Garuda - Garba Rujukan Digital

The Impact of Interactive Flat Panel Displays (IFPD) on Student Engagement and Learning Motivation Punjung Hartanto; Diah Wahyuningsih
Golden Ratio of Data in Summary Vol. 6 No. 2 (2026): February - April
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i2.2131

This study examines the impact of Interactive Flat Panel Displays (IFPDs) on students’ engagement and learning motivation in elementary education at SDN 1 Sempu. Student engagement and motivation are important aspects of the learning process, particularly at the elementary school level, where meaningful and interactive learning experiences can support students’ active participation and deeper understanding. The integration of interactive technology such as IFPDs plays a strategic role in creating engaging and student-centered learning environments by combining multimedia content, touchscreen interaction, and collaborative activities. The objective of this study was to explore how the use of IFPDs influences students’ behavioral and cognitive engagement as well as their learning motivation in classroom settings. This study employed a qualitative case study approach using classroom observations, semi-structured interviews, and documentation to collect data. The participants included elementary school teachers and students at SDN 1 Sempu who had experience using IFPDs in classroom instruction. The findings revealed that the use of IFPDs enhanced students’ learning experiences through three main aspects: increased behavioral engagement during interactive activities, improved cognitive engagement through visual and interactive learning materials, and strengthened learning motivation characterized by enthusiasm and active participation. Students were more involved in touchscreen-based activities, group discussions, and interactive quizzes, which helped them focus on learning tasks and understand the material more effectively. However, the findings also indicated that the effectiveness of IFPDs depended on teacher facilitation and pedagogical integration. Teachers who designed interactive and student-centered activities were able to maximize the benefits of IFPDs, while limited technical skills and preparation time sometimes became challenges in implementation. Overall, the study concludes that the integration of IFPDs can significantly enhance student engagement and learning motivation when supported by effective teaching strategies and adequate teacher preparation. The findings contribute to the understanding of technology integration in elementary education and provide practical insights for teachers and schools in optimizing the use of interactive digital technologies in classroom learning.

Analysis of Human Development Concept in Islamic Perspective Based on Al-Qur’an Ezif Rizqi Imtihana; Diah Wahyuningsih; Restiana Restiana
JIIS - Journal of Interdisciplinary Islamic Studies Vol 5 No 1 (2026): Journal of Interdisciplinary Islamic Studies
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/jiis.145

This study aims to analyze concept of human development from an Islamic perspective, focusing on characteristics of development, description stages of human development according Al-Qur'an, and comparison with Western views. The method used in this study is Qualitative Study. Results of the study indicate that Islam views human development holistically, encompassing physical, psychological, spiritual, and moral aspects. In contrast to Western theories that emphasize cognitive and psychosocial aspects, Islam emphasizes the goal of development as an effort to achieve happiness in this world and hereafter. Al-Qur'an describes stages of human life in detail, from the process of creation to maturity and old age, even to the post-mortem phase. This study shows that Islamic concept of human development can be an important foundation in education and character development based on divine values

The Effectiveness of the Discovery Learning Model Assisted by an Interactive Flat Panel Display on Students’ Learning Interest Khoirul Anas; Diah Wahyuningsih
Golden Ratio of Data in Summary Vol. 6 No. 3 (2026): May - July
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i3.2198

The background of this study lies in the importance of students’ learning interest as a primary factor in the success of the learning process in Madrasah Ibtidaiyah, as well as the need for technology-based instructional innovation to enhance student engagement and motivation. This study aims to describe the effectiveness of the discovery learning model assisted by an Interactive Flat Panel Display (IFPD) on students’ learning interest at MI Muhammadiyah Ngreco. This study employed a qualitative approach using a case study method. The research subjects consisted of one class implementing the discovery learning model supported by an Interactive Flat Panel Display. Data were collected through participatory observation, in-depth interviews with students and teachers, and documentation of learning activities. Data analysis was conducted using a descriptive-thematic approach to identify patterns and students’ perceptions related to their learning interest. The findings indicate that the implementation of the discovery learning model assisted by an Interactive Flat Panel Display positively enhances students’ learning interest. Students were observed to be more enthusiastic, active, and motivated during the learning process. The interactive media supported their engagement in exploring learning materials independently and in an enjoyable manner. In conclusion, the discovery learning model assisted by an Interactive Flat Panel Display is effective as a learning strategy to improve students’ learning interest in Madrasah Ibtidaiyah. This study recommends the broader utilization of interactive technology as an instructional innovation in educational settings.

The Construction of Early Childhood Responsibility in Recognizing Personal Needs through Toilet Training Habits in Early Childhood Education Institutions (PAUD) Nugraheni Hery Setyarini; Diah Wahyuningsih
Golden Ratio of Data in Summary Vol. 6 No. 3 (2026): May - July
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i3.2252

This study aims to analyze the development of responsibility in early childhood in recognizing their own needs through the habituation of toilet training in early childhood education institutions. The study uses a qualitative approach with a case study method conducted on 10 children aged 4–5 years at TK Negeri Pembina, Pringkuku District. Data were collected through observations and interviews with the principal, teachers, and parents. The data were analyzed using data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The results show that structured and consistent toilet training can develop children’s responsibility in recognizing their own needs. Children begin to demonstrate the ability to recognize bodily signals, express their needs, and independently go to the toilet. Supporting factors include teacher consistency, a conducive environment, and collaboration with parents. Meanwhile, inhibiting factors include differences in parenting styles and a lack of consistency in habituation at home. Therefore, toilet training not only plays a role in fostering independence but also serves as an effective means of building responsibility in early childhood.

The Role of Family and School Environments in Early Childhood Vegetable Consumption Practices from a Sociocultural Perspective Tri Handayani; Diah Wahyuningsih
Golden Ratio of Data in Summary Vol. 6 No. 3 (2026): May - July
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i3.2254

Vegetable consumption in early childhood is a crucial factor influencing children’s cognitive and physical development. For kindergarten-aged children (4–6 years), vegetable intake affects not only their physical health but also their mental well-being, intelligence, immune system, and social interactions with peers. Research by the Indonesian Ministry of Health indicates that 93.5% of children in Indonesia still have insufficient vegetable consumption. This percentage is based on a survey showing that consuming fewer than five servings of vegetables per day is categorized as low. This study aims to identify the role of family and school environments in shaping vegetable consumption practices among early childhood students at PAMARDI PUTRA Kindergarten from a sociocultural perspective using a quantitative model. The population was selected through proportionate stratified random sampling, consisting of 17 students and their parents, as well as 3 teachers. Data were collected through questionnaires distributed to each participant and anthropometric measurements to determine Body Mass Index (BMI) as an indicator of students’ nutritional status. The results show that the coefficient of determination (R²) indicates that mothers’ attitudes explain approximately 98.6% of the variation in children’s nutritional status, while teachers’ attitudes account for 75.3%. The remaining variation is influenced by other factors, such as children’s behavior, family economic conditions, availability of time for mothers and teachers, genetics, and household eating culture.

Pemanfaatan Ligkungan Sekolah Sebagai Media Pembelajaran IPA Dalam Meningkatkan Hasil Belajar Siwa Kelas IV Sekolah Dasar Della Angelya Forvitrianingtyas; Diah Wahyuningsih
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4294

Penelitian ini dilakukan untuk menganalisis bagaimana optimalisasi area sekitar sekolah sebagai sarana edukasi IPA dapat meningkatkan capaian belajar siswa kelas IV di SDN 2 Sumberejo. Masalah utama yang mendasari pembelajaran ini adalah penggunaan metode ceramah yang monoton sehingga menghambat pemahaman siswa terhadap materi yang bersifat abstrak. Melalui metode studi kasus kualitatif, peneliti mengumpulkan informasi dari pendidik dan dua belas siswa melalui teknik observasi serta dialog mendalam. Temuan lapangan menunjukkan bahwa transisi dari ruang kelas ke halaman sekolah sebagai laboratorium alam memicu keterlibatan aktif siswa dalam mengamati objek nyata secara langsung. Dampaknya, siswa lebih berani berpendapat, antusias, dan mampu mendeskripsikan konsep sains dengan bahasa yang logis. Meskipun muncul tantangan berupa manajemen konsentrasi siswa di luar ruangan, penelitian ini membuktikan bahwa pemanfaatan lingkungan sekolah mampu menciptakan proses proses yang lebih konkret dan substansial.

The Role of Parents in the Social-Emotional Development and Independence of Children Sri Lestari; Diah Wahyuningsih
Golden Ratio of Data in Summary Vol. 6 No. 3 (2026): May - July
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i3.2271

Alpha generation is a generation that is growing up in the current era. This generation brings very rapid digital transformation. Along with the advancement of new digital technologies, many accompanying problems have also emerged, especially among children. This condition significantly affects children’s emotional development. Children spend more time looking at mobile phone screens than socializing with others. Therefore, there is a need to improve parenting patterns in educating children, as this can influence the development of positive social feelings. This research was conducted at KB ANANDA using a qualitative research method with a phenomenological approach. This approach was applied to understand the phenomenon of children’s emotional development. Fifteen parents who enrolled their children at the institution were selected as the research sample and observed directly. The results of the observations were compared with literature sources as supporting information to strengthen the obtained data. The literature used consisted of books and scientific journals. Based on the discussion of children’s emotional development at school, it can be understood that there are various multidimensional aspects, ranging from internal to external factors. Internal factors include children’s ways of thinking, which influence their personalities. Children under the age of eight tend to have temperamental characteristics that can be categorized as easy or difficult. Children with easy temperaments are generally easier to guide, while children with difficult temperaments are more challenging to direct. External factors include parenting styles, peer interactions, teacher-child relationships, and school regulations. These factors become the main foundation in shaping children’s emotional competence.

Pola Interaksi Dan Komunikasi Anak Usia 3-4 Tahun dalam Penggunaan Gadget di KB Tunas Jaya Sabna Anggraini; Diah Wahyuningsih
Child Kingdom : Jurnal Pendidikan Anak Usia Dini Vol 4 No 1 (2026): May
Publisher : LP3M STAI MA'ARIF MAGETAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53961/childom.v4i1.483

Children's interaction patterns with digital gadgets tend to be individualistic, which significantly influences the development of their verbal and nonverbal communication skills. During gadget use, children frequently utilize body language and facial expressions as part of their interactive experience. In terms of linguistic development, gadgets can serve as a double-edged sword; they may facilitate the expansion of vocabulary and improve language imitation skills through educational content, yet they simultaneously pose a risk of diminishing the frequency of direct, face-to-face social interactions if usage remains unsupervised. This research aims to analyze the specific interaction patterns of children aged 3–4 years within the context of gadget use at KB Tunas Jaya, with a primary focus on both verbal and nonverbal communication dimensions. A qualitative research methodology was employed, involving in-depth interviews with parents to gain a comprehensive understanding of home-based digital habits. The findings reveal that children utilize gadgets for a diverse range of activities, including consuming video content, engaging in interactive games, and participating in digital learning exercises. However, the study emphasizes that the mere presence of technology is insufficient for positive growth. Therefore, active mediation and consistent guidance from both teachers and parents are critically required to ensure that gadget use is integrated into the child’s environment in a way that optimally supports their overall communication development. Without such intervention, the potential for social isolation and communication delays increases, highlighting the necessity for balanced digital literacy from an early age. Pola interaksi anak dengan perangkat gawai (gadget) cenderung bersifat individualistik, yang secara signifikan memengaruhi perkembangan kemampuan komunikasi verbal dan nonverbal mereka. Saat berinteraksi dengan gawai, anak-anak sering kali menggunakan bahasa tubuh dan ekspresi wajah tertentu sebagai bagian dari pengalaman interaktif mereka. Dalam aspek linguistik, penggunaan gawai dapat berfungsi sebagai pedang bermata dua; di satu sisi, perangkat ini dapat membantu memperkaya kosakata dan meningkatkan kemampuan meniru bahasa melalui konten edukatif, namun di sisi lain berpotensi mengurangi frekuensi komunikasi langsung secara tatap muka apabila penggunaannya tidak diawasi dengan baik. Penelitian ini bertujuan untuk menganalisis secara mendalam pola interaksi anak usia 3–4 tahun dalam konteks penggunaan gawai di KB Tunas Jaya, dengan fokus utama pada dimensi komunikasi verbal dan nonverbal. Metode penelitian yang digunakan adalah kualitatif deskriptif, dengan teknik pengumpulan data melalui wawancara mendalam kepada orang tua untuk mendapatkan pemahaman komprehensif mengenai kebiasaan digital anak di rumah. Hasil penelitian menunjukkan bahwa anak-anak menggunakan gawai untuk berbagai aktivitas, seperti menonton konten video, bermain permainan interaktif, dan mengikuti latihan pembelajaran digital. Namun, penelitian ini menegaskan bahwa kehadiran teknologi saja tidak cukup untuk mendukung pertumbuhan yang positif. Oleh karena itu, diperlukan pendampingan aktif dan bimbingan konsisten dari guru serta orang tua untuk memastikan bahwa penggunaan gawai terintegrasi dalam lingkungan anak dengan cara yang mendukung perkembangan komunikasi mereka secara optimal. Tanpa intervensi tersebut, risiko isolasi sosial dan hambatan komunikasi meningkat, sehingga literasi digital sejak dini menjadi sangat krusial.

Implementation of STEAM-Based Islamic Education Learning Through the Utilization of the Wayground Platform Naufal Hafidh; Diah Wahyuningsih
Hikmah Vol. 23 No. 1 (2026): Januari-Juni 2026
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v23i1.659

Islamic Religious Education learning in the contemporary era faces major challenges in responding to globalization, where religion is expected to provide solutions to various social and educational problems. To address these challenges, learning activities were implemented through a STEAM-based approach supported by the Wayground digital platform. This study employed a qualitative method conducted at Madrasah Diniyah Fathul Ulum, Pacitan, East Java. The study aimed to describe the implementation of STEAM-based learning through the utilization of the Wayground platform in Islamic Religious Education instruction. Data were collected through observation, interviews, and documentation. The findings showed that STEAM-based Islamic Religious Education learning could be effectively implemented in fiqh learning on the topic of understanding the qibla direction through practical activities involving the creation of a simple compass. STEAM elements were integrated through scientific explanations of Earth’s magnetic field, engineering activities in constructing the compass, artistic activities in drawing compass diagrams, and mathematical calculations for determining the qibla angle. The Wayground platform supported learning through interactive features such as video quizzes, presentations, and mix-and-match activities, which created a more communicative, contextual, and engaging learning environment.

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