Article Per Year (5 Year)
p-Index From 2021 - 2026
3.782
P-Index
This Author published in this journals
All Journal PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Pedagogik Journal of Islamic Elementary School GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) 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 Journal of Pedagogi
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

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
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.
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.
The Effectiveness of the Word Square Learning Model on Reading Ability: A Quasi-Experimental Study of Fourth-Grade Students in Indonesian Language Instruction Ayu Amalia Shaltina; Herlina Herlina; Sisriawan Lapasere; Muhammad Aqil; 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.
Assessing Creativity in Early Primary Education: Insights from the Merdeka Curriculum in Indonesian Language Learning Tia Athifah; Rizal Rizal; Muhammad Aqil; Pahriadi Pahriadi; Putriwanti Putriwanti; Surahman Wilade
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.v5i1.3107

Abstract

This study examined the effect of the Merdeka Curriculum on creativity development among second-grade students in Indonesian language learning at SD Negeri 02 Dolo. Despite growing emphasis on 21st-century competencies, traditional teacher-centered instruction continues to dominate Indonesian primary classrooms, potentially constraining creativity development. A quasi-experimental one-group pretest-posttest design was employed, complemented by classroom observations, questionnaires, and interviews with 30 second-grade students and their teacher. Data were analyzed using paired-samples t-tests, descriptive statistics, and thematic analysis. Results revealed a paradoxical pattern: while standardized creativity test scores showed minimal change (p = 0.012, d = 0.15), substantial improvements emerged in creative behaviors, autonomous learning, and student engagement. Classroom observation ratings progressed from 80% to 100%, and qualitative data documented increased idea generation, willingness to experiment, and confidence in creative expression. These findings suggest that student-centered, project-based curricula foster meaningful creativity development in young learners, manifesting primarily through behavioral processes rather than immediate test performance gains. The study contributes to early primary education scholarship by revealing limitations of traditional written assessments for capturing children's creativity and supporting the need for multimodal, process-oriented evaluation approaches. Results carry implications for curriculum implementation, teacher professional development, and creativity assessment practices in early primary contexts.
The Effect of Experiential Learning on Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Adelia Rizki Ananda; Zulnuraini Zulnuraini; Khairunnisa Khairunnisa; Rizal Rizal; Putriwanti Putriwanti; Surahman Wilade
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.v5i1.3237

Abstract

This study examined the effect of the Experiential Learning model on students' learning outcomes in Integrated Science and Social Studies (IPAS) for fourth-grade students at Madrasah Ibtidaiyah Negeri Donggala. The research was motivated by low student engagement and achievement resulting from predominantly teacher-centered instructional practices. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 48 fourth-grade students divided into experimental and control groups. The experimental group received instruction using the Experiential Learning model emphasizing concrete experience, reflection, conceptualization, and application, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item multiple-choice test administered as pretest and posttest. Analysis included descriptive statistics, normality and homogeneity tests, independent samples t-test, and normalized gain (N-gain) calculations. Results revealed a statistically significant difference in posttest scores between groups (t = 9.941, p < 0.001). The experimental group demonstrated substantial improvement with a high mean N-gain score of 0.73, while the control group showed low learning gain (N-gain = 0.21). These findings indicate that Experiential Learning is significantly more effective than conventional teaching methods in improving students' IPAS learning outcomes, supporting its implementation as an instructional approach to enhance student engagement and academic achievement in elementary education.
The Effect of Wordwall-Assisted Interactive Learning Media on Students' Learning Interest in Science and Social Studies Nurlita Aristya Suci; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Putriwanti Putriwanti
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.v5i1.3300

Abstract

Learning interest constitutes a critical affective factor influencing students' engagement and academic success in elementary education. However, IPAS (Integrated Science and Social Studies) instruction in many Indonesian elementary schools remains dominated by conventional, teacher-centered approaches that limit student participation and diminish learning interest. This study examined the effect of Wordwall-assisted interactive learning media on Grade III students' learning interest in IPAS at SD Inpres Lolu. Employing a pre-experimental one-group pretest-posttest design, the study involved 23 students selected through saturated sampling. Data were collected using a validated learning interest questionnaire (Cronbach's Alpha > 0.60) administered before and after the two-week Wordwall implementation. Analysis included descriptive statistics and paired-sample t-test following normality verification. Results demonstrated a significant increase in mean learning interest scores from 62.52 (pretest) to 80.04 (posttest), with a moderate N-gain value of 0.46. The paired-sample t-test confirmed statistical significance (p = 0.01 < 0.05), rejecting the null hypothesis. These findings indicate that Wordwall-based interactive media significantly enhance elementary students' learning interest in IPAS by transforming conventional instruction into engaging, game-based experiences. The study contributes empirical evidence supporting game-based learning integration in elementary science education, with implications for instructional practice and professional development. Future research should employ experimental designs with control groups and examine long-term effects on both affective and cognitive outcomes.
Co-Authors A. Rahmaeni M Abdi Yalida Abdul Hamid Adelia Rizki Ananda Almutari Enteding Andi Nur Isnayanti Arif Firmansyah Asnarita Nento Asriani Asriani, Asriani Asriani, Asriani Ayu Amalia Shaltina Azazia, Nur Azizah Azizah Danti Indriastuti Purnamasari Dyah Aini Purbarani Dyah Rahmawati Elsa Ramadani Herlina, Herlina Junita Christi Makawawa Kadek Arya Kadek Hariana Kariani, Kadek Dwi Kasmawati Kasmawati Kasmawati Katrin, Ketut Khairunnisa Khairunnisa Mas’adi Mas’adi Mas’adi Misnah Misnah Moh. Jenli Abbas Muhammad Aqil Muhammad Nazimuddin Al Kamil Muhammad Nazimuddin Al Kamil Muslim AR Nanda Saputra Nashrullah . Nur Hasanah Nurlita Aristya Suci Pahriadi Rahmita Rahmita Rahmita Rahnmita, Rahmita Rangga Putera Boroallo Rizal, Rizal Ryan Andhika Pratama Sarintan Nurcahyati Kaharu Sisriawan Lapasere Sufyan, Mohammad Sugeng Santoso Surahman Wilade Tia Athifah Windhy Chrysty Yalida, Abdi - Yun Ratna Lagandesa Zulnuraini