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All Journal Abdimas Jurnal Penelitian Pendidikan Jurnal Kreatif : Jurnal Kependidikan Dasar Lembaran Ilmu Kependidikan Equilibrium: Jurnal Pendidikan Elementary School Teacher Innovative Journal of Curriculum and Educational Technology EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal SOLMA PeTeKa JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of Primary Education Sarwahita : Jurnal Pengabdian Kepada Masyarakat Journal of Education and Learning Mathematics Research (JELMaR) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Edunesia : jurnal Ilmiah Pendidikan BERNAS: Jurnal Pengabdian Kepada Masyarakat Journal of Research and Educational Research Evaluation Jurnal Litbang Provinsi Jawa Tengah Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Basicedu Jurnal Pengajaran Sekolah Dasar Jurnal Pengabdian Masyarakat Panacea Prosiding Seminar Nasional Pemberdayaan Masyarakat (SENDAMAS) Indonesian Journal of Medical and Pharmaceutical Science Joyful Learning Journal Journal of Research in Instructional
Sri Sulistyorini, Sri
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Using Multimedia Interactive Web Blog Science Virtual Laboratory to Improve Students' Critical Thinking and Concept Mastery Andriani, Aldina Eka; Sulistyorini, Sri; Sunarso, Ali
Edunesia : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2024)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v5i1.704

Abstract

The presence and condition of laboratories are critical factors in the success of learning activities through practical work, thereby improving student motivation and interest in learning. This research aims to determine the utilization of a virtual laboratory in improving critical thinking skills and mastery of science concepts for Elementary School Teacher Education (PGSD) students. The research used an experimental method utilizing a quasi-experimental design, specifically a nonequivalent control group design. Purposive sampling was the chosen sampling technique, and the research sample comprised 42 second-semester students from the Elementary School Teacher Education Department enrolled in the Elementary School Science Laboratory course. The samples were intentionally divided into two groups: Group K, the experimental group, and Group O, the control group. A multiple-choice test served as the data collection instrument. The collected data were analyzed using the N-Gain formula and t-test. The N-Gain results for concept mastery in the experimental group are 0.5%, and in the control group, it is 0.3%. Meanwhile, the average score for critical thinking skills in the experimental group is 80.77, and the average score for the control group is 76.31. Therefore, using a virtual laboratory affects students' mastery of concepts and critical thinking skills in Natural Science.
ANALSIS MISKONSEPSI SISWA TERHADAP MATERI SUMBER ENERGI MATA PELAJARAN IPAS KELAS V DI SDN 1 JEBOL MENGGUNAKAN INSTRUMEN DIAGNOSTIK THREE TIER Hidayatullah, Romadhoni Shiddiqi; Fakhriyah, Fina; Sulistyorini, Sri
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 3 (2025): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i3.1227-1236

Abstract

The purpose of the study was to analyze the misconceptions experienced by 5th grade students of SDN 1 Jebol on the material of energy sources in science learning, this research method is descriptive quantitative with a diagnostic test method. Data collection was carried out through diagnostic tests on students and finding out the misconceptions experienced by students. The sample in the study was 10 students. This research was conducted at SDN 1 Ngabul in July 2025. The misconception instrument used to measure elementary school students' misconceptions was using a three-tier test format (Three Tier Test). Researchers used an instrument in the form of a test with a level of confidence. The first level is the choice of answers to the questions asked, the second level presents the reasons for choosing the answer. The third level contains the level of confidence in the answer that has been chosen.. The results of the study, it can be concluded that fifth grade students of SDN 1 Jebol still experience misconceptions in several indicators of energy source material in science learning, although the majority are in the category of conceptual understanding and lack of knowledge. The highest level of misconception occurs in indicators related to energy sources based on geographical conditions, while other indicators are in the low misconception category.
ANALISIS MISKONSEPSI PESERTA DIDIK KELAS VI SEKOLAH DASAR PADA MATERI TATA SURYA MELALUI INSTRUMEN THREE TIER Basuki, Aris; Fakhriyah, Fina; Sulistyorini, Sri
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 3 (2025): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i3.1211-1221

Abstract

This study aims to analyze the misconceptions experienced by six grade elementary school students on the Solar System material using the Three tier test instrument. This research was conducted at SDN VI Ngabul in July 2025. This research method is descriptive quantitative with a diagnostic test method. The number of samples used was 10 fifth grade students. The misconception instrument used to measure elementary school students' misconceptions is using a three-tier test format (Three tier Test). The researcher used an instrument in the form of a test with a level of confidence. The first level is the choice of answers to the questions asked, the second level contains the level of confidence in the answers that have been chosen, the third level presents the reasons for choosing the answer. Based on the results and discussion of the study, it can be concluded that the misconceptions of six grade elementary school students regarding the Solar System material are still quite high, especially in the concept of planetary order, direction of rotation, and planetary classification. Misconceptions do not only occur due to lack of understanding, but also because students believe in wrong concepts, which are obtained from various sources such as preconceptions, media, teacher teaching methods, and textbooks. The use of the three-tier test instrument is very effective in revealing students' understanding, level of confidence, and reasons, so that it can be the basis for evaluating learning. To overcome misconceptions, the mindscaping learning model is recommended as an effective method because it can help students visualize and reconstruct concepts more clearly and meaningfully.
Peningkatan Kompetensi Pedagogi Digital Guru SD melalui Integrasi AI dan Augmented Reality untuk Mendukung Deep Learning di KKG Gugus Diponegoro Kabupaten Semarang Andriani, Aldina Eka; Purwati, Panca Dewi; Witanto, Yuli; Sismulyasih, Nugraheti; Widodo, Susilo Tri; Sulistyorini, Sri
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22282

Abstract

Pendahuluan: Minimnya kompetensi digital pedagogy guru di KKG Gugus Diponegoro mengakibatkan pemanfaatan teknologi dalam pembelajaran belum optimal, meskipun fasilitas sekolah memadai. Studi ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru dalam menerapkan pembelajaran Deep Learning (Mindful, Meaningful, Joyful Learning) melalui pemanfaatan Artificial Intelligence (Teachy.App) dan Augmented Reality (Assembler Edu). Metode: Sosialisasi, pelatihan teknis, penugasan mandiri, dan evaluasi menggunakan pretest serta postest. Hasil: Adanya peningkatan signifikan pada kompetensi guru. Berdasarkan analisis data, terjadi pergeseran skor drastis dimana sebelum pelatihan 86,67% peserta berada pada kategori "Kurang/Sangat Kurang", namun setelah pelatihan 86,67% peserta mencapai kategori "Cukup", "Baik", atau "Sangat Baik". Luaran kegiatan berupa produk flash card berbasis AR dan desain pembelajaran berbasis AI. Kesimpulan: integrasi AI dan AR efektif meningkatkan digital pedagogy guru dalam menciptakan pembelajaran yang mendalam dan interaktif.
Development of a smart articulate storyline using teaching at the  right level based learning tools to improve teaching skills Aldina Eka Andriani; SrI Sulistyorini; Dewi Nilam Tyas
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.567

Abstract

Developing high-quality lesson plan requires a meticulous and systematic process, considering several key aspects. This study aims to describe the development design, assess the feasibility, and evaluate the effectiveness of smart class articulate storyline through the development of lesson plan based on teaching at the right level (TaRL) to improve the teaching skills of pre-service teacher professional education (PPG Prajabatan) students in the elementary school teacher education study program within the context of differentiated learning. This research used a research and development (R&D) approach, using the ADDIE model. The strength of this research lies in developing materials focusing on basic teaching skills through the TaRL approach, complemented by instructional practice videos and lesson plan that could be accessed anytime. The study results indicate that the smart class articulate storyline is categorized as highly feasible, with evaluations from media and content experts each scoring 95% in the "highly feasible" category. Additionally, the smart class articulate storyline, developed through TaRL-based lesson plan, is found to be effective based on pretest and posttest results, indicating a significant improvement in the ability to understand basic teaching skills.
Co-Authors - Kustiono Achmad Rifai RC, Achmad Aldina Eka Andriani Aldina Eka Andriani Aldina Eka Andriani Alfiyani, Primanita Ali Sunarso Amin, Mohammad Latiful Andriani, Aldina Eka Anggreni, Nova Ani Rusilowati Ansori, Isa Arif Widagdo Arini Esti Astuti, Arini Esti Asih, Sri Sami Awalya Awalya, Awalya Bambang Subali Basuki, Aris Chuzaifah, Chuzaifah Danang Prasetyaning Amukti Desi Wulandari, Desi Desyandri Desyandri Dewi Nilam Tyas Dewi Nilam Tyas Eko Handoyo Eko Purwanti Eliyana, Eliyana Estiastuti, Arini Eva Banowati Fakhruddin Fakhruddin Farid Ahmadi Fina Fakhriyah Galih Mahardika C. Putra Hanung, Hanung Puspita Adityas Hardjono Hardjono Hardjono Hardjono, Hardjono Harmanto Harmanto Haryono Haryono Heribertus Satya Adi Hidayatullah, Romadhoni Shiddiqi Iis Wahyuningsih Indah, Putri Isdaryanti, Barokah Kiptiyah, Siti Maryatul Kumalasari, Lina Kustiono Kustiono LATIFAH, ULFATUL LAILI NUR M. Yogi Riyantama Isjoni Maemonah, Maemonah Maghfirah, Rahmayani Marifatun, Marifatun Marifatun, Marifatun Marjuni Muhammad Imam Subekhi Muhammad Rivai Muna, Trimurtini, Nur Aizatun Nikmah, Alfiyatun Noka, Isara Abda Nugraha, Yoga Awalludin Nugraheti Sismulyasih SB, Nugraheti Sismulyasih Nur Mahdi Panca Dewi Purwati, Panca Parmin - Rahmatika, Eviana Rury Kushera Wati Salzabila, Putri Alicia Samadi, Umar Sigit Saptono Siti Maryatul Kiptiyah Siti Nur Hidayah, Siti Nur Sri Susilogati Sumarti Sudarmin Sudarmin Sugianto Sugianto Sugiyono, Tri Susilo Tri Widodo, Susilo Tri Tyas, Dewi Nilam Ulya, Farchatin Umar Samadi, Umar Wati, Rury Kushera Witanto, Yuli Yuli Utanto Yuyarti Yuyarti Yuyarti Yuyarti, Yuyarti