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All Journal International Journal of Evaluation and Research in Education (IJERE) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Proceeding Seminar LPPM UMP Tahun 2014 Dinamika Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Teaching and Learning in Elementary Education Journal of Science Education Research Lentera: Jurnal Ilmiah Kependidikan Riau Journal of Empowerment Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Inovasi Pendidikan Dasar JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Jurnal Dinamika Manajemen Pendidikan (JDMP) JURNAL ILMIAH GLOBAL EDUCATION Proceedings Series on Social Sciences & Humanities Jurnal Cakrawala Pendas Journal of Educational Sciences Prosiding Seminar Nasional Hasil-hasil Penelitian dan Pengabdian Pada Masyarakat Journal of Pedagogy and Education Science Journal of Professional Elementary Education Jurnal Elementaria Edukasia Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar
Subuh Anggoro
Universitas Muhammadiyah Purwokerto
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Rasch measurement and strategies of Science Teacher's Technological, Pedagogical, and Content Knowledge in Augmented Reality Cyril, Nelson; Jamil, Nor Aisah; Mustapha, Zainun; Thoe, Ng Khar; Ling, Loh Su; Anggoro, Subuh
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 15 No. 1 (2023): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v15i1.17238

Abstract

The use of Augmented Reality in the Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) framework is one of the systematic approaches to enriching students' experience in a science classroom. A study was conducted to explore teachers’ TPACK in Augmented Reality abilities. This article aims to identify science teachers’ level of TPACK in Augmented Reality using a questionnaire. A group of teachers (n=100) was trained to determine science teachers' TPACK at AR levels. Selected Science teachers then responded to a survey and analyzed using the Rasch Model. Male teachers (1.77 logits) outperformed female teachers (-0.55 logit) in TPACK abilities. In addition, teachers 36-40 years of age with 6-10 years of teaching experience had higher ability in TPACK in AR.  Findings also indicated the Pedagogical Knowledge (PK) scoring is at +1.23logit and TPACK +0.29 logit suggesting both PK and TPACK components were of higher difficulty level compared to other components.The findings suggest that the training on TPACK in AR especially in the areas of PK and TPACK is necessary and should be based on the teacher’s demographic profile, teaching experiences, and other components of the TPACK framework.
DEVELOPMENT OF CANVA-BASED INTERACTIVE E-BOOK AND BOOK CREATOR USING THE RADEC LEARNING MODEL TO SUPPORT CREATIVE THINKING SKILLS Prastyana, Via; Anggoro, Subuh; Prisilawati, Dian Eis; Nazirah, Aliyatun; Cyril, Nelson
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 15 No. 1 (2023): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v15i1.17407

Abstract

The involvement of technology in 21st century learning is indispensable at every level of education. Teachers can involve digital learning media to support the process of teaching and learning activities. Digital-based learning media such as interactive e-books can be used as learning media that can be used in 21st century learning. In addition to digital-based learning media, the learning model that can be applied is an innovative learning model. The RADEC learning model is one of the learning models that can be applied in current learning. This study aims to develop an interactive e-book through the RADEC learning model, and determine the feasibility of an interactive e-book through the RADEC learning model. This research is a research and development or Research and Development ADDIE model. This study obtained the feasibility results from the validation of material experts, validation of linguists, and validation of media experts. The results of the validation of material experts, linguists, and media experts get scores in the very valid category for use. The results of student responses regarding product trials get scores in the very interesting category for students to use in the learning process. The results of the group creativity assessment are very interesting and can increase the creativity of students. Based on these results, it can be concluded that interactive e-books through the RADEC learning model are very valid and feasible to be used in learning and can increase students' creativity.
Identification of Teachers and Students’ Readiness to E-Learning Implementation Amalia, Ravitya Rizki; Anggoro, Subuh; Eka, Karma Iswata
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 4 No. 2 (2021): August 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The purpose of this study is to determine the readiness to implement e-learning in school, parents, and students at SD UMP, seen from the readiness of human resources, finance, and technology skills. The research method used is qualitative research with descriptive method. Participants in this study included a principal, 15 teachers, and 32 students, and the data were collected through observation, interviews, and documentation. This study shows that principals and teachers are ready for implementing e-learning from the side resources, finance, and technological skill. However, students and their parents have unprepared for it. They need more time to adapt the e-learning and the allocation their expenditure to it.
The Moderating Role of Self-Efficacy in the Relationship Between ICT Literacy and Students’ Self-Concept in Inquiry-Based Learning Yanuarto, Wanda Nugroho; Anggoro, Subuh; Setyaningsih, Eka; Fukui, Masanori
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v9i2.22046

Abstract

This study focuses on inquiry-based teaching and learning (IN), emphasizing the development of students' self-efficacy (SEDU), self-concept (PP), and information and communication technology literacy (TIK). Students are encouraged to prioritize the learning process over grades or competition, to develop a sense of competence and autonomy, and to focus on broader skill development rather than purely technical objectives. The purpose of this research was to evaluate the performance of SEDU, PP, and TIK within an IN framework. A quantitative approach with a cross-sectional survey design was employed to collect and analyze data. This study investigates the relationships among SEDU, PP, TIK, and IN. Data were collected using a structured questionnaire, and the relationships between these variables were analyzed using structural equation modeling (SEM). The sample consisted of 631 elementary school teachers and 224 mathematics education students from the University of Muhammadiyah Purwokerto, Indonesia. The analysis revealed statistically significant interactions among SEDU, PP, TIK, and IN. Additionally, SEDU was identified as a moderating factor in the interaction between PP, TIK, and IN. These findings suggest that SEDU has the potential to enhance classroom enrichment in IN settings for students with high levels of PP and TIK. This study contributes to the existing literature on instructional feedback and inquiry-based learning by providing recommendations for fostering effective IN classrooms. Specifically, it highlights the importance of enhancing students' technological competencies and personal growth to maximize the benefits of inquiry-based education.
The Implementation of the Teaching at the Right Level (TaRL) Approach to Improve Mathematical Problem-Solving Skills of Third Grade Students Pamuji, Slamet; Suryani, Suryani; Anggoro, Subuh
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1596

Abstract

This study aims to improve the mathematical problem-solving ability of third-grade elementary school students through the implementation of the Teaching at the Right Level (TaRL) approach. This research was conducted as Classroom Action Research (CAR) over two cycles during the second semester of the 2024/2025 academic year. The study was carried out collaboratively between a classroom teacher and university supervisor to design, implement, and evaluate the learning process. The subjects were third-grade elementary students with varying levels of understanding in basic mathematical concepts, particularly in arithmetic and simple problem solving. Instruments used in the study included teacher and student observation sheets, student worksheets (LKPD), lesson plans (RPP), and pre- and post-tests to measure student abilities. The TaRL approach was implemented by grouping students according to their level of understanding and providing appropriate materials and activities for each level. This strategy ensured that students were not forced to follow lessons that were too difficult or too easy for them. Data analysis was conducted using narrative description for qualitative data and descriptive statistics for quantitative data. The results showed a significant increase in students' ability to solve mathematical problems. The average score in the pre-test was 28.56, which increased to 81.80 by the end of cycle II. This indicates that the TaRL approach is highly effective in helping third-grade students better understand and confidently engage with mathematical material. It can be concluded that the Teaching at the Right Level (TaRL) approach is a suitable solution for addressing learning gaps in lower grades and can create a more enjoyable and ability-appropriate learning environment for each child.
Utilization of the Problem-Based Learning (PBL) Model to Develop Critical Thinking Skills of Fourth-Grade Elementary School Students Calosa, Aditya Bagas; Anggoro, Subuh; Suryani, Suryani
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1620

Abstract

This study aims to improve the critical thinking skills of fourth-grade elementary students through the implementation of the Problem Based Learning (PBL) model. Critical thinking is a vital 21st-century skill that must be nurtured from an early stage in education. Based on initial observations in Class IVB of SD Negeri 2 Purwokerto Wetan, it was found that most students were unable to express opinions, engage actively, or identify information effectively during thematic learning. Therefore, the PBL model was implemented in IPAS (Integrated Science and Social Studies) learning through two cycles of classroom action research (CAR). The research design followed the Kemmis and McTaggart model, including planning, action, observation, and reflection stages. Data were collected using observation, interviews, written tests, and documentation. The results showed a significant improvement in students' critical thinking skills after the application of PBL. In cycle I, the average critical thinking score was 70.3%, which increased to 84.1% in cycle II. Key aspects of critical thinking, such as providing basic explanations, making inferences, evaluating, and planning strategies, improved across most students. Additionally, the classroom atmosphere became more active, participatory, and collaborative, with more students able to present logical arguments and solve problems independently. The study concludes that the PBL model is an effective approach to enhancing elementary students' critical thinking abilities, especially in thematic IPAS learning.
Efektivitas Gaya Kepemimpinan Kepala Sekolah Terhadap Kinerja dan Prestasi Sekolah Dasar Harjati, Emi; Anggoro, Subuh
JDMP (Jurnal Dinamika Manajemen Pendidikan) Vol. 6 No. 1 (2021): Volume 6, Nomor 1, September 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdmp.v6n1.p7-16

Abstract

The principal is an educational leader at the micro-level who carries out management functions, including planning, organizing, mobilizing, and controlling. The objectives of this study are: (1) to analyze the effectiveness of the principal's leadership style in elementary schools (2) to analyze the effectiveness of the principal's leadership style in improving school performance in elementary schools. (3) Analyzing the effectiveness of the principal's leadership style in improving school achievement in elementary schools. The research method used is the survey method. The research subjects were supervisors, principals, and teachers in the Korwilcam Dindik Timur Purwokerto environment, totaling 60 people consisting of 3 supervisors, 15 principals, and 42 classroom teachers. The research instrument is a leadership style questionnaire, school performance, and school achievement planning. The results showed that the principal's leadership style affected performance and achievement in the primary school Korwilcam Dindik Purwokerto Timur by 23.2% (school performance) and 36.2% (school achievement).
Pengembangan Media Pembelajaran Augmented Reality Berbasis STEM Berbantuan Assembler Edu Untuk Materi Makan dan Dimakan Ayuningtyas, Octyara Dwi; Anggoro, Subuh; Fukui, Masanori
Jurnal Ilmiah Global Education Vol. 6 No. 3 (2025): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i3.4126

Abstract

This study focuses on the development of a STEM-oriented Augmented Reality (AR) learning medium for the topic “Eating and Being Eaten,” facilitated through the Assemblr Edu platform. It involves assessments of content feasibility, student usability testing at SD Negeri 2 Mersi, and evaluations of teacher feedback. The research follows Thiagarajan’s 4-D model, which comprises the stages of define, design, develop, and disseminate. Data were gathered using questionnaires and interviews, with participants including students, teachers, as well as media and content validators.The data analysis combined descriptive quantitative and qualitative approaches. Validation by content experts yielded a score of 87,53%, indicating a high level of validity. Similarly, media experts assessed the product at 81.25%, also categorized as highly valid. A small-scale trial involving 20 students resulted in a 92.33% score, suggesting strong student interest. Meanwhile, teacher feedback from 51 participants resulted in a 92.44% score, reflecting excellent reception. These findings indicate that the developed media is engaging, positively received, and practically applicable in learning environments.
The Effect of Predict Observe Explaint (POE) Learning Model on Competency Process Standards Nugraheni, Dian Eka; Anggoro, Subuh
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1674

Abstract

In the process of learning the underlying mathematical concepts in students, it is often the case that the process stabdards of students mathematical competence have not been completed. Mathematics has a standard mathematical process, namely problem solving, reasoning, communication, connection, and representation. This type of research is a quasi experimental research using posttest only control design which aims to determine whether there is an effect of the Predict Observe Explaint (POE) learning model on the standard process of mathematics competence of grade V students of MIM Petambakan, Banjarnegara. Hypothesis testing in this study used a t-test which was preceded by a normality test using the kolmogrov-smirnov test and homogeneity test using Levene’s test. The test was conducted using SPSS 22 with a significance level of 5%. Based on the results of statistical analysis, it is obtained that there is a positive and insignificant influence between the Predict Observe Explaint (POE) learning model on the standard process of mathematics competence in class V MIM Petambakan with a sig value of 0.923>0.05 and beta standard coefficient 0.919.
Implementation of Culturally Responsive Teaching (CRT) Approach in Improving Critical Reasoning Ability and Collaboration of Grade IV Elementary School in Science Subject in Pagedongan District Istiqomah, Nurul Farida; Anggoro, Subuh
Proceedings Series on Social Sciences & Humanities Vol. 25 (2025): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v25i.1678

Abstract

This research aims to determine the implementation of culturally responsive teaching (CRT) approach on critical thinking and collaboration for class IV elementary school for the IPAS learning in Kecamatan Pagedongan. This type of research is quasi-experimental research with The pretest-posttest control group design. Data on critical thinking and collaboration was collected using an assessment instrument in the form of a questionnaire. Data was analyzed using analysis assisted by SPSS 23 for Windows. The results of the research show that: First, there is a significant influence of culturally responsive teaching (CRT) approach on the critical thinking IPAS of class IV students at elementary school Kecamatan Pagedongan. Second, there is a significant influence of culturally responsive teaching (CRT) approach on the collaboration IPAS of class IV students at elementary school Kecamatan Pagedongan. And third, there is a significant influence of culturally responsive teaching (CRT) approach on the critical thinking and collaboration IPAS of class IV students at elementary school Kecamatan Pagedongan.
Co-Authors A.A. Ketut Agung Cahyawan W Amalia, Ravitya Rizki Amandariella Samahita Prasetyo Ana Andriani Anang Fathoni Andri Sulastriningsih Andriyani, Bety Ani Irawati Anna Sukmawati Kusyanto Annisa Nur Faiqoh Ari Widodo Atmojo, Ari Dwi Ayu Ratnaningsih Ayuningtyas, Octyara Dwi Azalea Dewi Larassati Azmi Fitriati Badarudin Badarudin Balbir SM Singh Budi Suroso Calosa, Aditya Bagas Choirun Nisa, Lidya Corrienna Abdul Talib Cyril, Nelson Dhi Bramasta, Dhi Diniya Diniya Eka Setyaningsih Eka, Karma Iswata Fahmi, Nova Abadul Fatmawati, Nur Alfi Firmasyah, Juli Fukui , Masanori Fukui, Masanori Hanif Fathurakhman Harjati, Emi Ine Kusuma Aryani Istiqomah, Nurul Farida Jamil, Nor Aisah Jesi Alexander Alim Karma Iswasta Eka Khabib, Dwi Rela Abdillah Lia Mareza Ling, Loh Su Mariyatul Qibtiyah Masanori, Fukui Mustakim, Widian Mustapha, Zainun Nazirah, Aliyatun Nelson Cyril Neni Hermita Neviasari, Wendi Ng Khar Thoe Ng Khar Thoe Noreen Izza Arshad Nugraheni, Dian Eka Nurshazlyn M Aszemi Ong, Eng Tek Pamuji, Slamet Pamujo Pamujo Parwati, Ari Prastyana, Via Pratik Dwi Yuwono Prisilawati, Dian Eis PUJI LESTARI Ratih, Cahaya Dewi Ratus, Yusuf Yuniar Ravitya Rizki Amalia Reza Kurniawan Rifa Pramasanti Rifqi Maulana Ristiana Dyah Purwandari Romadhon, Nur Latif Gita Santhy Hawanti Sofia, Lucky Ermina Sony Irianto Sri Dewi Nirmala Sri Harmianto Sri Muryaningsih Sri Wahjuni Anggara Styowati, Arini Dina Sudarno, Nida Listiani Supriyanto Supriyanto Suroso, Budi Suryani Suryani Tantin Noor Aida Tegar Putri Andriani Thoe, Ng Khar Tommy Tanu Wijaya Tyas Heruprahoro Wanda Nugroho Yanuarto Widadi, Subur Widianto, Deppy Wijayanti, Aprilia Ariestiani Zetra Hainul Putra Zulfa Firstya Noor Zuraini Hanim Zaini