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Prana Dwija Iswara, Prana Dwija

Universitas Pendidikan Indonesia

Author-ID : 500746

Religion Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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The Nature of Differentiated Learning in The Perspective of Constructivist Educational Philosophy: A Systematic Literature Review Umayrah, Anggi; Iswara, Prana Dwija; Salsabila, Syifa; Azzahra, Siti Silmi; Jeujanan, Mariana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.11474

This study aims to examine differentiated learning from the perspective of constructivist educational philosophy, namely the application of differentiated learning and the relationship between constructivism and differentiated learning. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis). This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2014-2024. The data analysis technique for this research used thematic analysis. The result showed that the nature of learning differs from the perspective of constructivist educational philosophy regarding basically every student's knowledge. Constructivism includes a learning process where students must build their knowledge through knowledge and experience that has existed in students before. In learning, teachers help students reconstruct information by presenting meaningful learning. Meaningful in this sense, teachers must be able to organize learning by considering each student's uniqueness because each student is a different individual. The findings in this study showed that the application of differentiated learning based on the educational philosophy of constructivism can be a reference for teachers to direct students in constructing their knowledge independently by paying attention to all aspects of each student's learning. The implication of this study is to provide knowledge to teachers and prospective teachers, namely that the educational philosophy of constructivism can guide learning theory in the application of differentiated learning. Later, it can help improve the quality of learning, which will also increase human resources in Indonesia and help achieve national development goals.

EFEKTIVITAS CERITA BERGAMBAR DIGITAL BERBASIS CANVA TERHADAP KETERAMPILAN MEMBACA SISWA SEKOLAH DASAR KELAS RENDAH Syntia Hanna Adila; Prana Dwija Iswara; Diah Gusrayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.29962

Reading skills are an important basic skill to be mastered by elementary school students, especially at the low grade level. However, in practice, many students have difficulty understanding the content of reading due to the use of less attractive learning media. This study aims to determine the effectiveness of digital picture story media based on Canva application on reading skills of grade II students of SD Negeri Sukaraja 1. This study used a quantitative approach with a quasi-experimental design in the form of Nonequivalent Control Group Design. The research sample consisted of two grade II classes selected through purposive sampling technique, namely the experimental class of 27 students and the control class of 28 students. The experimental class was treated using Canva-based digital picture story media, while the control class used conventional media. The research instruments included reading skill tests and student interviews. The Mann-Whitney test results on pretest scores showed no significant difference between the experimental and control classes (p = 0.249 > 0.05), which means that the students' initial abilities were comparable. After the treatment, the Wilcoxon test showed a significant improvement in the experimental class, and the Mann-Whitney test on the posttest showed a significant difference between the two classes. The interview results also showed that students gave positive responses to the use of the media. Thus, the Canv-based digital picture story media.

Peningkatan Literasi Menggunakan Teknologi Deep Learning Terhadap Guru TK dan SD di Pulau Tidung Nugraha, Rana Gustian; Julia, J.; Iswara, Prana Dwija; Gusrayani, Diah; Panjaitan, Regina Lichteria
Parta: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 2 (2025)
Publisher : Universitas Pendidikan Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38043/parta.v6i2.6947

The problems in the world of education today show the importance of literacy that is not only limited to reading and writing, but also digital literacy and based on artificial intelligence (AI). However, there are significant challenges because many teachers are not yet good at interpreting this technology into learning. The purpose of the pinu research is to increase literacy with deep learning technology among teachers on Tidung Island. This study uses a seminar method of presentation techniques, independent assignments and peer tutors accompanied by the Pre-Test and Post-Test stages and a recapitulation of the results of various aspects of the activity. The results show a substantial increase in understanding and are evidenced by an increase in the average score of 32.1%. In addition, teachers realize that AI can accelerate the work of teacher needs. In conclusion, the method used can bridge the gap in access to technological information and successfully increase the capacity of human resources in the field of education. The implication is that this study emphasizes the need for ongoing efforts to improve teacher technology literacy for better professionalism.

STUDI KOMPARATIF PENERAPAN STRATEGI DIRECTED READING THINKING ACTIVITY (DRTA) BERBANTUAN KECERDASAN BUATAN TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN TEKS NARASI SISWA SD Septiani, Santi; Djuanda, Dadan; Dwija Iswara, Prana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40630

The ability to read and understand narrative texts is an important skill that elementary school students must master.Directed Reading Thinking Activity (DRTA) is a learning strategy that can be used to improve these skills. However, DRTA is still largely implemented conventionally and does not utilize technology such as artificial intelligence (AI) as a learning tool. The urgency of this study is to compare the reading comprehension skills of students who learn by applying the strategy.Directed Reading Thinking Activity (DRTA) assisted by AI and students learning using the Strategy Directed Reading Thinking Activity (DRTA) without AI assistance. The integration of AI during the learning process using the DRTA Strategy lies in each step, namely prediction (before reading), content verification (during reading), and reflection (after reading). The approach used is a quantitative approach with a comparative design. The research subjects consisted of 60 elementary school students from two different schools, namely SDN A as the experimental class and SDN B as the control class. Data were collected through a reading comprehension test of narrative texts given in the form posttest after the learning process took place. Data analysis was conducted using the Mann-Whitney Test. The results of the study showed a difference in the reading comprehension ability of narrative texts between students at SDN A and SDN B. Students who learned using the Strategy Directed Reading Thinking Activity (DRTA) with AI assistance obtained higher average scores than students who learned using the DRTA Strategy without AI assistance. This finding indicates that AI assistance in the DRTA Strategy Directed Reading Thinking Activity (DRTA) plays a role as a supporter of reading comprehension learning, while the DRTA Strategy without AI assistance remains relevant for implementation in learning.

Assessing Critical Reading Skills of Fifth-Grade Elementary Students in Narrative Text Comprehension Nurul Faizah; Prana Dwija Iswara; Wahyu Sopandi
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.v5i1.3311

The proliferation of digital misinformation poses significant challenges for elementary students' information literacy, necessitating robust critical reading skills to evaluate and synthesize textual information effectively. This study systematically assessed the critical reading skills of fifth-grade students in comprehending narrative texts, examining performance across literal, inferential, and evaluative dimensions. A quantitative descriptive design was employed with 34 fifth-grade students (23 males, 11 females) from SDN 1 Sukaresmi, West Bandung Regency, Indonesia. The critical reading assessment, based on Nurhadi's framework and validated through expert review (Cronbach's α = 0.82), measured six primary indicators using narrative texts from government-curated quality reading materials. Data were analyzed using descriptive statistics and comparative analyses. Students demonstrated moderate proficiency in literal comprehension (46.81%) but substantial deficits in higher-order skills, particularly synthesis (35.66%), interpretation of implied meanings (37.01%), and cause-and-effect understanding (34.56%). Female students exhibited marginally higher performance (42.22%) compared to males (38.81%), though differences were not statistically significant. Overall achievement averaged 39.91%, indicating medium-to-low critical reading competency. Critical reading skills among upper elementary students remain underdeveloped, especially in inferential and evaluative domains. These findings underscore the necessity for explicit instructional interventions targeting higher-order comprehension strategies, including scaffolded inference training and causal reasoning instruction, to enhance elementary literacy quality.

PENGEMBANGAN APLIKASI BERBASIS DIGITAL SANTABASUN UNTUK MENGENALKAN KESANTUNAN BERBAHASA SUNDA PADA SISWA SEKOLAH DASAR Nurfarida, Sallsa; Iswara, Prana Dwija; Gusrayani, Diah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32201

This application aims to introduce Sundanese politeness to elementary school students, especially fourth graders. The resulting product is a digital application called SANTABASUN, which was developed using Smart Apps Creator, Canva, and Capcut software. The data collection process was carried out through interviews, questionnaires filled out by validators, material experts, media experts, and user responses filled out by students. This study used the ADDIE development model which consists of five stages, nameIy anaIysis, design, deveIopment, impIementation, and evaluation. The results showed that the SANTABASUN application has met the eligibility criteria. Based on the assessment by media experts, the application obtained a score of 96% which is categorized as very feasible, while the materiIl experts obtained a score of 87% which is also categorized as very feasible. In terms of user response, the smaIIl group trial produced a percentage of 94% and is categorized as very good, while the large group trial obtained a percentage of 97% which is also categorized as very good. These findings indicate that the SANTABASUN application is considered effective and suitabIe for use as an interactive Iearning medium to introduce Sundanese politeness. The application's strengths lie in its attractive appearance, relevant content, and visual and audio support, which aid comprehension. However, there's still ample potential for further development, such as expanding the user base to various groups and educational levels, and adding a variety of materials to enhance comprehensive learning.

The Effect of the Phonics Method Using Beginning Reading Media on Primary School Students' Beginning Reading Skills Ayuningtyas, Tyagita; Iswara, Prana Dwija; Sopandi, Wahyu; Sujana, Atep
Mimbar Sekolah Dasar Vol 12, No 1 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i1.81908

One significant obstacle to improving basic literacy standards in Indonesia is the low initial reading proficiency among primary school students. To strengthen students' understanding of letter-sound relationships, innovative teaching approaches are essential. This study investigated the combined effects of phonics instruction and Beginning Reading (BR) media on elementary students' early reading abilities. Using a quasi-experimental pre-experimental design, the research employed descriptive and inferential statistical analysis of data collected through questionnaires, interviews, and a one-group pretest-posttest framework. Eighteen participants demonstrated pretest scores ranging from 28.46 to 70.76, reflecting varying baseline reading levels. Following the instructional intervention, posttest results revealed substantial improvement, with scores climbing to 82-100 and an average N-Gain score of 82.85. These outcomes demonstrate marked progress in reading competency, providing robust empirical support for integrating phonics methodology with interactive BR media. The results highlight two key findings: (1) the effectiveness of combining systematic phonics with multimedia tools, and (2) technology's role in creating engaging, practical learning solutions for foundational literacy. This research contributes meaningfully to primary education by validating an evidence-based approach that addresses Indonesia's literacy challenges while aligning with contemporary digital learning environments. The demonstrated improvements in reading skills underscore the potential of this combined methodology to transform early reading instruction.

THE EFFECTIVENESS OF THE RADEC LEARNING MODEL IN ENHANCING FIFTH-GRADE STUDENTS’ READING COMPREHENSION SKILLS OF PROCEDURAL TEXTS Hilma Mustika Fauziyyah; Prana Dwija Iswara; Wahyu Sopandi
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13276

This study aims to examine the effectiveness of the RADEC (Read-Answer-Discuss-explain-Create) learning model in improving fifth-grade elementary students’ reading comprehension of procedural texts compared to conventional instruction. A quasi-experimental design with a non-equivalent group pretest-posttest method was applied. The participants consisted of fifth-grade students from two elementary schools in Kuningan Regency, divided into experimental and control groups. Data were collected through pretest and posttest, then analyzed using an independent sample t-test assisted by Jeffreys’s Amazing Statictics Program (JASP). The results showed a statistically significant difference in improvement between the two goups, as indicated by a p-value of 0.001 (sig. 2-tailed< 0.05). These findings suggest that the RADEC model is effective in enhancing students’ reading comprehension, especially in understanding procedural texts, when compared to conventional learning. The implication of this research is that the RADEC learning model has the potential to be adopted as an innovative learning model to support literacy development at the elementary school level.

Improving Elementary School Students' Essays Writing Skills by Using The Brainwriting Learning Model Assisted by Storybird Tiana Dara Lugina; Prana Dwija iswara; Asep Saefudin; Arie Rakhmat Riyadi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.18953

AbstractThis study aims to determine the effect of the Brainwriting learning model assisted by storybird on narrative essay writing skills of phase C elementary school students in grade 5. This study used a quasi-experiment method of one group pretest-posttest design with purposive sampling. This research was conducted at Public Elementary School (SDN) 015 Kresna, Bandung City, West Java Province with a sample of 30 people. Data collection was carried out using test and non-test instruments. The test carried out is writing a narrative essay with a narrative essay assessment rubric consisting of 5 indicators, namely content, organizational structure, linguistic aspects, linguistic characteristics and types of narrative essays. The collected data were analyzed using IBM SPPS 29 to analyze the hypothesis with parametric statistics, namely paired sample t-test and non-parametric Wilcoxon test. First, normality and homogeneity tests were conducted with Shapiro-Wilk analysis. The results of data analysis show that significant (2-tailed) <0.05 so that H0 is rejected and H1 is accepted. It can be concluded that there is a significant difference between before and after the treatment of the Brainwriting learning model assisted by storybird.Keywords: brainwriting, narrative essay, storybird, writing skills. AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Brainwriting berbantuan storybird terhadap keterampilan menulis karangan narasi siswa sekolah dasar tahap C kelas 5. Penelitian ini menggunakan metode kuasi eksperimen dengan desain one group pretest-posttest dengan purposive sampling. Penelitian ini dilakukan di Sekolah Dasar Negeri (SDN) 015 Kresna Kota Bandung Provinsi Jawa Barat dengan sampel sebanyak 30 orang. Pengumpulan data dilakukan dengan menggunakan instrumen tes dan non tes. Tes yang dilakukan adalah menulis esai naratif dengan rubrik penilaian esai naratif yang terdiri dari 5 indikator yaitu isi, struktur organisasi, aspek kebahasaan, ciri kebahasaan dan jenis esai naratif. Data yang terkumpul dianalisis menggunakan IBM SPPS 29 untuk menganalisis hipotesis dengan statistik parametrik yaitu uji t sampel berpasangan dan uji non parametrik Wilcoxon. Pertama, uji normalitas dan homogenitas dilakukan dengan analisis Shapiro-Wilk. Hasil analisis data menunjukkan signifikansi (2-tailed) < 0,05 sehingga H0 ditolak dan H1 diterima. Sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan keterampilan menulis karangan narasi siswa antara sebelum dan sesudah perlakuan menggunakan model pembelajaran Brainwriting berbantuan storybird.Kata kunci: brainwriting, karangan narasi, storybird, keterampilan menulis.

A Lakatosian Systematic Review of Realistic Mathematics Education Research (2020–2024) Syifa Salsabila; Al Jupri; Prana Dwija Iswara; Anggi Umayrah; Syifa Fauziah
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.103033

This literature review analyzes the historical development and theoretical frameworks proposed by key philosophers in Realistic Mathematics Education (RME). This study is important because recent RME research has largely focused on empirical implementation, leaving a theoretical gap in understanding how RME evolves as a scientific programme. A Scopus database search using the keyword “Realistic Mathematics Education” (conducted in March 2024) yielded 130 documents, from which 17 met the inclusion criteria for review. Using a descriptive and Lakatosian coding approach, each article was categorized into hard core, protective belt, theoretically progressive, and empirically progressive classifications, with double-coding applied to ensure reliability. The analysis results show that (1) most RME studies between 2020 and 2024 remain within the protective-belt category of Lakatos’ framework, focusing on confirming existing models; (2) a smaller number of studies demonstrate empirically progressive characteristics by introducing new context-based designs; and (3) two emerging topics—RME in Indonesian cultural contexts and RME based on Islamic values—represent the most progressive theoretical contributions. These findings imply that future RME research should move toward theoretical innovation and broaden its epistemological foundation beyond classroom implementation to strengthen its position as a developing scientific programme.

Co-Authors Aah Ahmad Syahid, Aah Ahmad Afiyati, Fifi Sri Ratu Agnesti Bilqis Agus Muharam Agustin, Ninda Ahwi, Rahmania Savitri Aida Musyarofah Alfionita, Qinta Virya Ali Ismail Alifah, Amara Noer Aliya Khoirunnisa Amatullah, Ummu Fauziyyatun Ambunsuri, Puti Ageng Amelia, Siska Dwi Andraeni, Sulika Anggi Umayrah Anggi Umayrah Anggraeni, Dini Anggraeni, Ratna Niken Ani Nur Aeni, Ani Nur Anisa Fiola Karimah Aprilia, Nia Ari Riswanto, Ari Arie Rakhmat Riyadi Artiani, Yuni Asep Saefudin Atep Sujana Atikah, Iis Aura Meissa Awalia, Evita Meylani Ayuningtyas, Tyagita Azhari, Farkhani Azzahra, Siti Silmi Budia, Imam Chizbullah, Yust Ibrahim Cucun Sunaengsih, Cucun Dadan Djuanda, Dadan Dadan Nugraha Dadan Nugraha Dadang Kurnia, Dadang Dea Kania Dela Arwanda Dela Arwanda Delia Oktavia Diah Gusrayani, Diah Diana Rahayu, Diana Diki Hasrul Wathani dwi pusparini, Inayah Septyani Dwi Egi Agustian Epita Meisarah Erlina, Tiara Ernawulan Syaodih Fachry Abda El Rahman Fahira, Winda Farda Andita Damayanti Fauzi, Sifa Rizkika Fauzia, Rizky Febrika Yogie Hermanto Feymi Fa'adillah Aiska Gajalba, Nurul Lubna Galih, Mochammad Gerry Fedian Ghazia Rahmi Sahid Gina, Asifa Miftahul Ginayah, Rodinatul Haqimurosyad, Asep Ikhsan Hendra, Raisya Ramadhina Herdiansyah, Mohamad Herdianti, Reina Herlina, Rinrin Hidayat, Taufik Silpan Hilma Mustika Fauziyyah Hutagalung, Arini Anggraeni Ibrahim, Tatang Idat Muqodas Iis Irma Lisnawati Indah Lestari, Indah Indra Suhendra Indriani, Suci Iranawati, Riana Irawati, Riana Irawati, Riana Ismi, Rahma Nur Isrokatun Isrokatun Istiqomah, Wanti Nur J Julia Jayadinata, Asep Kurnia Jayadinata, Asep Kurnia Jeujanan, Mariana Julia Julia Julia Julia Julia Julia Julia, J. Julia, J. Karlina, Dety Amelia Karwati, K. Komalasari, Ala Lalu Muhammad Alditia Lestari, Tia Sri Lugina, Tiana Dara Mamnun, Mamnun Margana, Denais Palestin Mariana Jeujanan Marlinda, Tantri Maudy Putri Alamanda Maulana, M Maulana, M. Maulana, M. Maulani, Siska Maulidiya, Dina Mellyana, Mellyana Misbahuddin Nur Fazri Mochammad Imron Awalludin Musarofah, Isnaeni Mustoip, Sofyan Muzaki, Tri Fahmi Nahdia Rahman, Tiara Hilwia Nailul Amaniah, Ina Nazilah, Fauziatun Nisa Khoerunajah Nopitasari, Eva Novia Ramadhani Nur Aeni, Ani Nuraeni, Ai Nuraeni, Dede Yani Mariam Nurdinah Hanifah Nurfarida, Sallsa Nurgupita, Sekar Nurhalimah, Irma Nurhanifah, Rifa Nurlina, Tresna Nurul Faizah Nurzaman, Istikhoroh Oktavia, Delia Oktaviani, Shania Olisna, Olisna Palupi Mutiasih Permataningrum, Fazrina Apriliyani Prabowo, Eko Budi Priantini, Friska Novita Priatna, Yuzzara Zahwa Priyatna, Sukmana Putri Alamanda, Maudy Putri, Gina Sylvia Rachmawati Rahma Hayati Rahman Rahman Rahman Rahman Rahman Rahman Rahman Ramadhani, Yessi Rana Gustian Nugraha Rana Gustian Nugraha, Rana Gustian Ratna Niken Anggraeni Regina Lichteria Panjaitan, Regina Lichteria Rhiantini, Sari Risma Nuriyanti Riyani, Iya Rofikoh Sulistiani Rosdiyana, Rosdiyana Rosmiati, Sipa Saefudin, Asep Salsabila, Aura Syifa Salsabila, Syifa sandie gunara, sandie Sari, Putri Indah Sariningsih, Wardini Sartono Sartono Sastabila, Nadia Septiani, Santi Setiani, Eria Noersari Shabira Khairunnisa Pratidina Sianturi, Evyta Darma Judika Sidik, Ghany Taufik Sidiq, Angga Permana Sidqia Nurfadilah Sihombing, Vera Ironita Christiani Silvia, Neng Ineu Sinta Rohaeni Sipa Rosmiati Siska Maulani Siti Nurrohmah Siti Patimah Siti Silmi Azzahra Sofiana, Regina Ratu Solechudin, Mohammad Subagja, Adi Sudin, Ali Sudin, Ali Sukma, Auliani Sunarya, Dede Tatang Sunarya, Dede Tatang Supriyadi, Tedi Supriyadi, Tedi Suryadi, Tatang Susilawati, Dalia Syifa Fauziah Syifa Salsabila Syifa Salsabila Syntia Hanna Adila Tatang Herman, Tatang Tatat Hartati Tiana Dara Lugina Tina Setiawati Trisna Nugraha Tursiva, Erva Umayrah, Anggi Utari, Risma Velinda, Intan Vismania S. Damaianti, Vismania S. Wahyu Sopandi Wahyuni, Irene Fitriana Wasi Widiastika Wathani, Diki Hasrul Widiastika, Wasi Widyastuti, Linda Wirawati, Vina Silviana Wulan Sari, Rini Yedi Kurniadi, Yedi Yildiz, Yıldız Mutlu Yuliani, Adit Yusti Azra Maulidiyah Yuzzara Zahwa Priatna Zulfin Rachma Mufidah

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