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All Journal KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Lentera: Jurnal Ilmiah Kependidikan Jurnal Caksana: Pendidikan Anak Usia Dini Pedagogia: Jurnal Ilmiah Pendidikan Dasar Indonesia Jurnal Pendidikan Dasar Bima Journal of Elementary Education
Mareyke Jessy Tanod, Mareyke Jessy
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Prospective Elementary School Teacher Students' Opinion in Online Learning Using Virtual Learning Environments Rachmadtullah, Reza; Tanod, Mareyke Jessy; Irawan, Nico; Mascarinas, Ada Marie; Anshoriyah, Sofiyatul
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 14 No. 2 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i2.3736

Abstract

Digital-based education, including virtual learning environments, has gained traction within the community. However, it is essential to acknowledge that not all online learning experiences are without drawbacks; they come with advantages and disadvantages. Therefore, the primary objective of this study is to investigate the perspectives of student candidates aspiring to become elementary school teachers regarding their experiences with online learning via virtual environments. The research methodology employed here is descriptive and qualitative. The study encompasses a participant pool of 60 students in their fifth semester. The findings of this research reveal that, on the whole, students exhibit satisfaction and comfort in using virtual learning environments. The incorporation of virtual learning environments contributes to a resource-efficient learning approach. Additionally, implementing these virtual environments nurtures self-confidence and independence among learners. Notably, the most significant advantage of online learning via virtual platforms from home is the ability to store learning materials, enabling students to revisit them as needed. This condition is made feasible by downloading online learning materials, allowing children to save and access them conveniently. However, challenges persist, including weak internet signals, limitations in delivering all materials online, and the students' demand for practical material examples.
Penerapan Model Story-Based Learning untuk Meningkatkan Literasi Multidimensional dan Keterlibatan Emosional Siswa Sekolah Dasar Srisuk, Prattana; Prastyo, Danang; Tanod, Mareyke Jessy
Bima Journal of Elementary Education Vol. 2 No. 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2435

Abstract

This study aims to analyze the effect of implementing the Story-Based Learning (SBL) model on the multidimensional literacy and emotional engagement of elementary school students. The research design employed a quasi-experimental method with a mixed-methods approach. A total of 180 fourth-grade students from three elementary schools were divided into two groups: an experimental group applying SBL and a control group following conventional learning. Quantitative data were collected through pre-test and post-test measures assessing reading, writing, and critical thinking abilities, as well as an emotional engagement questionnaire. In addition, qualitative data were obtained from participatory observations and semi-structured interviews to enrich the understanding of the learning process in the field. The analysis showed that the experimental group experienced a significant increase (p < 0.05) in the multidimensional literacy aspects, particularly in reading (85.4 vs. 78.7), writing (83.1 vs. 75.6), critical thinking (81.5 vs. 73.4), and collaboration and communication (84.0 vs. 77.3). An increase in emotional engagement was also reflected by a rise in motivation scores from 3.2 to 4.0 (on a 1–5 scale), accompanied by a higher level of students’ interest and self-confidence compared to the control group. Classroom observations and interviews indicated that story-based instruction successfully triggered students’ enthusiasm, empathy, and active participation in discussions and expressing opinions. Thus, SBL can be proposed as an effective and holistic learning model for enhancing both the multidimensional literacy and emotional engagement of elementary school students. The practical implications of these findings highlight the importance of teachers’ readiness in selecting relevant stories, designing creative activities, and managing classroom interactions in a communicative manner. Curriculum support and collaboration among stakeholders are also needed to optimize the benefits of SBL, fostering a literate, critical, and empathetic generation.
Co-Authors Ambyah Harjanto, Ambyah Anshoriyah, Sofiyatul Bulantika, Siti Zahra Diswantika, Noviana Elvadola, Connyta Fiki Prayogi Iasha, Vina Juwantara, Ridho Agung Khotimah, Desti Nurul Mascarinas, Ada Marie Nico Irawan Prastyo, Danang Rachmadtullah, Reza Sari, Rizka Puspita Sri Murni Srisuk, Prattana