Article Per Year (5 Year)
p-Index From 2021 - 2026
3.682
P-Index
This Author published in this journals
All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Al-Tadzkiyyah Abjadia, International Journal of Education Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Adzkiya : Jurnal Hukum dan Ekonomi Syariah Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah KONSEP DAN TUJUAN PADA TINJUAN BISNIS SYARIAH Jurnal Evaluasi dan Pembelajaran Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Simki Pedagogia SOCIAL : Jurnal Inovasi Pendidikan IPS MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan Journal of Instructional and Development Researches Indo-MathEdu Intellectuals Journal Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Jurnal Kajian Ilmu Pendidikan (JKIP) Edukasiana: Jurnal Inovasi Pendidikan Action Research Journal Indonesia (ARJI) EBTIDA' : Jurnal Pendidikan Dasar Islam Al'Adalah MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Muhammad Muchsin Afriyadi
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
Transformasi Literasi Karakter Melalui Komik Digital Interaktif Sebagai Inovasi Pembelajaran di Sekolah Kinanti, Rani Agus; Asiah, Nur; Afriyadi, Muhammad Muchsin
JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 5, No 4 (2026): April
Publisher : Universtas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppsd.v5i4.82864

Abstract

The development of digital technology requires a transformation of character learning that aligns with the learning characteristics of elementary school students. However, character learning is still predominantly conventional and has not optimally utilized interactive digital media. This study aims to analyze the transformation of character literacy through interactive digital comics as a learning innovation in elementary schools. The research employed a Systematic Literature Review (SLR) based on PRISMA guidelines. Of the 243 identified articles, 7 articles were analyzed using bibliometric analysis with VOSviewer and thematic analysis. The results indicate that interactive digital comics effectively support the transformation of character literacy through the integration of reading, visual, and digital literacy, as well as increasing students’ learning interest and engagement. This study recommends the use of interactive digital comics in character learning in elementary schools.
A Systematic Literature Review (SLR): Inclusive Education in the Social-Emotional Development of Elementary School Students Melyani, Melyani; Amriyah, Chairul; Afriyadi, Muhammad Muchsin
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 4 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i4.2288

Abstract

In the context of primary education, the implementation of inclusive education represents an important effort to create a fair and equitable education system for all students, particularly in supporting their social-emotional development. Inclusive education emerges as a response to the limitations of the segregated system, which tends to separate students with special needs from their social environment. This study aims to analyze the impact of inclusive education on the social-emotional development of elementary school students using a Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines. Data were obtained from reputable databases such as Scopus and SINTA within the 2021–2026 period, through stages of identification, screening, eligibility, and inclusion, resulting in 23 relevant articles for analysis. The analysis was conducted using a bibliometric approach with the assistance of VOSviewer, as well as thematic analysis to identify patterns and research gaps. The results indicate that inclusive education has positive impacts, including increased social interaction, empathy, tolerance, and acceptance of diversity, and also contributes to students’ cognitive development through collaborative learning. However, in certain conditions, inclusive education may present challenges such as anxiety, low self-concept, and difficulties in social adaptation. Its successful implementation is strongly influenced by teacher competence, school readiness, and the support of an inclusive learning environment. Therefore, inclusive education plays a strategic role in shaping students’ social-emotional development, but it requires strengthening in its implementation to achieve optimal outcomes.
INTEGRASI NILAI-NILAI PANCASILA DALAM KURIKULUM INTERNATIONAL BACCALAUREATE (IB) DI SEKOLAH DASAR INTERNATIONAL Natasia, Nabella Widya; Diana, Nirva; Afriyadi, Muhammad Muchsin
SOCIAL : Jurnal Inovasi Pendidikan IPS Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/social.v6i2.10703

Abstract

This study examines the integration of Pancasila values within the International Baccalaureate (IB) curriculum at the primary education level and its implications for students’ character development. Employing a Systematic Literature Review (SLR) guided by PRISMA protocols, this study synthesizes findings from 10 peer-reviewed articles retrieved from Google Scholar, Scopus, and Semantic Scholar. The results reveal that Pancasila values are embedded through inquiry-based and transdisciplinary pedagogies, as well as co-curricular and extracurricular practices that promote experiential and reflective learning. Core values—including cooperation, tolerance, responsibility, and social justice—are consistently aligned with key attributes of the IB Learner Profile, such as caring, principled, and open-minded. This conceptual alignment enables a coherent integration of national identity within a global curriculum framework. The findings further indicate that such integration contributes significantly to the development of students’ socio-emotional competencies and 21st-century skills. However, the implementation remains constrained by structural and pedagogical challenges, including limited teacher capacity, the absence of standardized integration frameworks, and instructional time constraints. This study contributes to the literature by offering a synthesized conceptual mapping between Pancasila values and IB educational principles, while highlighting the need for systematic instructional design and institutional support to ensure sustainable and contextually grounded character education in globally oriented curricula. ABSTRAK Penelitian ini bertujuan untuk menganalisis integrasi nilai-nilai Pancasila dalam kurikulum International Baccalaureate (IB) pada jenjang sekolah dasar serta implikasinya terhadap pembentukan karakter peserta didik. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA melalui penelusuran artikel pada basis data Google Scholar, Scopus, dan Semantic Scholar. Dari hasil seleksi diperoleh 10 artikel yang relevan untuk dianalisis. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai Pancasila dilakukan melalui pembelajaran berbasis inquiry, pendekatan transdisipliner, serta kegiatan kokurikuler dan ekstrakurikuler. Nilai-nilai utama yang terintegrasi meliputi gotong royong, toleransi, tanggung jawab, dan keadilan sosial. Selain itu, terdapat kesesuaian antara nilai-nilai Pancasila dengan karakter dalam IB Learner Profile, seperti caring, principled, dan open-minded. Integrasi tersebut terbukti memberikan dampak positif terhadap pembentukan karakter peserta didik, termasuk peningkatan sikap sosial dan kompetensi abad ke-21. Namun demikian, implementasi masih menghadapi kendala, seperti keterbatasan kompetensi guru, kurangnya panduan operasional, serta keterbatasan waktu pembelajaran. Oleh karena itu, diperlukan strategi integrasi yang lebih sistematis dan dukungan institusional untuk mengoptimalkan penerapan nilai-nilai Pancasila dalam kurikulum IB di sekolah dasar.    
Peta Jaringan Karakter Multikultur Melalui Integrasi Budaya di Sekolah Dasar Ratih Fatonah; Nur Asiah; Muhammad Muchsin Afriyadi
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.736

Abstract

Keberagaman budaya di Indonesia menuntut dunia pendidikan untuk menanamkan karakter peserta didik yang toleran dan inklusif sejak jenjang sekolah dasar. Namun, kajian yang memetakan secara sistematis perkembangan penelitian mengenai karakter multikultur melalui integrasi budaya di sekolah dasar masih terbatas. Penelitian ini bertujuan untuk menganalisis tren dan pola perkembangan penelitian terkait karakter multikultur melalui integrasi budaya di sekolah dasar. Penelitian ini merupakan penelitian kepustakaan dengan metode Systematic Literature Review (SLR) yang mengacu pada tahapan Bettany-Saltikov dan dianalisis menggunakan pendekatan bibliometrik. Populasi penelitian mencakup seluruh artikel ilmiah yang membahas karakter multikultur, integrasi budaya, dan sekolah dasar, dengan sampel sebanyak 385 artikel yang memenuhi kriteria inklusi. Data dikumpulkan melalui penelusuran literatur pada basis data Scopus menggunakan aplikasi Publish or Perish dan dianalisis menggunakan VOSviewer. Hasil penelitian menunjukkan bahwa kajian tentang sekolah dasar menjadi fokus dominan dalam penelitian karakter multikultur dan memiliki keterkaitan kuat dengan integrasi budaya. Penelitian ini menyimpulkan bahwa integrasi budaya berperan strategis dalam penguatan karakter multikultur di sekolah dasar.
Ekopedagogi dalam Pembelajaran Sekolah Dasar: Transformasi Eco-Anxiety Menjadi Ecological Awareness Nur’aini Ordelia; Septuri Septuri; Muhammad Muchsin Afriyadi; Uswatun Khasanah
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.768

Abstract

  Krisis ekologis global seperti perubahan iklim, degradasi lingkungan, dan eksploitasi sumber daya alam telah menimbulkan dampak yang luas, tidak hanya pada aspek ekologis tetapi juga pada kondisi psikologis generasi muda. Salah satu fenomena yang muncul adalah eco-anxiety, yaitu kecemasan terhadap masa depan yang dipicu oleh meningkatnya kesadaran terhadap kerusakan lingkungan. Fenomena ini juga mulai dirasakan oleh peserta didik di tingkat sekolah dasar dan berpotensi memengaruhi persepsi, emosi, serta sikap mereka terhadap isu lingkungan. Jika tidak dikelola secara tepat, kondisi tersebut dapat menimbulkan rasa tidak berdaya dan sikap apatis terhadap upaya pelestarian lingkungan. Oleh karena itu, diperlukan pendekatan pendidikan yang mampu mengelola dimensi emosional tersebut sekaligus menumbuhkan kesadaran ekologis yang konstruktif. Penelitian ini bertujuan untuk menganalisis peran pendekatan ekopedagogi dalam pembelajaran sekolah dasar dalam mentransformasikan eco-anxiety menjadi ecological awareness. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan pendekatan deskriptif-naratif untuk mengidentifikasi, mengevaluasi, dan mensintesis berbagai penelitian terdahulu yang relevan dengan tema ekopedagogi, eco-anxiety, dan ecological awareness. Sumber data diperoleh melalui penelusuran artikel ilmiah pada basis data Scopus dan Google Scholar periode 2019–2025 dengan bantuan aplikasi Publish or Perish. Proses seleksi literatur dilakukan secara sistematis menggunakan pedoman PRISMA, sedangkan analisis data dilakukan melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa ekopedagogi berperan sebagai pendekatan pembelajaran yang mampu mengintegrasikan dimensi kognitif, afektif, dan moral dalam pendidikan lingkungan. Melalui pembelajaran yang reflektif, kontekstual, dan partisipatif, ekopedagogi dapat mengarahkan eco-anxiety menjadi refleksi kritis, empati terhadap lingkungan, serta motivasi untuk melakukan tindakan pro-lingkungan. Dengan demikian, pendekatan ini berkontribusi dalam membangun ecological awareness peserta didik sejak dini melalui proses pembelajaran yang transformatif di sekolah dasar.  
Kualitas Lingkungan Fisik Kelas dan Hasil Belajar Peserta Didik: Kajian Integratif tentang Pencahayaan, Kebisingan, dan Suhu Refsi Cahyani; Nur Asiah; Muhammad Muchsin Afriyadi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | In Press
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.569

Abstract

The quality of the physical classroom environment is an external factor that plays an important role in supporting students’ comfort, concentration, and learning outcomes; however, previous studies have tended to examine lighting, noise, and temperature separately. This study aims to analyze and synthesize empirical findings on the effects of classroom lighting, noise, and temperature on students’ learning outcomes and to identify research gaps that require further investigation. This study employed a qualitative approach using an integrative literature review design. Data were collected from relevant peer-reviewed journal articles indexed in international databases or accredited national journals, with accessible DOIs and published between 2018 and 2026. The literature selection process was conducted through identification, screening, eligibility assessment, and final article inclusion, followed by content analysis to identify patterns of findings, conceptual relationships, and each study’s contribution to the research focus. The findings indicate that adequate lighting supports visual comfort, improves focus, and helps students process learning information more effectively. Excessive noise disrupts speech perception, attention, working memory, and material comprehension, while uncomfortable classroom temperature reduces stamina, motivation, and learning concentration. These findings confirm that lighting, noise, and temperature should not be understood as isolated factors, but as interrelated components of the learning environment that shape the quality of students’ learning experiences. The implication of this study is that schools, teachers, and policymakers need to consider the management of the physical classroom environment as part of learning quality improvement strategies through better lighting regulation, noise control, ventilation improvement, and more optimal classroom temperature management.
SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS MODEL VALUE CLARIFICATION TECHNIQUE (VCT) TERHADAP SIKAP SOSIAL SISWA SEKOLAH DASAR Saskia Rahma Gita; Yosep Aspat Alamsyah; Muhammad Muchsin Afriyadi
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11269

Abstract

ABSTRACT The development of social attitudes among elementary school students has gained increasing attention due to the growing need for learners to interact effectively, collaborate with others, and adapt to diverse social environments. Although the Value Clarification Technique (VCT) has been widely implemented in values-based learning, empirical findings regarding its effectiveness remain dispersed across different educational contexts, subject areas, and research designs, resulting in a fragmented body of evidence. This study was conducted to map and synthesize research findings concerning the contribution of VCT to the development of social attitudes among elementary school students. A literature search was carried out through Google Scholar, Garuda, and other scientific databases with the assistance of Publish or Perish. Of the 1,248 articles initially identified, 22 met the inclusion criteria after undergoing a multi-stage screening process based on the PRISMA 2020 framework. The collected data were analyzed using narrative synthesis to identify recurring findings, implementation characteristics, and factors influencing the effectiveness of the model. The synthesis revealed a consistent pattern of improvement in cooperation, tolerance, responsibility, social awareness, and students’ ability to respect others’ opinions following the implementation of VCT. Beyond its contribution to social attitude development, several studies also reported positive effects on character formation, learning motivation, and critical thinking skills. These outcomes tended to be more pronounced when the value clarification process was supported by instructional media that encouraged active student participation. The findings suggest that VCT serves as a values-based instructional approach that not only fosters social attitude development but also enhances the overall quality of elementary students’ learning experiences. ABSTRAK Penguatan sikap sosial pada siswa sekolah dasar menjadi perhatian yang semakin penting seiring meningkatnya kebutuhan akan kemampuan berinteraksi, bekerja sama, dan hidup dalam lingkungan yang beragam. Meskipun Value Clarification Technique (VCT) telah banyak diterapkan dalam pembelajaran berbasis nilai, temuan empiris mengenai efektivitasnya masih tersebar pada berbagai konteks, mata pelajaran, dan desain penelitian sehingga belum memberikan gambaran yang terintegrasi. Kajian ini dilakukan untuk memetakan dan mensintesis bukti-bukti penelitian terkait kontribusi VCT terhadap perkembangan sikap sosial siswa sekolah dasar. Proses penelusuran literatur dilakukan melalui Google Scholar, Garuda, dan berbagai basis data ilmiah lainnya dengan bantuan Publish or Perish. Dari 1.248 artikel yang teridentifikasi pada tahap awal, sebanyak 22 artikel memenuhi kriteria inklusi setelah melalui proses seleksi bertahap mengacu pada alur PRISMA 2020. Data yang diperoleh dianalisis menggunakan narrative synthesis untuk mengidentifikasi kecenderungan temuan, karakteristik implementasi, serta faktor yang memengaruhi efektivitas model. Sintesis menunjukkan adanya pola yang konsisten berupa berkembangnya kerja sama, toleransi, tanggung jawab, kepedulian sosial, dan kemampuan menghargai pendapat orang lain setelah penerapan VCT. Selain berkaitan dengan penguatan perilaku sosial, beberapa penelitian juga memperlihatkan kontribusi terhadap karakter, motivasi belajar, dan kemampuan berpikir kritis. Efektivitas tersebut cenderung lebih optimal ketika proses klarifikasi nilai didukung oleh media pembelajaran yang mendorong partisipasi aktif peserta didik. Temuan ini menegaskan bahwa VCT berfungsi sebagai pendekatan pembelajaran berbasis nilai yang tidak hanya mendukung perkembangan sikap sosial, tetapi juga memperkuat kualitas pengalaman belajar siswa sekolah dasar secara lebih menyeluruh.
EFEKTIVITAS MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION DALAM KETERAMPILAN MENULIS DI SEKOLAH DASAR Rintan Tri Puspitasari; Nur Asiah; Muhammad Muchsin Afriyadi
EBTIDA': Jurnal Pendidikan Dasar Islam Vol 6 No 1 (2026): June 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/ebtida.v6i1.9546

Abstract

This study aims to analyze the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) learning Model in improving the writing skills of elementary school students. The study employed a systematic literature review method, examining 15 accredited scientific articles from Sinta-indexed and 3 from Scopus-indexed journals published between 2021 and 2025. The selection process followed the PRISMA guidelines with strict inclusion and exclusion criteria. The analysis results indicate that the implementation of the CIRC model consistently improves students’ writing skills, ranging from expository texts, narratives, and invitation letters to spelling and creative writing abilities. These improvements occurred through mechanisms such as heterogeneous group collaboration, reading-writing integration, discussions, and peer feedback. The CIRC model also increased students’ motivation, engagement, and confidence in writing. This study concludes that CIRC is an effective and flexible learning strategy for addressing low writing skills in elementary school.
Co-Authors A. Fatoni Achmad Muzakki Ahmad Fauzan Ahmad Fauzan Asifa Adilya Hanuza Baharudin Baharudin Baharudin Chairul Amriyah Deri Firmansah Diah Novita Sari ERLINA Farida, Farida Faturrahman, Muhammad Aji Fitriani, Dela Ida Fiteriani Imron Arifin Kinanti, Rani Agus Listiyani Siti Romlah M. Luthfi Oktarianto M. Ramli Maba, Aprezo Pardodi Melyani Melyani, Melyani Mispani Ramli Natasia, Nabella Widya Nirva Diana Nur Asiah Nur Asiah Nur Choironi NURUL HIDAYAH Nur’aini Ordelia Putri, Umi Lailatul Ramli, Mispani Ratih Fatonah Refsi Cahyani Rintan Tri Puspitasari Sabira, Qonita Safira, Ansella Saputra, Tegar Arif Sari, Diah Novita Saskia Rahma Gita Septuri Subandi Subandi Syofnidah Ifrianti Tegar Arif Saputra tri wahyuni Uswatun Hasanah Utami Widiati YOSEP ASPAT ALAMSYAH Zahraul Muslimah Zulfa, Atikah