakter, kemampuan berpikir kritis, kreativitas, kolaborasi, komunikasi, serta kesadaran kewarganegaraan. Pendekatan pembelajaran mendalam menawarkan pembelajaran yang berfokus pada pemahaman konseptual, penggabungan antara pengetahuan teoretis dan aplikatif, serta penerapan konsep dalam konteks nyata. Penelitian ini menggunakan metode studi pustaka dengan menganalisis berbagai sumber literatur yang relevan untuk mengeksplorasi tantangan dan peluang dalam implementasi pembelajaran mendalam di sekolah dasar. Hasil penelitian menunjukkan bahwa meskipun terdapat hambatan dalam hal kesiapan guru dan infrastruktur pendidikan, penerapan pembelajaran mendalam dapat meningkatkan keterlibatan siswa, memperkuat pemahaman materi, dan mendorong pembentukan pola pikir kritis serta kreatif. Selain itu, pendekatan ini dapat didukung melalui pelatihan guru yang berkelanjutan, penerapan teknologi pendidikan, serta kebijakan yang fleksibel dan inovatif. Dengan kolaborasi antara pendidik, institusi pendidikan, serta pemangku kepentingan lainnya, pembelajaran mendalam dapat menjadi katalisator transformasi pendidikan yang lebih adaptif dan relevan. Karena itu, diperlukan langkah-langkah yang terstruktur untuk mengatasi hambatan yang ada dan memaksimalkan potensi pembelajaran mendalam guna menciptakan lulusan yang kompeten serta siap menghadapi persaingan global.
The Relationship Between Gadget Use and Digital Literacy Levels Among Elementary School Students Al Kamil, Muhammad Nazimuddin; Putriwanti, Putriwanti; Mas'adi, Mas'adi; Makawawa, Junita Christi
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 2 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i2.7729

Abstract

Gadget use among elementary school students is increasing in tandem with the advancement of digital technology. This study aims to determine the relationship between gadget use and the level of digital literacy of elementary school students. This research was conducted at SDN 2 Talise. This study used a quantitative approach with a correlational method. The sample consisted of 36 students selected purposively. The research instrument was a closed-ended questionnaire with a Likert scale, consisting of 15 items for the variables of gadget use and digital literacy. Data analysis included normality tests, linearity tests, and Pearson correlation tests. The results of the normality test indicated that the data were normally distributed, while the linearity test indicated a linear relationship between the two variables. The Pearson correlation test showed a significant positive relationship between gadget use and digital literacy. This finding suggests that the more frequent and appropriate use of gadgets, the higher the students' digital literacy level. This study emphasizes the importance of mentoring and educational use of gadgets to improve digital literacy skills from an early age.
Implementasi Deep Learning dengan Bantuan AI untuk Meningkatkan Keterampilan Guru Abad 21: Inovasi Pembelajaran di Era Digita Yalida, Abdi -; Hasanah, Nur; Putriwanti, Putriwanti; Rahnmita, Rahmita
PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Volume 9 Nomor 2 Oktober 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pembelajar.v9i2.76983

Abstract

This study is motivated by the limited research on the implementation of Deep Learning based on Artificial Intelligence (AI) in supporting 21st-century teacher competencies, despite the fact that this phenomenon has a significant impact on the quality of learning in elementary schools. The purpose of this study is to analyze the effectiveness of applying Deep Learning supported by AI through the Teachy and Thunkable platforms in improving teacher competencies and student engagement. The method used is mixed methods. The research subjects consisted of 8 teachers and 30 students from SDN Toipan selected using purposive sampling techniques. Data were collected through questionnaires, semi-structured interviews, and observations, then analyzed using descriptive statistics and thematic analysis based on Miles & Huberman’s model. The results showed that teachers responded very positively to the use of AI with an average questionnaire score of 3.75 (strong category), and 90% of students were actively engaged in learning activities using the Thunkable application. These findings support 21st-century learning theory, which emphasizes the importance of mastering 4C skills (critical thinking, creativity, collaboration, and communication). The conclusion of this study is that the integration of AI-based Deep Learning is effective in improving teacher competencies as well as encouraging student engagement, although some teachers still face technical challenges.
Enhancing Fourth-Grade Sciences and Social Sciences Learning Outcomes Through STAD Cooperative Learning with Audio-Visual Media Sufyan, Mohammad; Misnah, Misnah; Wilade, Surahman; Firmansyah, Arif; Putriwanti, Putriwanti
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2382

Abstract

Traditional teacher-centered instruction in elementary Sciences and Social Sciences (IPAS) education creates passive learning environments that limit student engagement and comprehension. This classroom action research investigated the effectiveness of integrating Student Teams Achievement Division (STAD) cooperative learning with audiovisual media to improve fourth-grade learning outcomes at SDN 8 Mamboro. The study employed Kemmis and McTaggart's cyclical model across two implementation cycles, utilizing total sampling of 29 students during the 2024/2025 academic year. Data collection incorporated validated achievement tests, structured observation sheets, and comprehensive documentation to evaluate both quantitative learning outcomes and qualitative behavioral changes. Mixed-methods analysis examined classical mastery percentages, absorption rates, and observational effectiveness scores across intervention cycles. Results demonstrated substantial improvements from Cycle I to Cycle II: student mastery completion increased from 43.47% to 100%, classical absorption improved from 60.43% to 83.57%, teacher effectiveness enhanced from 82.14% to 95.23%, and student participation rose from 75% to 97.36%. The integration of structured cooperative learning with multimedia instruction successfully eliminated academic failure while fostering collaborative competencies and active engagement. These findings provide empirical evidence supporting cooperative learning theory while demonstrating practical applications for contemporary elementary education. The study contributes a replicable framework for educators seeking to enhance student-centered instruction through systematic integration of collaborative pedagogies and educational technology, though broader implementation requires investigation across diverse educational contexts.
Penerapan Media Konkret Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Matematika Siswa Kelas 1 SDN Baluase kasmawati; putriwanti; Dyah Aini Purbarani
JURNAL DIKDAS Vol. 12 No. 2 (2024): JURNAL DIKDAS
Publisher : Primary School Teacher Education Study Program; Faculty of Teacher Training and Education; Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jds.v12i2.3695

Abstract

This research aims to improve the mathematics learning outcomes of class I students at SDN Baluase through the application of concrete media. Concrete media was chosen because of its ability to help students understand abstract mathematical concepts through the manipulation of real objects. This research uses a classroom action approach (PTK) which is carried out in two cycles, with each cycle consisting of planning, implementation, observation and reflection. Data was collected through test sheets, observations and documentation, which were then analyzed descriptively to measure improvements in student learning outcomes. The subjects of this research were 30 class I students. Data collection was carried out through quantitative data from student test results, while qualitative data was obtained from student test sheets and observation sheets during the learning process. The research success indicator is set with a completion target of 75%. The research results show that the application of concrete media in mathematics learning significantly improves student learning outcomes. In the pre-cycle, only 40% of students achieved completeness with a KKM score of 75. After implementing concrete media, there was a significant increase to 66% in Cycle I and 97% in Cycle II. This research shows that the use of concrete media in mathematics learning in class I at SDN Baluase significantly improves student learning outcomes. The results obtained show a consistent increase in students' understanding of mathematical concepts, object manipulation abilities, and self-confidence. This increase shows that concrete media is effective in helping students understand mathematical concepts better, so that the learning process becomes more interactive and interesting. With concrete media, students are more easily involved in learning and improve learning outcomes and understanding and mathematical skills.
Praktik Manajemen Kelas dalam Pembelajaran Deep Learning Keterampilan Guru Abad 21 yang Kreatif dan Inovatif Rizal, Rizal; Surahman, Surahman; Asriani, Asriani; Putriwanti, Putriwanti; Rahmawati, Dyah; Pratama, Ryan Andhika
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 5 No. 6 (2025): November 2025 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v5i6.977

Abstract

Kegiatan pengabdian di SD Inpres 1 Toboli bertujuan untuk meningkatkan kompetensi guru dalam menerapkan pembelajaran berbasis teknologi dan Deep Learning. Melalui tahapan observasi, pelatihan, pendampingan, dan evaluasi, diperoleh hasil bahwa guru mengalami peningkatan signifikan dalam literasi digital dan keterampilan pedagogik. Pelatihan dengan AI Teachy membantu guru menyusun modul ajar yang sistematis, kontekstual, dan berorientasi pada asesmen autentik, sedangkan pendampingan Wordwall membekali mereka dengan kemampuan merancang media pembelajaran digital yang interaktif. Hasil evaluasi menunjukkan adanya perubahan dari pembelajaran konvensional menuju pembelajaran yang kreatif, inovatif, dan berpusat pada siswa. Siswa menjadi lebih aktif, termotivasi, serta mampu memahami konsep melalui pengalaman belajar yang kontekstual dan menyenangkan. Kegiatan ini terbukti efektif dalam meningkatkan kualitas pembelajaran dan dapat dijadikan model pengembangan profesional guru di sekolah dasar, khususnya di wilayah pedalaman.
The Effectiveness of the Word Square Learning Model on Reading Ability: A Quasi-Experimental Study of Fourth-Grade Students in Indonesian Language Instruction Shaltina, Ayu Amalia; Herlina, Herlina; Lapasere, Sisriawan; Aqil, Muhammad; Putriwanti, Putriwanti; Surahman, Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2858

Abstract

Reading ability constitutes a fundamental skill essential for academic success, yet many elementary students experience persistent difficulties in developing adequate reading competencies. The Word Square model, a game-based puzzle intervention, offers a promising approach to enhance reading instruction through active word recognition and contextual learning. This study investigated the effectiveness of the Word Square learning model on reading ability among fourth-grade elementary students in Indonesian language instruction. A quasi-experimental design with nonequivalent control groups was employed, involving 44 students divided into experimental (n=22) and control (n=22) groups. The experimental group received Word Square instruction while the control group participated in conventional teaching. Reading ability was assessed through pretest and posttest measurements. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, and normalized gain (N-gain) analysis. The experimental group achieved significantly higher posttest scores (M=89.64) compared to the control group (M=70.86), with t=13.636, p<0.001. The N-gain coefficient of 0.7325 indicated high effectiveness, demonstrating substantial improvement relative to students' growth potential. The Word Square learning model significantly enhances reading ability among fourth-grade students, providing robust empirical support for game-based, student-centered pedagogical approaches in elementary literacy instruction. These findings offer practical implications for educators seeking evidence-based strategies to improve reading outcomes.
Co-Authors A. Rahmaeni M Abdi Yalida Abdul Hamid Al Kamil, Muhammad Nazimuddin Almutari Enteding Andi Nur Isnayanti Arif Firmansyah Asnarita Nento Asriani Asriani, Asriani Azazia, Nur Danti Indriastuti Purnamasari Dyah Aini Purbarani Herlina Herlina Junita Christi Makawawa Kadek Hariana Kasmawati Kasmawati Kasmawati Mas'adi, Mas'adi Mas’adi Misnah Misnah Moh. Jenli Abbas Muhammad Aqil Muhammad Aqil Muhammad Nazimuddin Al Kami Muslim AR Nanda Saputra Nur Hasanah Pratama, Ryan Andhika Rahmawati, Dyah Rahmita Rahmita Rahmita Rahnmita, Rahmita Rangga Putera Boroallo Rizal, Rizal Shaltina, Ayu Amalia Sisriawan Lapasere Sufyan, Mohammad Sugeng Santoso Surahman Surahman Surahman Wilade Windhy Chrysty Yalida, Abdi - Yun Ratna Lagandesa